ANZSCO 2411-11Victoria

Early Childhood (Pre-Primary School) TeacherFebruary 2017

Labour Economics Office Victoria

Department of Employment

Current labour market ratingNo Shortage

Previous labour market rating (February 2016)No Shortage

Comments

The survey found no shortage of early childhood (pre-primary)school teachers in Victoria, with employers generally able to fill most of their advertised vacancies without difficulty.

Survey results

  • The Department of Employment 2017 Survey of Employers who have Recently Advertised (SERA) surveyed vacancies from a variety of early childhood educational settings. Settings included government, non-government and not-for-profitorganisations; committee managed sessional kindergartens and pre-schools; and long day care centres with pre-school and kindergarten programs.
  • The survey found that 94 per cent of vacancies were filled from averages of 12.4 applicants and 1.9 suitable applicants per vacancy.
  • In 2017, 51 per cent of applicants were qualified. This represents an ongoing decline in the proportion of qualified applicants since 2014, when 96 per cent of applicants were qualified.
  • A lack of relevant qualifications was the primary reason thatapplicants were considered unsuitable.Poor cultural fit was the second most common reason that applicants were deemed unsuitable.
  • A limited number of employers reported thatapplicants had rejected employmentin favour of accepting employment elsewhere. While metropolitan employers were eventually able to fill their vacancies regional employers were unable to, despite attracting an average of two suitable applicants per vacancy.
  • Some employers seeking early childhood teachers for combined long day care suggested that difficulties filling these positions related to early childhood teachers’ preference for sessional-based kindergartens, which may offer more attractive wage conditions and leave arrangements.

Employer requirements

  • All employers required applicants with an early childhood teaching qualification, such as a Bachelor of Education (Early Childhood Studies) recognised by the Australian Children’s and Care Quality Authority (ACECQA). Under regulatory requirements introduced in 2015, Victorian early childhood (pre-primary school) teachers must be registered with the Victorian Institute of Teaching (VIT).[1]
  • Employers required applicants to have good knowledge of the National Quality Standard (NQS) and the National Quality Framework (NQF). The NQF details the minimum legislative requirements for individuals working with children to ensure the health and safety of children. These minimum standards include a current first aid certificate and Working with Children Check.
  • Almost one third of employers desired applicants with experience working in a similar educational setting, with knowledge of the industry also considered important.
  • Most employers stated that excellent communication skills (written and verbal) were vital to their advertised vacancy. Employers considered enthusiasm, passion and a commitment to early childhood education to be essential traits for successful participation in this occupation.
  • The majority of employers sought applicants who could develop and implement curricula and/or contribute to programs for staff training and education.
  • Some employers emphasised the importance of recently graduated early childhood teachers possessing an understanding of child protection legislation and its implications.
  • A small number of employers expressed a preference for applicantswithexperience in administration processes related to funded programs.

Demand and supply trends

  • Ongoing population growth within Victoria, 2.1 per cent for the year to September 2016, continues to drive demand for Victorian early childhood (pre-primary school) teachers.[2]
  • Australian Bureau of Statistics (ABS) data shows that in 2016 there was an increase of 2.5 per cent in the number of children attending preschool programs in Victoria from 2015.[3]
  • The number of providers (including long day care providers) delivering preschool programs to children aged 4 and 5 years,under the supervision of qualified teachers, increased by 2.6 per cent in 2016 from 2015.[4]
  • While specific data for children attending pre-school programs based in long day care environments is not available, demand for the sector - as a whole - increased 2.1 per cent between 2015 and 2016.[5]
  • Supply of new early childhood teachers largely comes from the completion of dual (Early Childhood and Primary) education qualifications in Victorian universities at the bachelor degree or graduate diploma level.
  • The dual qualification offers graduates the option of working in an early childhood or primary schoolsetting, however, no information currently exists on the proportion of graduates available to work in each sector. As a result, it is difficult to determine the number of new graduate teachers available for teaching in early childhood.[6]

Labour Economics Office Victoria

Department of Employment

[1] VIT, Early Childhood Teacher Registration,

[2] ABS, Cat. no. 3101.0, Australian Demographic Statistics, Sep 2016, Table 1: Population Change, Summary - Australia

[3] ABS, Cat. no. 4240.0, Preschool Education, Australia, 2015, Table 3: Number of Service Providers With An Early Childhood Program Delivered to Children Aged 4 and 5 Years by Sector, March 2016

[4] ABS, Cat. no. 4240.0, Preschool Education, Australia, 2015, Table A2: Number of Service Providers With An Early Childhood Program Delivered to Children Aged 4 and 5 Years by Sector, March 2016

[5] Australian Government Department of Education and Training, Early Childhood and Child Care in Summary, June quarter 2016

[6] Victorian State Government Department of Education and Training, Victorian Teacher Supply and Demand Report 2012 and 2013, September 2015