Film and Video Editors
Film and Video Editors make and implement editorial decisions regarding mood, pace and climax of films, television programs, video productions or commercials.
Views film and video tape to evaluate and select scenes and determine which scenes need to be re-shot.
Plans and organises the preparation and presentation of programmes.
- 212311 Art Directors (Film, Television or Stage)
- 212312 Directors (Film, Television, Radio or Stage)
- 212313 Cinematographers
- 212314 Film and Video Editors
- 212315 Program Directors (Television or Radio)
- 212316 Stage Managers
- 212317 Technical Directors
- 212318 Video Producers
- 212399 Other Film, Television, Radio and Stage Directors
Vocational Education and Training (VET)
Informal or on-the-job
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, Film, Television, Radio and Stage Directors, under the outlook section.
Earnings and hours
Around 75% of people employed as Film and Video Editors work full-time hours, in all their jobs combined. This is 9 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.
Most Film and Video Editors work in the Information media and telecommunications industry. They are also employed in industries like:
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Film and Video Editors||All Jobs Average|
Around 86% of Film and Video Editors live in capital cities, compared with the all jobs average of 62%.
New South Wales has a large share of employment relative to its population size.
The regions with the largest share of workers are:
- Sydney - City and Inner South
- Melbourne - Inner
- Sydney - North Sydney and Hornsby
- Sydney - Inner West
- Sydney - Eastern Suburbs.
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 Film and Video Editors is 34 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 26% of the workforce. This is 22 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||Film and Video Editors||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
Formal qualifications are not essential to work as a Film and Video Editor. Although some workers have a university or Vocational Education and Training (VET) qualification in film and video editing.
- 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 Creative Arts and Culture VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Film and Video Editors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||8.0||10.1|
|Year 10 and below||2.7||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 Film, Television, Radio and Stage Directors who have strong interpersonal skills, can communicate well with diverse audiences and who are organised and efficient.
Skills can be improved through training or experience.
Listening to others, not interrupting, and asking good questions.
Reading work related information.
Thinking about the pros and cons of different ways to solve a problem.
Managing your own and other peoples' time to get work done.
46%Coordination with others
Being adaptable and coordinating work with other people.
45%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Talking to others.
Being able to use what you have learnt to solve problems now and again in the future.
45%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Keeping track of how well work is progressing so you can make changes or improvements.
Writing things for co-workers or customers.
Talking people into changing their minds or their behaviour.
Teaching people how to do something.
Figuring out the best way to teach or learn something new.
Looking for ways to help people.
Understanding why people react the way they do.
Bringing people together and trying to sort out their differences.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
34%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
32%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
These are important topics, subjects or knowledge areas.
72%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
69%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
English language including the meaning and spelling of words, rules of composition, and grammar.
53%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
49%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
43%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
42%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
37%Engineering and technology
Use engineering, science and technology to design and produce goods and services.
36%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Design techniques, tools, and principles used to make detailed technical plans, blueprints, drawings, and models.
Arithmetic, algebra, geometry, calculus, or statistics.
25%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Machines and tools, including their designs, uses, repair, and maintenance.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
17%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Workers use these physical and mental abilities..
See details that are up-close (within a few feet).
Listen to and understand what people say.
Communicate by speaking.
55%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Come up with different ways of grouping things.
Read and understand written information.
Use lots of detailed information to come up with answers or make general rules.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Write in a way that people can understand.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Use general rules to find answers or solve problems logically.
Imagine how something will look after it is moved around or changed.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Notice differences between colours, including shades of colour and brightness.
Pay attention to something without being distracted.
Put together small parts with your fingers.
43%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
These are kinds of activities workers regularly do in this job.
69%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
69%Building good relationships
Building good working relationships and keeping them over time.
Using your own ideas for developing, designing, or creating something new.
65%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
60%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
59%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
58%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
58%Researching and investigating
Looking for, getting and understanding different kinds of information.
57%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
54%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
52%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.
47%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
44%Coordinating the work of a team
Getting members of a group to work together to finish a task.
43%Making sense of information and ideas
Looking at, working with, and understanding data or information.
42%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
41%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
39%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
39%Explaining things to people
Helping people to understand and use information.
35%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
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.
Ideas and thinking. Searching for facts and figuring out problems in your head.
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.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Working with people. Helping or providing service to others.
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.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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.
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.
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.
96%Indoors, heat controlled
Work indoors with access to heating or cooling.
95%Spend time sitting
Spend time sitting at work.
Talk with people face-to-face.
Talk on the telephone.
93%Being exact or accurate
Be very exact or highly accurate.
Use electronic mail.
Work to strict deadlines.
89%Using your hands to handle, control, or feel
Spend time using your hands to handle, control, or feel objects, tools or controls.
86%Freedom to make decisions
Have freedom to make decision on your own.
Have freedom to decide on tasks, priorities, and goals.
85%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
85%Frequent decision making
Frequently make decisions that impact other people.
Work with people in a group or team.
78%Impact of decisions
Make decisions that have a large impact on other people.
77%Making repetitive motions
Spend time making repetitive motions.
75%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
70%Lead or coordinate a team
Lead others to do work activities.
Compete with others, or be aware of competitive pressures.
59%Physically close to people
Work physically close to other people.
57%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, 27-4032.00 - Film and Video Editors.
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.