Early Childhood Education and Care Qualification Review

Endorsement and Implementation

Finalisation and Submission

Consultation

Feedback on proposed qualifications and units of competency was open until Sunday 31 May 2026. The draft documents were based on the feedback and learnings we collected during the project's development phase and Functional Analysis process, which included subject matter expert workshops and Technical Committee meetings.

The Summary of Changes document outlines how the current qualifications and units of competency have informed the proposed qualifications and units of competency. Many of the proposed units of competency were written using the new Application of Skills and Knowledge (ASK) template. Unlike the traditional Unit of Competency (UoC) template, which focuses on prescriptive, step-by-step processes, the ASK template focuses on outcome-based standards.

Things we considered in the proposed qualification and units of competency include the need for:

• more focus on child development knowledge and its application in practice
• coverage of play pedagogy including nature play, creative arts, language and literature, and STEM
• closer alignment with sector benchmarks including NQS and EYLF
• less reliance on services to assess learners
• better integration of First Nations histories, knowledges, perspectives and cultures
• inclusion around disability, developmental delay and autism
• contemporary trauma informed approaches
• child safety and harm prevention knowledge
• greater accessibility for all learners
• better representation of cultural and social diversity
• a place-based and sustainability ethos.

Consultation Workshops

Thank you to everyone who participated in consultations. Your perspectives will contribute to shaping the outcomes of this project and ensure the suitability of current early childhood education and care qualifications. Consultations were held in Cairns (17/03), Brisbane (19/03), Alice Springs (26/03), Melbourne (21/04), Albury Wodonga (23/04), Adelaide (28/04), Port Pirie (30/04), Perth (05/05), Albany (07/05), Sydney (12/05), Orange (14/05), Darwin (14/05), Canberra (21/05), Hobart (26/05), Launceston (28/05) and online (14/05, 15/05, 18/05, 21/05, 22/05, 25/05, 28/05 and 29/05).

Feedback on proposed qualifications and units of competency was open until Sunday 31 May 2026. We have reviewed and responded to all items of feedback in the Consultation log.

Validation Workshops

The validation process is to confirm that draft training products reflect current industry needs and workforce requirements, appropriately address stakeholder feedback, are practical and implementable, and are fit for purpose before finalisation and submission. During the validation phase, draft documents will be available through the consultation portal for everyone signed up to receive project updates and workshops will be scheduled to discuss the changes.

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Development

Functional analysis

Our Functional Analysis Report used in-depth research to provides a clear and detailed overview of the roles, functions, and skills required in the early childhood education and care sector.

We are committed to developing training products that meet industry standards and contribute to improving workforce readiness by identifying gaps and opportunities in skills development.

The report outlines key competencies needed to meet industry demands and supports workforce development by exploring nationally endorsed training pathways.

Methodology

To ensure accuracy and relevance, the functional analysis research process included desktop research and interviews. We invited early childhood education and care educators to attend one of our 5 online workshops held between 13 and 21 October 2025 to share their experiences and thoughts about working with children.

Desktop research included reviews of job advertisements, organisational structures, industry reports and government labour market data to understand workforce skills requirements and identify emerging trends.

For the interviews, we engaged with employers, peak bodies, registered training organisations and subject matter experts to gather valuable insights into practical roles, functions, sub-functions, skills and knowledge requirements.

These conversations helped us identify the specific tasks, challenges, and competencies employers prioritise in various work settings.

We also gained a deeper understanding of employer expectations, current and future workforce needs to define functions and sub-functions to guide workforce development, and training product solutions for the sector.

Subject matter experts

Thank you to everyone who submitted an expression of interest to join our volunteer subject matter expert (SME) pool. We have now formed a team to provide critical input into our qualification review. These volunteers will be vital to the success of this review and directly impact the future of the early childhood education and care sector.

Set Up

The primary objective of this project is to support the development and growth of the early childhood education and care workforce.

A review of the CHC30125 Certificate III in Early Childhood Education and Care and the CHC50125 Diploma of Early Childhood Education will consider relevant skills and training and workforce development findings and recommendations in recent reports including:

• Victorian Government's 'Rapid Child Safety Review' (2025)
• Job and Skills Australia’s ‘The Future of Early Childhood Education Profession’ (2024)
• Australian Government Productivity Commission, ‘A path to universal early childhood education and care’ (2024)
• Australian Children’s Education & Care Quality Authority (2023), ‘Review of child safety arrangements under the National Quality Framework’
• 2019 National Quality Framework Review Decision Regulation Impact Statement (DRIS): ‘Legislative change to require compulsory training on safe sleep practices for all FDC educators subject to governments undertaking further research, costing and impact analysis of any proposed training and the implementation approach’.

Analysis of the various reports and reviews will be jointly undertaken with the Department of Education and Department of Employment and Workplace Relations which will confirm the recommendations being addressed through this project.

The project also aims to complement and build on related initiatives and reform opportunities including:

• Establishment of the TAFE SA-led Centre of Excellence in Early Childhood Education and Care (CoE), The National Children’s Education and Care Workforce Strategy (2022-2031) Shaping Our Future, the Qualification Reform Design Group (2024) Final Report
• Priorities for the ECEC sector identified in HumanAbility’s Workforce Plan (2024)
• Opportunity and Productivity: Towards a Tertiary Harmonisation Roadmap (2025)

Due to the size and complexity of this project, implementation will be structured into 2 phases:

• A review of the CHC30121 Certificate III in Early Childhood Education and Care and the CHC50121 Diploma of Early Childhood Education and Care
• other associated activities that respond to recommendations and insights.

You can provide us with any initial feedback on the CHC30125 Certificate III in Early Childhood Education and Care and the CHC50125 Diploma of Early Childhood Education and Care by emailing us at trainingproductadvice@humanability.com.au.