Strengthening Australia’s early childhood workforce: The qualification review

Australia’s early childhood education and care (ECEC) sector stands at an important juncture. A newly launched project by HumanAbility seeks to reimagine foundational vocational qualifications in the sector, with the goals of better aligning training with evolving workforce needs, supporting meaningful career pathways, and ensuring that educators are equipped with the skills the modern sector demands. 

The HumanAbility initiative will review and update the:

• CHC30121 Certificate III in Early Childhood Education and Care
• CHC50121 Diploma of Early Childhood Education and Care 

These are the core “entry‑level” and “intermediate” vocational credentials for educators across Australia’s ECEC settings. The project seeks to ensure that these credentials remain responsive to current and emerging skills and role expectations. 

Beyond revising unit content and structure, the review will also examine findings and recommendations from recent reports and reviews, working collaboratively with the Department of Education and Department of Employment and Workplace Relations to validate what must change. 

The qualification review draws on a number of pivotal documents and inquiries, including (but not limited to):

• The Victorian Rapid Child Safety Review (2025) 
• Job and Skills Australia’s The Future of Early Childhood Education Profession (2024) 
• Productivity Commission’s A Path to Universal Early Childhood Education and Care (2024) 
• ACECQA’s Review of child safety arrangements under the National Quality Framework (2023) 
• Earlier national reviews and reform proposals (including DRIS and legislative proposals around safety training) 

The project also seeks to integrate and align with other concurrent strategies and reforms, such as:

• The National Children’s Education and Care Workforce Strategy (2022–2031) 
• The Qualification Reform Design Group final report (2024)
• Related harmonisation efforts across the vocational and tertiary systems 

Given the complexity and significance of the undertaking, the qualification review is being rolled out in two phases:

1. Review of the Certificate III and Diploma qualifications (core training products) 
2. Complementary activities — responding to sector recommendations, exploring related units, skill sets, and pathways 

Key steps in the process include:

• Functional analysis workshops and employer interviews, where educators contribute insights about tasks, responsibilities and gaps in current training
• Drafting new or revised units and proposed skill sets
• Consultation via published drafts, workshops (in person and virtual), and feedback logs 
• Finalisation of drafts, addressing feedback, and submission to Skills Ministers for endorsement 
• Once endorsed, uploading updated qualifications to the VET National Training Register, updating the Companion Volume, and conducting professional development for educators about changes 

Opportunities

• Increased relevance: Training can better reflect the real competencies educators need in contemporary ECEC settings (child safety, inclusive practice, evolving pedagogies).
• Stronger pathways: More clarity and articulation between roles (assistant → lead educator → coordinator), and alignment with higher education or specialist streams.
• Sector voice: By engaging educators directly in workshops and functional analyses, the process is more likely to ground reforms in lived experience.
• Policy alignment: The review offers a chance to synchronise vocational training with national workforce and quality aims (e.g. universal access, safety, inclusion).

Challenges

• Balancing consistency and flexibility: Ensuring national standards while permitting contextual variation (urban/rural, service types).
• Managing transition: Current students and services will need support during implementation (transition plans, bridging modules).
• Resource impact: New materials, training of trainers, and capacity building across RTOs (Registered Training Organisations) demand investment.
• Navigating stakeholder tension: Some may resist change (institutional inertia, vested interests), while others may push for overly ambitious scope.

ECEC services, educators, training providers and policy makers should consider engaging with the review now. Participation opportunities include:

• Attending one of the functional analysis workshops (set for October 2025) 
• Joining the Subject Matter Expert (SME) pool, contributing to design, review and moderation of unit content 
• Providing feedback on draft qualification and units when released
• Planning for professional development needs and transition supports within services

The outcomes of this review could reshape educator preparation, career development, and ultimately the quality of care and education children receive across Australia.  

To get involved visit HumanAbility website.