Australia changes Skills Assessment Authority for Early Childhood Teachers from AITSL to ACECQA
The Australian government has changed the authority that conducts skills assessments for Early Childhood Teachers. This decision took effect since December 7, 2024. AITSL will continue to process applications that have already been submitted. New applications will be sent to ACECQA. With thousands of educators seeking skills assessments annually, often as a prerequisite for visas, this transition will reshape how qualifications are validated, impacting applicants, stakeholders, and the broader sector. The government plans to unify the assessment process under a single agency that is more directly linked to the quality framework for early childhood education and care.
This change will create a more cohesive framework, reducing overlap between agencies and aligning assessments with the National Quality Framework, which governs ECEC quality standards nationwide.
Understanding AITSL and Its Functions
Since its inception in 2010, AITSL has been a pillar of Australia’s education system, tasked with improving teaching standards and professional development across all levels, including early childhood. As the former skills assessment authority, AITSL built a reputation for reliability, processing applications with clear guidelines and issuing certificates recognized by the Department of Home Affairs for immigration purposes.
AITSL’s Core Functions Included:
- Application Review: Scrutinizing qualifications and professional experience to ensure compliance with national standards.
- Certificate Issuance: Providing credentials that opened doors for educators seeking to work in Australia.
- Advisory Support: Guiding applicants through a structured and transparent assessment process.
For over a decade, AITSL’s system supported early childhood educators, offering a dependable pathway to professional recognition. Yet, as the ECEC sector evolved, driven by growing demand for specialized care and education. The government recognized the need for an authority with a sharper focus on early childhood, paving the way for ACECQA to take the leadership
ACECQA’s Role in Skills Assessment for Early Childhood Teachers
Established in 2012, ACECQA has been the steward of the NQF, ensuring that early childhood education and care services meet stringent quality benchmarks to improve outcomes for children. With its new role as the skills assessment authority, ACECQA brings a strong expertise of the sector’s unique needs, from developmental pedagogy to regulatory compliance.
ACECQA’s Key Responsibilities Now Include:
- Standards Enforcement: Aligning teacher qualifications with NQF benchmarks to maintain sector-wide quality.
- Qualification Assessment: Validating credentials with an eye toward early childhood-specific competencies.
- Guidance and Resources: Offering detailed support to help applicants go through the revamped process.
ACECQA’s takeover is more than a handover of duties, it’s a strategic alignment. By integrating skills assessments with its quality oversight, the agency can ensure evaluations reflect the practical realities of early childhood teaching, developing a system that’s both rigorous and relevant. This shift positions ACECQA as an All-in-one solution provider for ECEC standards and assessments.
Assessment criteria for ACECQA
Applicants must hold an ACECQA-approved early childhood teaching qualification or an equivalent. If you do not have this approved qualification, your credentials will be reviewed under the NQF as part of a dual assessment process. In such cases, you may need to provide extra evidence according to ACECQA’s guidelines for determining equivalent qualifications.
Qualifications are assessed based on five key criteria, which must all be met for an applicant to receive a positive determination.
Summary of the key criteria:
| Criteria | Early Childhood Teacher | Diploma Level Educator | Certificate III Level Educator |
| 1. Academic Level | Equivalent to Bachelor’s Degree (AQF Level 7) | Equivalent to Diploma (AQF Level 5) | Equivalent to Certificate III (AQF Level 3) |
| 2. Age Focus & Specialisation | Covers birth to 5 years, preferably birth to 8 years. If covering a broader age range (e.g., birth to 12 years), must include early childhood specialization. Must include focus on infants (0–35 months), proven through work experience, additional coursework, or a Certificate III. | Must cover birth to 5 years through coursework and practical training. | Must cover birth to 5 years through coursework and practical training. |
| 3. Supervised Professional Experience | Minimum 45 days of supervised practice: – 10 days with infants (0–3 years). – 25-30 days in early childhood settings (3–5 years). – Remaining days with school-aged children. | Minimum 280 hours of work placement in an early childhood setting. | Minimum 160 hours of work placement in an early childhood setting. |
| 4. Curriculum Content | Must include: – Child Development & Care (health, safety, inclusivity, early intervention). – Education & Curriculum (EYLF, literacy, numeracy, creative arts). – Teaching Pedagogies (play-based learning, classroom management). – Family & Community Engagement (cultural competence, partnerships). – Professional Practice & Ethics (leadership, advocacy, ethics). | Covers similar topics but at a diploma level, focusing on practical application and program planning. | Covers foundational early childhood education skills, ensuring compliance with safety and care standards. |
| 5. English Language Proficiency | Must meet one of the following: – 1 year of study in an English-speaking country (Australia, NZ, UK, USA, Canada, Ireland). – IELTS Academic: 7.0 in reading & writing, 8.0 in speaking & listening. – ISLPR Level 4 in all four skills. – Employer reference (case-by-case basis). | – 1 year of study in an English-speaking country (Australia, NZ, UK, USA, Canada, Ireland). -IELTS General or Academic: Minimum 5.0 in all components, or equivalent ISLPR score. | – 1 year of study in an English-speaking country (Australia, NZ, UK, USA, Canada, Ireland). IELTS General or Academic: Minimum 5.0 in all components, or equivalent ISLPR scor |
Academic Level
ACECQA evaluates whether the qualification aligns with the appropriate level under the Australian Qualifications Framework. Each role requires a different level of education:
- Early Childhood Teacher – The qualification must be equivalent to an Australian Bachelor’s degree (AQF Level 7). If an applicant holds a teacher registration or accreditation in Australia or New Zealand, it is typically considered equivalent.
- Diploma Level Educator – The qualification must be at least equivalent to an Australian Diploma (AQF Level 5), which involves both theoretical and practical learning in early childhood education.
- Certificate III Level Educator – The qualification must be at least equivalent to an Australian Certificate III (AQF Level 3), which focuses on foundational skills for working with young children.
If a qualification does not meet the required academic level, it may not be considered equivalent, and additional study may be needed.
Age Focus & Specialisation
Early Childhood Teacher
The qualification must include curriculum and practical experience covering early childhood education, specifically for children aged birth to five years. This ensures educators have the necessary skills and knowledge to support children in their formative years.
- Preferred age coverage – Ideally, qualifications should cover children from birth to eight years, including the transition to school.
- Broader qualifications – If a qualification covers a wider age range (e.g., birth to 12 years), ACECQA requires evidence of a specialisation in early childhood education. This includes coursework, practical training, or professional experience focused on young children.
- Birth to 3 years requirement – For ECT qualifications, applicants must demonstrate a specific focus on infants and toddlers (0-35 months), which can be met through:
- Significant work experience (typically 3–6 months) with children under three.
- Completion of an approved Certificate III (or higher) in early childhood education.
- Additional coursework or non-award units relevant to early childhood education.
If an applicant’s qualification lacks the required age focus, they may need to complete further study or training to meet ACECQA’s standards.
Diploma Level Educator and Certificate III Level Educator
The qualification must cover children from birth to five years through coursework and practical training.
Supervised Professional Experience
Practical experience is a main component of early childhood education qualifications. ACECQA requires evidence of supervised professional experience (practicum) completed as part of the qualification. The minimum requirements are:
- Early Childhood Teacher (ECT) – At least 45 days of supervised teaching practice, including:
- At least 10 days working with infants and toddlers (birth to under 3 years).
- At least 25-30 days in early childhood settings with children aged 3–5 years.
- The remaining days may be with school-aged children.
- Diploma Level Educator – At least 280 hours of work placement in an early childhood setting.
- Certificate III Level Educator – At least 160 hours of work placement in an early childhood setting.
On-the-job experience (without formal supervision) does not count as supervised professional experience. If the qualification does not include the required practicum, ACECQA may consider significant work experience (typically 3–6 months) as an alternative.
Curriculum Content
The qualification must include comprehensive coursework covering essential areas of early childhood education. ACECQA assesses whether the curriculum includes:
Child Development & Care:
- Theories of child learning, development, and care.
- Language and social-emotional development.
- Child health, safety, and wellbeing (including safe sleep practices).
- Early intervention strategies and supporting children with additional needs.
- Diversity, inclusivity, and Aboriginal and Torres Strait Islander perspectives.
Education & Curriculum Studies:
- Early Years Learning Framework (EYLF) and Australian Curriculum.
- Core subjects: literacy, numeracy, science, creative arts, and physical education.
- Teaching strategies for children who speak languages other than English.
- Curriculum planning, programming, and evaluation methods.
Teaching Pedagogies:
- Play-based learning and alternative pedagogical approaches.
- Strategies for engaging and managing young learners.
- Teaching children from diverse backgrounds and abilities.
Family & Community Engagement:
- Building partnerships with families and communities.
- Understanding cultural competence and socially inclusive practices.
Professional Practice & Ethics:
- Leadership and education management in early childhood settings.
- Ethics, professional identity, and ongoing educator development.
- Research and advocacy in early childhood education.
If a qualification lacks key curriculum areas, additional study may be required to meet ACECQA standards.
See the complete list of curriculum coverage
English Language Proficiency
Applicants must show proficiency in English through one of the following methods:
- Completing one year of full-time tertiary or higher education in an approved country (Australia, New Zealand, Ireland, Canada, the United Kingdom, or the United States).
- Achieving specified scores on the IELTS Academic test (a minimum of 7.0 in reading and writing, and 8.0 in speaking and listening, taken within the last three years).
- Earning a Level 4 rating in all four skills (listening, speaking, reading, and writing) on the ISLPR Teacher-focused assessment, conducted at an approved site in the last three years.
- Providing a professional reference from an employer in one of the approved countries, on a case-by-case basis.
ACECQA may require the IELTS Academic test if there is uncertainty about your English language proficiency.
Reasons Behind the Change
The decision to transfer responsibility from AITSL to ACECQA was driven by several factors. It resulted from extensive consultations with educators, professional organizations, and policymakers, all emphasizing the necessity of a unified approach.
- Alignment with the NQF: Early childhood education is a distinct field, requiring tailored standards. ACECQA’s existing role in quality assurance makes it the logical choice to oversee assessments, ensuring consistency between qualifications and practice.
- Simplification of Processes: Previously, educators juggled two agencies, AITSL for assessments and ACECQA for quality standards, leading to potential confusion. A single authority eliminates redundancies, offering a clearer path for applicants.
- Enhanced Quality Control: Consolidating oversight under ACECQA allows for tighter alignment with current standards, promising more uniform outcomes and a stronger focus on sector-specific skills.
- Broader Policy Goals: This shift is part of a larger reform agenda to improve ECEC quality amid rising demand for skilled educators. It reflects a proactive response to sector feedback and evolving educational needs.
While the change has broad support, it’s not without critique. Some educators worry about disruptions during the transition or shifts in assessment criteria. The government has assured a seamless transition, supported by strong systems, to address educators’ concerns about potential delays or challenges.
Impact on Educators and Assessments
The shift to ACECQA reverberates across the ECEC community, affecting everyone from aspiring teachers to seasoned professionals. Here’s how:
- Application Adjustments: As of December 7, 2024, new applicants were required to submit to ACECQA, while AITSL completed pre-existing cases. This division demanded careful planning to meet deadlines.
- Certificate Validity: AITSL certificates remain valid for two years, offering continuity for those already assessed. No re-applications are needed, easing immediate pressure.
- Financial Implications: Withdrawing from AITSL for a refund and reapplying to ACECQA could involve different fees. Applicants must weigh costs and timelines, a potential wrinkle for budget-conscious educators.
- Support Evolution: As ACECQA takes over, resources like webinars and FAQs are being rolled out. Applicants can use these tools, available on official websites, to stay ahead.
- Long-Term Gains: Over time, a unified system could mean more consistent feedback, clearer career paths, and higher standards, benefits that could improve the profession as a whole.
Australia’s approach tying skills assessments to its National Quality Framework is gaining international attention. Countries like the UK and Canada, where professional bodies typically oversee such processes, might look to this model. For educators with global ambitions or qualifications from abroad, this adds another layer of complexity.
Early feedback from educators and stakeholders will refine the system to meet the sector’s needs.
For applicants, preparation is key. They need to carefully review ACECQA’s guidelines, which focus on early childhood-specific competencies such as child development and safety protocols, rather than broader teaching criteria. To effectively address these requirements, applicants can seek assistance from professionals recognized by Australian immigration, such as MARA Agents, who possess the expertise to provide valuable guidance and support.
The demand for Early Childhood Teachers in Australia
Australia is facing a critical shortage of qualified childcare professionals because of rising demand and challenging workforce conditions. Increased demand from working parents and population growth has outstripped the supply of educators. Barriers to training, such as insufficient and inaccessible programs, limit the number of new professionals, especially in regional and remote areas where the shortage is most severe. The situation has enabled a growing number of qualified immigrants to bridge the gap, thereby playing a significant role in meeting the childcare sector’s rising demand.
Childcare workers trained overseas who wish to move to Australia must complete a skills assessment. This step is required for skilled visa applications, including the Temporary Skill Shortage visa (subclass 482) and the Skilled Independent visa (subclass 189). These visas help fill gaps in Australia’s workforce by welcoming trained professionals.
Why Choose a MARA Agent’s help for Early Childhood Teachers Skills Assessment
Both AITSL and ACECQA are enhancing their support systems, offering webinars, advisory services, and updated online portals to help applicants through the change. Yet, for many educators, especially those with visa-related needs, these resources may not be enough. MARA agents bring tailored, expert assistance to the table. They can break down the new requirements, ensure your documentation meets all standards, and address specific concerns, like international qualifications or immigration compliance, making the transition smoother and less stressful.
Applicants need to prove that their skills and qualifications meet Australian standards. A successful skills assessment provides the official evidence needed for visa approval. Without a positive outcome, even well-qualified candidates may face obstacles in their migration plans.
