Fashion, Industrial and Jewellery Designers
Fashion, Industrial and Jewellery Designers plan, design, develop and document products for manufacture and prepare designs and specifications of products for mass, batch and one-off production.
determining the objectives and constraints of the design brief by consulting with clients and stakeholders
undertaking product research and analysing functional, commercial, cultural and aesthetic requirements
formulating design concepts for clothing, textiles, industrial, commercial and consumer products, and jewellery
preparing sketches, diagrams, illustrations, plans, samples and models to communicate design concepts
negotiating design solutions with clients, management, and sales and manufacturing staff
selecting, specifying and recommending functional and aesthetic materials, production methods and finishes for manufacture
detailing and documenting the selected design for production
preparing and commissioning prototypes and samples
supervising the preparation of patterns, programs and tooling, and the manufacture process
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:
- is expected to grow very strongly
- is likely to reach 17,700 by 2026.
Source: Jobs and Skills Australia Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and Jobs and Skills Australia Employment Projections to 2026.
Earnings and hours
Around 74% of people employed as Fashion, Industrial and Jewellery Designers work full-time hours, in all their jobs combined. This is 8 percentage points above the all jobs average (66%).
Full-time workers work an average of 45 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.
Employment across Australia
Employment by State and Territory (% Share)
|State||Fashion, Industrial and Jewellery Designers||All Jobs Average|
Around 81% of Fashion, Industrial and Jewellery Designers live in capital cities, compared with the all jobs average of 62%.
Victoria and New South Wales have a large share of employment relative to their population size.
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 Fashion, Industrial and Jewellery Designers 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 62% of the workforce. This is 14 percentage points above 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||Fashion, Industrial and Jewellery Designers||All Jobs Average|
|65 and Over||2.5||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 formal qualification in fashion, industrial, jewellery design or another related field is usually needed to work as a Fashion, Industrial or Jewellery Designer. University and Vocational Education and Training (VET) are both common study pathways.
- 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 Textiles, Clothing & Footwear and Metal and Engineering VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Fashion, Industrial and Jewellery Designers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||7.4||10.1|
|Year 10 and below||2.5||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 Fashion, Industrial and Jewellery Designers who are creative, can self-manage and are motivated.
Skills can be improved through training or experience.
Reading work related information.
Talking to others.
Understanding needs and product requirements to create a design.
Being able to use what you have learnt to solve problems now and again in the future.
Thinking about the pros and cons of different ways to solve a problem.
Listening to others, not interrupting, and asking good questions.
Writing things for co-workers or customers.
55%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
54%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Keeping track of how well work is progressing so you can make changes or improvements.
Measuring how well a system is working and how to improve it.
52%Coordination with others
Being adaptable and coordinating work with other people.
Using maths to solve problems.
Talking people into changing their minds or their behaviour.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Designing and improving equipment and technology.
Understanding why people react the way they do.
Managing your own and other peoples' time to get work done.
Teaching people how to do something.
41%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
These are important topics, subjects or knowledge areas.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
73%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
Machines and tools, including their designs, uses, repair, and maintenance.
58%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
58%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
English language including the meaning and spelling of words, rules of composition, and grammar.
Arithmetic, algebra, geometry, calculus, or statistics.
The physical laws of matter, motion and energy, and how they interact through space and time.
45%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
42%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
35%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
35%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
34%Building and construction
Materials, and methods used to construct or repair houses, buildings, or other structures like highways and roads.
34%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
27%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
15%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Workers use these physical and mental abilities..
Come up with unusual or clever ideas, or creative ways to solve a problem.
Use general rules to find answers or solve problems logically.
Listen to and understand what people say.
Imagine how something will look after it is moved around or changed.
Communicate by speaking.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
See details that are up-close (within a few feet).
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 different ways of grouping things.
57%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Read and understand written information.
Write in a way that people can understand.
Choose the right maths method or formula to solve a problem.
Notice differences between colours, including shades of colour and brightness.
52%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Identify and understand the speech of another person.
Speak clearly so others can understand you.
Put together small parts with your fingers.
Pay attention to something without being distracted.
These are kinds of activities workers regularly do in this job.
Using your own ideas for developing, designing, or creating something new.
70%Drafting, laying out, and specifying parts
Detailing and describing how devices, parts or equipment are to be made, assembled, modified, maintained, or used.
60%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
59%Researching and investigating
Looking for, getting and understanding different kinds of information.
59%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
58%Building good relationships
Building good working relationships and keeping them over time.
58%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
54%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
53%Making decisions and solving problems
Using information to work out the best solution and solve problems.
50%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
50%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
47%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
47%Making sense of information and ideas
Looking at, working with, and understanding data or information.
45%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
44%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
43%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
43%Explaining things to people
Helping people to understand and use information.
39%Estimating amounts, costs and resources
Working out sizes, distances, amounts, time, costs, resources, or materials needed for a task.
38%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
35%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
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.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Working with people. Helping or providing service to others.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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.
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.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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.
Use electronic mail.
Talk with people face-to-face.
Talk on the telephone.
91%Indoors, heat controlled
Work indoors with access to heating or cooling.
87%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Work with people in a group or team.
86%Being exact or accurate
Be very exact or highly accurate.
85%Freedom to make decisions
Have freedom to make decision on your own.
82%Spend time sitting
Spend time sitting at work.
82%Impact of decisions
Make decisions that have a large impact on other people.
80%Frequent decision making
Frequently make decisions that impact other people.
79%Lead or coordinate a team
Lead others to do work activities.
Work to strict deadlines.
78%Wear common protective or safety equipment
Wear equipment like safety shoes, glasses, gloves, hard hats or life jackets.
75%Letters and memos
Write letters and memos.
Have freedom to decide on tasks, priorities, and goals.
72%Responsible for outcomes
Take responsibility for the results of other people's work.
71%Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
68%Consequence of error
Work where mistakes have serious consequences.
67%Contact with the public
Work with customers or the public.
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, 27-1021.00 - Commercial and Industrial Designers.