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Children’s Education and Care


This page provides information and data on the Children’s Education and Care sector, which is one component of the Community Services industry.

This sector provides education, care and support to children under eighteen years of age. The sub-sectors include:

  • Early childhood education and care (ECEC)
  • School age education and care
  • Outside school hours care (OSHC)
  • Education support.

The sector is large, diverse and growing. Children's education and care services operate under a number of different ownership/management arrangements, including private operators, community and non-profit organisations, state/territory and local governments, and public, independent and private schools. Service types recognised within the National Quality Framework (NQF) are Long-Day Care (LDC), Family Day Care (FDC), Outside School Hours Care (OSHC) and Preschools/Kindergartens.

The sector expects to experience strong growth over the next five years. Early childhood (pre-primary school) teacher job roles will experience the largest relative growth in the sector, growing by 22% or reaching 9,000 jobs by 2023. In absolute terms, child carers are expected to experience the largest surge in jobs, with a forecast of 27,600 jobs growth by 2023. Other noteworthy strong job growth trends over the next five years will be experienced by education aides (20.8% or 18,800 jobs), child care centre managers (20.9% growth to 16,000 jobs), primary school teachers (9.6% or 16,300 jobs) and secondary school teachers (7.1% or 9,900 jobs).

Vocational education and training (VET) is required for a range of Children’s Education and Care work roles such as:

  • Child Care Worker
  • Out of School Hours Care Worker
  • Teachers’ Aide.

Nationally recognised training for Children’s Education and Care occupations is delivered under the CHC – Community Services Training Package.

For more information on Community Sector and Development and Direct Client Care and Support please visit the respective pages.

Information sourced from the most recently available Skills Forecast, the Children’s Education and Care IRC’s 2019 Skills Forecast.

All data sources are available at the end of the page.

IRC and skills forecasts

The Children’s Education and Care IRC was not required to submit an annual update to their 2019 Skills Forecast during 2020. As such, the version published in 2019 remains the most recently published Skills Forecast for this industry.

Children’s Education and Care IRC

Employment trends

Please note: any employment projections outlined below were calculated by the Australian Bureau of Statistics prior to COVID-19.

Employment snapshot

Employment in the Child Care Services and Preschool Education industry sectors has increased over time, with further projected increases until 2024. Within these industry groupings Child Carers (also referred to in the industry as Early Childhood Educators) are the largest occupational group. It is also projected that the number of those employed as Child Carers will increase substantially up until 2024. Employment numbers in other relevant occupations within these sectors, namely Early Childhood (Pre-primary School) Teachers, Child Care Centre Managers and Education Aides, are also projected to increase substantially up until 2024.

The 2016 National Early Childhood Education and Care workforce census report found that about 195,000 staff were employed in the Early Childhood Education and Care workforce during the week the survey was conducted. Over a half (56%) of this workforce were employed in long day care services, followed by family day care services (17%), outside school hours care (14%) and vacation care (12%).

Training trends

Training snapshot

There were almost 137,670 program enrolments in Children’s Education and Care-related qualifications in 2019 and about 38,070 program completions. Enrolments and completions have fluctuated between 2015 and 2019.

Program enrolments were split mainly between the certificate III level (53%) and the diploma or higher level (36%) in 2019. Seventy-five percent of all enrolments were in the area of Early Childhood Education and Care with an intended occupation of Child Care Worker. A further 24% of enrolments were in Education Support with an intended occupation of Teachers’ Aide.

In 2019, 60% of enrolments were with private training providers, while TAFE institutes accounted for a further 29%. The majority of subjects were Commonwealth and state funded (68%) or funded by domestic fee for service (25%). New South Wales had the single highest proportion of students enrolled in Children’s Education and Care-related qualifications in 2019, with 28%, followed by Victoria with 24% and Queensland with 22%.

More than a third of training was delivered in New South Wales (34%), followed by 26% in Queensland and 23% in Victoria.

Apprenticeship and traineeship commencements have declined since 2012 but there was a much larger decline after 2014. There was also a large decline in completions after 2014. The vast majority of apprenticeships and traineeships in 2019 had the intended occupation of Child Care Worker. The largest proportion of apprenticeships and traineeships were reported by New South Wales with 46%, followed by Queensland with 19% and Victoria with 15%.

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Industry insights

Industry insights on skills needs

The Children’s Education and Care IRC’s 2019 Skills Forecast suggests the top priority skills for the sector are all soft skills, ranging from teamwork and communication through to stress tolerance and flexibility. The top five identified generic skills are:

  • Language, Literacy and Numeracy (LLN) (Foundation skills)
  • Learning agility / Information literacy / Intellectual autonomy and self management (adaptability)
  • Communication / Virtual collaboration / Social intelligence
  • Design mindset / Thinking critically / System thinking / Solving problems
  • Customer Service / Marketing.

According to the job vacancy data, the top requested skills by employers in the sector were communication skills and building effective relationships. The most advertised occupations were Early Childhood (Pre-primary School) Teachers followed by Child Carers. The top employers were Goodstart Childcare Limited, G8 Education Pty Ltd and Guardian Early Learning Group. The top locations for job advertisements were New South Wales, followed by Queensland and Victoria.

The Children’s Education and Care IRC’s 2019 Skills Forecast, affirms that educators play a key role in supporting the social, emotional, physical and educational needs of infants and young children in various early childhood settings. Children are a vulnerable group in society and quite often people working in the Children’s Education and Care sectors are in a position to identify concerns and to work with families, allied health professionals and broader groups within communities with respect to sensitive matters which affect children’s health and wellbeing. This means that emotional intelligence and ‘soft’ skills, in addition to strong communication and the ability to engage with children, have always been critically important attributes among workers in the sector.

The above Skills Forecast summarises the challenges which need to be addressed in the sector as:

  • Government policy/legislative framework reviews and modifications
  • The attraction and retention of staff
  • The challenges faced by regional and remote communities
  • The need for diversity and variance in perspectives
  • The need for ongoing professional development.

The Children’s Education and Care IRC’s 2019 Skills Forecast also states that the Children’s Education and Care (CEC) sub-sectors are all experiencing skills shortages with their current workforce. Skills gaps identified represent a combination of technical and 'soft skill' areas, with examples including:

  • Digital literacy and computer application
  • Language, literacy and numeracy (LLN)
  • Communication (to engage with families, work peers, allied health professionals, etc.)
  • Business skills (in particular for Family Day Care providers, to become adept at understanding the liabilities and responsibilities, including risk management, of running a small business)
  • Problem solving
  • Leadership of, and within, work groups
  • Reflection.

Reflection is a particular skill area that has been raised during the update work of the CEC Training Package. Terminology and associated practices have implications for the skills acquired and used by educators throughout their careers. Reflective practice is increasingly recognised as an essential skill area for educators to possess, as it is considered highly effective in supporting children's advanced learning and development. Industry has particularly voiced that 'critical reflection' is a high-level cognitive skill that needs to be learnt and developed over time with practical experience.

The above Skills Forecast also draws attention to an area for possible future development – the emerging need for national Training Package Products that address two key leadership skills areas. Firstly, there is a growing awareness of the importance of management skills for those in senior positions in Children’s Education and Care services. These include finance and administration and, particularly, skills needed for the management of staff. Secondly, every service under the National Quality Framework (NQF) is required to have a designated Educational Leader, and there is an emerging need for education and training with a focus on pedagogical leadership. This could lead to an Advanced Diploma qualification with two alternative streams: managerial leadership and educational leadership.

Staff retention is a significant issue within the Early Childhood Education and Care (ECEC) sector. There is competition between long-day care services and preschools/schools to attract and retain teachers. Preschools/schools typically offer teachers higher salaries, shorter and more consistent hours, more leave entitlements and a professional status. As a result, many ECEC teachers leave the long-day care sector due to relatively low wages, longer hours, low professional status and difficult work conditions (i.e. both physically demanding and stressful). The Children’s Education and Care IRC’s 2019 Skills Forecast cites a recent Australian study that found one in five educators plan to leave their job within twelve months due to low pay, feeling undervalued and an increase in the amount of time spent on paperwork. Cited reasons for low pay in the ECEC sector include: a high proportion of female workers; dependency of educators on modern awards that set minimum standards of pay and conditions; and various funding models that operate in the sector. The current low level of remuneration makes it difficult to retain highly qualified staff. Furthermore, the unfavourable work circumstances can act as barriers to educators investing additional time and resources into upskilling/professionalisation.

The issue of staff turnover can act as a disincentive to employers to invest in workplace training. However, ongoing professional development opportunities are necessary for quality provision of ECEC services. ECEC is recognised as a profession that requires strong and broad-reaching relationship-building skills as well as specialist skills and knowledge which support children's development and learning. Quality professional development learning opportunities are required to ensure workforce skills remain updated and relevant to the workplace environment, and to ensure that industry is kept abreast of evidence-based theory and practice. Additionally, professional development must continue post-qualification to support the embedding of learning. The National Quality Standard outlines the requirement for continuous improvement through the implementation of 'effective self-assessment and quality improvement processes'. Well-trained and qualified ECEC educators equipped with the relevant knowledge, skills and attributes provide quality outcomes for children. The NQF supports professionalisation through its updated and nationally consistent qualification requirements and references to capability, leadership, teaching and learning. The promotion of qualification pathways and professional learning expectations can also contribute to improved professionalisation in the industry.

In her thesis, Early Childhood Education and Care Preservice Teachers' Experiences of Articulation From Vocational Education and Training to Higher Education, Merryl L. Johnstone argues that ECEC in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It reveals the conditions which enabled successful articulation to university, and contributes empirical insights into the politically-driven ECEC reform agenda and articulation as a national workforce strategy.

The New South Wales Department of Education Early Childhood Education Workforce Strategy 2018–2022 is designed to recognise and strengthen the sector's essential work and outlines a range of ongoing initiatives to reinforce and build on staff capabilities to sustainably meet the needs of children from all backgrounds and their families. The workforce strategy prioritises four key focus areas:

  • Promote the early childhood sector to the public as a critical part of a child's educational journey, and as an attractive field to build a career for prospective educators
  • Support the workforce to obtain qualifications and experience to prepare them for the workplace
  • Build the skills base of the workforce by supporting educators and teachers to attend professional development and update their qualifications and skills
  • Support services to retain educators and teachers, embed sustainable business practices and manage the challenges of staff turnover.

The OECD report Good Practice For Good Jobs in Early Childhood Education and Care, confirms that around the world, as in Australia, recruiting and retaining skilled staff is a long-standing challenge for the ECEC sector. OECD countries are increasingly demanding that ECEC staff be highly skilled and highly qualified, but a combination of low wages, a lack of status and public recognition, poor working conditions, and limited opportunities for professional development mean that recruitment and retention are frequently difficult. This report considers: What can countries do to build a highly qualified and well-trained ECEC workforce? What is the best route to increasing staff skills without exacerbating staff shortages? How can countries boost pay and working conditions in the context of limited resources? Building on past OECD work on ECEC, and drawing on the experience of OECD countries, the report outlines good practice policy measures for improving jobs in ECEC and for constructing a high-quality workforce.

The article Low Pay But Still We Stay: Retention in Early Childhood Education and Care, argues that a professional, skilled and engaged early childhood workforce is critical to economic and social productivity and positive life trajectories for children. Yet high staff turnover, skill loss and unmet standards of staff qualification pervade the sector, limiting optimal outcomes. For many early childhood educators, alternatives of better paid and less challenging sources of employment are available in other employment sectors, a fact that explains turnover rates as high as 30%. However, this study reverses the emphasis on why early childhood educators leave the sector and asks instead 'Why do so many stay?'. This question is a significant one when it is considered that the remuneration of educators in early childhood barely meets minimum wage thresholds, and that they face challenging working conditions and few opportunities for career progression. The findings of the study contribute to an understanding of retention in early childhood education and care occupations specifically, and in feminised, low-paid occupational groups more broadly. The study also informs policy and strategy responses to low retention in the early childhood sector in Australia and internationally.

The South Australian Education Workforce Insights report states that in South Australia children can attend preschool from age four, a service offered by government kindergartens and through private providers such as Early Learning Centres and long day care centres. The importance of early education has become a focus and education standards and quality frameworks are demanding increasing qualification attainment and professionalism from those educating children. This has increased the demand for qualifications in the preschool workforce and, coupled with projected increases in childcare centres operating in South Australia, indicates a future shortage of childcare workers, centre managers, and early childhood educators. An expected 2,000 additional early childhood (pre-primary school) teachers, child carers and childcare centre managers will be needed. Industry calculates that meeting this need will require individuals completing about 1,000 more certificate III and 1,000 more diploma qualifications.

The book Leadership in Early Education in Times of Change: Research From Five Continents, aims to contribute to the advancement of early childhood education leadership preparation and training as well as leadership enactment and governance by presenting current research and innovative ideas from five continents (Europe, Africa, Asia, Australia and North America). Societal and educational reforms as well as increasing research on early childhood education leadership and pedagogy call for transformational and active leadership. The chapters in this book explore local solutions, innovations and leadership activity that respond to contemporary expectations and challenges in a timely manner.

The chapter Mentoring of Graduate Teachers by Educational Leaders in Early Childhood Settings: a Systematic Review of Leadership Studies From Australia and Finland, states that mentoring of graduated teachers is becoming an important component of developing an effective workforce in the early childhood sector in Australia. However, a national mentoring system is yet to be established. The purpose of this systematic review is to gain insights about mentoring available to new early childhood graduates, and to consider these within the context of leadership research conducted in Australia and Finland. The review highlights the nature of mentoring available and the role of educational leaders in mentoring novice practitioners. It raises implications for mentoring involving educational leaders in Australia.

The chapter Complexity Leadership Theory: a Framework for Leading in Australian Early Childhood Education Settings, discusses the context for leading in Australian early childhood education settings. It highlights the challenges that exist in assuming and performing the leadership role in the complex milieu of people, policy and practice. It discusses challenges to leadership in early childhood education including lack of supply and rates of attrition of educators and leaders and lack of preparedness for leadership roles in early childhood education. This is a conceptual chapter that proposes a theoretical framework – complexity leadership theory within complex adaptive systems. The theory is applied as a foundation for considering leadership in contemporary early childhood education environments and for supporting the emergence, preparation and development of leaders.

Upskilling in Early Childhood Education: Opportunities for the Current Workforce argues that Australia is facing a shortage of bachelor-qualified early childhood teachers. This report shows there is a significant opportunity to upskill diploma-qualified educators to meet demand and improve quality in early learning centres. It highlights the real and perceived barriers educators experience in taking on bachelor-degree study, and recommends a number of ways in which early childhood education providers, governments and universities can help educators to upskill.

Diversity is a characteristic of early childhood education in contemporary Australia. Children engaging with early childhood contexts come from a range of social, economic, cultural and ability groups, and bring with them a considerable variation in life's experiences. Opening Eyes Onto Inclusion and Diversity in Early Childhood Education argues that effective early childhood educators understand that creating an inclusive learning environment that is responsive to a diverse range of characteristics and needs, can be a challenging and overwhelming endeavour with sometimes limited or underwhelming results. This chapter explores what educators can do to create inclusive early childhood contexts that provide children and families with the opportunity to develop understandings of difference and diversity and what skills they need to achieve positive outcomes.

Making Best Use of Teaching Assistants states that while the number of teachers in mainstream schools in Australia has remained relatively steady over the last decade or so, the number of full-time equivalent Teaching Assistants (TAs) is steadily growing. In 2017, on average, there were 10 teaching assistants in every school and 25.8% of them worked full-time. In 2018, the Department of Jobs and Small Business, reported 90,500 'Education Aides' and predicted that this workforce will continue to grow to close to 110,000 by 2022. TAs are an invaluable resource in Australian schools and when utilised effectively and supported well, they can make a significant difference to the learning outcomes of students. Key points in this guidance report include:

  • There are no standard entry qualifications for TAs in Australia and many do not receive any induction training.
  • One central issue facing school leaders is to determine the appropriate pedagogical role for TAs, relative to teachers. If the expectation is that TAs have an instructional teaching role it is important they are trained and supported to make this expectation achievable.
  • Research has shown that improving the nature and quality of TAs' talk to students can support the development of independent learning skills, which are associated with improved learning outcomes. TAs should, for example, be trained to avoid prioritising task completion and instead concentrate on helping students develop ownership of tasks.
  • School leaders should provide sufficient time for TA training and for teachers and TAs to meet out of class to enable the necessary lesson preparation and feedback.
  • The preparedness of TAs also relates to their ongoing training and professional development. If a specific pedagogy is being used, such as formative assessment or cooperative learning, TAs should be trained so they fully understand the principles of the approach and the techniques required to apply it. Training should also be provided for teachers on how to maximise the use of TAs in the classroom.
  • Research on TAs delivering targeted interventions in one-to-one or small group settings shows a consistent impact on attainment of approximately three to four additional months' progress (effect size 0.2–0.3). Crucially, these positive effects are only observed when TAs work in structured settings with high quality support and training. When TAs are deployed in more informal, unsupported instructional roles, they can impact negatively on students' learning outcomes.

COVID-19 impact

How Families Experience ECEC reveals that ECEC had an enormous impact on Australian families during the COVID-19 pandemic. A survey of over 1,000 parents and carers of young children showed that an overwhelming 97% thought ECEC was important during the pandemic. Parents relied on early learning centres for their children's education and wellbeing while they tried to continue working, find new jobs and respond to continuous change caused by the pandemic. Interestingly, when asked what they valued most about ECEC, more parents said they valued the learning and development opportunities that it provides for their children over opportunities for work and study. For many families, ECEC provided stability for children during COVID-19. ECEC was cemented as a critical service during the early stages of the pandemic when Government introduced significant reform to encourage more families to access early learning. This was necessary to address challenges that families were experiencing at the time, such as employment uncertainty, restricted access to support networks and disruption to children's learning and development.

COVID-19 Information for the Early Childhood Education and Care Sector outlines the measures implemented by the Australian Government throughout 2020 to help the ECEC sector manage the impact of the COVID-19 pandemic. These measures included a Relief Package (6 April to 12 July), a Transition Payment (13 July to 27 September 2020), and a Recovery Package (28 September to 31 January 2021).

Links and resources

Below is a list of industry-relevant research, organisations and associations. Hyperlinks have been included where available.


Relevant research

2016 Early Childhood Education and Care National Workforce Census – The Social Research Centre

Complexity Leadership Theory: a Framework for Leading in Australian Early Childhood Education Settings – Leanne Gibbs, Frances Press and Sandie Wong

COVID-19 Information for the Early Childhood Education and Care Sector – Australian Government Department of Education, Skills and Employment

Early Childhood Education and Care Preservice Teachers' Experiences of Articulation From Vocational Education and Training to Higher Education – Merryl L. Johnstone

Early Childhood Education and Care Relief Package Four Week Review: Summary Report, 18 May 2020 – Australian Government Department of Education, Skills and Employment

Early Childhood Education Workforce Strategy 2018–2022 – New South Wales Department of Education

Education Workforce Insights – South Australian Training and Skills Commission (TASC)

Good Practice For Good Jobs in Early Childhood Education and Care – Chris Clarke and Antonela Miho

High-use Training Package Qualifications: Childcare – Patrick Korbel


How Families Experience ECEC – Jane Hunt

Leadership in Early Education in Times of Change: Research From Five Continents – Edited by Petra Strehmel, Johanna Heikka, Eeva Hujala, Jillian Rodd and Manjula Waniganayake

Low Pay But Still We Stay: Retention in Early Childhood Education and Care – Paula McDonald, Karen Thorpe and Susan Irvine

Making Best Use of Teaching Assistants – Evidence for Learning

Mentoring of Graduate Teachers by Educational Leaders in Early Childhood Settings: a Systematic Review of Leadership Studies From Australia and Finland – Yuki Takahashi Braybrook

Opening Eyes Onto Inclusion and Diversity in Early Childhood Education – Michelle Turner and Amanda Morgan

Providing Quality Early Childhood Education and Care: Results From the Starting Strong Survey 2018 – Organisation for Economic Co-operation and Development (OECD)

The Role of Professional Development in Improving Quality and Supporting Child Outcomes in Early Education and Care – Iram Siraj, Denise Kingston and Cathrine Neilsen-Hewett

Upskilling in Early Childhood Education: Opportunities for the Current Workforce – Future Tracks


Government bodies

Australian Capital Territory Government Education Directorate

Australian Children's Education and Care Quality Authority (ACECQA)


Government of South Australia Department for Education

Government of Western Australia Department of Education

New South Wales Government Department of Education

Northern Territory Government Department of Education

Queensland Government Department of Education

Tasmanian Government Department of Education

Victoria Government Department of Education and Training



Industry associations and advisory bodies

Australian Childcare Alliance (ACA)

Australian Community Children's Services (ACCS)

Australian Teacher Aide (ATA)

Australian Tutoring Association (ATA)

Community Child Care (CCC)

Community Early Learning Australia (CELA)

Early Childhood Australia (ECA)

Early Learning and Care Council of Australia (ELACCA)

Family Day Care Australia

National Outside School Hours Services Alliance (NOSHSA)

Secretariat of National Aboriginal and Islander Child Care (SNAICC)


Employee Associations

Australian Education Union (AEU)

Australian Services Union (ASU)

United Workers Union

Data sources and notes

Department of Employment 2020, Employment Projections, available from the Labour Market Information Portal

  • by ANZSIC 3 digit industry, employment projections to May 2024
    • 871 Child Care Services
    • 801 Preschool Education.
  • by ANZSCO, selected occupations, employment projections to May 2024
    • Child Carers
    • Early Childhood (Pre-primary School) Teachers
    • Child Care Centre Managers
    • Education Aides.


Australian Bureau of Statistics 2020, Employed persons by Industry group of main job (ANZSIC), Sex, State and Territory, November 1984 onwards, 6291.0.55.003 - EQ06, 1 August 2020

  • Employed total by ANZSIC 3 digit industry, 2000 to 2020, May quarter
    • 871 Child Care Services
    • 801 Preschool Education.


Australian Bureau of Statistics 2017, 2016 Census – employment, income and unpaid work, TableBuilder. Findings based on use of ABS TableBuilder data.

  • Employment level by 3 digit ANZSIC:
    • 871 Child Care Services
    • 801 Preschool Education
    • 960 Private Households Employing Staff.
  • 4 digit level occupations to identify the relevant VET-related occupations in the industry as a proportion of the total workforce.


Training data has been extracted from the National VET Provider Collection, Total VET Students and Courses from the following training package or qualifications:

  • CHC Community Services Training Package
  • Children’s Services
    • CHC30402 - Certificate III in Children's Services
    • CHC30708 - Certificate III in Children's Services
    • CHC30712 - Certificate III in Children's Services
    • CHC50302 - Diploma of Children's Services
    • CHC50399 - Diploma of Community Services (Children's Services)
    • CHC60202 - Advanced Diploma of Children's Services
    • CHC60208 - Advanced Diploma of Children's Services.
  • Early Childhood Education and Care
    • CHC30113 - Certificate III in Early Childhood Education and Care
    • CHC50113 - Diploma of Early Childhood Education and Care
    • CHC50908 - Diploma of Children's Services (Early childhood education and care).
  • Education Support
    • CHC30213 - Certificate III in Education Support
    • CHC30808 - Certificate III in Education Support
    • CHC30812 - Certificate III in Education Support
    • CHC40213 - Certificate IV in Education Support
    • CHC41708 - Certificate IV in Education Support
    • CHC41712 - Certificate IV in Education Support
    • CHC51308 - Diploma of Education Support.
  • Out of School Hours Care
    • CHC41208 - Certificate IV in Children's Services (Outside school hours care)
    • CHC41212 - Certificate IV in Children's Services (Outside school hours care)
    • CHC50202 - Diploma of Out of School Hours Care
    • CHC51008 - Diploma of Children's Services (Outside school hours care).
  • School Age Education and Care
    • CHC40113 - Certificate IV in School Age Education and Care
    • CHC50213 - Diploma of School Age Education and Care.

This includes superseded qualifications and training packages.

Data covers a range of selected student and training characteristics in the following categories and years:

  • 2015 to 2019 program enrolments
  • 2015 to 2019 program completions.


Total VET students and courses data is reported for the calendar year. Program enrolments are the qualifications, courses and skill-sets in which students are enrolled in a given period. For students enrolled in multiple programs, all programs are counted. Program completion indicates that a student has completed a structured and integrated program of education or training. Location data uses student residence. Subject enrolment is registration of a student at a training delivery location for the purpose of undertaking a module, unit of competency or subject. For more information on the terms and definitions, please refer  to the Total VET students and courses: terms and definitions document.

Low counts (less than 5) are not reported to protect client confidentiality.

Percentages are rounded to one decimal place. This can lead to situations where the total sum of proportions in a chart may not add up to exactly 100%.

Community Services Training Package apprentice and trainee data has been extracted from the National Apprentice and Trainee Collection, including:

  • 2010 to 2019 commencements
  • 2010 to 2019 completions
  • 2019 apprentices and trainees in-training October to December 2019 collection, by qualification and state and territory of data submitter.


Priority skills data have been extracted from the Children’s Education and Care IRC’s 2019 Skills Forecast.


Job vacancy data have been extracted from Burning Glass Technologies 2020, Labor Insight Real-time Labor Market Information Tool, Burning Glass Technologies, Boston, viewed July 2020,

Data shown represent most requested generic skills, occupations and employers according to internet job postings in Australia between July 2017 and June 2020 filtered by ANZSIC and ANZSCO classification levels listed below.

  • Generic skills / occupations
    • Community and Personal Service Workers, Managers, Professionals
    • 871 Child Care Services
    • 801 Preschool Education.
  • Employers
    • 2411 Early Childhood (Pre-Primary School) Teachers
    • 4211 Child Carers
    • 1341 Child Care Centre Managers
    • 2412 Primary School Teachers
    • 4221 Education Aides
    • 871 Child Care Services
    • 801 Preschool Education.
Updated: 21 Oct 2021
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