alia lis education, skills and employment · 2019. 4. 18. · five years from november 2010 to...

ALIA LIS EDUCATION, SKILLS AND EMPLOYMENT TREND REPORT 2017

© 2017 Australian Library and Information AssociationALIA LIS Education, Skills and Employment Trend Report 2017Canberra ACT, Australian Library and Information Association, September 2017https://www.alia.org.au/employment-and-careers/alia-lis-education-skills-and-employment-trend-reportFor more information: [email protected]

01ALIA LIS EDUCATION, SKILLS AND EMPLOYMENT TREND REPORT 2017

CONTENTS

Introduction 03

Key findings and interpretation of results 04

Detailed findings 06

Sources and links for more information 20


INTRODUCTION

This is the fourth annual ALIA LIS Education, Skills and Employment Trend Report. Our intention is to provide students, educators, employees and employers with an understanding of the national landscape, and the Association with the data we need to help inform our approach as the sector’s peak professional body.

This 2017 report updates some of the statistics in the previous publications, using the latest figures from the Department of Education and Training, the Department of Employment and the National Centre for Vocational Education Research (NCVER). In some sections we have included data relating to allied fields (gallery and museum technicians, archivists, curators and record managers).

All four reports are available on the Australian Library and Information Association (ALIA) website https://www.alia.org.au/employment-and-careers/alia-lis-education-skills-and-employment-trend-report.

October 2017


KEY FINDINGS AND INTERPRETATION OF RESULTS

The facts

In 2017, there were 26 institutions delivering 39 ALIA accredited courses around Australia. In addition, there were VET (Vocational Education and Training) providers offering Certificates II, III and IV in library and information studies. This represented a slight decrease over the previous year.

There were 4,877 students enrolled in Library and Information Science (LIS) courses in 2015 — down from 5,144 students in 2014 — with 41% in higher education and 59% in VET. Of these 4,877 students, 3,588 were enrolled in ALIA accredited courses leading to professional membership of the Association. The most popular qualifications were the Master’s degree in higher education and the Diploma in the VET sector.

The number of LIS students enrolled in ALIA accredited higher education courses using Equivalent Full Time Student Load (EFTSL) remained fairly constant for the three years 2013-2015. In the VET sector, there was a decline of approximately 10% over the same period for ALIA accredited VET courses using Full Year Training Equivalent (FYTE).

The Department of Employment Australian Jobs 2016 report projected that over the five years from November 2010 to November 2015, there were 43.5% fewer Librarian positions in the workforce; 16.3% fewer Technician positions, and 12.4% fewer Library Assistant positions. However, in the Australian Jobs 2017, Occupational Projections looking ahead to May 2022, the Department of Employment predicts a 15.6% employment rise for Librarians, a relatively stable number of Library Technician positions and a drop of 13% for Library Assistant positions.

More than two-thirds of Library Assistants worked part-time (71%), just over half of Technicians (51%) and just under a third of third of Librarians (31%).

The unemployment level for Librarians and Technicians was below average compared with other occupations, while the level for Library Assistants was average. The top three states in terms of the number of job opportunities were NSW, Victoria and Queensland.

Using 2013 data, Librarians, Technicians and Library Assistants had significantly higher education attainment compared with people employed in all occupations in Australia. For example, some 60% of Librarians had a Post Graduate or Graduate Diploma or a Graduate Certificate, compared with 9% for all occupations.

As well as library and information service delivery positions, there were also approximately 1000 jobs working for the Australian vendors who supply library and information related products.


Our interpretation

Library and information science is an occupation with a relatively small, highly qualified workforce (representing approximately 0.2% of the Australian labour force) and an even smaller educational footprint (approximately 0.07% of VET students and 0.14% of higher education students).

Although the LIS workforce is small, our sector has significant reach and profile because millions of Australians use library services. More than 8.2 million Australians are registered public library users (source: National and State Libraries Australasia statistics 2014-2015) and still more use university, VET, special and school libraries.

The library and information sector remains an attractive proposition but there is undoubtedly competition for jobs. The workforce tends to be fairly static, with a relatively small number of vacancies occurring through staff turnover, people leaving the sector and the creation of new positions.

There will be a modest increase in the number of qualified positions available over the next five years, but a significant decrease in the number of positions for staff without a library and information science qualification. Changes to ALIA’s professional development program in the lead up to 2020 will reflect the need for Certified Professional status in many parts of the sector, with a formal commitment to ongoing learning.


DETAILED FINDINGS

Institutions providing LIS educationIn 2017, there were ten higher education institutions offering 23 ALIA accredited courses, including Master’s, Bachelor and Graduate Diploma. There was a small rise in the number of higher education institutions as Box Hill Institute was accredited by ALIA for its undergraduate course from early 2017. There were 16 universities, TAFEs and private RTOs offering 16 ALIA accredited Diploma courses, making a total of 26 accredited institutions and 39 accredited courses [figures 1 and 2].

In late 2016, Charles Darwin University announced no further intake for the Diploma in Library and Information Services and taught out the course by the end of 2016. In 2017, Canberra Institute of Technology (Diploma in Library and Information Services) and Queensland University of Technology (Master of Information Science) both announced there would be no further intake for their courses.

Figures 1 and 2 include courses currently being taught out. Both the Master of Information Studies at University of Canberra and the Bachelor of Information Technology (Information Services), Master of Information Services, Graduate Diploma of Science (Information Services) and the Graduate Diploma of Science (Information Services) all from Edith Cowan University will finish by the end of 2018 following the removal of the whole LIS areas from the institutions.

The University of Technology Sydney analysed their student intake and employer requirements and decided to close their Bachelor of Arts in Communication (Information and Media) progam which will also finish teaching in 2018. UTS’ focus remains on post graduate study options.

Predicted figures for 2019 courses will further decrease to 32 courses. The further consolidation of LIS courses is not surprising given the small education footprint of these courses compared to total student numbers. This vulnerability was noted in the 2011 report by Partridge, H. et al. Re-conceptualising and re-positioning Australian library and information science education for the 21st century.

There are currently no face to face ALIA accredited courses in either Tasmania or the Northern Territory. However, the majority of Diploma and higher education courses are available online, so location is no barrier to course delivery.


Figure 1: Number of ALIA accredited institutions

10 10 9 9 9 10 10

2018 17

1517 16 15

3028

2624

26 26 25

0

5

10

15

20

25

30

35

2012 2013 2014 2015 2016 2017 2018(predicted)

Figure1:NumberofALIAaccreditedinstitutions

Highereducationcourses VETcourses Totalnumberofinstitutions

Source: ALIA course accreditation records 2017

Figure 2: Number of ALIA accredited LIS courses

2924

2118

24 23 23

20 18 17 15 17 16 15

49

4238

33

41 39 38

0

10

20

30

40

50

60

2012 2013 2014 2015 2016 2017 2018(predicted)

Figure2:NumberofALIAAccreditedcourses

Highereducation VET Totalnumberofcourses



Figure 3: ALIA accredited LIS courses by state/territory

2

12

1

43

2

7 7

2

10

1

4

21

76

2

14

1

5

3

0

8 8

2

12

0

5

3

0

98

2

11

0

5

3

0

98

0

2

4

6

8

10

12

14

16

ACT NSW NT QLD SA TAS VIC WA

Figure3:ALIAaccreditedLIScoursesbystate/territory

2014 2015 2016 2017 2018(predicted)


LIS students

The split of LIS students remains steady since 2011 at approximately 40% enrolled in higher education courses and 60% enrolled in VET courses (based on figure 4A headcount student numbers). Based on Equivalent Full Time Student Load (EFTSL) for higher education, and Full Year Training Equivalent (FYTE) for VET, the split varies for higher education students from 44% in 2011 to 48% in 2015. This does show that slightly more higher education students study part time than VET students. Figures 4 and 4A show enrolments that include all LIS courses (Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma, Bachelor, Graduate Diploma and Master’s), while Figures 5 and 5A give figures for ALIA accredited courses.

The Master’s qualification was the most popular LIS qualification in higher education (figure 6) with 575 out of 987 enrolled in Master’s courses (EFTSL). In the VET sector, program enrolments fell from 3455 in 2014 to 2872 in 2015, with completions mirroring this fall [figure 7]. The Diploma remained the most popular qualification, with hardly any take up for either the Certificate II or Advanced Diploma [figure 8].

Using figures specially provided by the Department of Education and Training, we were able to go into further detail about higher education LIS students for this report. Figures 6, 9, 10, 11 and 12 show EFTSL numbers. This means that physical student numbers for each course are higher as many are studying part time.


Figure 4: Number of students enrolled in LIS courses in Australia (EFTSL HE) and (FYTE VET)

1212 1222 11681000 987

1518 14801325 1415

1069

2730 27022493 2415

2056

0

500

1000

1500

2000

2500

3000

2011 2012 2013 2014 2015

Figure4:Numberofstudentsenrolled inLIScourses inAustralia

HigherEducation VET Total LISStudents

Source: Department of Education and Training, National Centre for Vocational Education Research (NCVER)

Figure 4A: Number of students enrolled in LIS courses in Australia

61045907

54505144

4877

36793587

3245 30802872

2425 2320 2205 2064 2005

0

1000

2000

3000

4000

5000

6000

7000

2011 2012 2013 2014 2015

ChartTitle


Source: Department of Education and Training, NCVER


Figure 5: Number of students enrolled in ALIA accredited LIS courses (EFTSL HE) and (FYTE VET)

962 1002 1001 1000 987

697 739 741 796672

1659 1741 1742 17961659

0200400600800100012001400160018002000

2011 2012 2013 2014 2015

NumberofstudentsenrolledinALIAaccreditedLIScourses

HigherEducation VET TotalStudents

Source: ALIA, Department of Education and Training, NCVER

Figure 5A: Number of students enrolled in ALIA accredited LIS courses

18831751 1646 1663 1583

2425 2320 22052064 2005

43084071

3851 37273588

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

2011 2012 2013 2014 2015

ChartTitle


Source: ALIA, Department of Education and Training, NCVER


Figure 6: LIS Higher education student numbers by level EFTSL

532

383 372329 326

397 391 400364 356 368

5 23 29 37 26 37 36 31 45 41 44

600 630594

625589

736 711 695631 603 575

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Figure6:LISHighereducationstudentnumbersbylevel

Undergraduate Enablingandnon-awardcourses Postgraduate

Source: Department of Education and Training

Figure 7: Total VET program enrolments and completions. Includes all levels of certification from Certificate II to Diploma

3455

28722657

1064796

616

0

500

1000

1500

2000

2500

3000

3500

4000

2014 2015 2016(preliminarycompletions)

Figure7:TotalVETprogramenrolments andcompletions

Enrolments Completions

Source: NCVER 2016


Figure 8: Number of VET students enrolled in Library, Information and Cultural Services courses at various levels (not FYTE)

165 143 125 109

73 32 41

848

10761152 1191

899759

638

237

571

666 648 627 626 605

1919

1708 1655 1670 1633 16631583

274 236 205108

13 0 00

500

1000

1500

2000

2500

2009 2010 2011 2012 2013 2014 2015

Figure8:NumberofVETstudentsenrolledinlibrary,information andculturalservices coursesatvarious levels

Certificate II Certificate III Certificate IV Diploma AdvancedDiploma

Source: NCVER (past year figures updated)

Figure 9: LIS Higher education student numbers EFTSL by discipline

94 98 93 96 10954 52 65

18 10 21

927

828773 771

714

977 953 937903 874 844

114 111 129 124 118138 133 124 120 116 122

0

200

400

600

800

1000

1200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Figure9:LISHighereducationstudentnumbersbydiscipline

EFTSLLibrarian,InformationManagement, CuratorialStudies

EFTSLLibrarianshipandInformationManagement

EFTSLTeacherLibrarianship

Source: Department of Education and Training Discipline: Australian Standard Classification of Education (ASCED) 2001 used by Department of Education and Train-ing and the Australian Bureau of Statistics.


Figure 10: LIS Higher education student numbers by mode of attendance EFTSL

457386 360 378

286327

279 313223 193 187

649 640 634 613 644

819 828784 795 807 800

29 11 11 22 32 29 23

0

100

200

300

400

500

600

700

800

900

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Figure10:LISHighereducationstudentnumbers bymodeofattendance

Internal External Multi-modal

Source: Department of Education and Training Note: The number of multi-modal students has been omitted where there are <5

Figure 11: LIS Higher education numbers by full time and part time EFTSL

414334 317

359295

409 399 411369 343 338

720 703 679632 646

759 738 714672 657 649

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Figure11:LISHighereducationstudentnumbers - fulltimeandparttime

Fulltime Parttime



Figure 12: LIS Higher education numbers by financial support EFTSL

555503 512 534 551

736 757 734 700 669 652

389 395341

304262 278 255 253 232 224 237

189138 142 153 127 153 126 138 108 102 94

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Figure12:LISHighereducationstudentnumbers byliabilitystatus

Commonwealthsupport Domesticfeepaying Overseas feepaying


Employment

The figures from the Department of Employment Australian Jobs 2017 report [table 1, figures 13 and 14] continues to show a drop in positions for Librarians since 2010. Past projections suggested that the number of jobs had levelled off in 2015 and would remain at approximately the same level through to 2020 (8,500 positions for Librarians). The latest Occupational Projections to May 2022 report shows a promising 15.6% rise in future employment change from May 2017 to May 2022 for Librarians. Archivists, Curators and Record Managers show a future employment growth of 18.3% from May 2017 to May 2022. The forecast for the number of positions for Library Technicians remains stable from May 2017, with the number of Library Assistants decreasing by 13% over the five year forecast to May 2022.

It should be noted that the Department of Employment Australian Jobs 2017 report does state “…The labour market can change quickly, and there is currently a great deal of discussion about the future of work and the role of automation and robotics in determining demand for particular workers.” This highlights the importance of a robust ALIA accreditation program where courses must meet rapidly changing industry and employer needs.

Librarians, Archivists, Curators, Record Managers and Library Technicians all have a below average unemployment levels compared with other occupations, while Library Assistants have an average unemployment level compared with other occupations.


Table 1: Characteristics of LIS employment

Librarians(ASIC 2246)

Technicians(ASIC 3993)

Library Assistants(ASIC 5597)

Archivists, Curators and Record Managers (ASIC 2242)

Number of jobs November 2010 14,900 9,500 6,800 8,600

Number of jobs November 2015 8,400 11,000 6,000 6,200

Number of jobs May 2017 12,500 6,700 6,600 6,600

Projected employment level - May 2022

14,500 6,700 5,700 7,800

Projected employment growth - five years to May 2022 (%)

15.6% -0.8% -13% 18.3%

Unemployment level compared with other occupations

Below average Below average Average Below average

Median age 49 54 52 44

Working part time 31% 51% 71% 23%

Female 82% 90% 80% 60%

Skill level1 1 2 4 1

1 Skill level 1 is commensurate with a Bachelor degree or higher qualification; 2 is commensurate with an Advanced Diplo-ma or Diploma; 4 is commensurate with a Certificate II or III

Source: Department of Employment Australian Jobs 2017

Figure 13: Number of positions for Librarians, Library Technicians and Library Assistants

34,200

25,800 26,900

0

5000

10000

15000

20000

25000

30000

35000

40000

2010 2017 2022

Figure13:Totalnumberofpositions forlibrarians,librarytechniciansandlibraryassistants



Figure 14: Number of positions for GLAMR


The comparison of job vacancies for Galleries, Libraries, Archives, Museums and Records (GLAMR) between 2010 and 2017 showed a steady demand for employees in this sector [figure 15].

Looking at the state and territory breakdown [figure 16], there were very few openings for GLAMR professionals and Library Assistants in Tasmania and the Northern Territory, which suggested that the small GLAMR workforce in each region (< 1000) was relatively static. As expected, there were greater opportunities in the most populated regions of New South Wales and Victoria. Of the other states, Queensland had the most openings. Where there were job vacancies, this could be due to staff turnover, people leaving the sector, retirement or the creation of new positions.


Figure 15: Comparison of GLAMR job vacancies in June of each year (all Australia)

20 2116 16 19 19 20 19

64

77

55

41 42 42

60 5563

7564

53 5359

64 65

2935

28 2720

2723 21

0102030405060708090

2010 2011 2012 2013 2014 2015 2016 2017

Figure15:Comparison oflibraryandalliedfieldjobvacanciesinJuneofeachyear(allAustralia)

Gallery, LibraryandMuseumTechnicians Archivists,CuratorsandRecordsManagers

Librarians LibraryAssistants

Source: Internet Vacancy Index, March 2017

Figure 16: Comparison of combined GLAMR job vacancies in June of each year by state and territory

7

12

46

29

73

37

21

6

11

39

23

6

1

37

17

5 4

44

19

7

2

34

20

25

50

26

6

0

41

14

1

9

43

33

6

0

56

17

1

12

55

26

9

1

46

11

0

10

20

30

40

50

60

NT ACT NSW QLD SA TAS VIC WA

Figure16:Comparisonofcombined libraryandalliedfieldvacanciesinJuneeachyearbystate/territory

2012 2013 2014 2015 2016 2017

Source: Internet Vacancy Index, March 2017


People who worked in library and information service delivery had significantly higher educational attainment compared with those in all occupations listed [figure 17].

Figure 17: Educational attainment (per cent of employment)

4.0%

16.5%

19.5%

20.9%

10.5%

19.6%

9.0%

24.5%

22.4%

28.6%

24.5%

35.9%

45.3%

18.8%

14.4%

26.0%

59.6%

0% 10% 20% 30% 40% 50% 60% 70%

BelowYear10

Years11and10

Year12

CertificateIIIORIV

AdvancedDiploma/Diploma

BachelorDegree

PostGrad/GradDiplomaorGradCertificate

Alloccupations LibraryAssistants Technicians Librarians

Source: ABS 2013 Survey of Education and Work


Statistics on the outcomes for graduates from VET LIS courses showed that 85% were in employment six months after finishing their courses. Of those who were employed, only 14% were in jobs in the library and information sector, although the 2013-2014 figures showed that an additional 37% were employed in a different occupation where their training was relevant to their job.

Table 2: Government-funded graduate VET outcomes six months after completing their LIS course

2013–14 2014–15

Employed or in further study after training (all graduates) 86% 85%

Employed full time (all graduates) 22% 21%

Employed part time (all graduates) 46% 44%

Employed in the same occupation as the training course 17% 14%

Source: NCVER 2013–2014 and 2014–2015 figures

There were approximately 1000 jobs in the library and information industry partners sector eg vendors and suppliers, identified by the ABS Australian Industry statistics [table 3]. Often, the employees of these companies were qualified library and information professionals.

Table 3: Employment and financial performance of LIS businesses (industry partners)

Employment end of June*

Wages and salaries $m

Total income $m

Total expenditure $m

Earnings before tax (EBITDA) $m

2010–2011 1000 54 192 160 23

2011–2012 1000 51 182 159 17

2012–2013 1000 54 191 166 23

2013–2014 1000 51 182 154 28

2014–2015 1000 49 194 153 26

2015–2016 1000 53 216 174 23#

*Estimate has a relative standard error of 10% to less than 25% and should be used with caution

# Estimate has a relative standard error of 25% to less than 50% and should be used with caution

Source: ABS Australian Industry 2015–2016


SOURCES AND LINKS FOR MORE INFORMATION

ALIA’s website has extensive information about the library and information sector, education, employment, professional development and training, specifically ALIA Futures https://www.alia.org.au/futureoftheprofession and ALIA Education, Employment and Careers https://www.alia.org.au/employment-and-careers.

National and State Libraries Australasia produces annual statistics for Australian public libraries http://www.nsla.org.au/publication/australian-public-libraries-statistics-2014-2015.

Partridge, Helen L., Hanisch, Jo, Hughes, Hilary E., Henninger, Maureen, Carroll, Mary, Combes, Barbara, Genoni, Paul, Reynolds, Sue, Tanner, Kerry, Burford, Sally, Ellis, Leonie, Hider, Philip, & Yates, Christine (2011) Re-conceptualising and re-positioning Australian library and information science education for the 21st century [Final Report 2011]. Australian Learning and Teaching Council, Sydney, NSW. https://eprints.qut.edu.au/46915/

The Australian Bureau of Statistics provides data about Australian education and employment from a number of different perspectives, including the 2013 Survey of Education and Work http://www.abs.gov.au/AUSSTATS/[email protected]/mf/6227.0/, and Australian Industry 2015-2016 http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/8155.0Main+Features12015-16

The Department of Education and Training hosts the Higher Education Statistics gathered from all Australian higher education institutions http://www.education.gov.au/student-data.

The Department of Employment publishes the Australian Jobs report https://www.employment.gov.au/australian-jobs-publication and hosts the Labour Market Information Portal http://lmip.gov.au/, which includes the Internet Vacancy Index.

The National Centre for Vocational Education Research data provides data about VET students https://www.ncver.edu.au/.

alia lis education, skills and employment · 2019. 4. 18. · five years from november 2010 to...

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