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This statistical compendium examines, firstly, vocational education and training (VET) students with a disability as a whole group, focusing on their participation levels, achievements and outcomes from VET, and identifies gaps and/or issues with the existing data. This is followed by a section dealing with people with different types of disabilities and a conclusion. The appendix contains detailed profiles, which can stand alone as fact sheets, for each disability type: physical disability, medical condition, vision disability, learning disability, hearing disability, intellectual disability, mental illness, acquired brain impairment, and other/unspecified disabilities. Also included is a profile on Indigenous people with a disability. Key messages include: people with a disability, one of the five recognised equity groups in VET, as a whole, have the lowest levels of educational achievement and employment outcomes from VET; as a whole, people with a disability are less likely to undertake/attain higher-level Australian Qualifications Framework qualifications and are more likely to undertake/achieve certificate I or II qualifications; type of disability does matter with educational achievements and outcomes varying significantly between disability groups, suggesting that different strategies may be necessary for different groups of people with a disability in VET; and of all disability types, VET students with hearing or vision disabilities have the highest probability of passing assessed subjects, and the highest employment outcomes, while students with intellectual or learning disabilities have the lowest.

This publication is designed to give an overview of participation in vocational education and training in Australia by students who speak a language other than English at home. The data are taken from the vocational education and training data collection maintained by the National Centre for Vocational Education Research (NCVER). The report provides tables and some commentary on students from non-English speaking backgrounds, the courses they undertook, and the module outcomes they achieved. Also included are tables containing data on vocational education and training students from the following language groups: Arabic, Chinese, Greek, Italian, Vietnamese, Spanish, and Slavic languages. Other publications in this overview series are: Australian vocational education and training: Indigenous students 1996: an overview (TD/TNC 56.1); and Australian vocational education and training: students with disabilities 1996: an overview (TD/TNC 56.02).