2013 Environmental Scan - Community Services & Health Industry ...

community services & health industry skills council 

environmental scan 2013 

the care industry 

A TIME

INTRODUCTION TO CS&HISC 

THE CARE INDUSTRY – A TIME FOR ACTION 

The Community Services and Health 

Industry Skills Council has prepared the 

Environmental Scan to highlight industry 

intelligence about existing and emerging 

trends in the community services and 

health industry, especially with regard 

to workforce development. 

As the Industry Skills Council for this 

industry, our role is to lead, advise and 

assist on workforce development 

and develop the national work-based 

qualifications that are integral to ensure 

quality care and support for all Australians. 

CS&HISC provides the direction for 

workforce development for Australia’s 

Community Services and Health industry. 

We drive this development by: 

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Providing advice and intelligence 

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Developing skills 

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Supporting growth 

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Working in collaboration. 

ADVICE 

We ensure that industry information and 

other research we gather is shared with 

governments and government agencies, 

employers, unions, trainers, workers 

and potential workers so that decisions 

affecting our industries support the 

development and growth of our 

workforce and reflect client needs. 

SKILLS 

We have developed 160 qualifications, 

1,198 competencies and 80 skill sets 

that form the national VET standards 

for community services and health. 

These standards support 500 job roles 

carried out by 800,000 plus workers 

in Australia, and form the Community 

Services Training Package and the 

Health Training Package, and are used 

to ensure consistency and quality in 

training, and support workforce develop. 

We have developed 160 qualifications, 1,198 competencies 

and 80 skill sets that form the national VET standards for 

Community Services and Health 

WORKFORCE GROWTH 

AND DEVELOPMENT 

We influence workforce development 

using a four-level strategy: 

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National/industry: developing 

information and workforce predictions 

on policy and reform implications 

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State/sector/region: developing 

models to operate in specific 

locations that connect agencies 

working in the same sector to 

strengthen the service outcomes 

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Enterprise: showcasing and 

supporting best-practice models for 

service delivery through workforce 

planning and training including growing 

foundation skills 

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Individual: helping existing and 

potential workers access career 

advice and pathway information. 

COLLABORATION 

We maintain a two-way relationship with 

government advisory bodies, unions, peak 

bodies, associations, state and territory 

advisory boards and training providers 

to bridge the information gap on issues 

and activities impacting our workforce. 

CS&HISC is one of 11 nationally 

recognised industry skills councils 

funded by the Australian Government. 

It is a not-for-profit company limited 

by guarantee and governed by an 

independent and industry-led Board 

of Directors. 

ENVIRONMENTAL SCAN 2013 : INTRODUCTION TO CS&HISC 

2 1

CONTENTS 

KEY INSIGHTS 4 

SECTION ONE 

LATEST INTELLIGENCE 8 

At the centre of a reform agenda 10 

SECTION TWO 

IDENTIFIED WORKFORCE 

DEVELOPMENT NEEDS 18 

Growth in a tight fiscal climate 11 

Workforce shortages and growth 14 

Changes to the VET market 15 

Ongoing industry challenges 16 

Skills for client led care 

environments 21 

Skilling across sectors 22 

Management and leadership 

skills for the industry 22 

SECTION THREE 

CURRENT IMPACT OF 

TRAINING PACKAGES 24 

Training Package uptake 27 

Industry views on current training 29 

Broader impact of Training Packages 30 

Supporting work placements 30 

Job redesign 31 

SECTION FOUR 

FUTURE DIRECTIONS OF 

TRAINING PACKAGES 34 

A quicker ‘speed to market’ 37 

Directions for Training Packages 37 

The path ahead 38 

REFERENCES 40 

FOOTNOTES 43 

APPENDICES 44 

Appendix A: Report on 

Previous Continuous 

Improvement Activity 45 

Appendix B: Methodology 47 

Appendix C: Health & 

Community Services 

Expenditure and Job Demand 49 

Appendix D: CHC08 and 

HLT07 Training Packages 

2011 Enrolment 56 

Appendix E: Alignment 

of Occupations and 

Qualifications 75 

LIST OF TABLES 

Table 1: Ten fastest growing 


occupations (by percentage 

change, 2006-20 11) 13 

Table 2: Community Services 

and Health current occupation 

numbers and projected 

numbers and percentages 15 

Table 3: Change in qualification 

profile of selected managerial 

and administrative occupations 

in Community Services and 

Health, 2006-2011. 22 

Table 4: Community Services 

and Health Training Package 

Enrolments, 2004-2011 27 

Table 5: Enrolments in 

Community Services Training 

Package qualifications 

by sector, 2009-2011 29 


HLT07 Health Training 

Package qualifications 

by sector, 2009-2011 29 

LIST OF FIGURES 

Figure 1: Projected 

employment growth to 

2016-2017, all industries 12 

Figure 2: Projected growth 

in selected Community Services 

and Health occupations, 

2011-2012 to 2016-2017 14 

Figure 3: The increasing age 

profile of the Community 

Service and Health workforce 

between 2006 and 2011 16 

Figure 4: Community Services 

and Health Training Package 

students, 2007-2011 28 

Figure 5: Health students 

in VET and Higher 

Education, 2007-2011 28 

ABBREVIATIONS 82 

ENVIRONMENTAL SCAN 2013 : CONTENTS 

3

Community Services and Health is 

Australia’s largest industry grouping, 

employing 9 per cent of the workforce (ABS 

2012a) and contributing significantly to the 

nation’s economy and welfare. Employment in 

the industry is projected to grow by at least 

35 per cent over the next ten years. Health 

expenditure has increased by $53 billion 

from $77.5 billion in 2000-01 to $130.3 

billion in 2010-11 (AIHW 2012a). 

HEALTH AND COMMUNITY 

SERVICES IS AUSTRALIA’S LARGEST 

INDUSTRY GROUPING EMPLOYING 

OF THE 

9WORKFORCE 

THE INDUSTRY IS PROJECTED TO 

GROW BY AT LEAST 

35 

OVER THE NEXT 

TEN YEARS 

EXPENDITURE HAS INCREASED BY 

53 


KEY 

BILLION 

ENVIRONMENTAL SCAN 2013 : KEY BENEFITS 

4 5

KEY INSIGHTS 

KEY WORKFORCE 

CHALLENGES 

In 2013, the health and community 

services workforce will need to respond to 

three significant challenges: 

1. High demand for care from the 

community, driven by growing 

expectations, increasing comorbidity, 

the contribution of technology and 

an ageing population (AIHW 2012b; 

ACOSS 2012). 

2. Ambitious government reforms to move 

the industry towards a client-led model 

of funding and care, beginning with the 

Aged Care Reform Package (DoHA 

2012a) and the National Disability 

Insurance Scheme (COAG 2012a). 

3. Reduced growth in expenditure by 

Australian and State governments 

(DoHA 2012; FaHCSIA 2012). 

KEY INDUSTRY 

PRIORITIES 

The following industry challenges and skills 

have been identified in this Environmental 

Scan (EScan) as the top priorities for the 

Community Services and Health industry 

in 2013 and over the next five years: 

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Workers and managers within the 

industry need to develop new skills 

to adapt to the client-led model of 

care, particularly within autonomous 

care environments. Critical skills 

that training packages will need 

to incorporate include: 

–– 

Service coordination 

–– 

Financial management 

–– 

Goal-based planning (KPMG 2012; 

Chenoweth and Clements 2009). 

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More sustainable workforce development 

models that make more efficient use of 

Higher Education (HE) and Vocational 

Education and Training (VET) based 

roles, and which provide more fluid 

pathways for workers to move between 

sectors and from VET-based to higher 

education-based roles and vice versa 

ww 

Creating a common pathway of 

competencies, so that workers at all 

levels and across the industry (but 

particularly in aligned sectors, for 

example mental health, aged care 

and disability services) can respond 

appropriately to comorbidity and 

complex care needs (DoHA 2012a; 

NMHCCF 2012). Common pathways, 

which have the potential to increase the 

retention of skilled workers, may assist 

career planning and development with 

the industry, provided cultural issues 

and hierarchies, are considered 

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Improving and supporting management 

and leadership capacity in a rapidly 

changing workforce development 

environment. This will create the drive 

for future workforce development and 

job redesign. 

BROADER INDUSTRY 

TRENDS 

The introduction of a demand-led system 

has the potential to increase the supply 

of VET-trained workers in health and 

community services. However, there are 

concerns within industry about the quality 

and regulation of training in a demandled 

system. The Community Services & 

Health Industry Skills Council (CS&HISC) 

also awaits the implementation of further 

planned reforms, that enable reporting 

on the total VET activity in Australia not 

only delivery through Government-funded 

institutions and places. Reporting of this 

data will improve assessment of the impact 

of CS&HISC Training Packages. 

Responding to the industry’s skills needs 

in a timely manner will require adaptations 

to the existing Training Packages, and an 

improvement in ‘speed to market’, with 

a greater emphasis and sophistication 

in workforce development – evaluation 

of successful approaches – coordinated 

planning and strategy – adoption of a 

systems approach. Action will need to be 

oriented around the following approaches: 

The priority areas for CS&HISC in 2013 

have been reinforced by the Standing 

Council on Tertiary Education Skills 

& Employment (SCOTESE) and its 

endorsement of the new Training Package 

standards and its reaffirmation of VET 

as competency based and not capability 

based tertiary education. 

CS&HISC will be driving discussion and 

action on increasing the ‘speed to market’ 

for Training Package revisions to meet 

the increasing demand for new skills, 

qualifications and roles; and monitoring 

the quality assurance regime (particularly 

ensuring workplace content and the 

regulation of assessment). This latter 

priority is also driven by jurisdictions 

moving to a demand-led system for VET. 

The 2013 EScan findings build on themes 

identified in previous EScans, such as 

the growing emphasis on primary health, 

person-centred service work models 

and the need for greater investment in 

workforce planning and development. 

The issues identified in this EScan have 

significant implications for the Community 

Services and Health industry. 

As the major industry body, 

we will continue to consult 

and engage with industry 

stakeholders and policy 

makers to ensure that 

Australia has the workforce 

it deserves, to best meet 

the challenges of a growing 

population which demand 

affordable, accessible high 

quality care 


The introduction of a demand-led system has the potential 

to increase the supply of VET-trained workers in Community 

Services and Health 

ww 

In the short term, further action to 

support industry provided clinical and 

work placements for VET students. 

This is already an under-funded and 

under-supported activity and the 

transition to demand-led funding 

for VET students has the potential 

to overwhelm existing capacity 

ww 

Over the medium term, more 

sustainable models of quality care are 

required that alleviate the pressure 

on professional roles, particularly 

Registered Nurses, giving greater 

prominence to existing and new 

VET-based roles. 

CS&HISC is the recognised national 

advisory body on skills and workforce 

development. 

As the major industry body, we will 

continue to consult and engage with 

industry stakeholders and policy makers 

to ensure that Australia has the workforce 

it deserves, to best meet the challenges 

of a growing population which demand 

affordable, accessible high quality care. 

ENVIRONMENTAL SCAN 2013 : KEY INSIGHTS 

6 7

WE HAVE CONTRIBUTED OVER 

85 

BILLION TO 

AUSTRALIA’S 

NATIONAL 

ACCOUNTS 

BETWEEN 2006-2011 THE AGED 

AND DISABLED CARER WORKFORCE 

GREW BY 

40 

OR 30,800 

WORKERS 


LATEST 

INTELLIGENCE 

COMMUNITIES CHANGED 

EXPECTATIONS ABOUT THEIR 

NEEDS FOR 

CARE 

ENVIRONMENTAL SCAN 2013 : SECTION ONE LATEST INTELLIGENCE 

8 9

LATEST INTELLIGENCE 



industry employs the most workers in 

Australia, and is at the centre of an 

ambitious reform agenda to expand 

access to services and introduce a client 

centred approach to funding and care. 

While governments acknowledge a high 

level of demand for care, they are also 

operating in tight fiscal environments so for 

the foreseeable future, reductions in the 

growth of overall expenditure in community 

services and health is expected. 

Meeting the twin challenges of unmet 

demand and new models of care will 

require the industry to develop a more 

financially sustainable balance between 

Vocational Education and Training (VET) 

based job roles and Higher Education 

professionals. These challenges will also 

require new training pathways, increased 

skills portability across aligned sectors, 

and reduced ‘speed to market’ coupled 

with a renewed focus on quality for new 

training programs that respond to new 

client centred approaches. 

AT THE CENTRE OF 

A REFORM AGENDA 


industry employs just over 9 per cent of 

Australia’s total full time workforce (ABS, 

2012a) and has contributed over $85.3 

billion to Australia’s national accounts in 

the financial year 2011/12 (ABS, 2012b). 

Australia’s healthcare and social 

assistance industry, along with the mining 

and manufacturing industries, was one 

of the main drivers of Australia’s recent 

economic growth (as defined by GDP), 

contributing 0.1 percentage points to 

Australia’s overall increase in the 2012 

September quarter (ABS, 2012b). 

Currently, the Community Services 

and Health industry is at the centre 

of a government reform agenda that 

is fundamentally changing traditional 

models of care with pace of change 

accelerating. Coupled with communities’ 

changing expectations about their 

growing needs for care, and the growth 

in the Australian population in terms of 

number, age and diversity, the industry 

is facing a significant challenge in 

meeting the care requirements of our 

communities. The past year brought 

a series of major Australian and State 

government initiatives focussed on 

changing models of care in community 

services and health, primarily: 

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National Healthcare Agreement 

(COAG, 2012a) 

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National Disability Agreement 

(COAG, 2012a) and creation of the 

National Disability Insurance Scheme 

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National Indigenous Reform 

Agreement (COAG, 2012a). 

In addition, the Australian Council of 

Australian Governments (COAG), in 

a series of major reforms has: 

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Introduced Medicare Local Centres 

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Established Health Workforce 

Australia’s National Health Workforce 

Innovation and Reform Strategic 

Framework for Action 2011-2015 

(HWA, 2011) 

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Released a new Aged Care Reform 

Strategy (DOHA, 2012a) 

ww 

Introduced the Aged Care Innovation 

Fund and further implemented the 

National Workforce Development Fund 

(NWDF) to facilitate sector workforce 

development (CS&HISC, 2012) 

ww 

Implemented an Australian E-Health 

system (Deloitte Access Economics, 

2008) and introduced an E-Mental 

Health Strategy (DOHA, 2012b) 

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Reorganised public dental programs 

to include means tested entitlements 

for basic dental services for children, 

a national partnership agreement with 

States and Territories to assist up to 

1.4 million low income adults to receive 

dental services and a flexible grants 

program for capital and workforce 

dental infrastructure (DOHA, 2012d) 

ww 

Released a new draft National 

Aboriginal and Torres Strait Islander 

Health Plan (NATSIHP) and established 

the Australian Charities and Not for 

Profits Commission, (ACNC, 2012) 

ww 

Developed a new approach to national 

regulation of the VET sector (ASQA 

National Vocational Education and 

Training Regulator Act, 2011). 

Of these developments, Medicare Local 

Centres are a key component of the 

Australian Government’s national health 

reforms that will profoundly impact the 

local workforce development needs of 

Australia’s health system. Medicare 

Local Centres have been established 

to coordinate primary health care 

delivery, tackle local health care needs 

and service gaps. Local workforce 

shortages in occupations like general 

practitioners, nursing and other allied 

health professionals, aged care specialists 

and Aboriginal and Torres Strait Islander 

health workers are expected to become 

more visible. 

Common to many of these reforms is the 

adoption of a client centred approach to 

care and funding. Moving to a client centred 

approach has profound implications for the 

skills required of managers and workers in 

the industry and will be a recurring topic 

throughout this EScan. 

It is the view of CS&HISC that there will 

be a greater need for multidisciplinary 

care teams made up of professionals and 

other care workers. These professionals 

will be able to delegate non specialist work 

to their colleagues who are largely VET 

trained, allowing the health professional 

to focus on the more critical health needs 

of the client who would benefit from their 

specialist skills. 

GROWTH IN A TIGHT 

FISCAL CLIMATE 

The demand for community services and 

health care in Australia is clearly growing. 

The Australian Institute for Health and 

Welfare (2012b) identifies population 

ageing as the major driver for this 

anticipated growth. The Australian Council 

of Social Service’s (2012) Community 

Sector Survey recorded considerable 

unmet demand in 2012, with the greatest 

needs in housing and homelessness 

services, followed by legal services. 

In the stakeholder survey conducted by 

CS&HISC in late 2012, over 90 per cent 

of respondents reported that the level and 

intensity of demand in their industry was 

changing. Stakeholders gave a wide range 

of reasons for the change in demand, but 

an ageing population was most frequently 

mentioned, followed by the increasing 

complexity of clients’ needs. 

The growth in roles to meet this growing 

demand for services has been strong. 

The 2011 census data confirms that over 

the last decade, community services and 

health have been the fastest growing 

industry in the Australian workforce. Over 

the five years between 2006 and 2011, 

this growth has been strongest in those 

with VET qualifications. 

Table 1 lists the ten fastest growing 

occupations in the health and community 

services industry between the two most 

recent Australian censuses. Aged and 

disabled carers experienced the largest 

increase in absolute terms – an additional 

30,802 workers. Other job roles that grew 

by over 30 per cent include Indigenous 

Health Workers, Practice Managers, and 

Ambulance Officers and Paramedics. 


10 

11


Table 1: Ten fastest growing Community Services and 

Health occupations (by percentage change, 2006-2011) 

Occupation 2011 2006 

Occupational and Environmental Health 

Professionals 

Since the Global Financial Crisis, economic 

conditions in Australia may have slowed this 

past trend in jobs growth. After a prolonged 

period of strong economic growth, in recent 

years the Australian economy has only 

experienced overall economic growth at 

or below trend. Although public spending 

across most areas of Community Services 

and Health continues to increase, the rate 

of spending growth has eased according to 

the Productivity Commission’s most recent 

Report on Government Services (2012). 1 

Further details can be found in Appendix C. 

Percentage 

Growth 

18 924 10 840 75% 

Other Personal Service Workers 10 077 6 786 48% 

Other Medical Practitioners 8 620 5 851 47% 

Dieticians 3 705 2 589 43% 

Health and Welfare Services Managers 17 387 12 160 43% 

Welfare, Recreation and Community 

Arts Workers 

19 636 13 930 41% 

Nurse Educators and Researchers 5 286 3 761 41% 

Aged and Disabled Carers 108 216 77 414 40% 

Psychologists 18 605 13 438 38% 

Anaesthetists 3 768 2 728 38% 

Source: ABS Census of Population and Housing, 2006 and 2011. 

Note: Health and Community Services occupations are defined as those occupations where a 

majority are working in the Health and Social Assistance Industry. Additionally, occupations that 

predominantly fall outside this industry but which are covered by the CHC and HLT Training 

Packages (such as Education Aides) are included. 

Recent Australian and State government 

budget decisions reflect attempts to 

contain public expenditure with increased 

spending on priority areas such as acute 

health care, aged care, mental health and 

disability services being offset by reductions 

in expenditure in other areas of health and 

community services. 2 Spending on rural 

health services is budgeted to be $16.4 

million lower in 2012/13, and budgeted 

expenditure on primary care is $19.8 million 

lower than in 2011/12 (DoHA 2012). 

State and Territory governments are also 

constrained by declining revenue growth 

leading to redistribution of health and 

community services expenditure. In the 

recent State budgets of New South Wales, 

Victoria and Queensland, health spending, 

particularly on frontline services, will 

increase in 2012-13. 

State governments have also recently 

announced additional spending on 

disability services, as part of the National 

Disability Insurance Scheme. However 

other areas of community services and 

health government budget decisions 

have resulted in a reduction in funding. 

In December 2012, the South Australian 

Government announced a further one per 

cent efficiency dividend for government 

departments, with exceptions for the 

Health Department and disability spending 

(Government of South Australia, 2012). 

The 2012/13 Queensland State budget 

reduced expenditure by $5.5 billion over 

three years and forecasts reducing the 

number of public servants by 14,000 

(Queensland Government State Budget 

2012-13)). The Queensland Department 

of Communities will reduce funding to non 

government organisations by approximately 

$65 million in 2012/13, which will affect 

programs associated with family support, 

homelessness, domestic and family 

violence, drug and alcohol, youth and 

community services (ACOSS, 2012). 

Nearly all community service organisations 

surveyed by Australian Council of Social 

Service (ACOSS) reported underfunding of 

services as an anticipated future pressure 

(ACOSS, 2012). 

Reduced funding growth casts doubt 

on projections for employment in health 

and community services occupations. 

This may prompt discussion of what is a 

sustainable skills mix for the industry. For 

example, the Department of Education 

Employment and Workplace Relations 

(DEEWR) estimates that the health 

care and social assistance industry will 

contribute the most new jobs between 

2011/12 and 2016/17 (see Figure 1). 

These figures are consistent with those 

produced by the Australian Workforce and 

Productivity Agency (AWPA) (formerly 

Skills Australia) as part of its scenarios for 

employment to 2025 (DAE 2012). Under 

the most optimistic of the AWPA scenarios, 

the workforce is projected to grow by over 

3 million workers by 2025, including an 

additional 910,000 workers in community 

services and health (around 80 per cent 

of the current size of the industry). Even 

under the most pessimistic of scenarios 

(‘the Ring of Fire’), the total health and 

community services workforce was still 

projected to grow by 427,000 workers 

(around 35 per cent) by 2025. 

Over 90 per cent of respondents reported that the level 

and intensity of demand in their industry was changing 

Figure 1: Projected employment growth to 2016-2017, all industries 

Health Care and Social Assistance 

Construction 

Professional, Scientific and Technical Services 

Mining 

Education and Training 

Retail Trade 

Transport, Postal and Warehousing 

Public Administration and Safety 

Accomodation and Food Services 

Financial and Insurance Services 

Other Services 

Electricity, Gas, Water and Waste Services 

Administrative and Support Services 

Wholesale Trade 

Arts and Recreation Services 

Rental, Hiring and Real Estate Services 

Agriculture, Forestry and Fishing 

Information Media and Telecommunications 

Manufacturing 

Source: DEEWR 2012. 

Even if funding levels to the industry can 

sustain overall employment growth, it is 

unlikely that it can be achieved with the 

projected skills mix. DEEWR modelling 

projects that Registered Nurses (RNs) 

will add the most workers to the industry 

between 2011/12 and 2016/17 (see 

Figure 2). DEEWR projections indicate 

61.3 

50.4 

42.0 

31.2 

30.9 

18.5 

18.4 

17.9 

17.7 

17.0 

7.8 

6.7 

5.5 

4.6 

-85.6 

108.2 

103.7 

131.2 

-100 -50 0 50 100 150 200 250 

Projected change in employment (’000) 

241.8 

that VET based roles (including Aged and 

Disabled Carers (23,900), Child Carers 

(18,400), Nursing Support and General 

Care Workers (13,600) are also expected 

to increase, but not to the same extent as 

RNs. These projections are based mainly 

on recent funding levels and not the 

current and future fiscal outlook. 


12 13


Figure 2: Projected growth in selected Community Services and Health 

occupations, 2011-2012 to 2016-2017 

Additional ‘000 workers, 2011–12 to 2016–17 (projected) 

50 

40 

30 

20 

10 

0 

46.8 

Registered 

Nurses 

Source: DEEWR 2012. 

23.9 

Aged and 

Disabled 

Carers 

WORKFORCE 

SHORTAGES AND 

GROWTH 

18.4 

Child 

Carers 

In the industry there are a number of major 

current and projected workforce shortages, 

at professional, managerial levels, and 

the operational level in particular. At the 

operational level many of the occupations 

are VET based, and the following table 

(Table 2) details in order of magnitude the 

occupations projected to have significant 

growth in the next 5 to 6 years. 

A full list of all the current and projected 

workforce shortages can be examined in 

Table C3 in Appendix C. 

13.6 

Nursing 

Support and 

Personal 

Care Workers 

9.2 8.3 8.0 

Generalist 

Medical 

Practitioners 

Welfare 

Support 

Workers 

Education 

Aides 

Under AWPA’s most optimistic scenario 

(‘Long Boom’) demand for aged and 

disabled carers and child carers will 

increase by 77 per cent. Under the most 

pessimistic scenario (‘The Ring of Fire’), 

these occupations will grow by 40 per 

cent, outstripping growth in the registered 

nurse workforce. In its future scenarios, 

AWPA is foreshadowing an increasing 

reliance on VET qualified workers to meet 

the demand for community services and 

health, particularly if governments continue 

to constrain their additional spending on 

health and community services and seek 

greater efficiency. 

Despite the methodological issues, a 

renewed emphasis should be placed on 

assessing productivity within community 

services and health industry to ensure that 

scarce resources are being optimally used. 

Across the industry, stakeholders, training 

providers, and regulators will need to work 

together to make better use of the existing 

workforce and resource level. Health 

Workforce Australia (HWA) has begun 

leading this work in the health sector, with 

CS&HISC involvement. The five strategies 

identified in its National Health Workforce 

Innovation and Reform Strategic Framework 

for Action 2011-2015 (Framework for 

Action) (HWA, 2011a) focus on: 

1. Services delivery, including 

“redefinition of roles, inter professional 

collaboration, enabling professionals to 

work to their full scope of practice and 

creation of supporting technologies 

and information systems” (p.16). 

2. Capacity and skills development, with 

a focus on inter professional training - 

working together – sharing knowledge. 

3. Leadership, by managers and also 

staff, as “leadership can come from 

anyone in the system” (p. 21). 

4. Workforce planning that focuses on all 

sectors, not just the public sector (the 

traditional sector of interest). 

5. Policy, funding and regulation, in 

particular “education, occupational 

regulation and health care funding and 

organisation... to appropriately balance 

generalist and specialist skills within 

disciplines to address equity of access 

and cost issues” (p. 27). 

The Queensland Government in 2012 

signalled its interest in following the 

approach outlined by HWA by looking at 

promoting generalist roles that can be 

deployed across aligned sectors such as 

aged care, disability, and mental health 

sectors (Springborg, 2012). Aligning skill 

pathways is discussed further in Section 

2. While HWA has a remit to consider all 

the workforce as seen in the Framework 

for Action the focus by HWA has largely 

been focussed on the professional degree 

qualified workforce. 

Given the composition of the health 

workforce now and into the future, more 

emphasis must be placed on health 

professionals who are VET qualified and 

constitute the majority of the community 

services and health industry workforce. 

Examining jurisdictions where demand 

driven funding has been introduced, recent 

trends suggest that demand for personal 

services courses is coming at the expense 

of areas of critical shortage, such as health. 

CHANGES TO 

THE VET MARKET 

In April 2012, the Australian Government 

and all State and Territory governments 

signed a revised version of the National 

Agreement for Skills and Workforce 

Development, committing them to 

introduce a national ‘entitlement’ up to 

Certificate III that can be used by any 

provider, public or private (COAG, 2012). 

States and Territories are moving to 

implement these reforms. 

The preliminary evidence from Victoria, 

which was the first State to introduce 

an entitlement model, is that this has 

led to an increase in publicly funded 

enrolments in community services and 

health qualifications. However, it has also 

led to concerns within industry about the 

regulation of new entry training providers 

to the VET sector and the quality of 

training (Wheelahan, 2012). These effects 

are covered in more depth in Section 3 

(Current Impact of Training Packages). 

Table 2: Community Services and Health current occupation numbers 

and projected numbers and percentages 

ANZSCO 

Occupation 

† 

Nov 2011 

‘000 

ˆ2016-17 

‘000 

ˆ% change 

2011-2016/17 

2544 Registered Nurses 228.0 274.8 20.5 

4231 Aged and Disabled Carers 3 116.8 140.6 20.4 

4211 Child Carers 3 115.1 133.4 16.0 

4233 Nursing Support and Personal 

Care Workers 3 82.1 95.6 16.5 

4221 Education Aides 3 80.4 88.4 9.9 

2231 Human Resource Professionals 4 61.2 68.9 12.5 

4117 Welfare Support Workers 3 56.2 64.6 14.8 

2531 Generalist Medical Practitioners 52.3 61.5 17.7 

6214 Pharmacy Sales Assistants 5 34.6 36.2 4.6 

3112 Medical Technicians 3 28.1 32.4 15.3 

4114 Enrolled and Mothercraft Nurses 3 27.5 30.6 11.0 

2726 Welfare, Recreation and 

Community Arts Workers 

2513 Occupational and Environmental 

Health Professionals 

26.0 29.5 13.7 

24.5 27.8 13.7 

2725 Social Workers 22.2 25.7 16.0 

2512 Medical Imaging Professionals 22.0 25.3 14.8 

2723 Psychologists 21.9 25.3 15.4 

2515 Pharmacists 21.1 23.1 9.9 

4232 Dental Assistants 3 20.9 23.2 11.0 

2411 Early Childhood 

(Pre-primary School) Teachers 

20.3 22.3 9.9 

2346 Medical Laboratory Scientists 19.9 21.2 6.2 

Source: † Nov 2011 from ABS Census of Population and Housing, 2006 and 2011. ˆ2016-17 and % change 2011- 

2016/17 from DEEWR, Occupational projections, http://www.deewr.gov.au/lmip/default.aspxLMIP/Publications/ 

IndustryEmploymentProjections. 

Notes: Community Services and Health occupations are defined as occupations in which the majority of employment is in the 

Health Care and Social Assistance industry and/or which are identified in training.gov.au as aligned to a qualification from the 

Community Services or Health Training Packages (see Appendix E:Table E1). 


14 15


A series of other commitments to 

greater transparency and access to 

information about the VET sector was 

also made in 2012 (SCOTESE, 2012). 

The most significant of these individual 

developments include: 

ww 

Launch of the My Skills website 

ww 

Introduction of a Unique Student 

Identifier 

ww 

Rollout of an implementation 

plan for national harmonisation of 

regulatory requirements for Australian 

Apprenticeships across jurisdictions. 

In November 2012, SCOTESE endorsed 

new standards for Industry Skills Councils’ 

training packages and reaffirmed the 

importance of industry leadership within 

the national training system and the role 

of industry developed training packages in 

defining workforce skills development. By 

endorsing these standards, SCOTESE also 

fully reaffirmed that Australia’s VET sector 

of tertiary education is competency and 

not capability based. Given the cross overs 

occurring within the community services 

and health industry there is a need for 

higher education and VET to work more 

closely together. 

ONGOING INDUSTRY 

CHALLENGES 


industry faces a series of ongoing 

challenges, many of which are increasing 

in urgency each year. Research conducted 

for this EScan has indicated the following 

issues remain important to stakeholders 

and are significantly unaddressed. 

AN AGEING WORKFORCE 

Census data from 2011 confirms that 

the community services and health 

workforce, already skewed towards an 

older distribution, is ageing faster than the 

Australian workforce overall. As Figure 3 

indicates, between 2006 and 2011, most 

age brackets between 15 and 49 years 

declined as a proportion of the community 

services and health workforce, while the 

proportion of workers aged 50 years and 

above grew. In 2011, more than one in five 

workers in the industry (21.2 per cent) 

were aged 55 years and over compared 

with 17.6 per cent for the total Australian 

workforce. An ageing community services 

and health workforce has the following 

implications: 

ww 

Widespread skill shortages may 

re-emerge if workers now in their 60s 

exit the workforce in the coming years 

ww 

An older workforce provides industry 

with a depth of experience. But industry 

and organisations will have to employ 

models of workforce retention and 

training with older workers to ensure 

their participation and productivity 

(Billett, 2011). There needs to be 

cultural shifts by older workers and 

employers to successfully navigate 

these changes 

ww 

Skilled migration may be an option 

as skill shortages emerge. 

Figure 3: The increasing age profile of the Community Service and 

Health workforce between 2006 and 2011 

Percentage of paid workers 

18 

16 

14 

12 

10 

8 

6 

4 

2 

0 

15-19 

20-24 

25-29 

30-34 

35-39 

40-44 

Source: ABS Census of Australian Population and Housing, 2006 and 2011. 

45-49 

50-54 

55-59 

60-64 

65-69 

2011 

2006 

70 

and over 

CLOSING THE GAP AND 

THE ABORIGINAL AND 

TORRES STRAIT ISLANDER 

POPULATION 

In 2007, COAG committed to closing the 

significant gap in life expectancy between 

Indigenous and non-Indigenous Australians 

by 2030, leading to establishment of 

the National Aboriginal and Torres 

Strait Islander Health Equality Council 

(NATSIHEC). This strategy is having mixed 

success, with no significant change in 

Indigenous death rates from 1998 to 

2010 in NSW and South Australia but a 

significant decrease in Queensland and 

the Northern Territory (COAG Reform 

Council, 2012). The Northern Territory is 

the only jurisdiction on track to close the 

gap by 2031. 

Research conducted for this EScan 

indicates that one factor affecting this 

outcome might be the lack of appropriately 

qualified Indigenous staff especially in the 

areas of childcare and child protection. 

Cultural sensitivity of non-Indigenous 

people working with clients is another 

training gap identified by stakeholders 

during consultations. 

SERVICING REGIONAL, RURAL 

AND REMOTE AUSTRALIANS 

As in previous EScans produced by 

CS&HISC, the shortage of community 

services and health workforce in regional, 

rural and remote Australia remains 

acute. Stakeholders identified a lack of 

national data as contributing to not fully 

understanding this shortage. New data 

from the 2011 Australian Census on the 

remoteness of the community services and 

health workforce will be released in mid 

2013 and will enable a greater appreciation 

of workforce issues in regional, rural and 

remote Australia. 

Key stakeholders consulted in this report 

believed that the National Broadband 

Network (Siggins Miller, 2011) and 

other health initiatives (Deloitte Access 

Economics, 2008), has great potential 

to improve access to skills, but much 

of this is yet to be realised. 

The strength of localism and of having 

to make do in rural, regional and remote 

communities can foster development of 

innovative workforce strategies. It’s in rural 

communities that a greater emphasis and 

value is placed on generalist skills but this 

must be accompanied by changes in job 

design and strategies to actively support 

the workforce through skill development. 

Each community is somewhat different 

and any workforce development solution 

will need to be tailored and integrated 

with workforce planning, education, 

retention strategies and conditions. 

We are aware of some concerns regarding 

the move to generalist workers. But these 

concerns need to be balanced against 

meeting client need within the context of a 

care system that is experiencing financial 

constraints and moving towards community 

based client led care. 

Strategies to improve the recruitment and 

retention of workers in rural, regional and 

remote areas must be evidence based, be 

capable of rigorous evaluation to better 

inform policy and deployed within 

a workforce development paradigm. 

The World Health Organisation (2012) 

in a recent report strongly suggests 

the following strategies be employed 

to improve recruitment and retention; 

education exposure to students and to 

current rural health workers; regulatory 

enhancements to support rural health 

workers and bonded educational 

entitlements, and financial incentives. 

HWA are developing a National Rural and 

Remote Heath Workforce Innovation and 

Reform Strategy and this will be presented 

to Health Ministers in 2012-2013. We 

look forward to continuing our work with 

HWA to ensure that this and other such 

strategies are effectively implemented 

with strong industry input. 

LANGUAGE LITERACY AND 

NUMERACY SKILLS 

As the White Paper Australia in the Asian 

Century (2012:2) notes “our greatest 

responsibility is to invest in our people 

through skills and education to drive 

Australia’s productivity performance and 

ensure all Australians can participant and 

contribute”. Nearly 50% of Australians aged 

15-74 do not have sufficient minimum skills 

suitable for ‘coping with the increasing 

demands of the emerging knowledge 

society and information economy’. The need 

for greater language, numeracy and literacy 

skills is especially vital in those occupations 

within our industry that provide direct care 

and support. 

As a priority, we will continue to encourage 

the uptake of the Workplace English 

Language and Literacy program and the 


to build LLN capacity within our industry 

across Australia. 


16 17

MOST CHILD CARE CENTRE 

MANAGERS ARE VET QUALIFIED, AND THE 

PROPORTION INCREASED IN 2011 TO 

59 

HEALTH AND WELFARE 

SERVICE MANAGERS WAS THE 


IDENTIFIED 

WORKFORCE 

DEVELOPMENT NEEDS 

5th 

FASTEST GROWING 

OCCUPATION IN 

COMMUNITY SERVICES 

AND HEALTH 

THE PROPORTION OF HEALTH AND 

WELFARE SERVICE MANAGERS WITH A 

VET LEVEL OCCUPATION INCREASED 

26 

ENVIRONMENTAL SCAN 2013 : SECTION TWO IDENTIFIED WORKFORCE DEVELOPMENT NEEDS 

18 19

IDENTIFIED WORKFORCE 

DEVELOPMENT NEEDS 


In this section, we focus on emerging gaps 

in skills across the Community Services 

and Health industry. In our online survey 

of stakeholders for this EScan, a majority 

agreed there was pressure within industry 

to develop new job roles to cope with 

increasing client demand in health and 

community services and the constrained 

funding environment. 

The 2013 EScan consultation consistently 

raised three workforce development needs: 

1. Client led funding. This will require 

workers with a new set of skills, 

built around managing risks and 

expectations. This is particularly an 

issue for aged care, home care and 

disability services but also affects other 

sectors such as employment services. 

2. As a consequence of increased life 

expectancy within the Australian 

population, workers in aged care 

facilities and home care will require 

additional aligned capabilities in 

disability care and mental health. 

Likewise, workers in disability services 

will require skills portability to handle 

dementia and mental health issues. 

While more specialists will be 

required to address this comorbidity, 

generalist workers will also need an 

additional level of capability to identify 

and respond to these issues. 

3. Management Skills. Managers 

in the industry require additional 

skills and support to cope with 

changes to funding regimes and the 

consequential workforce implications 

such as managing staff that are 

more likely to be casually employed 

and dispersed across geographic 

locations. Currently, managers in 

the industry lack the time, support 

and training resources to develop 

the leadership and innovation skills 

that are necessary to cope with the 

evolving structure. 

Appendix B provides a summary of the 

submissions and consultations received 

as part of the research undertaken to 

complete this EScan. 

SKILLS FOR CLIENT LED 

CARE ENVIRONMENTS 

In both aged care and disability services, 

the move to a client led policy approach 

will increase the number of workers who 

physically work outside of centralised 

services and who are instead based within 

the community. This reduces their close 

access to supervisory support, specialist 

assistance and also potential learning 

opportunities. The positive shift in power 

to the client inherent in this approach, 

also demands that frontline workers be 

equipped with skills to understand the 

service delivery framework and negotiate 

with and on behalf of clients if the need 

arises (Chenoweth and Clements, 2009; 

Workplace Research Centre, 2008). 

Where client led approaches to care 

have been implemented overseas, the 

following issues for workers have arisen: 

ww 

Fewer protections than in institutional 

settings for workers in relation to 

rostering, scheduling and management 

of work tasks, and advanced 

occupational health and safety 

protocols (Stacey 2005) 

ww 

Difficulty regulating quality of care in 

individualised settings, such as home 

care (Bradley et al 2001) 

ww 

Some resistance among client 

advocates in the United States to 

the establishment of formal training 

requirements (Simon-Rusinowitz et 

al, 2010; Doty et al, 2010) although 

training funding and standards were 

preserved in the English Model 

(Carr and Robbins, 2009). 

Australia can learn from experiences 

overseas. An evaluation of the consumer 

directed care initiative (KPMG, 2012) 

identified the following skills required 

by workers in a client directed model 

of aged care: 

ww 

Experience in individualised 

and goal based planning 

ww 

Building client capacity and 

case management 

ww 

Knowledge of aged care or respite, 

but no preconceived ideas about what 

community aged care or respite ‘is’ 

or ‘looks like’ – an ability to ‘think 

outside the box’ 

ww 

Financial skills, both in terms of 

managing individual budgets and 

helping clients to understand their 

budget statements (this is quite 

different to the standard packaged 

care approach) 

ww 

Commitment to client empowerment 

and self-determination. 

In a home based setting, individual workers 

need to have some understanding of 

these skills and what they are responsible 

for and those skills that rest with their 

supervisors, coordinators or other 

specialists. In Australia these are the skills 

that will be required by workers assisting 

clients during the implementation of the 


(NDIS). Providing frontline workers with 

the necessary support via changes to 

training packages as well as organisational 

practices around risk management, 

reporting, and mentoring and supervision, 

will be critical to the success of the NDIS. 

A priority for CS&HISC in 2013 will be 

to assess both the CHC and HLT 

training packages against these 

new skill requirements. 

Further, converting the skills around 

planning, case management, financial 

skills and values to competencies that 

can be included in training packages will 

be challenging. The industry is already 

examining these competencies within the 

new care environment. One Registered 

Training Organisation (RTO) expressed 

it this way: 

“More work is required on the complex 

health needs of frail and older individuals. 

Job roles in the sector require staff to 

have high levels of resilience and the 

training packages incorporate standard 

employability skills but more direct 

attention on this is needed.” 

In summary, while the industry is moving to 

a model of client led care and associated 

autonomous workers, changes to training 

packages will be required to reflect 

these changes which will need to take 

place within a broader framework that 

includes supervisory arrangements for 

home based care, and clarity on funding 

levels to support and remunerate roles 

appropriately. We expect our industry 

experts to request these changes to 

training packages as the trend towards 

client led care gathers pace. 


20 

21


SKILLING ACROSS 

SECTORS 

In the Aged Care and Disability sectors, 

as well as Mental Health, increasing 

life expectancy, and the policy objective 

of keeping people at home and in the 

community, is extending the range of 

roles that must develop skills portability 

to manage those with comorbidity (a long 

standing skills gap issue that has been 

acknowledged in many previous EScans). 

Examples of changes to job roles reported 

through CS&HISC research include: 

ww 

Community nurses, home and 

community care workers are needed 

who are able to manage and care for 

dementia patients appropriately 

ww 

Aged care employers would like to 

implement a program that teaches 

healthy eating and food preparation. 

This would require someone with 

a Certificate III in Aged Care or 

Certificate III in Personal Care 

Assistant who also has the Certificate 

II in Hospitality, or alternatively adding 

additional units of competency 

to the Certificate III in Aged Care 

or Certificate III in Personal Care 

Assistant qualifications. 

Similarly, in Children’s Services, there 

will be an increasing need for new job 

roles for workers who are able to bridge 

the gap between education and support 

needs, particularly for the young with 

disabilities and learning needs. Many key 

stakeholders have initiated skills audits 

to identify these commonalities. 

CS&HISC has responded to this approach 

for training packages by moving toward 

developing qualifications underpinned 

by a set of common competencies, or 

skilling within aligned sectors. This makes 

it possible to augment this foundation 

with skill sets, but without the foundation 

there is the risk of deskilling and/or 

having unsupported roles. All initiatives 

by CS&HISC to develop a set of common 

competencies will be within the current 

competency based framework endorsed by 

SCOTESE (2012) as part of the Standards 

for Training Package development. 

Table 3: Change in qualification profile of selected managerial and administrative occupations in 

Community Services and Health, 2006-2011 

Level of highest qualification (%) 

Child Care Centre 

Managers 

MANAGEMENT AND 

LEADERSHIP SKILLS 

FOR THE INDUSTRY 

In Section One, we reported that Australian 

census data showed strong growth in 

management roles within the community 

services and health industry between 2006 

and 2011. In particular, Health and Welfare 

Service Managers was the fifth fastest 

growing occupation in community services 

and health, increasing by 43 per cent. Strong 

demand for managers by new and expanding 

service providers in the industry has not been 

matched by qualifications growth. 

Consequently, the VET sector is playing a 

larger role in providing skills for managers 

in the health and community services 

industry. This issue is demonstrated in 

Table 3. Most Child Care Centre managers 

are VET qualified, and the proportion 

increased in 2011 to 59 per cent, as 

compared to those with no qualification. 

The proportion of Health and Welfare 

Service managers with a VET level 

occupation increased from 22 per cent 

to 26 per cent, as compared to university 

qualified managers. The proportion 

of Practice managers with VET level 

qualifications also increased over the 

period. Health Workforce Australia are 

Occupation 

Health and Welfare 

Services Managers 

Practice 

Managers 

2006 2011 2006 2011 2006 2011 

University level qualification 29 32 64 61 31 31 

VET level qualification 57 59 22 26 32 36 

No post school qualification 14 10 14 12 37 33 

Total 100 100 100 100 100 100 

Source: Australian Bureau of Statistics, 2006 & 2011 Census of Population and Housing. 

currently developing the National Common 

Health Competency Resource, identifying 

and articulating skills that are shared 

across the health workforce, and have 

begun work on Health LEADS Australia, 

a draft Australian health leadership 

framework. In this context, the VET 

system has a very important role to play 

equipping managers with the skills to suit 

the emerging funding environment. The 

VET sector’s current role is demonstrated 

in Table 3. 

As part of our EScan research, 

stakeholders frequently expressed the view 

that it is very difficult for managers to keep 

up with the constantly changing policy 

context and subsequent program changes. 

First, there are the human resource 

challenges, created by individualised 

funding arrangements. Person centred 

funding is creating new skills demands 

for managing staff. As well as managing 

numerical flexibility, managers involved in 

the shift to home centred care also have 

to develop the capability to manage the 

logistics and risk of supervising staff in 

multiple locations. 

Individualised funding increases pressure 

to move to flexible work arrangements such 

as casual employment, creating additional 

human resource requirements. Individualised 

funding also challenges managers to find 

ways of funding appropriate activities that 

are not covered off in individual bundles 

of funding. 

An evaluation of the consumer directed 

Aged Care trial found that providers 

were underfunded in their coordination 

of packages and had to dip into their 

own money (KPMG, 2012). Because 

the Living Longer, Living Better funding 

guidelines do not cover off the complete 

list of activities operators are expected to 

provide, “operators will likely be even more 

financially stressed” (Grant Thornton, 2012, 

p.4). The demand for constant funding 

crowds out time and skills for innovation 

and can limit availability for training 

particularly in rural areas. As one manager 

within the community sector reported: 

There is very little time to think. There is 

no infrastructure or funding allocated for 

innovation or collaboration. Managers are 

kept busy writing funding submissions. 

Managers in the industry are reporting 

they lack the time and skills to engage 

in workforce development. Without the 

space to plan, organisations fall back on 

established divisions of labour. According 

to a survey conducted by the Aged and 

Community Services Association, workload 

is one of the main reasons why managers 

report they are leaving the Aged Care 

sector. The treatment they received from 

regulatory bodies was another commonly 

cited reason. Low pay was not a factor. 

The key difference between managers 

who were leaving and those staying was 

support from senior leadership at the Chief 

Executive Officer and board level. 

Strong demand for managers by new and expanding 

service providers in the industry has not been matched 

by qualifications growth 

Larger organisations in the industry report 

more success in retaining and developing 

some in house capability to do planning. They 

can also share the risk of recruitment among 

programs. Mission Australia ran a graduate 

recruitment scheme that emphasised values 

and helped to attract young workers who 

were a good match for the sector. 

As with many skills gaps in community 

services and health, the shortfall in 

management and leadership capability 

is felt more acutely in regional, rural and 

remote areas: 

The lack of leadership and management 

development opportunities outside of 

major metropolitan centres has a huge 

bearing on how well new staff are 

inducted, supported, trained, retained 

and developed. If we had outstanding 

management, the Community Services 

and Health industry would have a much 

better reputation as a great place to 

work...leading to more people wanting 

to work in them. 

Private employer, 

Aged Care and Disability, VIC 


22 23

TRAINING ENROLMENTS ARE UP 

16.57 

INDIGENOUS ENROLMENTS IN 

AUSTRALIA FOR THE COMMUNITY 

SERVICES AND HEALTH TRAINING 

PACKAGES IN 2011 

16,241 


CURRENT IMPACT 

OF TRAINING 

PACKAGES 

THE NUMBER OF STUDENTS STUDYING 

COMMUNIY SERVICES INCREASED BY 

19 NATIONWIDE 

ENVIRONMENTAL SCAN 2013 : SECTION THREE CURRENT IMPACT OF TRAINING PACKAGES 

24 25

CURRENT IMPACT OF 

TRAINING PACKAGES 


This section reports on the latest public 

data available on the use of the Community 

Services and Health Training Packages 

and outlines the work being conducted by 

CS&HISC on workforce development and 

the review of qualifications and competency 

standards. The data indicates that in 2011 

(last year of available data) there was 

continued growth in Community Services 

Training Package enrolments and a small 

decline in the number of Health Training 

Package enrolments. Limited evidence is 

available to report on the broader impact 

of training packages. 

There are industry concerns about 

the quality of training stemming 

from accelerating training system 

throughput, increasing use of e-learning 

and simulated environments. Clearly 

technology will increasingly be used in 

training but will need to be balanced to 

ensure quality training and outcomes are 

achieved. CS&HISC believes that there is: 

ww 

Support from the industry to be more 

involved with training through work 

placements, workplace supervision 

and work based assessment 

ww 

Potential for job redesign across 

community services and health, within 

a broader framework that assists 

workforce development initiatives. 

In 2012, CS&HISC greatly expanded 

its workforce development activities 

and outreach to provide a localised 

workforce planning and capacity building 

infrastructure as a service to the 

industry. Work placements and training 

packages are viewed by the industry as 

integral to skill development and assist in 

defining scopes of practice and skill mix. 

CS&HISC is undertaking a major review 

of the Community Services and Health 

Training Packages to ensure workplace 

assessment and work placement become 

integral to the training system. CS&HISC 

has also currently started a project to 

engage with industry to improve the 

quality of training. 

TRAINING PACKAGE 

UPTAKE 

The most recently available national data 

for enrolments in publicly funded Vocational 

and Educational Training (VET) is for 2011. 

Publicly funded enrolments in the CS&HISC 

training packages were mixed in 2011. As 

illustrated in Table 4, course enrolments in 

the Community Services (CHC) Training 

Package continued to increase in 2011, 

with 201,233 enrolments, up 16.57 per 

cent from 2010, while course enrolments 

in the Health (HLT) Training Package in 

2011 were 66,800, a small decrease of 

3.6 per cent from 2010. 

There were 16,241 Indigenous enrolments 

in Australia for the Community Services 

and Health Training Packages in 2011. 

This figure was up 21.81 per cent on 

enrolments in 2010, and formed 6.05 per 

cent of total enrolments. 

The data allows a very preliminary 

examination of the impact of entitlement 

models on demand for qualifications 

in health and community services. The 

figures incorporate twelve months’ 

operation of the Victorian entitlement 

model. South Australia, the next State to 

transition to an entitlement model, only 

commenced its new system in July 2012. 

We expect the number of students in 

Community Services Training Package 

courses and qualifications to continue 

a sharp trajectory of growth, as the new 

training package becomes embedded 

in the sector. The number of students 

increased by 19 per cent nationwide, 

while the increase in Victoria was slightly 

higher (22%) (see Figure 4). 

Children’s Services, Aged Care and 

general community services qualifications 

continue to be the largest sectors for 

training activity, and much of the growth 

in enrolments in the first two sectors can 

be attributed to the impact of the Early 

Childhood Quality Framework as well as 

reforms in the aged care sector (see Table 

4). The impact of the Victorian reforms 

may be more evident in the Health 

Training Package. 

As stated earlier in 2011, the number of 

students in the Health Training Package 

nationally declined by 3.6 per cent, 

Victoria in 2011 experienced a 9 per cent 

increase in the number of students in 

Health Training Package qualifications 

(see Figure 4). There were large increases 

in nursing enrolments, Aboriginal and 

Torres Strait Islander (ATSI) primary 

health care, general health services, and 

complementary and alternative health 

(see Table 5). This increase reflects the 

particular incentives offered under the 

Victorian reforms to the VET sector. 

Table 4: Community Services and Health Training Package Enrolments, 2004-2011 

The overall decline nationally in the 

number of students studying qualifications 

from the Health Training Package could 

reflect substitution with higher education. 

Figure 5 below shows the number of 

health students enrolled in publicly funded 

VET courses and the number of domestic 

higher education students studying health 

courses from 2007 to 2011. The number 

of students studying health courses 

at higher education institutions has 

increased more than 6 per cent each year 

and health is the fastest growing field 

of study over the period. However, in the 

same period the number of VET students 

has plateaued since 2009. 

In 2013, CS&HISC will be exploring 

further the question of substitution 

between VET and higher education, 

including conducting analysis at the more 

detailed field of study level. 

One of the challenges in reporting how 

training packages are currently used, is 

limitations in the scope and timeliness of 

data. For this EScan, it is only possible 

to report enrolments up to 2011 and 

completions up to 2012, which is a very 

significant lag. In future EScans it will be 

possible to include more timely data, as 

the transparency reforms announced by 

SCOTESE this year (such as moving 

from annual to more frequent reporting) 

are implemented. 

Year 2004 2005 2006 2007 2008 2009 2010 2011 Total 

CHC02/08 

Community Services 90 963 99 274 107 311 113 532 124 733 139 527 167 882 201 233 1 044 455 

HLT02/07 Health 10 272 13 275 13 496 15 856 35 629 59 623 69 299 66 800 284 250 

Total 101 235 112 549 120 807 129 388 160 362 199 150 237 181 268 033 1 328 705 

Source: NCVER VOCSTATS 2012, Course enrolments 2004-2011, from series 2002-2011 (Revised 31/08/12). 


26 27


Figure 4: Community Services and Health Training Package 

students, 2007-2011 


Other States 

126.5 

150 

107.0 

100 

89.5 

83.0 

107.0 

126.5 

100 71.2 

50 

83.0 

89.5 

71.2 

50 

0 

26.1 25.2 31.1 37.2 45.3 

2007 2008 2009 2010 2011 

26.1 25.2 31.1 37.2 45.3 

0 

Year 

60 

2007 2008 2009 2010 2011 

Health Training Package 

Year 

37.8 34.0 

Victoria 

50 60 

33.1 

Other States 

37.8 34.0 

Victoria 

40 50 

33.1 

Other States 

30 40 

18.8 

Students Students (’000) (’000) 

Students Students (’000) (’000) 

200 

200 

150 

20 30 

10 20 

100 

Victoria 

Other States 

Victoria 

Source: NCVER (2012), Table 8. 

8.9 

5.0 10.6 18.5 22.3 24.3 

8.9 

2007 5.0 2008 10.6 2009 Year 18.5 2010 22.3 2011 24.3 

2007 2008 2009 2010 2011 

Year 

Figure 5: Health students in VET and Higher Education, 2007-2011 

Students (’000) 

0 

150 

120 

90 

60 

30 

0 

Higher Education 

VET 

112.7 

13.9 

2007 

18.8 

29.4 

119.8 

129.4 

51.6 

Year 

139.8 

148.6 

60.1 58.3 

2008 2009 2010 2011 

A related issue is the scope of data 

available. Currently only Government 

funded VET activity is reported. Capturing 

total VET activity, another aspect of the 

transparency agenda, would also improve 

the ability of this EScan to provide an 

insight into how training packages are 

currently being used. 

Research commissioned by the 

Australian Council of Private Education 

and Training (ACPET) estimated that 

there were 1.4 million full time equivalent 

students in the private tertiary education 

and training market, many of whom 

receive no public subsidy (Horwart, 2010). 

However, it is not possible to report what 

proportion of this activity covers students 

in community services and health. 

This means that the enrolments reported 

in Figure 5 and Tables 5 and 6 do not 

capture the full extent of training activity 

in community services and health. Only 

publicly funded training providers are 

currently required to report this activity 

until 2014. As a result, it’s difficult to 

estimate how many persons are actually 

qualified. In Appendix D a comprehensive 

list of course enrolment details for the 

community services and health training 

packages is provided. 

Data in Tables 5 and 6 cannot be directly 

compared to those in Appendix D as the 

data reflects the sectors that have been 

recently defined as a result of the Training 

Packages review and streamlining 

process that is still ongoing. 

INDUSTRY VIEWS ON 

CURRENT TRAINING 

Less than two thirds of respondents to 

the CS&HISC online survey (60%) were 

satisfied with the quality of the training 

currently provided to students and existing 

workers. The most commonly raised 

concerns were: 

ww 

The speed with which some providers 

are graduating students may 

compromise quality training 

ww 

Capacity of e-learning and simulated 

learning environments to substitute 

for a workplace setting. 

A number of respondents would like a 

greater emphasis in current training on: 

ww 

Workplace learning and assessment 

ww 

Developing the skills of workplace 

supervisors. 

Poor quality and consistency of training 

outcomes undermines the confidence of 

employers in the value of qualifications 

and the reputation of RTO’s delivering 

quality training. In response we will 

leverage an action plan developed by key 

stakeholders in Children’s Services and 

Aged Care at a Training Quality Forum 

and broker the NWDF (which engages 

employers in planning and managing 

the development of their people) to work 

with RTOs to encourage good practice. 


Community Services Training 

Package qualifications by sector, 

2009-2011 

Sector 2011 

% 

Change 

Aged care 40 106 49.3 

Alcohol and 

other drugs 3 401 58.9 

Case management 1 495 58.4 

Children's services 69 741 75.6 

Community 

development 667 44.1 

Community 

services general 33 197 47.8 

Disability services 14 812 52.2 

Education support 12 391 83.5 

Employment 

services 1 509 62.3 

Management and 

coordination 2 279 36.7 

Mental health 3 491 60.7 

Other areas 2 047 70.3 

Volunteering 935 24.7 

Youth, family 

services, child 

protection 6 387 35.9 

Total CHC08 192 458 59.7 


HLT07 Health Training Package 

qualifications by sector, 

2009-2011 

Sector 2011 

% 

Change 

ATSI primary 

health care 1 918 25.8 

Ambulance 330 117.1 

Complementary & 

alternative health 5 094 17.9 

Dental/oral health 5 964 11.4 

Emergency 

response 7 546 -18.6 

General health 

services 19 641 10.6 

Health support 

services 1 761 -81.2 

Health technical 1 225 -22.3 

Nursing 22 922 18.7 

Population health 391 -1.3 

Total HLT07 66 792 -3.2 


Source: DIISIRTE (2012), NCVER (2012). 

28 29


BROADER IMPACT OF 


In our survey, nearly 90 per cent 

of respondents were aware of the 

Community Services and Health Training 

packages. Given the nature of the 

survey and the large proportion of RTOs 

participating, this figure is not surprising. 

The majority of industry stakeholders 

who report using the training packages 

do so for direct training purposes when 

employing trainees and conducting 

workplace assessments. There was much 

less evidence supporting the position that 

the training packages are being deployed 

to support other functions, such as 

supporting recruitment or job design. 

CS&HISC have been assisting eligible 

enterprises to access skills and workforce 

development programs and funding 

through the new Australian Government 

Skills Connect initiative which includes: 

ww 

National Workforce Development 

Fund (NWDF) 

ww 

Workplace English Language 

and Literacy Program 

ww 

Accelerated Australian 

Apprenticeships initiative 

ww 

Australian Apprenticeships 

Mentoring Program 

ww 

Investing in Experience Training 

ww 

Investing in Experience: 

More Help for Mature Age Workers. 

CS&HISC has also developed a 

Workforce Development Kit to assist 

organisations with the workforce planning 

process, which is a major component of a 

NWDF application. Brokerage of NWDF 

and Australian Government Skills Connect 

has enabled the CS&HISC to oversee 

over 100 projects with funding of $30 

million with individuals participating in 

training and the development of industry 

wide innovation projects. 

SUPPORTING WORK 

PLACEMENTS 

In 2011, HWA produced a National 

Clinical Supervision Support Framework 

(HWA 2011), which provides a framework 

for expanding capacity and competence 

in clinical supervision for VET and 

higher education roles in health. There 

is mounting anecdotal evidence that 

industry would like a greater emphasis on 

clinical placements and work experience 

as part of training package qualifications, 

and this is at odds with the shift to 

demand driven training models. 

Demand driven models may increase the 

number of students in community services 

and health, but there is no additional 

funding to boost the number of clinical 

placements to support those students. 

Finding time and resources to support 

clinical supervision in the workplace is 

increasingly difficult for sectors across 

the Community and Services Health 

industry, as the move to demand driven 

funding continues. Without extra funding 

and support, there is a strong risk that 

demand for higher education student 

clinical placements will displace resources 

currently used for development and 

training of the existing VET workforce. 

This could potentially increase 

competition for supervision resources 

between Registered Nurse (RN) and 

Enrolled Nurse (EN) training. For example, 

if the cost of supplying supervision was 

fully incorporated into training, then it 

could lead to higher student fees or 

greater investment by Governments. 

The health system has made progress in 

the last twelve months in accommodating 

larger numbers of clinical placements, 

beginning with medical students. Growing 

numbers of trainee doctors have been 

placed into non-traditional (i.e. non 

hospital) internships in regional areas 

(Scott & Li, 2012). In November 2012, 

the Australian Government announced 

that it would directly fund up to 100 

internships in 2013 for student doctors in 

private hospitals to address a shortage of 

placements (Plibersek, 2012). CS&HISC 

would argue that placements for VET 

students require greater support to ensure 

they have the necessary workplace 

readiness skills on graduation. 

Broadly, clinical placements in health are 

being addressed by HWA who has set up 

30 regional clinical training networks. They 

have also set up a Clinical Training Funding 

program which has led to an increase of 

over 335,000 clinical training placement 

days, a growth of 19.1 per cent. The 

amount of funding for VET does not match 

that of higher education and there may 

be pressure on supply of placements for 

VET students. If the pressure from higher 

education occupations like RNs continues 

to build then further strategies will need to 

be identified to ensure VET occupations 

like ENs are not disadvantaged. 

Workplace supervision is much less 

entrenched in community services, both 

in terms of established practice and 

the allocation of resources. In 2011 the 

Australian Government began providing 

funding for capital and clinical placements 

to develop facilities in Launceston and 

Hobart into teaching aged care homes 

(ACSA, 2011). However, most of this 

activity continues to focus on higher 

education roles. 

Increasing levels of ATSI Health Workers 

proposed by Health Workforce Australia 

(HWA, 2011b) will require greater 

support at the workforce level. Providing 

additional resources to support mentoring 

of students in the workplace has clear 

payoffs. An example of a successful 

mentoring program is the Yarn Up – Tok 

Blo Yumi Project run through the Health 

and Community Services Workforce 

Council in Queensland, with input from 

TAFE Queensland and the Indigenous 

Professional Support Unit (Health and 

Community Services Workforce Council 

2012:19). Systems and resources need 

to be in place to support new workers 

as well as students through mentoring 

(Victoria Department of Health, 2012). 

Mentoring systems not only reduce new 

staff from leaving, they also improve 

satisfaction among existing staff asked to 

be mentors, who see it as recognition of 

their contribution to the organisation and 

the industry (Ivanson and Knox 2007). 

But mentoring is not funded, because of 

workloads and job demands. Feedback 

from stakeholders is that experienced 

staff do not have the time to support new 

entrants, whether formally or informally, 

and this probably contributes to turnover 

and attrition. 

JOB REDESIGN 

In Section 2, we presented evidence that 

projections for the health and community 

services workforce assume that the current 

skills balance between higher education 

and VET roles can be maintained, even 

across a range of scenarios. Yet, as 

reported in Section 1, the fiscal situation of 

State governments are leading to a greater 

focus on how job roles in health (and to 

a lesser extent in community services) 

may be redesigned to allow for greater 

efficiency of current resources. This is 

a difficult debate and one where 

training packages play only a part. 

Without extra funding and support, there is a strong risk that 

demand for higher education student clinical placements 

will displace resources currently used for development and 

training of the existing VET workforce 

There is no consensus among 

stakeholders within the industry about 

how more efficient job design can 

be achieved. Key industry informants 

interviewed for the EScan spoke of their 

need to be creative when addressing 

the gap between service requirements, 

funding and the availability of a skilled 

workforce. Many are looking to adopt 

HWA’s priorities, particularly discussions 

of job redesign for “generalists” in the 

allied health and health professions 

(HWA, 2011a). 

Stakeholder input for this EScan identified 

frustrations at the lack of prestige that 

is associated with generalist positions 

in health and community services, and 

are working to progress vocational 

stream linkages between occupations, 

as a means of increasing much needed 

workforce capacity. CS&HISC will 

need to closely monitor this move to 

generalisation rather than specialisation 

as it will have a major impact not only 

on the industry but on our capacity to 

inform and receive feedback from our 

stakeholders and our training packages 

are up to date. 


30 31


Even where the job roles are in place, skill 

substitution and job design can falter if the 

appropriate qualifications and industrial 

relations, change management and 

funding are absent. Persistent shortages 

of registered nurses (RNs) have created 

the ideal conditions for an increase in 

the use of ENs. Scenarios presented 

by Skills Australia (DAE 2012) project 

anywhere between a 29% and 65% 

increase in nursing. This increase in the 

demand for RNs between 2011 and 2025, 

however may not be met by the lower end 

universities who may find difficult to supply, 

and employers in the public and private 

sectors may be unable to afford. Relatedly, 

the census figures discussed in Section 2 

suggest that the number of ENs working in 

Australia actually declined between 2006 

and 2011. 

Discussion among stakeholders at the 

industry forum convened by CS&HISC 

identified a number of factors that 

contribute to the uncertain place of the EN: 

ww 

Variation between jurisdictions 

and over time in the appropriate 

qualification level of an EN (from 

Certificate IV to Diploma) 6 

ww 

Cost factors, where employers find it 

more efficient to employ Assistants in 

Nursing (AINs) than ENs 

ww 

Scope of practice, where employers 

can deploy assistants in nursing more 

flexibly than they can enrolled nurses. 

Interestingly as at December 2012 there 

were 241,484 RNs and 59,108 ENs 

registered. A ratio of approximately 4 

RNs to 1 EN (24.47%). The Australian 

Government in its 2012/2013 budget 

approved an additional 600 fully funded 

EN places, as RNs are hard to attract 

to the Aged Care sector. If ENs, AINs 

and other new roles (such as Allied 

Health Assistants), are to alleviate some 

of the projected future demand for 

RNs, changes to training packages and 

qualifications will need to take account 

of the broader views of professional 

organisations they work with, registration 

standards and employee organisation 

views on the matter. Past experience 

would also suggest that any initiatives 

around job redesign should take place 

within a broader strategy that also 

examines turnover and retention. 

Mobilising new workforce development 

approaches takes careful strategy 

formulation and implementation, and there 

were examples provided at the EScan 

industry forum held in December 2012. 

Particularly where intermediate VET-roles 

are being developed, there is a need to 

acknowledge and diffuse concerns about 

deskilling: 

We need smarter people working 

smarter. When creating intermediate 

roles we need to be careful about not 

losing the standard. It is important to 

describe the intermediate qualification 

very carefully and not as an afterthought. 

Union Official 

One of the challenges about a workforce 

development strategy built around a new 

role is often the one most affected by 

the new role. The strategy requires policy 

level alignment and industrial alignment. 

Insight into this process was provided at the 

CS&HISC forum through the example of the 

introduction into New South Wales Health 

of Assistants in Nursing in critical care and 

the Clinical Support Officer (CSO). 

Agreement was sought upfront, with 

all major stakeholders on what clinical 

areas the AINs could be involved with. 

The strategy involved the stakeholders, 

including the union. Agreement was 

reached on the number of clinical hours. 

Effort was put into promoting the role. 

The role was intended to fit into a 

collaborative model of care. It remains 

to be seen whether the AINs are being 

used to support quality care delivered 

by multi-disciplinary teams of skilled 

health personnel or whether they are 

being used as substitutes for more highly 

skilled health professionals. 7 The issue 

of quality of care is a matter of interest 

to all stakeholder who participated in the 

EScan consultation process. 

The CSO role was an outcome of the 

Garling Inquiry (Garling, 2008). The CSO 

roles were supported by a Certificate 

III qualification in health administration. 

The VET system is very complex and it 

took time to negotiate the qualification. 

However, the role has now been 

implemented and over 500 CSOs are 

currently employed in the NSW public 

health system. 

The final report on the implementation 

of the Garling Inquiry found reducing the 

administrative workload of Nurse Unit 

Managers, while noting, “undertaking a 

new and at times not clearly defined role 

has posed some challenges, particularly 

for CSOs who are geographically or 

organisationally isolated” (Walsh 2011: 

17). In terms of the changes that have 

been made to the Community Services 

and Health Training Packages in 2012 

see Appendix 4 which is a report on 

the continuous improvement activity 

for the year. 

We need smarter people working smarter. When creating 

intermediate roles we need to be careful about not losing 

the standard. It is important to describe the intermediate 

qualification very carefully and not as an afterthought. 

Union Official 


32 33

TECHNOLOGY CONTINUES TO 

CREATE 

NEW WORK ROLES AND CHANGE 

EXISTING ROLES 

RESOURCE CONSTRAINTS 

THAT PROMPT 

NEW 


FUTURE DIRECTIONS 

OF TRAINING 

PACKAGES 

THINKING AROUND JOB ROLES 

NEW FUNDING MODELS DEVELOPED 

AROUND CLIENT CENTRED 

CARE 

ENVIRONMENTAL SCAN 2013 : SECTION FOUR FUTURE DIRECTIONS OF TRAINING PACKAGES 

34 35

FUTURE DIRECTIONS 

OF TRAINING PACKAGES 


Three forces are driving rapid change 

to the workforce requirements of the 

Community Services and Health industry: 

1. New funding models, developed 

around client centred care. 

2. Resource constraints that prompt 

new thinking around job roles. 

3. A changing mix of service providers, 

from public to not for profit and 

private sector. 

Additionally, technology continues to 

create new work roles and change 

existing roles, particularly in health care. 

Both of the Community Services and 

Health Training Packages must become 

more responsive to these changes. This 

responsiveness must be facilitated by 

additional resources and by industry 

acceptance of new processes. In 

November 2012, The Standing Council 

on Tertiary Education, Skills and 

Employment (SCOTESE) endorsed new 

Standards for Training Packages. The new 

Standards retain units of competency as 

the foundation for training packages and 

now include assessment requirements 

which will mandate work placement and 

workplace based assessments. 

Over the next 12 months the CS&HISC 

will continue to work with industry 

to revise the Health and Community 

Services Training Packages in line 

with the new standards to ensure that 

units of competency and qualifications 

complement the identified workforce 

development priorities: 

ww 

Providing community services and 

health workers with the competencies 

to work in autonomous environments 

ww 

Promoting skills portability 

across aligned sectors for example 

Aged Care, Mental Health and 

Disability services 

ww 

Assisting to improve management 

and leadership capability across 

the industry. 

To respond, CS&HISC will: 

ww 

Increase the ‘speed to market’ for new 

training packages, units of competency 

and qualifications by working to 

shorten the implementation process 

Our success will be dependent upon 

agreement with key stakeholders and 

ensuring that appropriate industry 

consultations are undertaken and 

responsibilities for helping facilitate 

‘speed to market’ are shared quicker 

ww 

Reduce duplication in units of 

competency and promote common 

elements between aligned sectors 

ww 

Build the workforce development 

capacity of managers in the industry 

through recognised training and other 

forms of support. 

At the VET system level, meeting the 

workforce needs of the Community 

Services and Health industry requires: 

ww 

Qualifications that are flexible and 

allow for the particular context of 

different workplaces 

ww 

Greater attention to the regulation of 

providers, especially around delivery 

of training and assessment 

ww 

Sustainable models for funding 

work placements 

ww 

Better pathways between VET 

and higher education and vice 

versa across all areas of 

community services and health. 

A QUICKER 

‘SPEED TO MARKET’ 

The increasing pace of change in the 

industry means that the process for 

reviewing Training Packages and its 

endorsed components must be quicker 

and more streamlined than it has been 

in the past. A more efficient process 

and commitment to implementation from 

all stakeholders is required along with 

greater leadership to ensure quicker 

‘speed to market’ is achieved. Progress on 

implementation would also be facilitated by 

enhancing the capability and capacity of 

RTO’s to meet industry needs. The process 

for registration and accreditation also 

needs review to ensure they are optimised 

for greater ‘speed to market’. 

The mismatch between new workforce 

priorities and training package components 

is experienced across the different 

community services and health sectors 

and comes about because of time lags 

as well as changes to the policy settings 

beyond the VET system. Reducing the 

period spent developing and implementing 

new training packages, new units of 

competency and new qualifications will 

reduce this mismatch but will require a 

change in approach. 

To reduce the speed bumps CS&HISC 

will consider ways to increase ‘speed to 

market’ for the part of the process for 

which it has control. But it is clear this is 

only one part of the process and CS&HISC 

does not have sole responsibility for 

ensuring quicker ‘speed to market’. 

Getting national consensus across a range 

of stakeholders will require a strong policy 

direction and leadership beyond that 

which can be solely provided by CS&HISC. 

Greater traction would assist RTOs to 

develop quality curriculum products and 

hence respond to stakeholders’ needs in 

a timely manner. CS&HISC in pursuing 

the issue of quicker ‘speed to market’ is 

hopeful that this will generate action that 

leads to more market reflexive practices. 

DIRECTIONS FOR 


The first workforce priority, providing 

workers with the competencies to work in 

client led care environments, is beginning 

to be addressed. Training Packages 

are being reviewed to ensure they are 

addressing issues of occupational health 

and safety, supervision, financial advice 

and legal obligations to clients including 

the inclusion of negotiation competencies 

as part of more generic skill sets. 

In relation to the second identified 

workforce priority, the CS&HISC will 

continue to work closely with stakeholders 

across the service sectors to develop 

a greater shared understanding and 

approach to aligning career pathways. 

CS&HISC is responding to this need in 

its current review and has established a 

consultation strategy to ensure consensus 

on the commonality across sectors. 


36 

37


In relation to the third priority – assisting 

to improve supporting management and 

leadership capacity – many ideas for future 

training needs were raised by stakeholders 

during consultations, especially in sectors 

undergoing rapid legislative and regulatory 

change. For example: 

There are big gaps in management 

knowledge. Management and 

coordination training are required. 

Also, there needs to be training in 

how service providers can work better 

together across sectors, for example 

in homelessness and mental health 

services alliance building. For example, 

sector competitive tendering is not 

conducive to co-operation between 

services, but people do it because it 

gets a better deal for their clients. 

Union, Community Services 

Training Packages have responded to this 

need by including and promoting more 

units of competency around workforce 

development specifically in the Business 

Services Training Package. The next key 

challenge will be to ensure that RTOs can 

adequately deliver this training to ensure 

enterprises have the right skill mix 

to maintain work force planning 

and development. 

We need a good set of training around 

workforce planning and development. 

We need our sector to better understand 

and do job redesign, local area planning 

and work better to form collaborations 

with other organisations. 

Peak body, Disability Services 

CS&HISC has already developed a skill 

set in workforce planning (released in 

November 2012) which will complement 

the Workforce Development Kit and other 

materials that have been produced by 

CS&HISC in order to assist community 

services and health organisations 

undertake workforce planning. 

THE PATH AHEAD 

Beyond the Training Packages, the VET 

system at an operational and systemic level 

will need to respond to the change in VET 

funding models and the rapid increase 

in the number of RTOs with an assertive 

regulatory regime. Stakeholders in the 

Community Services and Health industry 

are particularly concerned to ensure that 

the Australian Skills Quality Authority 

(ASQA) and other VET regulators have the 

remit and resources to ensure adherence to 

the requirements of the Training Package. 

These two regulatory concerns were 

frequently mentioned by stakeholders 

during consultations. Assessment is one 

particular component of the training 

system where increasing numbers of RTOs 

and employer stakeholders agree there 

should be more direct industry involvement: 

There needs to be a mandatory 

set numbers of hours of workplace 

experience which is currently nonexistent 

in both packages and although 

we could look at the fact that training 

needs to be assessed in the workplace 

or simulated environment this is lost in 

interpretation and open to abuse. 

Training that does not include real 

life industry exposure, a mentoring 

component or suitable duration to 

allow students to practice skills and 

develop a person centred ethos 

are devaluing the currency of VET 

qualifications. There needs to be 

a focus on external moderation of 

assessment procedures, tools and 

rigor throughout the VET system. 

Registered Training Organisation, 

Aged Care, VIC 

CS&HISC responded to these industry 

concerns in its review of Training 

Packages by developing the assessment 

requirements which will specify workplace 

requirements. The sustainability of the 

work placement model is a potential threat 

to meeting skills needs in the community 

services and health industry. 

Stakeholders remain firmly committed to 

work placements as an essential part of 

workforce development, but neither current 

nor emerging models of VET funding 

provide adequate resources to support 

work placements and to develop the 

capability of workplace supervisors. 

The work already conducted by Health 

Workforce Australia into clinical placement 

should be researched further to determine 

if it can be expanded to VET roles in the 

community services and health industry. 

CS&HISC plans to start a dialogue on 

this matter in the next twelve months with 

policy makers and industry stakeholders. 

Currently there is no requirement in 

training packages for a mandatory set 

number of training hours as it goes against 

the competency based approach although 

some in the industry support such an 

approach. This is a contentious issue and 

further discussion is needed to identify the 

implications and risks. 

Pathways between VET and higher 

education and vice versa continue to be a 

priority, and this is something that the new 

standards will support. The achievement 

of these pathways will also require suitable 

resourcing. Stakeholders also reported 

varying experiences, with established 

articulation arrangements being common 

in some areas such as nursing. 

There is still widespread cultural resistance 

within higher education to recognising 

the skills developed in the VET system as 

being part of the Tertiary sector. Over the 

longer term, higher rates of articulation 

from VET to higher education and vice 

versa will be necessary to meet the 

demand for workers in community 

services and health. 

Training that does not include real life industry exposure, a 

mentoring component or suitable duration to allow students 

to practice skills and develop a person centred ethos 

are devaluing the currency of VET qualifications. There 

needs to be a focus on external moderation of assessment 

procedures, tools and rigor throughout the VET system 

Registered Training Organisation, Aged Care, VIC 


38 39

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Directed Care Initiative – Final Report. 

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education and training statistics: students 

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publications/2509.html , accessed 

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– A strategic approach to recovery, 

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40 41

REFERENCES 

FOOTNOTES 

Standing Council on Tertiary Education, 

Skills and Employment, (2012), 

Communiqué for SCOTESE Meeting, 

16 November 2012. http://www. 

scotese.natese.gov.au/__data/assets/ 

pdf_file/0020/72740/Communique_ 

for_SCOTESE_Meeting_-_16_ 

November_2012.pdf, accessed 


Standing Council on Tertiary Education, 

Skills and Employment, (2012), 

Communiqué for SCOTESE Meeting, 

8 June 2012. http://www.scotese. 

natese.gov.au/__data/assets/pdf_ 

file/0015/69000/Communique_for_ 

SCOTESE_Meeting_-_8_June_2012.pdf, 


Stone R., (2001). Research on frontline 

workers in long term care, Workforce 

Issues in a Changing Society, Spring. 

TAFE NSW, Training Education and 

Support, (2012). Submission to Community 

Services and Health Industry Skills Council 


The Australian Clinical Psychology 

Association, (2012). Submission to 



The Royal Australian College of General 

Practitioners, (2012). Submission to 



The Royal College of Pathologists of 

Australasia, (2012). Submission to 



Walsh, J. (Chair), (2011). Final Progress 

Report on the Implementation of the 

Government’s Response to the Special 

Commission of Inquiry into Acute Care 

Services in NSW Hospital, http://www. 

ambulance.nsw.gov.au/Media/docs/ 

Final%20special%20commission%20 

of%20inquiry%20into%20Acute%20 

Care-818b6e7d-e891-4381-9276- 

0fe06862266e-0.pdf, accessed 


Wheelahan, L., (2012). The differing 

dynamics underpinning markets in 

tertiary education in Australia and the 

impact on equity and social inclusion, 

paper presented to the World Education 

Research Association Forum, Sydney, 

6 December. 

Workforce Council, (2012). Children’s 

Services sector industry skills and 

workforce development report, Brisbane, 

Community Services and Health Workforce 

Council, http://www.workforce.org.au/ 

media/245788/wfc-industry-skills-reportchildren-services-sector-2012-09-24.pdf, 


Workplace Research Centre, (2008). 

Identifying paths to skill growth or skill 

recession: A literature review on workforce 

development in the community services 

and health sector, Sydney: WRC. 

World Health Organisation (2010) 

Increasing access to health workers in 

remote and rural areas through improved 

retention: Global policy recommendations. 

PAGE 12 

1 The 2012 report only includes 

expenditure from community service 

areas up until the 2010-11 fiscal 

years, and the 2009-10 fiscal year 

for health expenditure. The 2013 

Report on Government Services will be 

released on 31 January 2013. AIHW 

data provides details on 2010-11 

expenditure, but only for hospitals. 

2 Part of the Living Longer, Living Better 

and National Disability Insurance 

schemes reforms (worth $3.7 

billion and $1 billion over four years, 

respectively) (Department of Health 

and Ageing, 2012; Gillard, 2012). Other 

outcome areas in the Department of 

Families, Housing and Community 

Services, such as families and children 

($150.2 million reduction on 2011-12 

estimated actual expenses), Indigenous 

($168.6 million reduction), and women 

($7.4 million reduction) were budgeted 

to have lower expenditure in 2012-13 

(FaHCSIA, 2012). 

PAGE 15 

3 VET-relevant role. 

4 Shared VET role with and may contain 

some occupations that are relevant 

to the community services and health 

training packages. 

5 VET-relevant role – at unit level 

contains only some occupations that 

are relevant to the community services 

and health training packages. 

PAGE 32 

6 Certificate 4 in Nursing (Enrolled/ 

Division 2 nursing) has been removed 

from the CS&HISC training package 

in response to industry feedback and 

AHPRA registration requirements. 

7 Changing skill mix can impact on quality 

of patient care. Research conducted 

before the current AIN in critical care 

model was implemented did find that 

changing skill mixes that reduced the 

role of RNs were associated with a 

number of poorer patient outcomes. 

See Duffield et al 2007. 


Victoria Department of Health, (2011). 

Victoria’s Strategic Plan for Clinical 

Placements 2012-2015 Well Placed. Well 

Prepared, http://docs.health.vic.gov.au/ 

docs/doc/86CF77D48C0F33B9 

CA257956007C4E26/$FILE/LOW%20 

RES%20WEB%20VERSION%20 

Victoria’s%20strategic%20plan%20 

for%20clinical%20placements%202012- 

2015.pdf, accessed 26 January, 2013. 

ENVIRONMENTAL SCAN 2013 : REFERENCES & FOOTNOTES 

42 43

APPENDICES 

APPENDIX A 

APPENDIX A: REPORT ON PREVIOUS CONTINUOUS IMPROVEMENT ACTIVITY 45 

REPORT ON PREVIOUS CONTINUOUS IMPROVEMENT ACTIVITY 

Table A1: Changes to CHC08 Community Services Training Package, 2012 45 

Table A2: Changes to HLT07 Health training Package, 2012 46 

APPENDIX B: METHODOLOGY 47 

Table B1: Main role of organisations responding to the online survey 47 

Table B2: Geographical coverage of organisations responding to the online survey 47 

Table B3: Sectoral coverage of organisations responding to the online survey 48 

APPENDIX C: HEALTH & COMMUNITY SERVICES EXPENDITURE AND JOB DEMAND 49 

Table C1: Change in real government expenditure, selected community service areas, 2006-07 to 2010-11 49 

Table C2: Change in real government and non-government recurrent health expenditure 49 

Table C3: Recent and projected growth in selected Community Services and Health Occupations, 2006-2017 50 

Table C4: Skill gaps identified by stakeholders through submissions 52 

APPENDIX D: CHC08 AND HLT07 TRAINING PACKAGES 2011 ENROLMENT 56 

Table D1: Course enrolments 2007-2011 by qualification level 56 

Table D2: CHC and HLT 2011 enrolments in detail, grouped by sectors and demand 57 

Table D3: Specific HLT 2011 enrolments in detail, grouped by sectors and demand 59 

Table D4: CHC and HLT training packages, 2011 enrolments totals by States/Territories 61 

Table D5: CHC and HLT training packages, detailed 2011 enrolments totals by States/Territories 62 

Table D6: 2010-2011 Course Enrolments by 4 Digit ANZSCO 71 

Table D7: 2010-2011 Course Enrolments by 6 Digit ANZSCO 71 

Table D8: 2007-2011 Indigenous and ATSI Course Enrolments by 6 Digit ANZSCO 73 

APPENDIX E: ALIGNMENT OF OCCUPATIONS AND QUALIFICATIONS 75 

Table E1: Alignment of occupations to community services and health training package qualifications 75 

Table A1: Changes to CHC08 Community Services training package, 2012 

CHC08 Community Services Training Package 

BRIEF SUMMARY 

OF CHANGE 

New Workforce 

Planning skill set 

New qualification 

Certificate IV in 

Mental Health Peer 

Work, including 

nine new units of 

competency 

New Mental Health 

Peer Leadership 

skill set 

New Management 

skill set to promote 

and establish a Mental 

Health Peer 

Workforce skill set 

INDUSTRY IMPERATIVES/ 

RATIONALE FOR CHANGE 

Developed to provide flexible options for up skilling existing 

community services and health workers in the area of 

workforce planning. 

Developed to provide flexible options for up skilling existing 

community services and health workers in the area of 

workforce planning. 

Developed in response to industry identified need for 

standardised training and clearly defined work functions 

for Mental Health Peer Workers. The Council of Australian 

Governments (COAG) National Action Plan on Mental Health 

(2006-2011) and the National Mental Health Workforce 

Strategy (2011) highlight the development of the peer workforce 

as a critical factor for improving the outcomes for consumers and 

carers accessing mental health services in Australia. 


leadership and management skills in the mental health sector. 

This skill set supports the increased political and policy focus 

on workforce development in the mental health sector. 


leadership and mentoring skills for the mental health peer 

workforce. This skill set supports the increased political 

and policy focus on workforce development on workforce 

development in the mental health sector. 

DATE 

SUBMITTED 

TO OFFICE 

of the NSSC 

Friday 23 

March 

Friday 23 

March 

Friday 23 

March 

Friday 23 

March 

DATE 

ENDORSED 

BY NSSC/ 

or ISC 

UPGRADE 

ISC 

UPGRADE 

5 November 

2012 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

DATE MADE 

PUBLIC 

THROUGH 

NATIONAL 

REGISTER 

6 November 

2012 

7 May 2012 

7 May 2012 

7 May 2012 

7 May 2012 

New Assessment, 

carer support and 

respite coordination 

skill set 

Developed in collaboration with the Commonwealth Respite 

and Carelink Centre (CRCC) to ensure respite functions are 

reflected in the training package. 

Friday 23 

March 

NSSC 

ENDORSED 

20 April 2012 

7 May 2012 

New Mediation 

skill set 

Developed in response to industry identified need to provide 

flexible options for multi-skilling a variety of community 

service occupations in the area of mediation. The skill 

set also allows for pathways towards a range of job roles 

traditionally available only through higher education. 

Friday 23 

March 

NSSC 

ENDORSED 

20 April 2012 

7 May 2012 


Minor changes 

and updates to the 

Occupational Health 

and Safety suite of units 

Minor changes and 

updates across the 

training package, 

including updating of 

terminology, codes 

and imported units 

Updated terminology in response to the changes proposed 

by the Model Work Health and Safety (WHS) Bill approved 

by the Council of Australian Governments (COAG) in 2009. 

Updated to ensure currency of industry practice and training 

package requirements. 

Friday 23 

March 

Friday 23 

March 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

7 May 2012 

ENVIRONMENTAL SCAN 2013 : APPENDICES 

44 

45

APPENDIX A 

APPENDIX B 

REPORT ON PREVIOUS CONTINUOUS IMPROVEMENT ACTIVITY (CONT) 

METHODOLOGY 

Table A2: Changes to HLT07 Health training package, 2012 

HLT07 Health Training Package 

BRIEF 

SUMMARY 

OF CHANGE 

New Ear and hearing 

health skills set for 

Aboriginal and/or 

Torres Strait Islander 

health workers 

New Cancer 

Awareness and 

Breast Cancer 

Awareness units for 

Aboriginal and/or 


health workers 

Significant revisions to 

the Hospital/Health 

Services Pharmacy 

Support qualifications 

Significant updates to 

First Aid suite of units 

INDUSTRY IMPERATIVES/ 

RATIONALE FOR CHANGE 

Developed in collaboration with the National Aboriginal 

Community Controlled Health Organisation (NACCHO) in 

response to industry feedback the need for development of 

specific skills for those working as Aboriginal and/or Torres 

Strait Islander Health Workers. 

Developed in collaboration with the Aboriginal Health 

Council of South Australia and National Breast and Ovarian 

Cancer Centre to equip Aboriginal and/or Torres Strait 

Islander Health Workers to provide appropriate support to 

their local communities. 

Updated in response to industry feedback regarding 

changes to job requirements and work functions of 

pharmacy assistants and technicians who work in hospitals 

and other health service settings. 

Updated in response to industry feedback regarding 

simulated assessment. 

DATE 

SUBMITTED 

TO OFFICE 

of the NSSC 

Friday 23 

March 

Friday 23 

March 

Friday 23 

March 

Friday 23 

March 

DATE 

ENDORSED 

BY NSSC/ 

or ISC 

UPGRADE 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

DATE MADE 

PUBLIC 

THROUGH 

NATIONAL 

REGISTER 

7 May 2012 

7 May 2012 

7 May 2012 

7 May 2012 

Information for the 2013 Environmental Scan was collated from the following sources: 

ww 

Desktop research 

ww 

An online survey 

ww 

Written submissions 

ww 

Interviews with key stakeholders 

ww 

An industry forum. 

DESKTOP RESEARCH 

Desktop research was undertaken to document the main policy developments in the industry during 2013. Analysis was also undertaken 

of secondary data from the ABS, DEEWR, the Productivity Commission and NCVER. 

ONLINE SURVEY 

The online survey was designed by the CS&HISC and stakeholders were invited to take part. Emails were sent to contacts on the 

ISC database and the survey was promoted at CS&HISC events. The survey was open until the end of October. In total, 177 responses 

were received. 

Table B1: Main role of organisations responding to the online survey 

Organisation role 

Number 

Employer – Private 41 

Employer – Public 45 

Professional Association 11 

Registered Training Organisation (RTO) 71 

Union 5 

Local Government 1 

Removal of Certificate 

IV in Nursing 

(Enrolled/Division 2 

nursing) 

Minor changes 

and updates to the 

Occupational Health 

and Safety suite 

of units 

Minor changes and 

updates across the 

training package, 

including updating of 

terminology, codes 

and imported units 

Removed in response to industry feedback and current 

registration requirements. 

Updated terminology in response to the changes proposed 

by the Model Work Health and Safety (WHS) Bill approved 

by the Council of Australian Governments (COAG) in 2009. 

Updated to ensure currency of industry practice and training 

package requirements. 

Friday 23 

March 

Friday 23 

March 

Friday 23 

March 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

NSSC 

ENDORSED 

20 April 2012 

7 May 2012 

7 May 2012 

7 May 2012 

Peak Body 18 

Regulatory Body 3 

Other 24 

Note: Multiple responses permitted. 

Table B2: Geographical coverage of organisations responding to the online survey 

Geographical area 

Number 

National 38 

ACT 10 

NSW 33 

NT 9 

QLD 36 

SA 21 

TAS 9 

VIC 37 


WA 16 



46 47

APPENDIX B 

APPENDIX C 

Table B3: Sectoral coverage of organisations responding to the online survey 

Sector 

Number 

Aboriginal and Torres Strait Islander Health 34 

Acute Health 27 

Aged care 75 

Child, youth and family services 44 

Children’s Services (including early/middle childhood and education support) 43 

Complementary and alternative health 14 

Consumer group 9 

Disability services 58 

Mental health services 45 

Other 44 


STAKEHOLDER SUBMISSIONS 

Stakeholders were also invited to make submissions to the CS&HISC. A total of nineteen written submissions were received. 

KEY INFORMANT INTERVIEWS 

Interviews with key stakeholders were held during November and December 2012. Interviewees were purposively selected from the 

CS&HISC database to ensure a cross-section of sectors was represented. Priority was given to stakeholders who were not available 

to travel to Sydney for the industry forum. In total, 12 interviews were held. Interviews were conducted by telephone by the Workplace 

Research Centre. Interviewees were invited to outline their views on the operating environment and current and future workforce 

development needs for their sector. 

INDUSTRY FORUM 

The industry forum was held in Sydney on 3 December 2012. Invitations were issued by the CS&HISC to a selection of stakeholders from 

the CS&HISC database. Twenty-two stakeholders from a cross-section of service providers, peak bodies, professional groups and unions, 

and RTOs attended. The forum was facilitated by the WRC. During the day, discussions focused on: 

ww 

How can workforce development respond to increasing skills complexity 

ww 

How do you see the delivery of new workers and skills through innovative training and assessment 

ww 

How are changes in industry (e.g. regulation, service provision, funding models) impacting on existing, new and emerging job roles 

ww 

How do you see VET and higher education as vehicles to improving educating and training in delivering the future workforce 

ww 

How can organisations better respond to workforce challenges through changes to practices and relationships 

ww 

To meet the challenges what new service models and work roles need to emerge 

HEALTH & COMMUNITY SERVICES EXPENDITURE AND JOB DEMAND 

Table C1: Change in real government expenditure, selected community service areas, 2006-07 to 2010-11 

% increase in expenditure from previous year 

2006-07 2007-08 2008-09 2009-10 2010-11 2010-11 $m 

Aged care services 1 6.7 4.6 4.4 9.2 4.0 12 171 

Disability services 2 6.2 3.9 6.2 9.4 1.5 6 201 

Child protection and out of home care 3 14.3 13.9 13.6 13.5 3.9 3 114 

Children's services 4,5 6.6 5.6 33.0 4.3 7.0 5 358 

Homelessness services 6 -0.3 6.2 11.4 -1.6 48 

Source: Productivity Commission, 2012 (Report on Government Services). 

Notes: 

1. Total Expenditure on Aged Care Services, from Table 13A.6. 

2. Total expenditure on services (including actual payroll tax for NSW (for 2004-05–2007-08), Victoria (in part, for 2004-05–2007-08), SA (2006-07(in part)–2008-09), Tasmania and 

the NT), from Table 14A.5. 

3. State and Territory Government real recurrent expenditure on child protection and out of home care services (including intensive family support services), (2010-11 dollars), from Table 15A.1. 

4. Total government real expenditure on children’s services (2010-11 dollars) ($000), from Table 3a. 

5. The large increase in 2008-09 mainly reflects changes to the childcare rebate. 

6. Total recurrent expenditure on homelessness services, from Table 17A.5. 

Table C2: Change in real government and non-government recurrent health expenditure 

Government recurrent health expenditure1 

% increase in expenditure from previous year 

2006-07 2007-08 2008-09 2009-10 2010-11 2010-11 $m 

Public hospitals 4.4 5.7 6.8 4.5 4.5 33 400 

Private hospitals 1.5 1.1 8.4 2.5 8.8 3 671 

Medical services -0.1 3.9 8.3 7.5 4.8 16 610 

Dental services 2.4 -1.0 16.1 25.9 12.0 1 885 

Other health practitioners 4.8 16.9 26.1 9.2 4.0 1 340 

Medications 0.8 5.6 8.4 10.2 7.8 8 437 

Other health 2 2.3 7.4 11.4 10.1 1.3 15 958 

Non-government recurrent health expenditure 3 

Public hospitals 4.9 9.0 8.1 17.1 2.4 2 838 

Private hospitals 0.9 4.0 2.9 18.8 7.2 6 379 

Medical services 1.1 8.4 7.7 8.4 4.0 4 632 

Dental services 1.3 1.9 -0.9 2.7 6.1 5 805 

Other health practitioners 3.1 2.3 -4.6 -7.7 -1.5 2 403 

Medications 3.3 10.3 8.2 13.3 5.8 7 866 

Other health 2 2.8 3.9 3.4 5.0 -1.3 5 082 

Source: Productivity Commission (2012) (Report on Government Services. 

Notes: 

1. Government recurrent health expenditure, by area of expenditure (2009-10 dollars), from Table EA.2. 

2. Other health comprises patient transport services, community health, public health, aids and appliances, other non-institutional health nec., administration and research. 

3. Non-government recurrent health expenditure by area of expenditure (2009-10 dollars), from Table EA.3. 



48 49

APPENDIX C 

Table C3: Recent and projected growth in selected Community Services and Health Occupations, 2006-2017 


ANZSCO 

Aug 2006 

‘000 

Occupation 

Aug 2011 

‘000 

% change 

2006-2011 

From DEEWR 

Occupational projections 

Nov 2011 

‘000 

2016-17 

‘000 

% change 

2006-2011 

2544 Registered Nurses 172.6 206.9 19.9 228.0 274.8 20.5 

4211 Child Carers a 85.3 107.9 26.6 115.1 133.4 16.0 

4231 Aged and Disabled Carersa 77.4 108.2 39.8 116.8 140.6 20.4 

4233 Nursing Support and 

Personal Care Workers a 58.2 70.5 21.2 82.1 95.6 16.5 

2231 Human Resource Professionals b 41.8 53.4 27.8 61.2 68.9 12.5 

4117 Welfare Support Workers a 40.3 50.2 24.6 56.2 64.6 14.8 

2531 Generalist Medical Practitioners 35.5 43.4 22.5 52.3 61.5 17.7 

6214 Pharmacy Sales Assistants c 27.5 31.2 13.6 34.6 36.2 4.6 

4114 Enrolled and Mothercraft Nurses a 19.4 17.9 -7.7 27.5 30.6 11.0 

3112 Medical Technicians a 18.6 22.1 18.8 28.1 32.4 15.3 

4232 Dental Assistantsa 15.4 18.8 22.4 20.9 23.2 11.0 

2411 Early Childhood (Pre-primary 

School) Teachers 

15.3 18.3 20.0 20.3 22.3 9.9 

2515 Pharmacists 15.3 19.9 30.0 21.1 23.1 9.9 

2722 Ministers of Religion 14.8 16.1 8.8 11.3 10.9 -3.2 

2721 Counsellors d 14.7 16.4 11.6 13.9 14.6 4.6 

5999 Other Miscellaneous Clerical and 

Administrative Workers c 14.5 17.9 23.5 17.8 18.6 4.5 

2726 Welfare, Recreation and 


13.9 19.6 41.0 26.0 29.5 13.7 

2346 Medical Laboratory Scientists 13.4 15.9 18.6 19.9 21.2 6.2 

2723 Psychologists 13.4 18.6 38.5 21.9 25.3 15.4 

3999 Other Miscellaneous Technicians 

and Trades Workers 

12.8 15.0 16.7 15.1 16.5 8.7 

2725 Social Workers 12.4 16.9 36.0 22.2 25.7 16.0 

2525 Physiotherapists 12.3 15.9 29.7 16.7 19.4 16.0 

1342 Health and Welfare Services 

Managersd 

12.2 17.4 43.0 18.4 21.4 16.0 

2541 Midwives 12.2 14.1 15.3 15.2 16.9 11.7 

5122 Practice Managers 11.4 15.0 32.0 19.3 21.3 10.4 

2543 Nurse Managers 10.9 12.6 15.9 11.3 13.0 15.4 

2513 Occupational and Environmental 

Health Professionals 

10.8 18.9 74.6 24.5 27.8 13.7 

2512 Medical Imaging Professionals 10.1 13.2 30.5 22.0 25.3 14.8 

2523 Dental Practitioners 9.1 11.0 21.2 16.7 19.3 16.0 

4111 Ambulance Officers and 

Paramedics a 9.1 11.9 31.2 16.0 18.6 16.0 

4116 Massage Therapists a 8.2 10.6 29.3 15.2 17.3 14.3 

1341 Child Care Centre Managers d 8.1 9.5 17.5 12.9 14.8 14.8 

2524 Occupational Therapists 6.8 9.2 35.3 11.2 12.9 14.8 

4518 Other Personal Service Workers c 6.8 10.1 48.5 18.9 20.3 7.2 

5994 Human Resource Clerks c 6.6 7.9 18.8 11.0 11.6 5.6 

2539 Other Medical Practitioners 5.9 8.6 47.3 11.0 13.2 20.5 

2522 Complementary Health Therapists d 5.3 5.9 12.1 7.6 7.9 5.1 

ANZSCO 

Aug 2006 

‘000 

Occupation 

Aug 2011 

‘000 

% change 

2006-2011 

From DEEWR 

Occupational projections 

Nov 2011 

‘000 

2016-17 

‘000 

% change 

2006-2011 

4112 Dental Hygienists, 

Technicians and Therapists a 5.2 6.3 22.5 5.8 6.0 4.1 

2527 Speech Professionals and 

Audiologists 

2519 Other Health Diagnostic and 

Promotion Professionals 

3125 Mechanical Engineering 

Draftspersons and Technicians 

5.0 6.8 37.3 9.2 10.4 12.6 

4.5 5.6 25.4 8.0 8.9 12.1 

4.1 4.8 16.1 4.7 4.5 -3.9 

4113 Diversional Therapists a 4.1 4.3 4.4 6.3 6.6 5.6 

2535 Surgeons 3.9 4.9 26.2 5.6 6.6 17.1 

2542 Nurse Educators and Researchers 3.8 5.3 40.5 7.1 8.2 16.0 

2514 Optometrists and Orthoptists 3.6 4.3 20.1 4.9 5.1 4.6 

4515 Personal Care Consultants c 3.6 3.8 5.6 6.2 6.6 5.6 

2521 Chiropractors and Osteopaths 3.3 4.3 32.1 3.2 3.4 6.7 

2532 Anaesthetists 2.7 3.8 38.1 3.0 3.4 16.0 

2511 Dieticians 2.6 3.7 43.1 4.6 4.9 7.2 

4234 Special Care Workers a 2.4 2.8 18.5 1.7 1.6 -5.9 

2534 Psychiatrists 2.2 2.6 18.6 2.1 2.2 4.3 

2526 Podiatrists 2.1 2.8 33.7 5.2 5.8 10.4 

4115 Indigenous Health Workers a 1.0 1.4 35.6 1.0 1.0 5.6 

4221 Education Aides a 0.0 68.8 0.0 80.4 88.4 9.9 

2533 Specialist Physicians #N/A 5.5 #N/A 6.6 8.0 20.5 

Source: ABS Census of Population and Housing, 2006 and 2011. DEEWR, Occupational projections, http://www.deewr.gov.au/lmip/default.aspxLMIP/Publications/ 

IndustryEmploymentProjections. 

Notes: Community services and health occupations are defined as occupations in which the majority of employment is in the Health Care and Social Assistance industry and/or which are 

identified in training.gov.au as aligned to a qualification from the Community Services or Health training packages (see Table E1). 

a= VET-relevant role; b=shared VET role with and may contain some occupations that are relevant to the community services and health training packages; c= VET-relevant role – at unit level 

contains only some occupations that are relevant to the community services and health training packages; d= shared VET HE role; e= This unit level contains only some occupations that are 

relevant to the community services and health training packages. 


50 51

APPENDIX C 

Table C4: Skill gaps identified by stakeholders through submissions 

New Workforce Reason Existing Workforce Reason 



Client led 

service 

requirements 

Existing 

Training 

Disability Workers 1 

Introduction of the 

NDIS 


NDIS 1 

Increasing demand for 

individualised services 

Mental health 2 Funding Mental health 2 Training to assist 

with multiskilling and 

knowledge transfer 

Clinical Psychologists 3 

Aged care workers, 

esp. high level 

nursing home care 

& community 

based care 4 

Enrolled nurses 

in aged care with 

endorsement 

in medication 

administration 4 

Cost of training 

is prohibitive to 

institutions and 

individuals 

Australia’s ageing 

population 

accompanied by 

improved health 

treatments 

Australia’s ageing 

population 

accompanied by 

improved health 

treatments, ageing of 

the existing workforce 

Youth workers 5 

Enrolled nurses 

in aged care with 

endorsement 

in medication 

administration 4 

Pathologist scientists 

and technical staff 

for diagnostic 

laboratories 6 No reasons given Enrolled nurses with 

skills in the ability 

to work in teams 

collaboratively, clinical 

assessment, chronic 

disease, community 

and home based 

care, supervision and 

delegation, clinical 

priority setting, 

and clinical risk 

management and 

quality processes 4 

Workers trained in 

community based, 

evidence based 

recovery orientated, 

trauma informed, 

socially inclusive 

and preventative 

approaches to mental 

health service delivery 4,7 

Allied health 

assistants 4,8 

Peer worker or 

consumer recovery 

workers 7 

Increasing shortages 

in mental health 

services 

A new job role 

to meet growing 

service requirements, 

especially in rural and 

remote areas 

Increasing shortages 

in mental health 

services 

Cancer services 8 

Diagnostic services 8 

Chronic disease 

services 8 

Workforce requires 

higher level skills 

in coordination 

management 

Changing service 

models impacting the 

nature of practice and 

skills required 

Changing service 

models impacting the 

nature of practice and 

skills required 

Current workforce 

shortages and 

increasing client 

demand 


shortages and 


demand 


shortages and 


demand 

Government 

led service 

requirements 

New Training 

Government 

led service 

requirements 

Health – all major 

roles except for 

radiography 9 

Cancer services 8 

Diagnostic services 8 

Chronic disease 

services 8 

Mental health workers 

with drug and alcohol 

expertise 4 

Assistant roles in 

audiology 8 


social work 8 

Allied health assistant 8 

Advanced pharmacy 

assistant 8 

Multi skilled worker 

across nursing & allied 

health in residential 

care, rehabilitation and 

community settings 8 


Whilst numbers of 

graduate nurses and 

doctors are increasing, 

the lag between 

graduation and full 

workplace functionality 

are still resulting in 

shortages 


shortages and 


demand 


shortages and 


demand 


shortages and 


demand 


has on the job training, 

but is ageing and will 

need replacing with 

trained staff 


shortages and 


demand 


shortages and 


demand 


shortages and 


demand 


shortages and 


demand 


shortages and 


demand 


NDIS 

General skills in 

responding to dual 

diagnosis and dual 

disability 4 

General skills in 

responding to clients 

from vulnerable 

population groups 4 


In response to 

changing and 

increasingly complex 

client presentations 


changing and 

increasingly complex 

client presentations 


NDIS 

Signatory to the UN 

Convention of the 

Rights of Persons with 

Disabilities requires 

different levels of 

treatment for clients 


52 53

APPENDIX C 

Table C4: Skill gaps identified by stakeholders through submissions 




Unmet Training 

Requirements 

Home and community 

care 5 

Aged care 4 

Health IT, information 

management skills and 

clinical coders 4,5,10 

Improve pathways 

between VET and 

Higher Ed 5, 

Provide more generalist To 

4, 11, 12 

training 

Effective service and 

care coordination, or 

case management 4,7 

Increased 

training roles and 

responsibilities for 

dental assistants 13 


audiology 8 


social work 8 

Allied health assistant 8 

Changes in 

government funding 

directions 

Changes to service 

models, such as 

HACC Active Service 

model, have increased 

demand for community 

based aged care 

workers 

Introduction of 

electronic health 

management, health 

informatics and 

e-health 

To seek to meet 

skills shortages 

seek to meet 

skills shortages 

To seek to meet 

changing nature of 

service provision in 

mental health 

Allow dental assistants 

to have a greater 

role in oral health 

promotion, servicing 

growing populations 

such as the aged; 

to better keep up to 

date with infection 

and sterilisation, and 

to access rural and 

remote communities 


shortages and 


demand 


shortages and 


demand 


shortages and 


demand 

Home and community 

care 5 

Children’s services 5 

Health IT and 

information 

management skills 4,5,10 

Health and Community 

Services sector 

leadership and 

management skills 4,10 

Oral health care 

training for health care 

providers who are 

not dentists or dental 

assistants 13 

Trauma informed care 

and practice 7 

Health and Wellbeing 

Recovery Support 7 

Moves to consumer 

directed care require 

a different skill set 

to existing workforce 

skills 


Childcare Quality 

Framework 

Introduction of 

electronic health 

management, health 

informatics and 

e-health 


increased government 

reporting, tendering 

requirements 


increasing evidence of 

the role of oral health 

in the maintenance of 

general health 

To address increasing 

evidence of the role 

of trauma in causes 

of complex client 

presentations 

To meet the needs of 

increasing comorbidity 

and complex client 

presentations 

Gaps that 

primarily 

cannot be 

addressed 

through 

existing 

training 

Advanced pharmacy 

assistant 8 

Multi skilled worker 

across nursing & allied 

health in residential 

care, rehabilitation and 

community settings 8 

Optometrists 14 


Workers that better 

reflect community’s 

cultural and linguistic 

barriers 10 


shortages and 


demand 


shortages and 


demand 

Increasing need in 

rural and regional 

Australia 

Pay, insecure work, 

wage differentials 

between government 

and non government 

sectors, ageing 

workforce 

Recruitment and 

retention of an 

increasingly diverse 

workforce 

Optometrists 14 

Aged care workers 5 

Children’s services 5 

Increasing need in 

rural and regional 

Australia 

Job quality and poor 

pay 

Job quality and poor 

pay 

General Practitioners Unspecified Mental health 4 Unspecified issues 

settings 15 quality workforce 

in rural and remote 

sustaining a high 

Dental 5 

Notes – Table C4. 

1. National Disability Services (2012). 

2. Unidentified submission (2012). 

3. The Australian Clinical Psychology Association (2012). 

4. Dr Pradeep Philip, Secretary of Department of Health, Victoria (2012). 

5. TAFE NSW Training Education and Support (2012). 

6. The Royal College of Pathologists of Australasia (2012). 

7. Mental Health Coordinating Council (2012). 

8. Hon Lawrence Springborg MP, Minister for Health, Queensland (2012). 

9. NSW Health (2012). 

10. Hon Jay Weatherill, Premier of South Australian (2012). 

11. Health Workforce Australia (2012). 

12. Department of Health and Ageing (2012). 

13. Office of the Chief Dental Officer (2012). 

14. Optometrists Association of Australia (2012). 

15. The Royal Australian College of General Practitioners (2012). 

Federal Government 

Dental reform, esp 

child dental benefits 

schedule, adult public 

dental service & 

flexible grants program 

dental infrastructure 

rural and remote 

Enrolled nurses 4 

X-ray Operators 8 

Greater collaboration 

between jurisdictions 

& registration board 

to ensure barriers 

to flexible clinical 

placements are 

removed 

A nationally 

recognised X ray 

operator curriculum 

is required to allow 

for portability of 

qualifications 


54 55

APPENDIX D 

CHC08 AND HLT07 TRAINING PACKAGES 2011 ENROLMENT 

Table D2: CHC and HLT 2011 enrolments in detail, grouped by sectors and demand 

Table D1: Course enrolments 2007-2011 by qualification level 

Direct Client Care and Support 

CHC30208 – Certificate III in Aged Care 26,052 


Current qualification level 

Certificate 

I Total 

Certificate 

II 

Certificate 

III 

Certificate 

IV 

Associate 

degree Diploma 

Advanced 

diploma 

Graduate 

certificate 

Graduate 

diploma 

Training 

Package 

Year 

CHC 0 0 966 0 21,830 21,054 60,804 7,773 1,105 113,532 

HLT 0 0 376 0 2,521 2,604 7,125 3,230 0 15,856 

2007 

Total 0 0 1,342 0 24,351 23,658 67,929 11,003 1,105 129,388 

CHC 0 0 1,166 0 23,699 21,115 69,898 7,916 939 124,733 

HLT 0 0 615 0 6,386 8,945 14,449 5,234 0 35,629 

2008 

Total 0 0 1,781 0 30,085 30,060 84,347 13,150 939 160,362 

CHC 0 0 2,432 0 34,523 26,786 66,132 8,626 1,028 139,527 

HLT 0 0 805 0 12,109 11,975 17,863 16,871 0 59,623 

2009 

Total 0 0 3,237 0 46,632 38,761 83,995 25,497 1,028 199,150 

CHC 18 139 3,060 0 40,749 34,171 80,326 8,060 1,359 167,882 

HLT 0 0 1,227 0 18,078 11,200 19,855 18,939 0 69,299 

2010 

Total 18 139 4,287 0 58,827 45,371 100,181 26,999 1,359 237,181 

CHC 32 663 3,060 0 44,921 41,246 100,288 9,678 1,345 201,233 

HLT 0 0 1,228 0 22,761 12,048 21,189 9,574 0 66,800 

2011 

Total 32 663 4,288 0 67,682 53,294 121,477 19,252 1,345 268,033 

CHC 50 802 10,684 0 165,722 144,372 377,448 42,053 5,776 746,907 

HLT 0 0 4,251 0 61,855 46,772 80,481 53,848 0 247,207 

Total 

Total 50 802 14,935 0 227,577 191,144 457,929 95,901 5,776 994,114 

Note: CHC stands for the Community Services Training Package and HLT stands for the Health Training Package. 

Reference: NCVER VOCSTATS 2012, Course enrolments 2007-2011 (Revised 31/08/12), by current qualification level by Year and Type of accreditation. 

CHC40308 – Certificate IV in Disability 8,368 

HLT32507 – Certificate III in Health Services Assistance 7,447 

CHC30308 – Certificate III in Home and Community Care 6,678 

CHC30408 – Certificate III in Disability 4,954 

CHC40108 – Certificate IV in Aged Care 4,293 

CHC40508 – Certificate IV in Mental Health 3,269 

CHC40408 – Certificate IV in Alcohol and Other Drugs Work 2,180 

HLT21207 – Certificate II in Health Support Services 1,761 

HLT32407 – Certificate III in Allied Health Assistance 1,744 

CHC40608 – Certificate IV in Leisure and Health 1,663 

HLT42507 – Certificate IV in Allied Health Assistance 1,597 

HLT32807 – Certificate III in Health Support Services 1,206 

CHC40208 – Certificate IV in Home and Community Care 1,163 

CHC50108 – Diploma of Disability 1,016 

CHC50408 – Diploma of Community Services (Alcohol, other drugs and mental health) 975 

CHC30102 – Certificate III in Aged Care Work 492 

CHC60108 – Advanced Diploma of Disability Work 474 

CHC40302 – Certificate IV in Disability Work 351 

CHC50508 – Diploma of Leisure and Health 257 

CHC50208 – Diploma of Community Services (Alcohol and other drugs) 246 

CHC50308 – Diploma of Community Services (Mental health) 222 

CHC41102 – Certificate IV in Mental Health Work (Non clinical) 205 

CHC30202 – Certificate III in Home and Community Care 176 

CHC30302 – Certificate III in Disability Work 170 

CHC40102 – Certificate IV in Aged Care Work 167 

CHC41702 – Certificate IV in Alcohol and Other Drugs Work 93 

CHC41602 – Certificate IV in Community Services (Lifestyle and Leisure) 66 

CHC51102 – Diploma of Alcohol and other Drugs Work 51 

CHC50802 – Diploma of Community Services (Lifestyle and Leisure) 39 

CHC50102 – Diploma of Disability Work 24 

CHC40202 – Certificate IV in Service Coordination (Ageing and Disability) 21 

CHC60102 – Advanced Diploma of Disability Work 13 

Total 43,013 

Children’s & Youth Services 

CHC30708 – Certificate III in Children's Services 44,599 

CHC50908 – Diploma of Children's Services (Early childhood education and care) 22,479 

CHC30808 – Certificate III in Education Support 9,838 

CHC50302 – Diploma of Children's Services 4,046 

CHC41808 – Certificate IV in Youth Work 3,027 

CHC41708 – Certificate IV in Education Support 1,793 

CHC60208 – Advanced Diploma of Children's Services 1,581 

CHC30402 – Certificate III in Children's Services 1,231 

CHC41208 – Certificate IV in Children's Services (Outside school hours care) 835 

CHC51408 – Diploma of Youth Work 726 

CHC51308 – Diploma of Education Support 679 


56 57

APPENDIX D 


Children’s & Youth Services 

CHC41408 – Certificate IV in Child, Youth and Family Intervention (Residential and out of home care) 626 

CHC41508 – Certificate IV in Child, Youth and Family Intervention (Child protection) 560 

CHC41608 – Certificate IV in Child, Youth and Family Intervention (Family support) 392 

CHC41908 – Certificate IV in Youth Justice 292 

CHC51208 – Diploma of Child, Youth and Family Intervention 258 

CHC70108 – Vocational Graduate Certificate in Community Services Practice (Statutory child protection) 248 

CHC51008 – Diploma of Children's Services (Outside school hours care) 247 

CHC51302 – Diploma of Statutory Child Protection 115 

CHC40602 – Certificate IV in Youth Work 46 

CHC51508 – Diploma of Youth Justice 39 

CHC60202 – Advanced Diploma of Children's Services 38 

CHC50202 – Diploma of Out of School Hours Care 35 

CHC40402 – Certificate IV in Out of School Hours Care 30 

CHC50502 – Diploma of Youth Work 15 

CHC40702 – Certificate IV in Youth Work (Juvenile Justice) 14 

CHC30602 – Certificate III in Youth Work 11 

Total 93,800 

Community Services & Development 

CHC20108 – Certificate II in Community Services 9,181 

CHC40708 – Certificate IV in Community Services Work 8,867 

CHC50608 – Diploma of Community Services Work 8,287 

CHC30108 – Certificate III in Community Services Work 5,689 

CHC52208 – Diploma of Community Services Coordination 1,311 

CHC10108 – Certificate I in Work Preparation (Community services) 1,173 

CHC60308 – Advanced Diploma of Community Sector Management 944 

CHC50702 – Diploma of Community Welfare Work 601 

CHC20208 – Certificate II in Active Volunteering 445 

CHC50708 – Diploma of Community Development 399 

CHC40902 – Certificate IV in Community Services Work 329 

CHC40808 – Certificate IV in Community Development 268 

CHC30608 – Certificate III in Active Volunteering 223 

CHC40908 – Certificate IV in Social Housing 211 

CHC10208 – Certificate I in Active Volunteering 154 

CHC41008 – Certificate IV in Community Services Advocacy 154 

CHC42708 – Certificate IV in Volunteer Program Coordination 113 

CHC30802 – Certificate III in Community Services Work 76 

CHC51402 – Diploma of Community Development 61 

CHC20202 – Certificate II in Community Services Work 45 

CHC41108 – Certificate IV in Pastoral Care 29 

CHC51602 – Diploma of Community Services Management 26 

CHC80108 – Vocational Graduate Diploma of Community Sector Management 24 

CHC10102 – Certificate I in Work Preparation (Community Services) 18 

CHC41802 – Certificate IV in Community Services (Protective Care) 13 

CHC50808 – Diploma of Social Housing 13 

CHC30508 – Certificate III in Social Housing 10 

CHC42002 – Certificate IV in Community Services (Service Coordination) 10 

CHC60402 – Advanced Diploma of Community Services Management 10 

Total 12,349 

Client Services 

CHC52008 – Diploma of Community Services (Case management) 1,138 

CHC51708 – Diploma of Counselling 936 

CHC42008 – Certificate IV in Employment Services 726 

CHC42108 – Certificate IV in Career Development 565 

CHC70208 – Vocational Graduate Certificate in Community Services Practice (Client assessment and case 

management) 

CHC42608 – Certificate IV in Celebrancy 348 

CHC52108 – Diploma of Community Services (Financial counselling) 222 

CHC51808 – Diploma of Family Intake and Support Work 204 

CHC51608 – Diploma of Employment Services 160 

CHC42308 – Certificate IV in Mediation 118 

CHC30908 – Certificate III in Employment Services 81 

CHC70308 – Vocational Graduate Certificate in Career Development Practice 58 

CHC51707 – Diploma of Family Intake and Support Work 48 

CHC50902 – Diploma of Community Services (Case Management) 28 

CHC40502 – Certificate IV in Employment Services 18 

CHC51002 – Diploma of Community Services (Financial Counselling) 13 

Total 5,020 

Reference: NCVER 2012, VOCSTATS, Course enrolments 2011, from series 2002-2011 (Revised 31/08/12). 

Table D3: Specific HLT 2011 enrolments in detail, grouped by sectors and demand 

Nursing 

HLT51607 – Diploma of Nursing (Enrolled/Division 2 nursing) 18,218 

HLT43407 – Certificate IV in Nursing (Enrolled/Division 2 nursing) 3,988 

HLT61107 – Advanced Diploma of Nursing (Enrolled/Division 2 nursing) 716 

Total 22,922 

Ambulance 

HLT21107 – Certificate II in Emergency Medical Service First Response 7,546 

HLT33107 – Certificate III in Basic Health Care 3,584 

HLT50607 – Diploma of Paramedical Science (Anaesthesia) 119 

HLT41007 – Certificate IV in Health Care (Ambulance) 116 

HLT50407 – Diploma of Paramedical Science (Ambulance) 113 

HLT30207 – Certificate III in Non–Emergency Client Transport 88 

Total 11,566 

357 


58 59

APPENDIX D 

Technicians & Support Services 

HLT31107 – Certificate III in Sterilisation Services 1,116 

HLT32607 – Certificate III in Pathology 842 

HLT43507 – Certificate IV in Optical Dispensing 615 

HLT41807 – Certificate IV in Pathology 500 

HLT32907 – Certificate III in Health Administration 470 

HLT43207 – Certificate IV in Health Administration 468 

HLT40407 – Certificate IV in Health Supervision 324 

HLT31407 – Certificate III in Hospital/Health Services Pharmacy Support 295 

HLT51307 – Diploma of Hearing Device Prescription and Evaluation 295 

HLT52007 – Diploma of Practice Management 228 

HLT43307 – Certificate IV in Medical Practice Assisting 99 

HLT41307 – Certificate IV in Audiometric Assessment 96 

HLT40507 – Certificate IV in Hospital/Health Services Pharmacy Support 82 

HLT42007 – Certificate IV in Operating Theatre Technical Support 57 

HLT42607 – Certificate IV in Anaesthetic Technology 53 

HLT43807 – Certificate IV in Sterilisation Services 52 

HLT32007 – Certificate III in Mortuary Theatre Practice 27 

HLT43707 – Certificate IV in Optical Technology 24 

HLT41507 – Certificate IV in Hyperbaric Technology 16 

Total 5,659 

Oral Health 

HLT31807 – Certificate III in Dental Assisting 2,733 

HLT50507 – Diploma of Dental Technology 1,073 

HLT43007 – Certificate IV in Dental Assisting 727 

HLT60407 – Advanced Diploma of Dental Prosthetics 182 

HLT32707 – Certificate III in Dental Laboratory Assisting 43 

Total 4,758 

Population Health 

HLT21007 – Certificate II in Indigenous Environmental Health 202 

HLT51007 – Diploma of Population Health 96 

HLT42307 – Certificate IV in Population Health 54 

Total 352 

Complementary & Alternative Health 

HLT40307 – Certificate IV in Massage Therapy Practice 2,065 

HLT50307 – Diploma of Remedial Massage 2,117 

HLT31507 – Certificate III in Nutrition and Dietetic Assistance 665 

HLT60507 – Advanced Diploma of Naturopathy 205 

HLT42707 – Certificate IV in Aromatherapy 166 

HLT51507 – Diploma of Kinesiology 166 

HLT50207 – Diploma of Shiatsu and Oriental Therapies 89 

HLT51707 – Diploma of Reflexology 79 

HLT51407 – Diploma of Aromatherapy 71 

HLT60107 – Advanced Diploma of Western Herbal Medicine 51 

HLT42807 – Certificate IV in Kinesiology 46 

HLT61007 – Advanced Diploma of Nutritional Medicine 44 

HLT60707 – Advanced Diploma of Ayurveda 22 

HLT50107 – Diploma of Traditional Chinese Medicine Remedial Massage (An Mo Tui Na) 12 

Total 5,798 

Aboriginal and Torres Strait Islander Health Worker 

HLT33207 – Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care 883 

HLT44007 – Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health (Community Care) 466 

HLT43907 – Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care (Practice) 420 

HLT52207 – Diploma of Aboriginal and/or Torres Strait Islander Primary Health (Community Care) 66 

HLT21307 – Certificate II in Aboriginal and/or Torres Strait Islander Primary Health Care 65 

HLT32307 – Certificate III in Indigenous Environmental Health 29 

HLT52107 – Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care (Practice) 14 

Total 1943 

Reference: NCVER VOCSTATS 2012, Course enrolments 2011, from series 2002-2011 (Revised 31/08/12). 

Table D4: CHC and HLT training packages, 2011 enrolments totals by States/Territories 

State/Territory NSW VIC QLD SA WA TAS NT ACT Total 

CHC – Community Services 57,843 53,223 46,703 11,782 18,331 6,605 3,213 3,533 201,233 

HLT – Health 12,615 26,841 15,956 3,924 5,199 1,134 520 611 66,800 

Total 70,458 80,064 62,659 15,706 23,530 7,739 3,733 4,144 268,033 

Reference: NCVER VOCSTATS 2012, Course enrolments 2011 by States/Territories, from series 2002-2011 (Revised 31/08/12). 



60 61

APPENDIX D 

Table D5: CHC and HLT training packages, detailed 2011 enrolments totals by States/Territories 



CHC – Community Services 57,843 53,223 46,703 11,782 18,331 6,605 3,213 3,533 201,233 

CHC10102 – Certificate I in Work Preparation (Community Services) 0 16 2 0 0 0 0 0 18 

CHC10108 – Certificate I in Work Preparation (Community services) 0 43 141 29 487 169 173 131 1,173 

CHC10208 – Certificate I in Active Volunteering 49 46 44 3 0 12 0 0 154 

CHC20102 – Certificate II in Community Services Support Work 0 1 6 0 0 0 0 0 7 

CHC20108 – Certificate II in Community Services 2,927 2,666 350 1,081 1,286 596 239 36 9,181 

CHC20199 – Certificate II in Community Services (Aged Care Work) 0 0 0 0 0 0 0 0 0 

CHC20202 – Certificate II in Community Services Work 1 3 4 34 1 0 2 0 45 

CHC20208 – Certificate II in Active Volunteering 11 59 365 10 0 0 0 0 445 

CHC20299 – Certificate II in Community Services (Alcohol and Other Drugs Work) 0 0 0 0 0 0 0 0 0 

CHC20302 – Certificate II in Community Services (First Point of Contact) 0 0 0 0 0 0 0 0 0 

CHC20399 – Certificate II in Community Services (Children's Services) 0 0 0 0 0 0 0 0 0 

CHC20499 – Certificate II in Community Services (Community Work) 0 0 0 0 0 0 0 0 0 

CHC20599 – Certificate II in Community Services (Disability Work) 0 0 0 0 0 0 0 0 0 

CHC30102 – Certificate III in Aged Care Work 246 45 140 41 5 1 12 2 492 

CHC30108 – Certificate III in Community Services Work 806 639 1,519 413 1,608 281 422 1 5,689 

CHC30199 – Certificate III in Community Services (Aged Care Work) 0 0 0 0 0 0 0 0 0 

CHC30202 – Certificate III in Home and Community Care 38 29 14 20 66 9 0 0 176 

CHC30208 – Certificate III in Aged Care 6,715 7,132 7,167 1,735 1,772 966 269 296 26,052 

CHC30299 – Certificate III in Community Services (Alcohol and Other Drugs Work) 0 0 0 0 0 0 0 0 0 

CHC30302 – Certificate III in Disability Work 45 10 44 49 9 2 11 0 170 

CHC30308 – Certificate III in Home and Community Care 912 3,392 1,028 443 339 364 170 30 6,678 

CHC30399 – Certificate III in Community Services (Children's Services) 0 0 0 0 0 0 0 0 0 

CHC30402 – Certificate III in Children's Services 602 197 275 62 28 10 37 20 1,231 

CHC30408 – Certificate III in Disability 1,370 311 1,643 647 451 225 111 196 4,954 

CHC30499 – Certificate III in Community Services 

(Child Protection, Statutory Supervision, Juvenile Justice) 0 0 0 0 0 0 0 0 0 

CHC30502 – Certificate III in Employment Services 0 7 0 0 0 0 0 0 7 

CHC30508 – Certificate III in Social Housing 0 0 0 0 2 0 8 0 10 

CHC30599 – Certificate III in Community Services (Community Housing Work) 0 0 0 0 0 0 0 0 0 

CHC30602 – Certificate III in Youth Work 1 0 4 3 3 0 0 0 11 

CHC30608 – Certificate III in Active Volunteering 55 27 123 18 0 0 0 0 223 

CHC30699 – Certificate III in Community Services (Community Work) 0 0 0 1 0 0 0 0 1 

CHC30702 – Certificate III in Social Housing 0 0 0 0 0 0 0 0 0 


CHC30708 – Certificate III in Children's Services 14,658 12,560 10,520 1,651 2,635 1,023 649 903 44,599 

CHC30799 – Certificate III in Community Services (Disability Work) 0 0 0 0 0 0 0 0 0 

CHC30802 – Certificate III in Community Services Work 2 9 30 17 12 2 4 0 76 

CHC30808 – Certificate III in Education Support 1,663 1,153 3,418 450 2,638 192 295 29 9,838 

CHC30899 – Certificate III in Community Services (Mental Health Work non clinical) 0 0 0 0 0 0 0 0 0 

CHC30902 – Certificate III in Telephone Counselling Skills 0 0 0 0 0 0 0 0 0 

CHC30908 – Certificate III in Employment Services 17 30 0 31 0 0 0 3 81 

CHC30999 – Certificate III in Community Services (Youth Work) 0 0 0 0 0 0 0 0 0 

CHC40102 – Certificate IV in Aged Care Work 5 45 5 57 52 0 2 1 167 

CHC40108 – Certificate IV in Aged Care 1,676 1,100 540 132 523 236 16 70 4,293 

CHC40199 – Certificate IV in Community Services (Aged Care Work) 0 0 0 0 0 0 0 0 0 

CHC40202 – Certificate IV in Service Coordination (Ageing and Disability) 0 10 9 1 0 0 1 0 21 

CHC40208 – Certificate IV in Home and Community Care 299 217 436 101 45 60 1 4 1,163 

CHC40299 – Certificate IV in Community Services (Alcohol and Other Drugs Work) 0 0 0 0 0 0 0 0 0 

CHC40302 – Certificate IV in Disability Work 129 119 45 15 39 2 2 0 351 

CHC40308 – Certificate IV in Disability 1,703 3,370 1,623 327 526 690 13 116 8,368 

CHC40399 – Certificate IV in Community Services (Children's Services) 0 0 0 0 0 0 0 0 0 

CHC40402 – Certificate IV in Out of School Hours Care 7 15 0 0 5 0 3 0 30 

CHC40408 – Certificate IV in Alcohol and Other Drugs Work 893 677 322 101 23 76 0 88 2,180 

CHC40499 – Certificate IV in Community Services 

(Child Protection, Statutory Supervision and Juvenile Justice) 0 0 0 0 0 0 0 0 0 

CHC40502 – Certificate IV in Employment Services 2 14 0 0 2 0 0 0 18 

CHC40508 – Certificate IV in Mental Health 1,246 701 545 404 159 87 61 66 3,269 

CHC40599 – Certificate IV in Community Services (Community Housing Work) 0 0 0 0 0 0 0 0 0 

CHC40602 – Certificate IV in Youth Work 5 11 16 4 4 0 1 5 46 

CHC40608 – Certificate IV in Leisure and Health 437 502 360 273 27 51 7 6 1,663 

CHC40699 – Certificate IV in Community Services (Community Work) 0 0 0 0 0 0 0 0 0 

CHC40702 – Certificate IV in Youth Work (Juvenile Justice) 0 13 1 0 0 0 0 0 14 

CHC40708 – Certificate IV in Community Services Work 5,190 974 1,272 274 642 260 116 139 8,867 

CHC40799 – Certificate IV in Community Services (Disability Work) 0 0 0 0 0 0 0 0 0 

CHC40802 – Certificate IV in Social Housing 0 0 0 0 0 0 0 0 0 

CHC40808 – Certificate IV in Community Development 0 34 102 86 0 4 0 42 268 

CHC40899 – Certificate IV in Community Services (Mental Health Work non clinical) 0 0 0 0 0 0 0 0 0 

CHC40902 – Certificate IV in Community Services Work 270 13 38 3 3 0 2 0 329 


62 63

APPENDIX D 




CHC40908 – Certificate IV in Social Housing 29 41 65 0 33 43 0 0 211 

CHC40999 – Certificate IV in Community Services (Youth Work) 0 0 0 0 0 0 0 0 0 

CHC41002 – Certificate IV in Telephone Counselling Skills 0 0 0 0 0 0 0 0 0 

CHC41008 – Certificate IV in Community Services Advocacy 12 0 135 3 4 0 0 0 154 

CHC41102 – Certificate IV in Mental Health Work (Non clinical) 176 5 9 14 1 0 0 0 205 

CHC41108 – Certificate IV in Pastoral Care 0 0 0 29 0 0 0 0 29 

CHC41202 – Certificate IV in Community Services Advocacy 0 0 0 0 0 0 0 0 0 

CHC41208 – Certificate IV in Children's Services (Outside school hours care) 306 285 6 4 180 10 19 25 835 

CHC41302 – Certificate IV in Community Mediation 0 7 0 0 0 0 0 0 7 

CHC41308 – Certificate IV in Children's Contact Services Work 0 0 1 0 0 0 0 0 1 

CHC41402 – Certificate IV in Community Services (Information, Advice and Referral) 0 0 0 0 0 0 0 0 0 

CHC41408 – Certificate IV in Child, Youth and Family Intervention (Residential and out of home care) 0 125 369 6 4 0 0 122 626 

CHC41502 – Certificate IV in Marriage Celebrancy 0 0 0 0 0 0 0 0 0 

CHC41508 – Certificate IV in Child, Youth and Family Intervention (Child protection) 0 3 501 0 16 0 0 40 560 

CHC41602 – Certificate IV in Community Services (Lifestyle and Leisure) 11 10 36 9 0 0 0 0 66 

CHC41608 – Certificate IV in Child, Youth and Family Intervention (Family support) 0 3 336 53 0 0 0 0 392 

CHC41702 – Certificate IV in Alcohol and Other Drugs Work 87 0 1 1 0 0 4 0 93 

CHC41708 – Certificate IV in Education Support 23 251 291 13 966 0 191 58 1,793 

CHC41802 – Certificate IV in Community Services (Protective Care) 0 10 3 0 0 0 0 0 13 

CHC41808 – Certificate IV in Youth Work 464 689 975 338 355 6 28 172 3,027 

CHC41902 – Certificate IV in Community Development 0 2 1 0 0 0 0 0 3 

CHC41908 – Certificate IV in Youth Justice 37 26 143 29 0 51 0 6 292 

CHC42002 – Certificate IV in Community Services (Service Coordination) 6 1 0 3 0 0 0 0 10 

CHC42008 – Certificate IV in Employment Services 210 330 25 30 105 21 0 5 726 

CHC42108 – Certificate IV in Career Development 0 160 90 230 61 0 0 24 565 

CHC42208 – Certificate IV in Telephone Counselling Skills 0 0 0 0 0 0 0 0 0 

CHC42308 – Certificate IV in Mediation 0 42 76 0 0 0 0 0 118 

CHC42407 – Certificate IV in Career Development 0 0 0 0 3 0 0 0 3 

CHC42408 – Certificate IV in Relationship Education 9 0 0 0 0 0 0 0 9 

CHC42508 – Certificate IV in Community Services (Information, advice and referral) 0 0 0 0 0 0 0 0 0 

CHC42608 – Certificate IV in Celebrancy 255 90 3 0 0 0 0 0 348 

CHC42708 – Certificate IV in Volunteer Program Coordination 13 0 83 17 0 0 0 0 113 

CHC50102 – Diploma of Disability Work 1 14 9 0 0 0 0 0 24 

CHC50108 – Diploma of Disability 312 366 198 31 17 67 7 18 1,016 


CHC50199 – Diploma of Community Services (Aged Care Work) 0 0 0 0 0 0 0 0 0 

CHC50202 – Diploma of Out of School Hours Care 10 17 1 7 0 0 0 0 35 

CHC50208 – Diploma of Community Services (Alcohol and other drugs) 24 166 14 39 0 0 0 3 246 

CHC50299 – Diploma of Community Services (Alcohol and Other Drugs Work) 0 0 0 0 0 0 0 0 0 

CHC50302 – Diploma of Children's Services 2,068 1,055 584 202 110 5 7 15 4,046 

CHC50308 – Diploma of Community Services (Mental health) 103 67 13 24 8 7 0 0 222 

CHC50399 – Diploma of Community Services (Children's Services) 0 0 0 0 0 0 0 0 0 

CHC50402 – Diploma of Employment Services 0 0 0 0 0 0 0 0 0 

CHC50408 – Diploma of Community Services (Alcohol, other drugs and mental health) 504 292 81 36 16 24 0 22 975 

CHC50499 – Diploma of Community Services (Child Protection, Statutory Supervision and 

Juvenile Justice) 0 0 0 0 0 0 0 0 0 

CHC50502 – Diploma of Youth Work 0 3 12 0 0 0 0 0 15 

CHC50508 – Diploma of Leisure and Health 31 99 119 8 0 0 0 0 257 

CHC50599 – Diploma of Community Services (Community Housing Work) 0 0 0 0 0 0 0 0 0 

CHC50602 – Diploma of Social Housing 0 0 0 0 0 0 0 0 0 

CHC50608 – Diploma of Community Services Work 3,647 2,390 1,166 141 605 211 21 106 8,287 

CHC50699 – Diploma of Community Services (Community Work) 0 0 0 0 0 0 0 0 0 

CHC50702 – Diploma of Community Welfare Work 107 214 240 25 12 0 0 3 601 

CHC50708 – Diploma of Community Development 0 263 52 13 0 49 0 22 399 

CHC50799 – Diploma of Community Services (Disability Work) 0 0 0 0 0 0 0 0 0 

CHC50802 – Diploma of Community Services (Lifestyle and Leisure) 0 13 18 8 0 0 0 0 39 

CHC50808 – Diploma of Social Housing 0 5 8 0 0 0 0 0 13 

CHC50899 – Diploma of Community Services (Mental Health Work non clinical) 0 0 0 0 0 0 0 0 0 

CHC50902 – Diploma of Community Services (Case Management) 14 7 0 0 0 7 0 0 28 

CHC50908 – Diploma of Children's Services (Early childhood education and care) 5,571 6,730 5,827 1,290 1,745 552 214 550 22,479 

CHC50999 – Diploma of Community Services (Youth Work) 0 0 0 0 0 0 0 0 0 

CHC51002 – Diploma of Community Services (Financial Counseling) 0 0 0 1 12 0 0 0 13 

CHC51008 – Diploma of Children's Services (Outside school hours care) 35 115 4 54 13 5 0 21 247 

CHC51102 – Diploma of Alcohol and other Drugs Work 0 51 0 0 0 0 0 0 51 

CHC51202 – Diploma of Community Services (Protective Intervention) 0 0 2 0 0 0 0 0 2 

CHC51208 – Diploma of Child, Youth and Family Intervention 86 2 139 0 0 0 31 0 258 

CHC51302 – Diploma of Statutory Child Protection 115 0 0 0 0 0 0 0 115 

CHC51308 – Diploma of Education Support 0 40 372 0 222 0 45 0 679 

CHC51402 – Diploma of Community Development 19 41 1 0 0 0 0 0 61 


64 65

APPENDIX D 




CHC51408 – Diploma of Youth Work 117 178 274 57 42 3 0 55 726 

CHC51502 – Diploma of Community Education 0 0 0 0 0 0 0 0 0 

CHC51508 – Diploma of Youth Justice 0 5 34 0 0 0 0 0 39 

CHC51602 – Diploma of Community Services Management 1 8 12 1 2 0 2 0 26 

CHC51608 – Diploma of Employment Services 0 127 14 19 0 0 0 0 160 

CHC51707 – Diploma of Family Intake and Support Work 0 48 0 0 0 0 0 0 48 

CHC51708 – Diploma of Counselling 144 389 310 63 30 0 0 0 936 

CHC51808 – Diploma of Family Intake and Support Work 0 100 63 41 0 0 0 0 204 

CHC51907 – Diploma of Relationship Education 0 0 0 0 0 0 0 0 0 

CHC51908 – Diploma of Relationship Education 0 0 3 0 0 0 0 0 3 

CHC52008 – Diploma of Community Services (Case management) 477 568 45 2 0 46 0 0 1,138 

CHC52108 – Diploma of Community Services (Financial counselling) 25 1 0 107 89 0 0 0 222 

CHC52208 – Diploma of Community Services Coordination 404 140 504 59 97 84 1 22 1,311 

CHC60102 – Advanced Diploma of Disability Work 0 13 0 0 0 0 0 0 13 

CHC60108 – Advanced Diploma of Disability Work 28 441 5 0 0 0 0 0 474 

CHC60199 – Advanced Diploma of Community Services (Aged Care Work) 0 0 0 0 0 0 0 0 0 

CHC60202 – Advanced Diploma of Children's Services 0 24 8 3 3 0 0 0 38 

CHC60208 – Advanced Diploma of Children's Services 22 511 674 52 167 96 16 43 1,581 

CHC60299 – Advanced Diploma of Community Services (Alcohol and Other Drugs Work) 0 0 0 0 0 0 0 0 0 

CHC60302 – Advanced Diploma of Community Services Work 0 0 0 0 0 0 0 0 0 

CHC60308 – Advanced Diploma of Community Sector Management 334 327 89 156 21 0 0 17 944 

CHC60399 – Advanced Diploma of Community Services (Children's Services) 0 0 0 0 0 0 0 0 0 

CHC60402 – Advanced Diploma of Community Services Management 0 0 0 10 0 0 0 0 10 

CHC60599 – Advanced Diploma of Community Services (Community Housing Work) 0 0 0 0 0 0 0 0 0 

CHC60699 – Advanced Diploma of Community Services (Community Work) 0 0 0 0 0 0 0 0 0 

CHC60799 – Advanced Diploma of Community Services (Disability Work) 0 0 0 0 0 0 0 0 0 

CHC60899 – Advanced Diploma of Community Services (Mental Health Work non clinical) 0 0 0 0 0 0 0 0 0 

CHC60999 – Advanced Diploma of Community Services (Youth Work) 0 0 0 0 0 0 0 0 0 

CHC70108 – Vocational Graduate Certificate in Community Services Practice 

(Statutory child protection) 0 0 248 0 0 0 0 0 248 

CHC70208 – Vocational Graduate Certificate in Community Services Practice (Client 

assessment and case management) 24 85 248 0 0 0 0 0 357 

CHC70308 – Vocational Graduate Certificate in Career Development Practice 0 20 0 38 0 0 0 0 58 

CHC80107 – Vocational Graduate Diploma of Relationship Counselling 0 0 0 0 0 0 0 0 0 


CHC80108 – Vocational Graduate Diploma of Community Sector Management 0 12 12 0 0 0 0 0 24 

CHC80208 – Vocational Graduate Diploma of Relationship Counselling 0 6 0 0 0 0 0 0 6 

CHC80308 – Vocational Graduate Diploma of Family Dispute Resolution 2 0 0 0 0 0 0 0 2 

HLT – Health 12,615 26,841 15,956 3,924 5,199 1,134 520 611 66,800 

HLT20102 – Certificate II in Health Support Services (Stores) 0 0 0 0 0 0 0 0 0 

HLT20302 – Certificate II in Health Support Services (Laundry Support Services) 0 0 0 0 0 0 0 0 0 

HLT20402 – Certificate II in Health Support Services (Grounds Maintenance) 0 0 0 0 0 0 0 0 0 

HLT20502 – Certificate II in Health Support Services (General Maintenance) 0 0 0 0 0 0 0 0 0 

HLT20602 – Certificate II in Health Support Services (Food Support Services) 0 0 0 0 0 0 0 0 0 

HLT20702 – Certificate II in Health Support Services (Client/Patient Support Services) 0 0 0 0 0 0 0 0 0 

HLT20802 – Certificate II in Health Support Services (Cleaning Support Services) 0 0 0 0 0 0 0 0 0 

HLT21005 – Certificate II in Indigenous Environmental Health 0 0 0 0 0 0 0 0 0 

HLT21007 – Certificate II in Indigenous Environmental Health 0 0 0 0 92 0 110 0 202 

HLT21107 – Certificate II in Emergency Medical Service First Response 343 6,802 355 0 46 0 0 0 7,546 

HLT21207 – Certificate II in Health Support Services 748 309 350 140 142 8 64 0 1,761 

HLT21307 – Certificate II in Aboriginal and/or Torres Strait Islander Primary Health Care 45 0 0 0 0 0 20 0 65 

HLT30102 – Certificate III in Pathology Specimen Collection 0 0 0 0 0 0 0 0 0 

HLT30202 – Certificate III in Non–Emergency Patient Transport 0 0 0 0 0 0 0 0 0 

HLT30207 – Certificate III in Non–Emergency Client Transport 41 41 0 0 0 0 0 6 88 

HLT30402 – Certificate III in Health Support Services (Laundry Support Services) 0 0 0 0 0 0 0 0 0 

HLT30502 – Certificate III in Health Support Services (Grounds Maintenance) 0 0 0 0 0 0 0 0 0 

HLT30602 – Certificate III in Health Support Services (General Maintenance) 0 0 0 0 0 0 0 0 0 

HLT30802 – Certificate III in Health Support Services (Client/Patient Support Services) 0 0 0 0 0 0 0 0 0 

HLT30902 – Certificate III in Health Support Services (Cleaning Support Services) 0 0 0 0 0 0 0 0 0 

HLT31002 – Certificate III in Health Support Services 0 0 0 0 0 0 0 0 0 

HLT31102 – Certificate III in Health service Assistance (Sterilisation Services) 0 4 0 0 0 0 0 0 4 

HLT31107 – Certificate III in Sterilisation Services 437 130 259 150 133 7 0 0 1,116 

HLT31202 – Certificate III in Health Service Assistance (Pathology Assistance) 0 0 0 0 0 0 0 0 0 

HLT31302 – Certificate III in Health Service Assistance (Operating Theatre Support) 0 0 0 0 0 0 0 0 0 

HLT31402 – Certificate III in Health Service Assistance 

(Hospital and Community Health Pharmacy Assistance) 0 0 0 0 0 0 0 0 0 

HLT31407 – Certificate III in Hospital/Health Services Pharmacy Support 27 231 0 0 37 0 0 0 295 

HLT31502 – Certificate III in Health Service Assistance (Nutrition and Dietetic Support) 0 0 0 0 0 0 0 0 0 

HLT31507 – Certificate III in Nutrition and Dietetic Assistance 299 57 260 49 0 0 0 0 665 


66 67

APPENDIX D 




HLT31602 – Certificate III in Health Service Assistance (Client/Patient Services) 1 0 0 0 0 0 0 0 1 

HLT31702 – Certificate III in Health Service Assistance (Allied Health Assistance) 0 0 0 0 0 0 0 0 0 

HLT31802 – Certificate III in Dental Assisting 1 0 0 0 0 0 0 0 1 

HLT31807 – Certificate III in Dental Assisting 849 780 528 258 111 162 10 35 2,733 

HLT31907 – Certificate III in Ambulance Communications (Call taking) 0 0 0 0 0 0 0 9 9 

HLT32002 – Certificate III in Mortuary Practice 0 0 0 0 0 0 0 0 0 

HLT32007 – Certificate III in Mortuary Theatre Practice 20 0 0 0 7 0 0 0 27 

HLT32102 – Certificate III in Prosthetic/Orthotic Technology 0 0 0 0 0 0 0 0 0 

HLT32107 – Certificate III in Prosthetic/Orthotic Technology 0 0 0 0 0 0 0 0 0 

HLT32207 – Certificate III in Population Health 0 2 0 0 0 0 0 0 2 

HLT32307 – Certificate III in Indigenous Environmental Health 0 0 22 0 0 0 7 0 29 

HLT32407 – Certificate III in Allied Health Assistance 89 425 593 153 482 2 0 0 1,744 

HLT32507 – Certificate III in Health Services Assistance 3,709 2,058 949 140 434 94 63 0 7,447 

HLT32607 – Certificate III in Pathology 161 400 198 13 39 4 5 22 842 

HLT32707 – Certificate III in Dental Laboratory Assisting 0 39 0 4 0 0 0 0 43 

HLT32807 – Certificate III in Health Support Services 245 609 233 24 64 13 18 0 1,206 

HLT32907 – Certificate III in Health Administration 297 44 71 49 0 8 0 1 470 

HLT33107 – Certificate III in Basic Health Care 707 718 2,159 0 0 0 0 0 3,584 

HLT33207 – Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care 55 35 444 193 121 0 35 0 883 

HLT40102 – Certificate IV in Traditional Chinese Medicine Remedial Massage (An Mo Tui Na) 0 0 0 0 0 0 0 0 0 

HLT40202 – Certificate IV in Shiatsu 0 0 0 0 0 0 0 0 0 

HLT40302 – Certificate IV in Massage 0 0 0 0 0 0 0 0 0 

HLT40307 – Certificate IV in Massage Therapy Practice 221 1,366 235 15 140 4 0 84 2,065 

HLT40402 – Certificate IV in Health Support Services (Supervision) 0 0 0 2 0 0 0 0 2 

HLT40407 – Certificate IV in Health Supervision 61 190 71 0 0 2 0 0 324 

HLT40502 – Certificate IV in Health Service Assistance 

(Hospital and Community Health Pharmacy Technician) 0 0 0 0 0 0 0 0 0 

HLT40507 – Certificate IV in Hospital/Health Services Pharmacy Support 24 44 0 0 9 5 0 0 82 

HLT40602 – Certificate IV in Dental Assisting (Oral Health Education) 0 0 0 0 0 0 0 0 0 

HLT40702 – Certificate IV in Dental Assisting (Dental Radiography) 0 0 0 0 0 0 0 0 0 

HLT40802 – Certificate IV in Dental Assisting (Assistance during General Anaesthesia and 

Conscious Sedation) 0 0 0 0 0 0 0 0 0 

HLT40902 – Certificate IV in Complementary and Alternative Health Care Assistance 0 0 0 0 0 0 0 0 0 

HLT41002 – Certificate IV in Basic Emergency Care 0 0 0 0 0 0 0 0 0 


HLT41007 – Certificate IV in Health Care (Ambulance) 0 52 0 18 34 0 0 12 116 

HLT41102 – Certificate IV in Ambulance Communications (Despatch) 0 0 0 0 0 0 0 0 0 

HLT41107 – Certificate IV in Ambulance Communications 0 0 0 0 0 0 0 4 4 

HLT41202 – Certificate IV in Ayurvedic Lifestyle Consultation 0 0 0 0 0 0 0 0 0 

HLT41207 – Certificate IV in Ayurvedic Lifestyle Consultation 0 1 0 0 0 0 0 0 1 

HLT41302 – Certificate IV in Audiometry 0 0 0 0 0 0 0 0 0 

HLT41307 – Certificate IV in Audiometric Assessment 96 0 0 0 0 0 0 0 96 

HLT41507 – Certificate IV in Hyperbaric Technology 0 0 0 0 16 0 0 0 16 

HLT41602 – Certificate IV in Mortuary Practice 0 0 0 0 0 0 0 0 0 

HLT41607 – Certificate IV in Mortuary Theatre Practice 0 0 0 0 0 0 0 0 0 

HLT41702 – Certificate IV in Neurophysiology Technology 0 0 0 0 0 0 0 0 0 

HLT41707 – Certificate IV in Neurophysiology Technology 0 7 0 0 0 0 0 0 7 

HLT41802 – Certificate IV in Pathology Specimen Collection 0 0 0 0 0 0 0 0 0 

HLT41807 – Certificate IV in Pathology 0 373 0 127 0 0 0 0 500 

HLT42002 – Certificate IV in Health Service Assistance (Operating Theatre Technical Support) 0 0 0 0 0 0 0 0 0 

HLT42007 – Certificate IV in Operating Theatre Technical Support 0 47 10 0 0 0 0 0 57 

HLT42202 – Certificate IV in Health Services (Supervision) 0 0 0 0 0 0 0 0 0 

HLT42307 – Certificate IV in Population Health 18 0 2 17 0 0 17 0 54 

HLT42407 – Certificate IV in Indigenous Environmental Health 0 0 3 0 0 0 0 0 3 

HLT42507 – Certificate IV in Allied Health Assistance 306 497 514 53 43 143 0 41 1,597 

HLT42607 – Certificate IV in Anaesthetic Technology 0 2 0 0 51 0 0 0 53 

HLT42707 – Certificate IV in Aromatherapy 41 52 64 2 7 0 0 0 166 

HLT42807 – Certificate IV in Kinesiology 3 43 0 0 0 0 0 0 46 

HLT43007 – Certificate IV in Dental Assisting 265 82 28 112 190 37 0 13 727 

HLT43207 – Certificate IV in Health Administration 32 359 35 31 0 7 0 4 468 

HLT43307 – Certificate IV in Medical Practice Assisting 22 0 77 0 0 0 0 0 99 

HLT43407 – Certificate IV in Nursing (Enrolled/Division 2 nursing) 140 3,848 0 0 0 0 0 0 3,988 

HLT43507 – Certificate IV in Optical Dispensing 314 189 70 0 33 9 0 0 615 

HLT43707 – Certificate IV in Optical Technology 15 8 0 0 1 0 0 0 24 

HLT43807 – Certificate IV in Sterilisation Services 0 16 0 36 0 0 0 0 52 

HLT43907 – Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health Care (Practice) 46 10 86 120 44 0 114 0 420 

HLT44007 – Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health (Community Care) 35 5 419 7 0 0 0 0 466 

HLT50102 – Diploma of Traditional Chinese Medicine Remedial Massage (An Mo Tui Na) 0 0 0 0 0 0 0 0 0 

HLT50107 – Diploma of Traditional Chinese Medicine Remedial Massage (An Mo Tui Na) 0 12 0 0 0 0 0 0 12 


68 69

APPENDIX D 


Table D6: 2010-2011 Course Enrolments by 4 Digit ANZSCO 



HLT50202 – Diploma of Shiatsu and Oriental Therapies 0 0 0 0 0 0 0 0 0 

HLT50207 – Diploma of Shiatsu and Oriental Therapies 21 60 8 0 0 0 0 0 89 

HLT50302 – Diploma of Remedial Massage 0 0 0 0 0 0 0 0 0 

HLT50307 – Diploma of Remedial Massage 592 917 170 77 310 0 0 51 2,117 

HLT50402 – Diploma of Paramedical Science (Ambulance) 0 0 0 0 0 0 0 0 0 

HLT50407 – Diploma of Paramedical Science (Ambulance) 0 28 0 0 85 0 0 0 113 

HLT50502 – Diploma of Dental Technology 0 0 0 0 0 0 0 0 0 

HLT50507 – Diploma of Dental Technology 381 315 241 51 67 15 3 0 1,073 

HLT50602 – Diploma of Anaesthetic Technology 0 0 0 0 0 0 0 0 0 

HLT50607 – Diploma of Paramedical Science (Anaesthesia) 0 0 119 0 0 0 0 0 119 

HLT51007 – Diploma of Population Health 36 0 52 8 0 0 0 0 96 

HLT51107 – Diploma of Indigenous Environmental Health 0 0 5 0 0 0 0 0 5 

HLT51307 – Diploma of Hearing Device Prescription and Evaluation 295 0 0 0 0 0 0 0 295 

HLT51407 – Diploma of Aromatherapy 0 46 8 17 0 0 0 0 71 

HLT51507 – Diploma of Kinesiology 0 166 0 0 0 0 0 0 166 

HLT51607 – Diploma of Nursing (Enrolled/Division 2 nursing) 1,230 5,126 6,782 1,807 2,400 610 54 209 18,218 

HLT51707 – Diploma of Reflexology 6 38 18 15 2 0 0 0 79 

HLT52007 – Diploma of Practice Management 12 71 117 22 0 0 0 6 228 

HLT52107 – Diploma of Aboriginal and/or Torres Strait Islander Primary Health Care (Practice) 0 0 0 0 14 0 0 0 14 

HLT52207 – Diploma of Aboriginal and/or Torres Strait Islander Primary Health (Community Care) 13 0 53 0 0 0 0 0 66 

HLT60102 – Advanced Diploma of Western Herbal Medicine 0 0 0 0 0 0 0 0 0 

HLT60107 – Advanced Diploma of Western Herbal Medicine 29 22 0 0 0 0 0 0 51 

HLT60402 – Advanced Diploma of Dental Prosthetics 0 0 0 0 0 0 0 0 0 

HLT60407 – Advanced Diploma of Dental Prosthetics 76 45 25 12 20 4 0 0 182 

HLT60502 – Advanced Diploma of Naturopathy 0 0 0 0 0 0 0 0 0 

HLT60507 – Advanced Diploma of Naturopathy 22 69 0 0 0 0 0 114 205 

HLT60602 – Advanced Diploma of Homoeopathy 0 0 0 0 0 0 0 0 0 

HLT60607 – Advanced Diploma of Homoeopathy 4 0 0 0 0 0 0 0 4 

HLT60707 – Advanced Diploma of Ayurveda 0 0 22 0 0 0 0 0 22 

HLT61007 – Advanced Diploma of Nutritional Medicine 24 20 0 0 0 0 0 0 44 

HLT61107 – Advanced Diploma of Nursing (Enrolled/Division 2 nursing) 161 31 297 202 25 0 0 0 716 

HLT61307 – Advanced Diploma of Aboriginal and/or Torres Strait Islander Primary Health 

(Community Care) 0 0 4 0 0 0 0 0 4 

Total 70,458 80,064 62,659 15,706 23,530 7,739 3,733 4,144 268,033 

Reference: NCVER VOCSTATS 2012, Detailed course enrolments 2011 by States/Territories, from series 2002-2011 (Revised 31/08/12). 

Year 2010 2011 

Course occupation (ANZSCO) group 

4000 Community and Personal Service Workers – nfd 93 149 

4100 Health and Welfare Support Workers – nfd 152 96 

4110 Health and Welfare Support Workers – nfd 1,295 1,376 

4111 Ambulance Officers and Paramedics 3,756 4,167 

4112 Dental Hygienists, Technicians and Therapists 1,427 1,377 

4114 Enrolled and Mothercraft Nurses 19,681 23,241 

4115 Indigenous Health Workers 1,862 2,279 

4116 Massage Therapists 3,737 4,457 

4117 Welfare Support Workers 53,379 62,585 

4200 Carers and Aides – nfd 11 34 

4210 Child Carers – nfd 0 0 

4211 Child Carers 36,732 49,555 

4220 Education Aides – nfd 85 39 

4221 Education Aides 9,797 13,564 

4230 Personal Carers and Assistants – nfd 8,054 9,678 

4231 Aged and Disabled Carers 32,145 35,547 

4232 Dental Assistants 3,257 3,468 

4233 Nursing Support and Personal Care Workers 22,415 21,537 

4234 Special Care Workers 296 11 

Reference: NCVER VOCSTATS, Course enrolments 2002-2011 (Revised 31/08/12, Course Enrolments by 4 Digit ANZSCO. 


Year 2010 2011 

Course occupation (ANZSCO) group 

400000 COMMUNITY AND PERSONAL SERVICE WORKERS – nfd 93 149 

410000 Health and Welfare Support Workers – nfd 152 96 

411000 Health and Welfare Support Workers – nfd 1,295 1,376 

411111 Ambulance Officer 3,604 4,128 

411112 Intensive Care Ambulance Paramedic 152 39 

411211 Dental Hygienist 127 79 

411212 Dental Prosthetist 262 225 

411213 Dental Technician 1,015 1,073 

411214 Dental Therapist 23 0 

411411 Enrolled Nurse 19,681 23,241 

411500 Indigenous Health Workers – nfd 12 51 

411511 Aboriginal and Torres Strait Islander Health Worker 1,850 2,228 

411600 Massage Therapists – nfd 0 25 

411611 Massage Therapist 3,737 4,432 

411700 Welfare Support Workers – nfd 22,030 21,990 

411711 Community Worker 14,342 19,247 

411712 Disabilities Services Officer 8,462 10,044 

411713 Family Support Worker 1,529 1,844 

411714 Parole or Probation Officer 0 0 

411715 Residential Care Officer 2,848 4,957 

411716 Youth Worker 4,168 4,503 


70 71

APPENDIX D 


Table D8: 2007-2011 Indigenous and ATSI Course Enrolments by 6 Digit ANZSCO 

Year 2010 2011 

420000 Carers and Aides – nfd 11 34 

421111 Child Care Worker 36,031 48,690 

421112 Family Day Care Worker 0 0 

421113 Nanny 0 0 

421114 Out of School Hours Care Worker 701 865 



422111 Aboriginal and Torres Strait Islander Education Worker 676 385 

422112 Integration Aide 15 217 

422115 Preschool Aide 0 0 

422116 Teachers Aide 8,737 12,733 

423000 Personal Carers and Assistants – nfd 8,054 9,678 

423111 Aged or Disabled Carer 32,145 35,547 

423211 Dental Assistant 3,257 3,468 

423300 Nursing Support and Personal Care Workers – nfd 865 1,243 

423311 Hospital Orderly 109 13 

423312 Nursing Support Worker 8,610 8,624 

423313 Personal Care Assistant 9,935 8,314 

423314 Therapy Aide 2,896 3,343 

423400 Special Care Workers – nfd 1 0 

423411 Child or Youth Residential Care Assistant 295 11 

423412 Hostel Parent 0 0 

423413 Refuge Worker 0 0 

Reference: NCVER VOCSTATS, Course enrolments 2002-2011 (Revised 31/08/12, Course Enrolments by 6 Digit ANZSCO. 

Year 

2007 

2008 

Course occupation 

(ANZSCO) group 

Current qualification level 

411500 Indigenous 

Health Workers - nfd 

411511 Aboriginal and 


Health Worker 



Education Worker 

Graduate diploma 0 0 0 0 

Graduate certificate 0 0 0 0 

Advanced diploma 0 5 0 5 

Associate degree 0 0 0 0 

Diploma 0 51 72 123 

Certificate IV 16 273 175 464 

Certificate III 112 450 443 1,005 

Certificate II 0 138 61 199 

Certificate I 7 0 0 7 

Total 135 917 751 1,803 





Diploma 0 27 47 74 





Total 64 1,102 776 1,942 



Total 



2009 

Diploma 0 39 48 87 





Total 0 1,179 833 2,012 






2010 

Diploma 6 67 38 111 





Total 12 1,792 667 2,471 


72 73

APPENDIX D 

APPENDIX E 

2011 

2012 

Course occupation 

(ANZSCO) group 

411500 Indigenous 

Health Workers - nfd 



Health Worker 



Education Worker 





Diploma 4 85 36 125 





Total 26 2,157 311 2,494 





Diploma 10 269 241 520 

Certificate IV 16 2,222 669 2,907 

Certificate III 186 3,390 2,301 5,877 

Certificate II 0 1,251 127 1,378 


Total 237 7,147 3,338 10,722 

Total 

ALIGNMENT OF OCCUPATIONS AND QUALIFICATIONS 

Table E1: Alignment of occupations to community services and health training package qualifications 

ANZSCO 

code 

ANZSCO 

title 

134200 Health And Welfare 

Services Managers 

Qual 

code 

HLT52007 

HLT52012 

Qualification 

Diploma of Practice Management 

Diploma of Practice Management 

251111 Dietician HLT61007 Advanced Diploma of Nutritional Medicine 

HLT61012 

Advanced Diploma of Nutritional Medicine 

252212 Homoeopath HLT60607 Advanced Diploma of Homoeopathy 

HLT60612 

Advanced Diploma of Homoeopathy 

252213 Naturopath HLT60507 Advanced Diploma of Naturopathy 

HLT60512 

Advanced Diploma of Naturopathy 

311211 Anaesthetic Technician HLT42607 Certificate IV in Anaesthetic Technology 

HLT42612 

HLT50607 

HLT50612 

Certificate IV in Anaesthetic Technology 

Diploma of Paramedical Science (Anaesthesia) 

Diploma of Paramedical Science (Anaesthesia) 

311214 Operating Theatre Technician HLT42007 Certificate IV in Operating Theatre Technical Support 

HLT42012 

Certificate IV in Operating Theatre Technical Support 

311215 Pharmacy Technician HLT40507 Certificate IV in Hospital/Health Services Pharmacy Support 

HLT40512 

Certificate IV in Hospital-Health Services Pharmacy Support 

311299 Medical Technicians Nec HLT32007 Certificate III in Mortuary Theatre Practice 

HLT32012 

Certificate III in Mortuary Theatre Practice 

HLT32107 

Certificate III in Prosthetic/Orthotic Technology 

HLT32112 

Certificate III in Prosthetic-Orthotic Technology 

HLT32607 

Certificate III in Pathology 

HLT32612 

Certificate III in Pathology 

HLT40407 

Certificate IV in Health Supervision 

HLT40412 

Certificate IV in Health Supervision 

HLT41307 

Certificate IV in Audiometric Assessment 

HLT41312 

Certificate IV in Audiometric Assessment 

HLT41407 

Certificate IV in Cast Technology 

HLT41412 

Certificate IV in Cast Technology 

HLT41507 

Certificate IV in Hyperbaric Technology 

HLT41512 

Certificate IV in Hyperbaric Technology 

HLT41607 

Certificate IV in Mortuary Theatre Practice 

HLT41707 

Certificate IV in Neurophysiology Technology 

HLT41712 

Certificate IV in Neurophysiology Technology 

HLT41807 

Certificate IV in Pathology 

HLT41812 

Certificate IV in Pathology 


HLT41907 

HLT41912 

HLT42107 

HLT42112 

HLT43807 

HLT43812 

HLT50707 

HLT50712 

HLT50907 

Certificate IV in Sleep Technology 

Certificate IV in Sleep technology 

Certificate IV in Cardiac Technology 

Certificate IV in Cardiac Technology 

Certificate IV in Sterilisation Services 

Certificate IV in Sterilisation Services 

Diploma of Hyperbaric Technology 

Diploma of Hyperbaric Technology 

Diploma of Sleep Technology 


74 75

APPENDIX E 

ANZSCO 

code 

ANZSCO 

title 

Qual 

code 

Qualification 

ANZSCO 

code 

ANZSCO 

title 

Qual 

code 

Qualification 


312512 Mechanical Engineering 

Technician 

HLT50912 

HLT51307 

HLT51907 

HLT51912 

HLT60807 

HLT60812 

HLT43607 

HLT43612 

Diploma of Sleep Technology 

Diploma of Hearing Device Prescription and Evaluation 

Diploma of Mortuary Theatre Practice 

Diploma of Mortuary Theatre Practice 

Advanced Diploma of Neurophysiology Technology 

Advanced Diploma of Neurophysiology Technology 

Certificate IV in Rehabilitation and Assistive Technology 

Certificate IV in Rehabilitation and Assistive Technology 

399913 Optical Dispenser HLT43507 Certificate IV in Optical Dispensing 

HLT43512 

Certificate IV in Optical Dispensing 

399914 Optical Mechanic HLT43707 Certificate IV in Optical Technology 

399999 Technicians And Trades 

Workers Nec 

HLT43712 

HLT32807 

Certificate IV in Optical Technology 

Certificate III in Health Support Services 

411111 Ambulance Officer HLT30207 Certificate III in Non-Emergency Client Transport 

HLT30212 

HLT33107 

HLT33112 

HLT41007 

HLT41012 

HLT50407 

HLT50412 

HLT60307 

Certificate III in Non-Emergency Client Transport 

Certificate III in Basic Health Care 

Certificate III in Basic Health Care 

Certificate IV in Health Care (Ambulance) 

Certificate IV in Health Care (Ambulance) 

Diploma of Paramedical Science (Ambulance) 

Diploma of Paramedical Science (Ambulance) 

Advanced Diploma of Paramedical Science (Ambulance) 

411212 Dental Prosthetist HLT32707 Certificate III in Dental Laboratory Assisting 

HLT32712 

HLT60407 

HLT60412 

Certificate III in Dental Laboratory Assisting 

Advanced Diploma of Dental Prosthetics 

Advanced Diploma of Dental Prosthetics 

411213 Dental Technician HLT50507 Diploma of Dental Technology 

HLT50512 

Diploma of Dental Technology 

411411 Enrolled Nurse HLT43107 Certificate IV in Defence Health Care 

411511 Aboriginal And Torres Strait 

Islander Health Worker 

HLT43112 

HLT43407 

HLT51607 

HLT51612 

HLT61107 

HLT20907 

HLT20912 

HLT21007 

HLT21012 

HLT21307 

HLT21312 

HLT32307 

HLT32312 

HLT33207 

HLT33212 

HLT42407 

HLT42412 

Certificate IV in Defence Health Care 

Certificate IV in Nursing (Enrolled/Division 2 nursing) 

Diploma of Nursing (Enrolled/Division 2 nursing) 

Diploma of Nursing (Enrolled-Division 2 nursing) 

Advanced Diploma of Nursing (Enrolled/Division 2 nursing) 

Certificate II in Population Health 

Certificate II in Population Health 

Certificate II in Indigenous Environmental Health 

Certificate II in Indigenous Environmental Health 

Certificate II in Aboriginal and/or Torres Strait Islander Primary Health Care 

Certificate II in Aboriginal and-or Torres Strait Islander Primary Health Care 

Certificate III in Indigenous Environmental Health 

Certificate III in Indigenous Environmental Health 

Certificate III in Aboriginal and/or Torres Strait Islander Primary Health Care 

Certificate III in Aboriginal and-or Torres Strait Islander Primary Health Care 

Certificate IV in Indigenous Environmental Health 

Certificate IV in Indigenous Environmental Health 

HLT43907 

HLT44007 

HLT51107 

HLT51112 

HLT52107 

HLT52207 

HLT61207 

HLT61307 

Certificate IV in Aboriginal and/or Torres Strait Islander Primary 

Health Care (Practice) 

Certificate IV in Aboriginal and/or Torres Strait Islander Primary 

Health (Community Care) 

Diploma of Indigenous Environmental Health 

Diploma of Indigenous Environmental Health 

Diploma of Aboriginal and/or Torres Strait Islander Primary 

Health Care (Practice) 

Diploma of Aboriginal and/or Torres Strait Islander Primary 

Health (Community Care) 

Advanced Diploma of Aboriginal and/or Torres Strait Islander 

Primary Health Care (Practice) 

Advanced Diploma of Aboriginal and/or Torres Strait Islander 

Primary Health (Community Care) 

411611 Massage Therapist HLT40307 Certificate IV in Massage Therapy Practice 

HLT40312 

HLT50107 

HLT50112 

HLT50207 

HLT50307 

Certificate IV in Massage Therapy Practice 

Diploma of Traditional Chinese Medicine Remedial Massage 

(An Mo Tui Na) 

Diploma of Traditional Chinese Medicine Remedial Massage 

(An Mo Tui Na) 

Diploma of Shiatsu and Oriental Therapies 

Diploma of Remedial Massage 

411711 Community Worker HLT32207 Certificate III in Population Health 

HLT32212 

HLT42307 

HLT42312 

HLT50212 

HLT51007 

HLT51012 

Certificate III in Population Health 

Certificate IV in Population Health 

Certificate IV in Population Health 

Diploma of Shiatsu and Oriental Therapies 

Diploma of Population Health 

Diploma of Population Health 

423211 Dental Assistant HLT31807 Certificate III in Dental Assisting 

423300 Nursing Support And 

Personal Care Workers 

HLT31812 

HLT43007 

HLT43012 

HLT31507 

HLT31512 

HLT32812 

Certificate III in Dental Assisting 

Certificate IV in Dental Assisting 

Certificate IV in Dental Assisting 

Certificate III in Nutrition and Dietetic Assistance 

Certificate III in Nutrition and Dietetic Assistance 

Certificate III in Health Support Services 

423312 Nursing Support Worker HLT31107 Certificate III in Sterilisation Services 

HLT31112 

HLT32507 

HLT32512 

Certificate III in Sterilisation Services 

Certificate III in Health Services Assistance 

Certificate III in Health Services Assistance 

423313 Personal Care Assistant HLT43307 Certificate IV in Medical Practice Assisting 

HLT43312 

Certificate IV in Medical Practice Assisting 

423314 Therapy Aide HLT32407 Certificate III in Allied Health Assistance 

HLT32412 

HLT42507 

HLT42512 

Certificate III in Allied Health Assistance 

Certificate IV in Allied Health Assistance 

Certificate IV in Allied Health Assistance 

431999 Hospitality Workers Nec HLT21207 Certificate II in Health Support Services 

HLT21212 

Certificate II in Health Support Services 


76 77

APPENDIX E 

ANZSCO 

code 

ANZSCO 

title 

Qual 

code 

Qualification 

ANZSCO 

code 

ANZSCO 

title 

Qual 

code 

Qualification 

451511 Natural Remedy Consultant HLT41207 Certificate IV in Ayurvedic Lifestyle Consultation 

411700 Welfare Support Workers CHC30108 Certificate III in Community Services Work 

HLT41212 

Certificate IV in Ayurvedic Lifestyle Consultation 

CHC30112 

Certificate III in Community Services Work 

HLT42707 

Certificate IV in Aromatherapy 

CHC30608 

Certificate III in Active Volunteering 

HLT42712 

Certificate IV in Aromatherapy 

CHC40408 

Certificate IV in Alcohol and Other Drugs Work 

HLT42807 

Certificate IV in Kinesiology 

CHC40608 

Certificate IV in Leisure and Health 

HLT42812 

Certificate IV in Kinesiology 

CHC40808 

Certificate IV in Community Development 

HLT51407 

Diploma of Aromatherapy 

CHC42108 

Certificate IV in Career Development 

HLT51507 

Diploma of Kinesiology 

CHC42112 

Certificate IV in Career Development 

HLT51707 

Diploma of Reflexology 

CHC50208 

Diploma of Community Services (Alcohol and other drugs) 

HLT51712 

Diploma of Reflexology 

CHC50608 

Diploma of Community Services Work 

HLT60107 

Advanced Diploma of Western Herbal Medicine 

CHC50808 

Diploma of Social Housing 

HLT60112 

Advanced Diploma of Western Herbal Medicine 

CHC50812 

Diploma of Social Housing 

HLT60707 

Advanced Diploma of Ayurveda 

CHC52008 

Diploma of Community Services (Case management) 

HLT60712 

Advanced Diploma of Ayurveda 

411711 Community Worker CHC20112 Certificate II in Community Services 

HLT60907 

Advanced Diploma of Aromatic Medicine 

CHC20212 

Certificate II in Active Volunteering 

451899 Personal Service 

Workers Nec 

HLT21107 

HLT21112 

Certificate II in Emergency Medical Service First Response 

Certificate II in Emergency Medical Service First Response 

CHC30508 

CHC30512 

Certificate III in Social Housing 

Certificate III in Social Housing 

512211 Health Practice Manager HLT32907 Certificate III in Health Administration 

CHC30612 

Certificate III in Active Volunteering 

HLT32912 

Certificate III in Health Administration 

CHC40208 

Certificate IV in Home and Community Care 

HLT43207 

Certificate IV in Health Administration 

CHC40212 

Certificate IV in Home and Community Care 

HLT43212 

Certificate IV in Health Administration 

CHC40412 

Certificate IV in Alcohol and Other Drugs 

599914 Radio Despatcher HLT31907 Certificate III in Ambulance Communications (Call-taking) 

CHC40708 

Certificate IV in Community Services Work 

HLT31912 

Certificate III in Ambulance Communications (Call-taking) 

CHC40908 

Certificate IV in Social Housing 

HLT41107 

Certificate IV in Ambulance Communications 

CHC40912 

Certificate IV in Social Housing 

HLT41112 

Certificate IV in Ambulance Communications 

CHC41008 

Certificate IV in Community Services Advocacy 

621411 Pharmacy Sales Assistant HLT31407 Certificate III in Hospital/Health Services Pharmacy Support 

CHC41012 

Certificate IV in Community Services Advocacy 

HLT31412 

Certificate III in Hospital-Health Services Pharmacy Support 

CHC41108 

Certificate IV in Pastoral Care 



134111 Child Care Centre Manager CHC50908 Diploma of Children's Services (Early childhood education and care) 

CHC60208 

Advanced Diploma of Children's Services 

134214 Welfare Centre Manager CHC60308 Advanced Diploma of Community Sector Management 

CHC60312 

CHC80108 

Advanced Diploma of Community Sector Management 

Vocational Graduate Diploma of Community Sector Management 

223112 Recruitment Consultant CHC51608 Diploma of Employment Services 

CHC51612 

CHC70308 

Diploma of Employment Services 

272100 Counsellors CHC51708 Diploma of Counselling 

272113 Family And Marriage 

Counsellor 

CHC80208 

CHC80308 

Vocational Graduate Certificate in Career Development Practice 

Vocational Graduate Diploma of Relationship Counselling 

Vocational Graduate Diploma of Family Dispute Resolution 

272199 Counsellors Nec CHC31008 Certificate III in Telephone Counselling Skills 

272600 Welfare, Recreation And 


411000 Health And Welfare 

Support Workers 

CHC42208 

CHC42212 

CHC51712 

CHC60108 

CHC42810 

Certificate IV in Telephone Counselling Skills 

Certificate IV in Telephone Counselling Skills 

Diploma of Counselling 

Advanced Diploma of Disability Work 

Certificate IV in Community Services (Development and/or Humanitarian 

Assistance) 

CHC41112 

CHC42508 

CHC42512 

CHC42812 

CHC50108 

CHC50212 

CHC50412 

CHC50508 

CHC50512 

CHC50612 

CHC50708 

CHC51008 

CHC51108 

CHC51308 

CHC52208 

CHC52212 

CHC52310 

CHC52312 

Certificate IV in Pastoral Care 

Certificate IV in Community Services (Information, advice and referral) 

Certificate IV in Community Services (Information, advice and referral) 

Certificate IV in Community Services 

(Development and or Humanitarian Assistance) 

Diploma of Disability 

Diploma of Community Services (Alcohol and other drugs) 

Diploma of Community Services (Alcohol, other drugs and mental health) 

Diploma of Leisure and Health 

Diploma of Leisure and Health 

Diploma of Community Services Work 

Diploma of Community Development 

Diploma of Children's Services (Outside school hours care) 

Diploma of Children's Contact Services Work 

Diploma of Education Support 

Diploma of Community Services Coordination 

Diploma of Community Services Coordination 

Diploma of Community Services 

(Development and/or Humanitarian Assistance) 

Diploma of Community Services 

(Development and or Humanitarian Assistance) 


78 79

APPENDIX E 

ANZSCO 

code 

ANZSCO 

title 

Qual 

code 

Qualification 

ANZSCO 

code 

ANZSCO 

title 

Qual 

code 

Qualification 

CHC70208 

411712 Disabilities Services Officer CHC40308 Certificate IV in Disability 

CHC40312 

CHC42912 

CHC50308 

CHC50312 

CHC50408 

CHC60112 

Vocational Graduate Certificate in Community Services Practice 

(Client assessment and case management) 

Certificate IV in Disability 

Certificate IV in Mental Health Peer Work 

Diploma of Community Services (Mental health) 

Diploma of Community Services (Mental health) 

Diploma of Community Services (Alcohol, other drugs and mental health) 

Advanced Diploma of Disability 

411713 Family Support Worker CHC41508 Certificate IV in Child, Youth and Family Intervention (Child protection) 

CHC41512 

CHC41608 

CHC41612 

CHC42308 

CHC42312 

CHC42408 

CHC42412 

CHC51208 

CHC51808 

CHC51812 

CHC51908 

Certificate IV in Child, Youth and Family Intervention (Child Protection) 

Certificate IV in Child, Youth and Family Intervention (Family support) 

Certificate IV in Child, Youth and Family Intervention (Family Support) 

Certificate IV in Mediation 

Certificate IV in Mediation 

Certificate IV in Relationship Education 

Certificate IV in Relationship Education 

Diploma of Child, Youth and Family Intervention 

Diploma of Family Intake and Support Work 

Diploma of Family Intake and Support Work 

Diploma of Relationship Education 

423000 Personal Carers 

And Assistants 

CHC20108 

CHC20208 

Certificate II in Community Services 

Certificate II in Active Volunteering 

423111 Aged Or Disabled Carer CHC30208 Certificate III in Aged Care 

CHC30212 

CHC30408 

CHC40508 

CHC40512 

Certificate III in Aged Care 

Certificate III in Disability 

Certificate IV in Mental Health 

Certificate IV in Mental Health 

423313 Personal Care Assistant CHC30308 Certificate III in Home and Community Care 

CHC30312 

Certificate III in Home and Community Care 

451811 Civil Celebrant CHC42608 Certificate IV in Celebrancy 

561999 Clerical And Office Support 

Workers Nec 

CHC10108 

CHC10208 

CHC10212 

Certificate I in Work Preparation (Community services) 

Certificate I in Active Volunteering 

Certificate I in Active Volunteering 

599411 Human Resource Clerk CHC30908 Certificate III in Employment Services 

Source: Downloaded from training.gov.au, 17 December 2012. 

CHC30912 

CHC42008 

CHC42012 

CHC42708 

CHC42712 

Certificate III in Employment Services 

Certificate IV in Employment Services 

Certificate IV in Employment Services 

Certificate IV in Volunteer Program Coordination 

Certificate IV in Volunteer Program Coordination 

CHC51912 

Diploma of Relationship Education 

CHC52108 

Diploma of Community Services (Financial counselling) 

411715 Residential Care Officer CHC40108 Certificate IV in Aged Care 

CHC41408 

Certificate IV in Child, Youth and Family Intervention 

(Residential and out of home care) 

CHC41412 

Certificate IV in Child, Youth and Family Intervention 

(residential and out of home care) 

411716 Youth Worker CHC41308 Certificate IV in Children's Contact Services Work 

CHC41808 

Certificate IV in Youth Work 

CHC41812 

Certificate IV in Youth Work 

CHC41908 

Certificate IV in Youth Justice 

CHC41912 

Certificate IV in Youth Justice 

CHC51408 

Diploma of Youth Work 

CHC51508 

Diploma of Youth Justice 

CHC51512 

Diploma of Youth Justice 

CHC70108 

Vocational Graduate Certificate in Community Services Practice 

(Statutory child protection) 

421111 Child Care Worker CHC30708 Certificate III in Children's Services 


421114 Out Of School 

Hours Care Worker 

CHC30712 

CHC41208 

CHC41212 

Certificate III in Children's Services 

Certificate IV in Children's Services (Outside school hours care) 

Certificate IV in Children's Services (Outside school hours care) 

422116 Teachers' Aide CHC30808 Certificate III in Education Support 

CHC30812 

CHC41708 

CHC41712 

Certificate III in Education Support 

Certificate IV in Education Support 

Certificate IV in Education Support 


80 81

ABBREVIATIONS 

NOTES 

ABS 

Australian Bureau of Statistics 

EN 

Enrolled Nurse 

ACOSS 

Australian Council of Social Service 

ACNC 

Australian Charities and Not-for-profits Commission 

ACPET 

Australian Council for Private Education and Training 

ACSA 

Aged and Community Services Australia 

AIHW 

Australian Institute of Health and Welfare 

AIN 

Assistant in Nursing 

ANZSCO 

Australian and New Zealand Standard Classification of 

Occupations 

FAHCSIA 

Australian Government Department of Family, Housing, 

Community Services and Indigenous Affairs 

GDP 

Gross domestic product 

HE 

Higher Education 

HWA 

Health Workforce Australia 

NATSIHIP 

National Aboriginal and Torres Strait Islander Health Plan 

NCVER 

National Centre for Vocational Education Research 

NDIS 



ASQA 

Australian Skills Quality Authority 

ATSI 

Aboriginal and Torres Strait Islander 

AWPA 

Australian Workforce and Productivity Agency 

CALD 

Culturally and Linguistically Diverse 

COAG 

Council of Australian Governments 

CS&HISC 

Community Services and Health Industry Skills Council 

CSO 

Clinical Support Officer 

DAE 

Deloitte Access Economics 

DEEWR 

Australian Government Department of Employment, Education and 

Workplace Relations 

DIISRTE 

Australian Government Department of Industry, Innovation, 

Science, Research and Tertiary Education 

DOHA 

Australian Government Department of Health and Ageing 

NATSIHEC 

National Aboriginal and Torres Strait Islander Health Equality 

Council 

NEC 

Not Elsewhere Classified 

NFD 

Not Further Defined 

NMHCCF 

National Mental Health Consumer and Carer Forum 

NSSC 

National Skills Standards Council 

NWDF 


QCOSS 

Queensland Council of Social Service 

RN 

Registered Nurse 

RTO 

Registered Training Organisation 

SCOTESE 

Standing Council on Tertiary Education, Skills and Employment 

VET 

Vocational Education and Training 

ENVIRONMENTAL SCAN 2013 : ABBREVIATIONS & NOTES 

82 83

NOTES 


This document has been printed on 100% recycled, Carbon Neutral and FSC certified material. 

84

The Environmental Scan has been produced with the assistance of funding provided 

by the Australian Government through the Department of Innovation, Industry, Science, 

Research and Tertiary Education. 

This report has been developed and produced by the Community Services and Health 

Industry Skills Council with the assistance of the Workplace Research Centre, 

The University of Sydney. 

COMMUNITY SERVICES AND HEALTH 

INDUSTRY SKILLS COUNCIL (CS&HISC) 

PO Box H61 

Australia Square 1215 

Level 13 

1 Castlereagh Street 

Sydney NSW 2000 

Telephone 02 8226 6600 

Facsimile 02 8226 6601 

Email 

admin@cshisc.com.au 

JOIN US 

WWW.CSHISC.COM.AU

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