Shaping Our Future September 2021 - A ten-year strategy to ensure a sustainable, high-quality children's education and care workforce 2022-2031 ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Shaping Our Future
A ten-year strategy to ensure a sustainable,
high-quality children’s education and care workforce
2022–2031
National Children’s Education
and Care Workforce Strategy
September 2021
Contents
1. Foreword 4
2. Overview 5
3. Call to action 7
4. Sector profile 11
5. Sector workforce 22
6. Sector qualifications 26
7. Recent actions (2020–21) 34
8. Actions for the next decade (2022–31) 39
9. Monitoring and evaluation 61
We acknowledge the Traditional Owners and Custodians of the Lands across Australia. We also
acknowledge and extend our respect to Elders, past and present. We recognise and celebrate
the contributions of Aboriginal and Torres Strait Islander peoples as the First Peoples of Australia,
including their role in the education and care of children. We also acknowledge and recognise the
rich histories and diverse cultures of Aboriginal and Torres Strait Islander peoples, and the valuable
contribution their diversity brings.
© Education Services Australia, as the legal entity for the Education Ministers Meeting, 2021.
“Shaping Our Future” A ten-year strategy to ensure a sustainable, high-quality children’s education
and care workforce 2022–2031 is licensed by the Education Ministers Meeting under a Creative
Commons Attribution, Non Commercial 4.0 International License.
Intergovernmental Support Team:
EMMSupport@dese.gov.au
2 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 3
1. Foreword 2. Overview
The Alice Springs (Mparntwe) Education ■ Australasian Teacher Regulatory Authorities The Australian Children’s Education and Care
Dec-19: Development of new
Declaration opens with a simple, powerful Quality Authority (ACECQA), on behalf of all
■ Australian Childcare Alliance strategy endorsed by Education
statement – ‘Education has the power to governments, coordinated the development of this
Ministers
transform lives’. It commits all Australian ■ Australian Community Children’s Services new strategy. The development process aligned
governments to work with the education with the principles of co-design, as agreed by
community to attract, develop, support and ■ Australasian Council of Deans of Education Sep-20: ACECQA appointed Education Ministers.
retain high quality teachers, educators and as project coordinator on
■ Australian Early Childhood Teacher behalf of governments to lead Extensive consultations with national sector
leaders in Australia’s education system.
Education Network development process stakeholders and government representatives
Children’s education and care is an integral ■ Australian Education Union informed the development of potential actions and
part of that system and sets the foundations for Oct-20: National sector initiatives aimed at alleviating longstanding and
lifelong learning and development. ■ Children’s Education and Care Industry stakeholder reference group increasingly pressing workforce challenges.
Reference Committee established to progress six focus
Investment in the sector and its workforce areas for the strategy In May 2021, national public consultation on the
leads to a range of important benefits – ■ Community Connections Solutions Australia potential actions and initiatives provided insight
improved and more equitable educational ■ Early Childhood Australia Nov-20 to Jan-21: Co-design into those the sector considered would provide
and developmental outcomes for children; roundtables to discuss priorities the greatest support and relief.
increased intergenerational social mobility; ■ Early Learning and Care Council of Australia and develop potential actions and
and higher female labour market participation. National sector stakeholders and government
■ Early Learning Association Australia initiatives
Quality outcomes for children depend upon a representatives subsequently collaborated to
highly skilled, well supported and professionally ■ Family Day Care Australia finalise 21 actions, to be implemented over the
May-21: National public lifespan of this strategy.
recognised workforce.
■ Independent Education Union of Australia consultation on priorities, actions
Australian governments and sector and initiatives The actions are divided into categories that allow
■ National Outside School Hours for implementation in the short (within 3 years),
stakeholders have closely collaborated to
Services Alliance Jun to Jul-21: Development of medium (within 6 years) and long (within 10 years)
develop this ten-year strategy to ensure a
sustainable, high-quality children’s education ■ Outside School Hours Care Council strategy and agreement on action term, ensuring there is meaningful progress over
and care workforce. Representatives from all of Australia plan the next decade.
main stakeholder groups have been involved
throughout the development process, and will ■ Queensland Early Childhood Teacher Sep-21: ‘Shaping Our Future’ ‘Shaping Our Future’ is intended to be a roadmap
continue to be involved to deliver the strategy Education Network for ongoing collaboration and partnerships
considered by Education
over the next decade. between sector stakeholders – governments,
■ Regional Early Education and Ministers and approved for
service providers, education and training
Development Inc publication
Thanks in particular to the following providers, peak associations, regulatory
stakeholders for their ongoing involvement, ■ TAFE Directors Australia bodies, and educators and teachers and their
support and expertise, as well as their representative bodies.
commitment to the actions contained within this ■ The Secretariat of National Aboriginal and
Islander Child Care In December 2019, at the same time as A vital factor in the delivery of high-quality
strategy:
finalising the Alice Springs (Mparntwe) education and care is an ongoing, experienced
■ United Workers Union. Education Declaration, Education Ministers and well qualified workforce.
endorsed the development of a new ten-
Thanks also for all of the significant year national workforce strategy as a joint
contributions from across the children’s partnership between all governments, the
education and care sector, including teachers children’s education and care sector, and other
and educators who took the time to ensure that key stakeholders.
their voices were heard.
4 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 5
3. Call to action
‘Shaping Our Future’ represents a ten-year
commitment to, and by, the children’s education
Overarching Vision and care sector.
The timeframe is intended to be both ambitious
The children’s education and allow sufficient time to consider and
and care sector has a address the complex and longstanding
workforce challenges experienced by the
sustainable, high-quality sector. Although there has been substantial
workforce of teachers and growth in the number of qualified educators and
early childhood teachers, workforce shortfalls
educators that is highly are reported across all jurisdictions, particularly
respected and valued by in regional and remote areas. The impact of the
the broader community. COVID-19 pandemic has emphasised the critical
importance of the children’s education and care
sector and its workforce.
No single stakeholder group can or should
be responsible for all of the actions contained
within this strategy. The most effective and
sustainable change will come about through
collective will and action, and an ongoing Governments, service providers, peak
commitment to progress. associations and other sector stakeholders
continue to invest in a range of workforce
All stakeholders have a role to play, and supports and initiatives. This strategy is not
interlinking responsibilities, in advancing intended to duplicate those efforts, but instead
the goal of a sustainable, highly skilled and provide actions that can lead to national,
professionally valued workforce. system level improvements.
Service providers
Responsible for attracting and retaining, and supporting
and developing teachers and educators.
Regulatory bodies Governments
Responsible for developing integrated Responsible for systemic supports
policy and responsive regulation. through funding, policy and regulation.
Peak associations Education and
Responsible for representing the sector training providers
through advocacy, policy advice and Responsible for influencing supply and
promotion of best practice. quality of teachers and educators, and
providing attractive and flexible study
Educators and teachers
opportunities.
Responsible for understanding own
professional needs and engaging in ongoing
learning and development.
6 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 7
Summary of Actions 2022–2031
The strategy is structured around six
interrelated focus areas. Setting the timeframe
over the next decade allows actions within each
focus area to be pursued over the short (within
‘Shaping Our Future’ includes 21 actions (see Chapter 8 for more detail) that will be progressed over
the next three years), medium (within the next
three horizons:
six years) or long (within the next ten years)
term. ■ 13 short-term actions, to be progressed within three years
It also allows for the strategy to be regularly ■ Seven medium-term actions, to be progressed within six years
monitored, evaluated and revised as required.
■ One long-term action, to be progressed within ten years.
The latter is particularly important to ensure
that it remains contemporary and reflects any
emerging workforce challenges and needs. Code Action Timescale
The six focus areas are interrelated, in that FA1-1 Investigate options for improving workforce pay and Short (within 3 years)
opportunities and challenges relating to one conditions
will often impact on others.
FA1-2 Implement early childhood teacher registration in every state Short (within 3 years)
and territory
FA1-3 Enhance mentoring and induction support for new teachers Short (within 3 years)
FA2-1 Review and develop targeted programs to support studies Short (within 3 years)
Professional recognition Attraction and retention
and placements for specified groups of potential educators
Workforce professional standing, including Workforce diversity, including attracting
and teachers
pay and conditions, registration, and the right people into the sector, and
community perceptions and value. valuing and retaining high calibre staff.
FA2-2 Review and streamline existing application and approval Short (within 3 years)
processes for overseas trained educators and teachers
Data and evidence A sustainable, Leadership and capability
Enhanced national data high quality Workforce culture, including FA2-3 Develop an accessible suite of resources highlighting the Short (within 3 years)
collection, analysis, and children’s professional development, careers and career pathways available within the children’s
strategic discussion. education and leadership and mentoring, and education and care sector
management capability.
care workforce
FA3-1 Improve access to core professional development for Short (within 3 years)
Qualifications and career pathways Wellbeing educators and teachers
Supporting quality, improving Helping service providers to have
consistency and reducing complexity, strong mental health and wellbeing FA3-3 Investigate options for a national professional practice Short (within 3 years)
as well as enabling flexible career supports for their workforce. network for educators and teachers
progression.
FA4-1 Investigate options for improved wellbeing supports Short (within 3 years)
FA4-2 Promote wellbeing resources for educators and teachers Short (within 3 years)
FA5-3 Continue the ongoing focus on the quality of vocational Short (within 3 years)
education and training
FA6-1 Undertake a national workforce census at least every three Short (within 3 years)
years
FA6-3 Commit to an evaluation plan for the national workforce Short (within 3 years)
strategy
8 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 9
4. Sector profile
Code Action Timescale The National Quality Framework (NQF) was educators (an 11% increase) and 8,000 teachers
introduced in 2012 as an outcomes focused (a 17% increase). Projected growth for the
FA1-4 Promote the importance of a career in children’s education Medium (within 6 years) system of regulation for the children’s education sector remains above the national projected
and care through a national communications campaign and care sector. Under the NQF, service employment growth of 7.8% for all occupations.
providers are expected to retain a highly skilled
FA1-5 Agree and consistently use contemporary terminology to Medium (within 6 years)
workforce through mandatory qualification and In the context of declining enrolments in
describe the children’s education and care sector, and its
staffing requirements. approved educator and teacher qualifications,
workforce
increasing demand for early childhood
As at 1 July 2021, state and territory governments teachers and a growing shortage of primary
FA1-6 Develop options for a national registration system for Medium (within 6 years)
regulate around 16,500 children’s education school teachers, the children’s education and
educators who are not teachers
and care services as part of the NQF, including care sector continues to face significant and
FA3-2 Improve access to an increasing range of micro-credentials Medium (within 6 years) around: increasingly urgent workforce challenges.
for educators and teachers in areas of identified need ■ 8,000 long day care services, which typically The very diverse makeup of the sector also adds
cater for very young children until they start significant complexity. For example, as at 1 July
FA4-3 Initiate and promote research monitoring the wellbeing of Medium (within 6 years)
formal schooling 2021:
educators and teachers
■ 3,000 preschools/kindergartens, which ■ there are more than 7,000 providers
FA5-1 Review staffing and qualification requirements under the Medium (within 6 years) typically cater for children in the year or two approved to operate children’s education
NQF, with a focus on early childhood teachers and outside years before they start formal schooling and care services, with more than four-fifths
school hours care educators
■ 500 family day care services, which cater (81%) approved to operate a single service
FA5-2 Review requirements for early childhood teaching programs Medium (within 6 years) for small groups of young children in an ■ just over one-third (34%) of all services are
under the National Quality Framework educator’s home operated by large providers (those that
■ 4,500 outside school hours care services, operate more than 25 services), with a similar
which typically cater for school aged children proportion (36%) operated by single service
before and after they attend school, as well providers
Code Action Timescale
as during the school holidays. ■ for profit providers operate more than
FA6-2 Develop options for a live national workforce database Long two-thirds (68%) of long day care services,
(within 10 years) Around 1.5 million children in Australia attend three-fifths (60%) of family day care services
these services, with individual children attending and almost half (48%) of outside school
anywhere from a few irregular hours to more hours care services, compared to only 1% of
than 50 hours every week. preschools/kindergartens
In the region of 200,000 teachers and ■ there are no national qualification
educators work in the children’s education and requirements for outside school hours
care sector, with most of the sector workforce care educators, with state and territory
being certificate III and diploma qualified requirements varying significantly (New
educators, but an increasing proportion being South Wales and Tasmania do not have any
degree trained teachers. qualification requirements for outside school
hours care educators)
The National Skills Commission’s five-year
employment projections show that growth in ■ Tasmanian preschools/kindergartens and
the sector will continue to increase over the most preschools/kindergartens in Western
five years to November 2025, with employment Australia are out of scope of the NQF, as are
expected to increase by around 16,000 some other types of services nationally, such
as occasional and in-home care.
10 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 11
Long day care
being experienced by long day care service
At a glance – as at 1 July 2021 providers.
More than 8,000 approved Two-thirds of long day care services are operated
by for profit providers, with a further quarter
services under the NQF operated by not for profit providers.
– more than half of all
Long day care service providers, particularly many
approved services nationally
small providers, can find it challenging to attract and
68% for profit retain high quality educators and teachers. There
are myriad reasons for this, including the more
25% not for profit favourable pay and conditions available in both
87% rated Meeting National preschools and kindergartens, and primary schools,
as well as challenges associated with attracting and
Quality Standard or above retaining key staff in low and high socioeconomic,
and regional and remote areas.
Long day care services make up more than half
Limited public understanding of the value of play
of all services approved under the NQF. Because
based learning for very young children also has a
long day care services typically operate for at least
negative impact, with educators and teachers in
eight hours per day and 48 weeks per year, they
long day care services often feeling undervalued
employ the majority of educators and teachers
and underappreciated for the essential service that
in the children’s education and care sector. They “Given the complexity behind
they provide.
are also typically larger than preschools and
the early learning sector’s
kindergartens (on average, long day care services
are approved to educate and care for up to 70 Case study: Big Roles in Little Lives workforce shortage, there is
children), often catering for very young children no instant panacea. Instead it
right up until they commence formal schooling. In February 2021, members of the Early requires a collective effort from
Increasingly, long day care services also provide Learning and Care Council of Australia the various levels of government
integrated preschool programs. (ELACCA) launched Big Roles in Little through to employers, working
Lives, a two-month marketing campaign. together to remove barriers and
There are around 4,500 different approved
providers of long day care services under the The campaign promoted careers in incentivise prospective educators
NQF, with more than 80% of providers approved early childhood education and care to and teachers to enter the sector.
to operate a single service and a further 10% Australians aged 18–34 years, particularly We have a clear opportunity
approved to operate two services. The six largest those experiencing unemployment or to promote the promising
providers are each approved to operate more underemployment due to the impact of career paths available in the
than 50 long day care services, with Goodstart COVID-19, as well as those considering a
early learning sector to those
(more than 650 services), G8 (more than 450 career change.
seeking long-term, rewarding,
services) and Affinity (more than 150 services) each The campaign reached millions of
approved to operate more than 100 services. professional employment.”
people through digital marketing, social
media and news coverage. While it
As at 1 July 2021, more than one in ten (11.7%) long
was not designed to deliver immediate
Paul Mondo,
day care services have a temporary waiver in
recruitment results, the campaign President of Australian
place for one or more of the staffing requirements Childcare Alliance
prompted more than 400 jobseekers
under the NQF, most often the early childhood
to contact ELACCA members, many of
teacher related requirements. This is one indicator
which recruited new staff as a result.
of the significant workforce related challenges
12 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 13
“ELACCA members have worked collectively
to raise public awareness of careers in early
learning and care, and to explain how the work of
teachers and educators impacts children’s lives.
We need to explain to the general public that this
is sophisticated work, based on pedagogy and
research, and that it matters to children and their
families and to the whole of Australia.”
Elizabeth Death,
CEO of Early Learning and Care Council
of Australia
Case study: Achieving workforce Case study: Improving pay
sustainability and longevity and conditions
A third-generation service provider In July 2021, Goodstart Early Learning
located in Sydney employs teachers who implemented a new enterprise
“Historically, the work of early have been working for her family for agreement for its 16,000 staff offering
childhood educators has been more than three decades. This success improved pay and conditions. As part
is down to a range of factors, including of negotiations, Goodstart surveyed
undervalued. Professionals
giving educators agency in their day and its workforce to identify the key issues
working with young children
time management, but most importantly employees wanted included in the
since the 1930s have struggled cultivating students and flexibility. agreement, with improved pay, more
with the misunderstanding that non-contact time, rostered days off and
The centre remains open to students on
they are merely caring for young paid parental leave featuring heavily.
practicum placements all year round,
children to allow parents to work offering experience with children The new agreement provides for pay
when in fact they are providing from all age groups and from a wide rates that meet starting salaries for
rich early learning experiences range of backgrounds, including those teachers in government schools and
that have lifelong benefits. That with additional needs. When working moves educators to pay rates set 5%
misunderstanding is the basis with these students, employment above the award rate. The agreement
of why pay rates for qualified relationships can be formed with an also provides additional non-contact
educator who already has a love of time, up to six weeks of paid parental
teachers working in early
learning. leave, staff discounts at Goodstart
education settings are typically services, a trial of rostered days off,
well below parity with other parts The opportunity to work part-time has
more flexible working arrangements,
of the education sector.” also proven very successful in achieving
and clear principles to improve rostering
a healthy work/life balance and
practices.
minimising staff turnover. As has being
Samantha Page, able to take a ‘mental health day’ and
CEO of Early Childhood Australia accommodating personal needs.
14 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 15
Outside school hours care
approved to operate a single service. The seven
At a glance – as at 1 July 2021 largest providers are each approved to operate
more than 100 outside school hours care services,
More than 4,500 approved with Camp Australia (around 600 services) and
Junior Adventure Group (around 450 services) each
services under the NQF – approved to operate more than 400 services.
more than a quarter of all
approved services nationally Almost half of outside school hours care services are
operated by for profit providers, with more than a third
48% for profit operated by not for profit providers.
34% not for profit The often transient nature of the workforce combined
82% rated Meeting National with competition from other parts of the children’s
education and care sector, particularly the long day
Quality Standard or above care sector where full-time hours are much more
readily available, can contribute to very high staff
Outside school hours care services make up more
turnover. Some outside school hours care providers
than one quarter of all services approved under
are actively looking at business models aimed at
the NQF. They typically cater for primary school
improving staff retention, such as permanent part-time
aged children in the hours before and after school,
contracts, along with financial and other incentives
as well as during school holidays. On average,
based on performance and tenure.
outside school hours care services are approved
to educate and care for up to 72 children. With most outside school hours care services
operating on school sites, the relationship between the
Outside school hours care service providers
school and the service is crucial to ensure high quality
experience significant workforce challenges
children’s education and care. When the relationship is
due to the split shift structure of the work. This is
particularly so in states and territories that have
strong and collaborative, it is mutually beneficial. “Outside school hours care “A strong and valued outside
higher staffing and qualification requirements. services are an important part school hours care workforce is
Unlike other types of children’s education and of the children’s education and vital to supporting Australian
care service, there are no national qualification Case study: Career progression and care sector. Being involved in the families, including workforce
requirements for outside school hours care longevity co-design of this strategy has participation and flexibility.
services under the NQF, with state and territory offered ongoing opportunities to Educators are unwavering in their
based requirements varying significantly. Expansion in both the number and size consider the alignment between commitment to their communities
of outside school hours care services has
Most outside school hours care educators work outside school hours care and and play an important role in
resulted in a variety of emerging career
part-time, with university students making up an paths. The diversity of outside school other service types. Outside the growth and development of
important part of the overall workforce. The impact hours care providers creates an equally school hours care is a visible and children.”
of the COVID-19 pandemic has been particularly diverse need for strong leadership and valued part of the sector and this
acute for many outside school hours care service management skills. The sector now strategy.” Warren Jacobson, CEO of
providers, with the loss of many casual and offers more permanent employment Camp Australia, Director and
part-time educators, coupled with many parents opportunities including Service Managers,
deciding not to use outside school hours care
Kylie Brannelly, representative of Outside School
Regional Managers, Educational Leaders
services while working from home. Chairperson of National Outside Hours Council of Australia
and Senior Educator roles. These enable
more educators to consider outside school School Hours Services Alliance
There are around 1,500 different approved
hours care as a meaningful, rewarding and
providers of outside school hours care services
long-term career.
under the NQF, with more than 80% of providers
16 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 17
Preschools/Kindergartens
each approved to operate more than 100
At a glance – as at 1 July 2021 services. The New South Wales, ACT and
Northern Territory governments also operate
More than 3,000 approved several preschools/kindergartens. Government
run preschools/kindergartens tend to
services under the NQF – experience fewer workforce challenges than
almost a fifth of all approved other service providers.
services nationally
Three-fifths of preschools/kindergartens are
60% not for profit operated by not for profit providers, with just
32% government run
under a third operated by governments.
95% rated Meeting National Case study: Improving pay
Quality Standard or above and conditions
Preschools and kindergartens (the terminology
In July 2021, the Fair Work Commission
varies by state and territory) make up almost
approved the Victorian Early Childhood
a fifth of all services approved under the NQF.
Teachers and Educators Agreement
They typically cater for children in the year or
(VECTEA) 2020. The agreement
two years before formal schooling. On average,
provides improved pay and conditions
preschools/kindergartens are approved to
for early childhood staff in Victorian
educate and care for up to 39 children, with
kindergartens. Under the agreement,
children tending to attend for fewer hours
experienced teachers can earn in excess
per week and per year than those children
of $100,000 per annum. All educators
attending long day care services.
and teachers receive above award pay
Tasmanian preschools/kindergartens and most increases.
preschools/kindergartens in Western Australia Key changes in the agreement include
are outside the scope of the NQF. increased employer-paid parental leave
for primary caregivers, 20 days of paid
While preschool/kindergarten staff generally family and domestic violence leave, and
experience more favorable working conditions increased paid personal/carers’ leave to “Our community-based kindergartens provide
than their long day care colleagues, preschool 15 days for each year of service (pro- quality early childhood education to children
teachers are typically paid less than their rata). The agreement also recognises across Australia. These services reach many
counterparts in primary schools, despite often the need for workforce wellbeing.
holding the same qualifications.
disadvantaged children, and children in rural
As a result, staff will have access to a and remote communities as well as metropolitan
Wellbeing Support Program.
There are around 1,300 different approved centres. They reinvest money to improve service
providers of preschools/kindergartens under Additional time is also available for quality, and are more likely to be rated Exceeding
the NQF, with almost 90% of providers educational leaders for planning, National Quality Standard.”
approved to operate a single service. The nine and child-free days also support the
largest providers are each approved to operate workforce to plan and deliver quality
David Worland,
more than 50 preschools/kindergartens, with services.
the South Australian Government (approaching CEO of Early Learning Association Australia
400 services) and C&K (around 150 services)
18 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 19Family day care
of the NQF. Nationally, the number of family
At a glance – as at 1 July 2021 day care services approved under the NQF
rose sharply between 2013 and 2016, from 472
Almost 500 approved services (as at 1 April 2013) to 1,100 services (as
at 1 July 2016). This rapid rise led to a reduction
services under the NQF in overall service quality across the family day
60% for profit care sector. Since then, the number of services
has reduced to 488 (as at 1 July 2021), with an
24% not for profit increase in overall service quality.
16% government run A sizeable portion of the services that
55% rated Meeting National contributed to the rapid rise may have been
approved, but not commenced operation in
Quality Standard or above the required timeframe, with others being
operated by providers that had been found to
Family day care services are made up of be unsuitable or incapable.
individual educators providing education and
care to small groups of children, usually in Governments have introduced increased
the educator’s own home. The educators are scrutiny and assessment of approval
engaged by an overarching co-ordination applications to prevent potentially unscrupulous
scheme which monitors and provides support. providers entering the sector. Such measures
are important, not least of all to protect the
The family day care business model can reputation of the many high quality family day
offer a range of benefits and opportunities. care service providers in operation.
For example, for families who prefer for their
children to be educated and cared for in
much smaller groups and in a home-style Case study: Orange City Council,
environment. The model can be flexible and New South Wales
responsive to the needs of local communities,
particularly in regional and remote areas where Financial considerations are one of
it may not be economically viable to establish a the biggest challenges educators “Family day care is an essential element of
long day care service. The compound benefits face in setting up a family day care Australia’s early childhood education and
to such communities can also be significant, business. In a recent survey thirty eight care landscape. Not only does the sector
with an increasing number of family day care percent (38%) of educators indicated enable flexible workforce participation,
educators offering an increasing number of that cost was the biggest challenge
playing a particularly important role in
opportunities for parents to return to work, in setting up their business. As part
which in turn brings with it broader economic of its Employment and Economic regional communities, but it also represents
and societal benefits. Development Committee initiatives, an opportunity for greater engagement of
Orange City Council has committed Australians in small business - family day care
Family day care services also play a vital role to assisting prospective educators educators currently comprise one of Australia's
in providing education and care to children with start-up costs by providing a one- largest networks of women in small business.”
outside of the normal operating hours of other off payment of $2000. The funding is
service types. This is particularly beneficial to expected to boost the local economy
shift, frontline and emergency workers. Andrew Paterson,
and assist with the long waiting list for
children needing home-based child care
CEO of Family Day Care Australia
However, the family day care sector has
in the region.
experienced significant issues over the lifetime
20 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 215. Sector workforce Regional and remote workforce
The National Workforce Census is a nationwide highest in long day care services (96%) and Equitable access to quality services can be requirements under the NQF, compared to
survey of children’s education and care lowest in outside school hours care services adversely affected by a range of factors – a lack around 6% of services in inner regional areas
services that collects information about service (82%) of available services, the geographic distance and major cities.
usage and staffing. It provides key information required to be travelled, as well as a lack of
about the profile of the sector workforce, ■ almost two-fifths (39%) of the workforce suitably qualified and experienced educators A 2019 survey undertaken by the Australian
including demographics such as age, gender have over six years of experience in the and teachers. Institute of Teaching and School Leadership
and diversity, as well as sector experience and children’s education and care sector (AITSL) highlighted that many education
service tenure. Regional and remote service providers face professionals in remote and regional settings
■ almost a quarter (23%) of the workforce
a number of specific contextual workforce experienced difficulties accessing professional
have been at their current service for less
According to the most recent published census, challenges, including attracting and retaining learning opportunities, exacerbated by the cost
than one year.
conducted in 2016 (preschools/kindergartens staff, as well as often limited access to training, of travel and the required travel time. There
were not included as part of the 2016 census): Attracting, developing and retaining a high professional development and networking are also associated difficulties with accessing
quality children’s education and care workforce opportunities. backfill, as well as inadequate technology to
■ a quarter of the workforce are aged under take advantage of online study opportunities.
25, half are 25 to 44 years old, with the continues to be a significant and increasing
To illustrate these challenges, as at 1 July 2021, The frequent lack of experienced mentors
remaining quarter aged 45 and over challenge across the sector. The challenge is
around 10% of services in outer regional, remote also presents a challenge for newly qualified
more acute for specific parts of the workforce,
■ the vast majority (91%) of the workforce and very remote areas have a temporary educators and teachers.
notably the regional and remote workforce, and
identify as female, with the proportion waiver in place for one or more of the staffing
Aboriginal and Torres Strait Islander workforce.
Case Study: Child Australia and BHP Case Study: Technology to support
Billiton workforce development geographically remote and isolated
program ‘Thriving Futures’, Western early career teachers: Australian
Australia and South Australia Institute of Teaching and School
Leadership ‘My Induction app’
In 2020, Child Australia supported
by BHP founded Thriving Futures to Induction is critical to new teachers’
“Establishing and growing an address the ongoing shortage of child professional growth and development.
early childhood workforce in rural care availability in the Pilbara so that all To support early career teachers,
children can have access to high quality particularly in areas where they may
and remote communities requires
early learning experiences. The program not have access to an on-site mentor,
flexible and innovative thinking, has since expanded to include Roxby the Australian Institute of Teaching
attractive incentives, serious Downs in South Australia. Thriving and School Leadership developed the
investment and a commitment Futures works collaboratively with local ‘My Induction app’. The application
to long-term initiatives through communities, government stakeholders provides a platform for geographically
collaboration with government and early learning centres to recruit, or physically isolated teachers to access
and organisations.” train and develop a sustainable early and engage with resources, activities
learning workforce through scholarships and advice from mentor teachers.
and professional development for locals
Meg Mendham, seeking to upskill or retrain, supported The app also includes a tracker which
CEO of Community Connections by formal mentoring programs and allows users to regularly assess and
Solutions Australia business development support. monitor their professional enthusiasm,
self-efficacy, stress and support.
22 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 23Aboriginal and Torres Strait Islander workforce
Linkages with other
strategies and policy
Aboriginal and Torres Strait Islander educators Potential factors that may impact Aboriginal and frameworks
and teachers have a crucial role in supporting Torres Strait Islander individuals studying and
Aboriginal and Torres Strait Islander children to completing early childhood education and care
grow up strong in their culture. Their presence qualifications include:
has also been found to increase attendance of This national workforce strategy
Aboriginal and Torres Strait Islander children ■ a lack of Aboriginal and Torres Strait supports and complements
and families at education and care services. Islander staff in tertiary institutions broader national strategies,
■ the level of cultural competence amongst such as Closing the Gap and the
Based on the most recent available national staff in tertiary institutions National Aboriginal and Torres
workforce census data, just over two per cent Strait Islander Early Childhood
■ any assumption that all Aboriginal and
of the children’s education and care workforce
Torres Strait Islander students are the Strategy. The latter strategy,
identify as Aboriginal or Torres Strait Islander.
same, including any deficit assumptions being developed concurrently
While the majority of these educators hold at
about Aboriginal and Torres Strait Islander with this strategy, will provide
least a certificate III level qualification, they
continue on to higher level vocational and
capability a long-term approach to
degree-level qualifications at a lower rate than ■ possible stigma regarding tertiary study in inform future policy and enable
their non-Indigenous colleagues. home communities stronger whole of government
collaboration and coordination,
■ a lack of understanding of Aboriginal and
refocus policy investment, and
Torres Strait Islander cultural commitments
and obligations to family and community highlight the centrally important
Case study: The rural and role Aboriginal and Torres
■ any culturally unsafe professional placement Strait Islander community-
remote early childhood teacher sites.
controlled organisations and
scholarship program (RATEP), There are a range of programs that have services have in responding to
Queensland supported the skills development and the needs of children, families
qualification attainment for Aboriginal and and communities, alongside the
This community-based teacher Torres Strait Islander teachers and educators, critical roles of governments and
education program for Aboriginal and from regional and state-wide programs to mainstream services.
Torres Strait Islander educators and community and service-level programs and
pre-service teachers is offered across partnerships. Common characteristics that have
Queensland through locally based been identified as important to their success
programs, support and co-ordination include:
in community. It uses a combination of
on-line and intensive residential learning, ■ a strengths-based approach
and provides ongoing individual study ■ a combination of on country, online and on-
support. Scholarship recipients are campus tuition
offered pathways through the Certificate
■ local mentors and/or study groups
III and Diploma of Early Childhood
Education and Care, and a Bachelor of ■ face-to-face visits from lecturers/trainers
Education (Early Childhood Education ■ financial support for study costs, including
and Care) delivered in partnership food, accommodation and transport
between vocational training provider
TAFE Queensland and higher education ■ close involvement of academic staff
institute James Cook University. specialising in Aboriginal and Torres Strait
Islander education.
24 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 256. Sector qualifications Vocational education and training
The quality of the children’s education and care A fundamental feature of the NQF is the The majority of educators in the children’s Accessing a consistent supply of high quality,
workforce is critical to the success of the NQF. requirement for service providers to retain a education and care sector hold vocational job ready educators remains a challenge across
Higher qualifications are strongly associated highly skilled workforce through mandatory education and training (VET) level qualifications. all service types. Despite a number of reforms
with improved child outcomes as appropriately standards for formal qualifications. Since the over the past five years aimed at improving
qualified educators and teachers are better commencement of the NQF, the proportion of More than 300 Registered Training quality, many service providers continue to
able to involve children, stimulate positive qualified educators and teachers has increased Organisations (RTOs) are approved to deliver report that some vocationally trained educators
interactions, and use a range of strategies to across all service types. the nationally recognised children’s education can lack fundamental skills and knowledge,
extend and support learning and development. and care qualifications published in the national and may not have realistic expectations about
training package. Courses range from six working in children’s education and care.
months to two years in duration and incorporate
a combination of foundational skills and Inappropriately short duration qualifications,
Long day care 2010 2013 2016 knowledge, with work-place assessment and variable RTO quality and insufficient knowledge
Certificate III 35.2% 40.1% 39.1% mandatory work placements. of the NQF are the most commonly cited
Diploma 31.9% 35.4% 38.8% reasons for poor quality graduates. Many
While some of the approved children’s large providers have either established their
Higher education 9.4% 11.5% 12.9% education and care vocational education own RTO, or established a formal partnership
and training qualifications have experienced with one or more RTOs, to ensure an ongoing
Family day care 2010 2013 2016
modest increases in enrolments in recent years, supply of higher quality graduates.
Certificate III 36.0% 53.3% 54.3%
enrolments in the Diploma of Early Childhood
Diploma 16.0% 24.3% 34.6% Education and Care, a crucial qualification for
much of the sector due to the qualification
Higher education 4.5% 3.9% 3.0%
requirements under the NQF, have declined by
Outside school hours care 2010 2013 2016 more than 25 per cent.
Certificate III 19.9% 23.7% 23.1%
Diploma 18.0% 21.2% 22.5% % change in 2019 based on
Program 2015–2019 2015–18 average
Higher education 9.3% 12.0% 14.0%
CHC30113 Certificate III in Early Childhood 54.9K
3.4%
Preschool/Kindergarten 2010 2013 2016 Education and Care 51.7K
Certificate III 17.3% 30.5% 18.6K
CHC30213 Certificate III in Education Support 16K 6.4%
Diploma 17.4% 19.4%
Higher education 36.7% 38.8% CHC40113 Certificate IV in School Age 703
523 -0.1%
Education and Care
All services 2010 2013 2016 14.1K
Certificate III 28.8% 36.2% 38.0% CHC40213 Certificate IV in Education Support 4K 97.7%
Diploma 24.6% 28.4% 34.1% CHC50113 Diploma of Early Childhood 67.3K
48.1K -26.5%
Education and Care
Higher education 14.0% 16.0% 11.9%
1.5K
CHC50213 Diploma of School Age Education
574 52.6%
Figure 1: Proportion of qualified educators and teachers (Source: Australian Government Department and Care
of Education, Skills and Employment, Early Childhood Education and Care National Workforce Census
2010, 2013 and 2016)
Figure 2: Change in enrolments in approved VET qualifications, 2015–2019 (Source: National Centre
Note: Preschools/Kindergartens not included as part of the 2016 National Workforce Census. for Vocational Education Research Total VET Activity data 2019 accessed through VOCSTATS)
26 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 27Review of the Expert review of the
National Training Australian VET sector
Package
In 2018, the Australian
In 2017, the Australian Industry Government commissioned an
and Skills Committee (AISC) independent, expert review of
commissioned SkillsIQ to the VET system. The subsequent
review the national children’s report highlighted concerns about
education and care vocational whether the current system can
qualifications. deliver the outcomes needed for
The new training package the Australian economy.
was approved by the AISC in
Slow qualification development,
February and April 2021.
complex and confusing funding
As part of the review, a number
models, and ongoing quality
of key changes have been
issues were cited as issues that
made, including:
needed addressing. Careers Case study: Developing a
n s trengthened assessment
education, VET in schools and certificate III level qualification in
requirements
access for disadvantaged learners outside school hours care
n increased work placement
were also identified as key issues.
hours
n new entry requirements The National Outside School Hours
Skills Ministers have agreed to
for the Diploma of Early Services Alliance (NOSHSA) together
progress reforms under the Heads
Childhood Education and with the Outside School Hours Council
of Agreement for Skills Reform, of Australia (OSHCA) recognise the
Care including enhanced industry importance of developing a highly
In April 2021, the AISC also engagement, qualifications and skilled workforce. In 2020, the
agreed: “It is critical that educators of quality reforms. opportunity arose to collaborate on the
n to the development of our children, in whatever setting, identification of foundation and entry
resources to support RTOs are prepared for this important level skills required of outside school
to undertake Recognition of role through quality vocational hours care educators.
Prior Learning for students
education. The VET sector must NOSHSA is leading the development of
with experience in the sector
rise to the challenge and be able Australia’s first Certificate III in Outside
or other education-related
to guarantee the quality of its School Hours Care. The new accredited
qualifications
programs for these workers, course will support educators to obtain
n that research be
regardless of the provider they the skills and qualifications required for
commissioned to examine employment as a qualified educator in
the impact of the Certificate choose.”
an outside school hours care service.
III entry requirement to
the Diploma on Diploma Craig Robertson, CEO of TAFE
enrolments/completions Directors Australia
28 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 29Higher education
Quality Initial Teacher
Education Review
Initial teacher education (ITE) aims to ensure that Standards and Procedures endorsed by Education
graduates start their teaching career with the Ministers and implemented by state and territory
necessary knowledge, skills and attributes to be teacher regulatory authorities. While there are
successful. In 2021, the Australian
many complementary aspects to the two sets of
requirements, the Standards and Procedures are Government announced a review
The majority of NQF approved early childhood largely silent on requirements for ITE programs that into ITE, specifically considering
teaching programs cover children aged birth incorporate practice and pedagogy in non-school how best to attract and select
to eight years of age or birth to 12 years of settings, such as long day care services. high-quality candidates into ITE,
age, qualifying graduates to teach in both and how best to prepare them to
early childhood and primary school settings. Early childhood teaching programs that cover become effective teachers.
These programs must meet both ACECQA’s children aged birth to five qualify graduates to teach
requirements and the Accreditation of initial in early childhood settings only, with these programs The review will inform the next
teacher education programs in Australia: only needing to meet ACECQA’s requirements to be suite of reforms to ITE and the
approved under the NQF. accompanying accreditation
Standards and Procedures for
In recent years, reforms to ITE have placed
Attracting, retaining and additional requirements on birth to eight and birth
Initial Teacher Education.
sustaining early childhood to 12 teacher education degrees, most notably
teachers: an ecological increased entry requirements, requirements for
conceptualisation of
an additional specialisation and a standardised
teaching performance assessment. While these
workforce issues and elements in isolation should not detrimentally Case study: Partnerships between Case study: An early childhood teacher
future research directions impact a program’s early childhood components, higher education and early childhood working in a standalone community-
some higher education providers report increasing education and care based long day care service
pressure to negotiate less early childhood content
in order to satisfy the additional requirements and Shine Bright EYM, a leading provider of “I became an early childhood teacher
A recent study (Fenech et al, 2021) broader fiscal and resourcing constraints. early years education across Central and because I understand and value the
identified that ECT workforce issues
Northern Victoria, has partnered with importance of children’s first five years of
in Australia are attributable to a range Higher education providers report that up to 80% Latrobe University to encourage dual life. Whilst my university degree means
of interconnected factors that impact of students express a preference for a career in the degree (primary and early childhood that I am qualified to work in both prior
the workforce at an individual level school sector, rather than the early childhood sector. education) students to consider a career to school settings and the early phase of
as well as more broadly at a system Of the students who teach in non-school settings in early childhood education. school, I choose to work in early childhood
level. This reinforces the importance of upon graduation, the majority may still continue to education and care. We know that
actively seek employment in schools. The initiative involves matching students
looking at workforce issues through a children’s earliest experiences create the
with mentor teachers, introducing
holistic frame that considers action at an foundation for all future learning, and it
students to centres and children from
individual, organisational and broader is here that I feel I can make the greatest
early in their course, and providing them
sector level. contribution and set children up for success
with enriched professional experience
in school and life. My centre values and
placements. Initial findings suggest that
supports all staff. We are paid above award
the initiative has encouraged the majority
wages, and have additional paid holiday
Source: Fenech, M., Wong, S., Boyd, W., Gibson, M., Watt, of students to consider a career in early
leave, non-contact time and professional
H., & Richardson, P. (2021, online first). Attracting, retaining childhood.
and sustaining early childhood teachers: An ecological development opportunities. But, the fact
conceptualisation of workforce issues and future research remains, I would be paid more to teach
directions. Australian Educational Researcher. doi:10.1007/ young children in a school setting.”
s13384-020-00424-6
30 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 A ten-year strategy to ensure a sustainable, high-quality children’s education and care workforce 2022–2031 31You can also read
