ICT Support Engineers
ICT Support Engineers develop support procedures and strategies for systems, networks, operating systems and applications development, solve problems and provide technical expertise and direction in support of system infrastructure and process improvements, and diagnose and resolve complex system problems.
Assists in troubleshooting, diagnosing, testing and resolving system problems and issues.
Develops, conducts and provides technical guidance and training in application software and operational procedures.
Analyses, evaluates and diagnoses technical problems and issues such as installation, maintenance, repair, upgrade and configuration and troubleshooting of desktops, software, hardware, printers, internet, email, databases, operating systems and security systems.
Vocational Education and Training (VET)
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, ICT Support and Test Engineers, under the outlook section.
Earnings and hours
Around 93% of people employed as ICT Support Engineers work full-time hours, in all their jobs combined. This is 27 percentage points above the all jobs average (66%).
Full-time workers work an average of 41 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
ICT Support Engineers work in industries like:
- Professional, scientific and technical services
- Financial and insurance services
- Wholesale trade
- Information media and telecommunications.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||ICT Support Engineers||All Jobs Average|
Around 88% of ICT Support Engineers live in capital cities, compared with the all jobs average of 62%.
New South Wales and Victoria have a large share of employment relative to their population size.
The regions with the largest share of workers are:
- Sydney - Parramatta
- Sydney - North Sydney and Hornsby
- Sydney - Inner South West
- Melbourne - South East
- Melbourne - West.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of ICT Support Engineers is 36 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 16% of the workforce. This is 32 percentage points below the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||ICT Support Engineers||All Jobs Average|
|65 and Over||0.9||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A bachelor or postgraduate degree in a related information technology field (such as computer science or software engineering) is usually needed to work as an ICT Support Engineer. Some workers have Vocational Education and Training (VET) qualifications. There are also a wide range of vendor and industry certifications available that may substitute for formal qualifications.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Information and Communications Technology VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||ICT Support Engineers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||20.1||10.1|
|Year 10 and below||1.3||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for ICT Support and Test Engineers who can communicate clearly, work well in a team and have strong computer skills.
Skills can be improved through training or experience.
Reading work related information.
Thinking about the pros and cons of different ways to solve a problem.
Listening to others, not interrupting, and asking good questions.
Keeping track of how well work is progressing so you can make changes or improvements.
Talking to others.
Writing things for co-workers or customers.
Being able to use what you have learnt to solve problems now and again in the future.
48%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
46%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Measuring how well a system is working and how to improve it.
Installing equipment, machines, wiring, or programs.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
45%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
Figuring out why a machine or system went wrong and working out what to do about it.
Fixing machines or systems.
Understanding why people react the way they do.
39%Coordination with others
Being adaptable and coordinating work with other people.
Maintaining equipment and deciding what maintenance will be needed in the future.
Managing your own and other peoples' time to get work done.
These are important topics, subjects or knowledge areas.
94%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
59%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
54%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
53%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
49%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
49%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English language including the meaning and spelling of words, rules of composition, and grammar.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
Arithmetic, algebra, geometry, calculus, or statistics.
38%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
34%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Machines and tools, including their designs, uses, repair, and maintenance.
28%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
21%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
21%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
15%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
Workers use these physical and mental abilities..
Listen to and understand what people say.
Use general rules to find answers or solve problems logically.
Communicate by speaking.
Read and understand written information.
54%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Write in a way that people can understand.
Use lots of detailed information to come up with answers or make general rules.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Come up with different ways of grouping things.
See details that are up-close (within a few feet).
Imagine how something will look after it is moved around or changed.
Identify and understand the speech of another person.
Pay attention to something without being distracted.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Speak clearly so others can understand you.
43%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Put together small parts with your fingers.
See details that are far away.
Keep your hand or arm steady.
These are kinds of activities workers regularly do in this job.
83%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
80%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
72%Building good relationships
Building good working relationships and keeping them over time.
69%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
68%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
65%Giving expert advice
Providing guidance and expert advice to management or other groups.
61%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
Using your own ideas for developing, designing, or creating something new.
59%Researching and investigating
Looking for, getting and understanding different kinds of information.
57%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
55%Making decisions and solving problems
Using information to work out the best solution and solve problems.
53%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
52%Making sense of information and ideas
Looking at, working with, and understanding data or information.
51%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
49%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
47%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
45%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
45%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
44%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
39%Explaining things to people
Helping people to understand and use information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Working with people. Helping or providing service to others.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Use electronic mail.
Talk on the telephone.
97%Indoors, heat controlled
Work indoors with access to heating or cooling.
Talk with people face-to-face.
94%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Work with people in a group or team.
89%Being exact or accurate
Be very exact or highly accurate.
Have freedom to decide on tasks, priorities, and goals.
85%Freedom to make decisions
Have freedom to make decision on your own.
Work to strict deadlines.
75%Impact of decisions
Make decisions that have a large impact on other people.
74%Spend time sitting
Spend time sitting at work.
74%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
73%Letters and memos
Write letters and memos.
70%Frequent decision making
Frequently make decisions that impact other people.
70%Contact with the public
Work with customers or the public.
69%Lead or coordinate a team
Lead others to do work activities.
67%Making repetitive motions
Spend time making repetitive motions.
67%Responsible for outcomes
Take responsibility for the results of other people's work.
66%Consequence of error
Work where mistakes have serious consequences.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 15-1152.00 - Computer Network Support Specialists.
Links and downloads
Research and reports
The Skills Priority List provides a current labour market rating and a future demand rating for nearly 800 occupations nationally. Current labour market ratings are available for occupations at a state and territory level.
Occupation profiles data are available for download.
The Employment Projections are available for download.