Fisheries Officers inspect fishing vessels, gear, licences and catches to ensure that fisheries laws and regulations are obeyed.
Patrols and investigates waterways for unlawful fishing activities and the removal of protected marine life.
Educates, advises and provides information on a wide range of topics relating to fish and their protection.
May initiate or assist in legal action to enforce regulations.
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, Primary Products Inspectors, under the outlook section.
Earnings and hours
Around 91% of people employed as Fisheries Officers work full-time hours, in all their jobs combined. This is 25 percentage points above the all jobs average (66%).
Full-time workers work an average of 42 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 Fisheries Officers work in the Public administration and safety industry.
Source: Based on ABS Census 2016, Customised Report.
Employment across Australia
Employment by State and Territory (% Share)
|State||Fisheries Officers||All Jobs Average|
Around 73% of Fisheries Officers live outside of capital cities, compared with the all jobs average of 38%.
Western Australia has a large share of employment relative to its 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 Fisheries Officers is 41 years. This is similar to the all jobs average of 40 years.
A large share of workers are aged 35 to 44 years.
Females make up 23% of the workforce. This is 25 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||Fisheries Officers||All Jobs Average|
|65 and Over||0.0||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
Training requirements for Fisheries Officers varies between states and territories. Some states require training to be completed with the relevant government department, others require a Vocational Education and Training (VET) qualification, and in some states this work is undertaken by the police force.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Food Processing, Australian Meat Processing, Agriculture, Horticulture and Conservation & Land Management, Animal Care and Management, Seafood Industry and Public Sector VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Fisheries Officers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||7.4||10.1|
|Year 10 and below||1.8||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 Primary Products Inspectors who have strong interpersonal skills, are flexible and provide good customer service.
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.
Talking to others.
Keeping track of how well work is progressing so you can make changes or improvements.
Understanding why people react the way they do.
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.
Talking people into changing their minds or their behaviour.
Writing things for co-workers or customers.
46%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
46%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.
Measuring how well a system is working and how to improve it.
Teaching people how to do something.
Looking for ways to help people.
Figuring out the best way to teach or learn something new.
Managing your own and other peoples' time to get work done.
Bringing people together and trying to sort out their differences.
Watching gauges, dials, or other indicators to make sure a machine is working properly.
These are important topics, subjects or knowledge areas.
78%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
77%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
70%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
English language including the meaning and spelling of words, rules of composition, and grammar.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
56%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
52%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
50%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
50%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Arithmetic, algebra, geometry, calculus, or statistics.
Moving people or goods by air, rail, sea, or road.
46%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
46%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Machines and tools, including their designs, uses, repair, and maintenance.
38%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
30%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
Workers use these physical and mental abilities..
Listen to and understand what people say.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
See details that are far away.
Use lots of detailed information to come up with answers or make general rules.
Communicate by speaking.
Speak clearly so others can understand you.
Use general rules to find answers or solve problems logically.
See details that are up-close (within a few feet).
Read and understand written information.
Write in a way that people can understand.
50%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.
Quickly change the controls of a machine, car, truck or boat.
Pay attention to something without being distracted.
Know where things are around you.
Come up with different ways of grouping things.
45%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Decide which thing is closer or further away from you, or decide how far away it is.
Use your arms and/or legs at the same time while sitting, standing, or lying down.
Do two or more things at the same time.
These are kinds of activities workers regularly do in this job.
84%Building good relationships
Building good working relationships and keeping them over time.
83%Making decisions and solving problems
Using information to work out the best solution and solve problems.
81%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
77%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
76%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
76%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
75%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
73%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
72%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
72%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
71%Researching and investigating
Looking for, getting and understanding different kinds of information.
70%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
70%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
69%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
Using your own ideas for developing, designing, or creating something new.
66%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
65%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
63%Driving vehicles or equipment
Running, manoeuvring, navigating, or driving things like forklifts, vehicles, aircraft, or water craft.
57%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
45%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.
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.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
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.
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.
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.
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.
100%In an enclosed vehicle or equipment
Work in a closed vehicle (e.g., car).
Talk on the telephone.
97%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
97%Contact with the public
Work with customers or the public.
Use electronic mail.
95%Freedom to make decisions
Have freedom to make decision on your own.
Talk with people face-to-face.
93%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Have freedom to decide on tasks, priorities, and goals.
88%Impact of decisions
Make decisions that have a large impact on other people.
85%Consequence of error
Work where mistakes have serious consequences.
85%Health and safety of others
Take responsibility for the health and safety of others.
83%Being exact or accurate
Be very exact or highly accurate.
82%Frequent decision making
Frequently make decisions that impact other people.
Work with people in a group or team.
81%Physically close to people
Work physically close to other people.
80%Lead or coordinate a team
Lead others to do work activities.
Deal with conflict or disagreements.
Work to strict deadlines.
77%Very hot or cold temperatures
Work in very hot or cold temperatures.
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, 33-3031.00 - Fish and Game Wardens.