The number of each
year are of interest because trends in completions are the best indicator of short-term future supply. Examining trends in who completes ITE in each reveals
the characteristics of future teachers.
The ITE student characteristics in this visualisation are: age, ,
citizenship and .
The ITE program and degrees characteristics in this visualisation are: ,
undergraduate, postgraduate, early childhood, primary, secondary, and .
The number of men completing ITE degrees has remained fairly stable, starting at 4,166 in 2005 and increasing by 4.8% to 4,364 in 2019.
The proportion of ITE completions by men and women was largely attributable to changes in the number of women completing ITE degrees. The proportion of women increased very slowly until 2014 (2005: 74.79%; 2014: 76.54%), however,
due to 1,932 fewer completions by women in 2019 compared to 2014, the proportion of completions by women was as it's lowest level since 2005; 73.78%.
TAS is the only state or territory in Australia where there was both a smaller relative proporition of men completing ITE and a smaller absolute number of men completing ITE in 2019 than in 2005 (2005: n=97, 30%; 2019: n=60, 24%).
Nationally, the proportion of completions by those 22 years-old or younger decreased (2005: 11%; 2019: 7%). There were comparable increases in the 23-25 year-old (2005: 37%; 2019: 42%) and 26-30 year-old age groups (2005: 21%;2019:
26%). The proportion of individuals 31 years or older have also decreased (2005: 31%; 2019: 25%).
The largest changes in proportions of completions in the states and territories were in NSW among 26-30 year-olds (+7 percentage points) and those aged 31 years or over (-8 percentage points); and in TAS among 23-25 year-olds (-13
percentage points) and those aged 31 years or over (+13 percentage points).
In absolute terms, the number of completions over the period from 2005 to 2019 decreased for those 22 years-old or younger (-41%) and those aged 31 years or over (-18%), whilst increasing for 23-25 year-olds (+14%) and 26-30 year-olds
The proportion of national completions by students who identified as having a disability has increased steadily, by a total of 2 percentage points, reaching 5% in 2019. During the period 2005 to 2019, the number of national completions
by students who identified as having a disability increased by 49% (2005: n=598; 2019: n=893), by contrast there was a 1% decrease in completions for those without a disability.
The largest increases in the proportion of students with a disability occurred in SA (+4 percentage points).
Students from medium SES areas consistently make up half of all completions, increasing marginally from 49% in 2005, to 51% in 2019. This proportion is inline with 50% of the broader population being in the medium SES category.
The proportion of High SES completions decreased slightly, by 3 percentage points.
The largest changes in proportions in the states and territories were in TAS and the ACT. In TAS, there has been a shift toward medium SES and away from low SES (+15 percentage points; -9 percentage points). In the ACT, there has
been a shift toward medium SES and away from high SES (+10 percentage points; -9 percentage points).
The majority of completions in 2019 had their permanent home residence in a metropolitan area (73%), an increase of 2 percentage points since 2005. The share of metropolitan completions has increased most in WA (+8 percentage points)and
NSW (+7 percentage points), while decreasing in SA (-3 percentage points). Other states and territories recorded minimal change in the proportion of metropolitan completions between 2005 and 2019.
Domestic students make up the vast majority of completions, and have remained steady at around 94-95% from 2005 to 2019. There were two key deviations from the national trend. In VIC, the share of international completions increased
5 percentage points over the same period but 8 percentage points since 2014 (2005: 7%; 2014: 4%; 2019: 12%), while in WA there was a 4 percentage point decrease from 2005 to 2019 (2005: 7%; 2019: 3%).
Full-time students remain the majority of completions, but have decreased by 6 percentage points over the period (2005: 82%; 2019: 75%). The largest changes in the relative proportion of full-time completions in the states and
territories were decreases in TAS of 33 percentage points (2005: 95%; 2019: 62%), the NT of 16 percentage points (2005: 71%; 2019: 55%), NSW of 11.5 percentage points (2005: 82%; 2019: 70.5%), and WA of 9 percentage points
(2005: 86%; 2019: 77%).
Completions by students who had an internal study mode comprised 68%-72% of completions from 2005 to 2011. Since 2011, internal mode completions have steadily decreased in relative proportion (2011-2019: -13 percentage points)
and the total number of internal completions has fallen by 20% (2011: 11,695; 2019: 9,346). Conversely, mixed study mode has increased by 6 percentage points (2005: 18%; 2019: 24%), and external by 8 percentage points (2005:
12%; 2019: 20%).
Only the ACT has defied the national trend for decreasing completions among students studying internally, with large and very small increases respectively (+63 percentage points). In the ACT, this pattern represents a crossover
from a very high proportion of mixed-mode completions (79%) in 2005 to a very high proportion of internal mode completions (82%) in 2019.
In 2019, there were only 14 completions (6%) by students studying internally and living in TAS, and just 8 among those living in the NT (11%).
In the other states and territories, the largest increase in the relative proportion of external mode completions was 15 percentage points in QLD (2005: 9%; 2019: 24%) and of mixed mode completions it was 16 percentage points in
VIC (2005: 8%; 2019: 24%).
Within undergraduate level degrees, students undertaking a primary program made up 42% of all completions in 2019, followed by secondary program completions (32%) and early childhood program completions (16%). The remaining 10%
of undergraduate completions were categorized as mixed/other, and may be able to teach at multiple levels. Despite primary completions being most common in 2019, the proportion of undergraduate completions at the primary level
has fallen by 6 percentage points since 2005.
Large changes in the relative proportions of programs completed were observed in VIC, where primary decreased by 21 percentage points (2005: 60%; 2019: 39%), with corresponding increases of 8 percentage points in early childhood
and 10 percentage points in secondary completions. A similar trend was observed in the ACT where the proportion of primary completions fell by 16 percentage points (2005: 64%; 2019: 48%).
Within postgraduates level degrees, students undertaking a secondary program made up slightly over half (52%) of all completions in 2019, followed by primary completions (30%) and early childhood program completions (7%). The remaining10
of postgraduate completions, were categorized as mixed/other, and may be able to teach at multiple levels. Despite secondary completions being most common in 2019, the proportion of postgraduate completions at the secondary
level has fallen by 16 percentage points since 2005. Over the same period, primary completions have increased 11 percentage points, and early childhood completions 4 percentage points.
Undergraduate degree completions continue to be in the majority, but have decreased by 10 percentage points nationally since 2005 (2005: 74%; 2019: 64%). There are two distinct trends in this period, from 2005 to 2013 postgraduate
completions increased by 44% and 15 percentage points (2005: 26%; 2013: 41%). By contrast, from 2013 to 2019 postgraduate completions fell by 22% while undergraduate completions remained steady, resulting in a 6 percentage
point decrease in postgraduate completions since 2013 (2013: 41%; 2019: 36%).
Decreases in the proportion of completions at undergraduate level occurred in NSW (2005: 77%; 2019: 64%), QLD (2005: 99%; 2019: 75%), and SA (2005: 84%; 2019: 69%). Increases in the proportion of undergraduate completions were
recorded in the ACT (2005: 65%; 2019: 71%), and WA (2005: 56%; 2019: 73%).
In QLD in 2017, there was a large one-year spike in postgraduate completions, with 69% more postgraduate completions than in 2016. This increase did not persist into 2018, and may be related to changes in postgraduate degree requirements.
In 2005, almost all completions in TAS were at the undergraduate level (97%), but since 2012 there has been an equal number of undergraduate and postgraduate completions. The reverse pattern has been seen in the NT, with undergraduates
comprising 46% of completions in 2005.