First Aid Trainers
First Aid Trainers conduct first aid training courses in a variety of settings to a range of clients, including corporate clients, school students, community groups and other members of the public.
Researches, plans, develops and implements first aid curriculum.
Facilitates practical experience.
Evaluates ongoing and changing educational needs and monitors course outcomes.
Participates in developing and implementing policies affecting first aid.
Vocational Education and Training (VET)
Informal or on-the-job
The NSC 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, Other Personal Service Workers, under the outlook section.
Earnings and hours
Around 32% of people employed as First Aid Trainers work full-time hours, in all their jobs combined. This is 34 percentage points below 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||First Aid Trainers||All Jobs Average|
Around 42% of First Aid Trainers live outside of capital cities, compared with the all jobs average of 38%.
Queensland and Western Australia 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 First Aid Trainers is 48 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 50% of the workforce. This is similar to 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||First Aid Trainers||All Jobs Average|
|65 and Over||7.9||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 certificate IV in training and assessment is usually needed to work as a First Aid Trainer. It is common for First Aid Trainers to also have a post-school qualification in a related field, such as nursing or education.
- Course Seeker to search and compare higher education courses.
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Highest Level of Education (% Share)
|Type of Qualification||First Aid Trainers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||7.0||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 Personal Service Workers who are caring and compassionate, who can communicate clearly and are trustworthy.
Skills can be improved through training or experience.
Talking to others.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
Reading work related information.
Writing things for co-workers or customers.
Figuring out the best way to teach or learn something new.
Understanding why people react the way they do.
Keeping track of how well work is progressing so you can make changes or improvements.
Being able to use what you have learnt to solve problems now and again in the future.
48%Coordination with others
Being adaptable and coordinating work with other people.
Teaching people how to do something.
48%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
46%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Talking people into changing their minds or their behaviour.
Managing your own and other peoples' time to get work done.
46%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Looking for ways to help people.
Understanding needs and product requirements to create a design.
Measuring how well a system is working and how to improve it.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
These are important topics, subjects or knowledge areas.
80%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
73%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
English language including the meaning and spelling of words, rules of composition, and grammar.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
58%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
58%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
57%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
51%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
49%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
46%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Arithmetic, algebra, geometry, calculus, or statistics.
35%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
35%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
32%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
30%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
29%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
25%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
Listen to and understand what people say.
Write in a way that people can understand.
Speak clearly so others can understand you.
Read and understand written information.
See details that are up-close (within a few feet).
Use general rules to find answers or solve problems logically.
Use lots of detailed information to come up with answers or make general rules.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Identify and understand the speech of another person.
Come up with different ways of grouping things.
43%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
See details that are far away.
Pay attention to something without being distracted.
Do two or more things at the same time.
36%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Put together small parts with your fingers.
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.
85%Building good relationships
Building good working relationships and keeping them over time.
75%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
75%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
74%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
72%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
69%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
Using your own ideas for developing, designing, or creating something new.
65%Researching and investigating
Looking for, getting and understanding different kinds of information.
64%Making decisions and solving problems
Using information to work out the best solution and solve problems.
63%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
62%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
62%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
57%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
56%Coordinating the work of a team
Getting members of a group to work together to finish a task.
54%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
Convincing people to buy something or to change their minds or actions.
52%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
50%Explaining things to people
Helping people to understand and use information.
50%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
42%Working with computers
Using computers to program, write software, set up functions, enter data, or process 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.
Working with people. Helping or providing service to others.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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.
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 on the telephone.
97%Indoors, heat controlled
Work indoors with access to heating or cooling.
Work with people in a group or team.
95%Contact with the public
Work with customers or the public.
Talk with people face-to-face.
93%Freedom to make decisions
Have freedom to make decision on your own.
93%Lead or coordinate a team
Lead others to do work activities.
Have freedom to decide on tasks, priorities, and goals.
92%Frequent decision making
Frequently make decisions that impact other people.
89%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
89%Impact of decisions
Make decisions that have a large impact on other people.
81%Spend time sitting
Spend time sitting at work.
80%Letters and memos
Write letters and memos.
79%Being exact or accurate
Be very exact or highly accurate.
79%Responsible for outcomes
Take responsibility for the results of other people's work.
78%Health and safety of others
Take responsibility for the health and safety of others.
Work to strict deadlines.
Talk to a group of people.
Deal with conflict or disagreements.
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The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 21-1091.00 - Health Educators.