Our early childhood sector is facing a troubling paradox. On one hand, thousands of students are enrolling in Certificate III programs, eager to join the workforce. On the other hand, services are reporting that these trainees arrive on placement underprepared, leaving educators overwhelmed and children underserved. This mismatch between training and practice is not just frustrating—it’s unsustainable.

In recent years, the early childhood education and care sector has faced a troubling rise in fraudulent qualifications, a threat not only to professional integrity but also to the safety and wellbeing of children. From forged certificates to unaccredited training providers, the issue has triggered national investigations and sweeping reforms.

When unraveling whether a candidate has shortcut their Early Childhood Education (ECE) training, structured interviews and targeted questions can expose gaps in real-world competence. Fast-track or “vacation” pathways have raised alarm after thousands of candidates completed diplomas and graduate qualifications in months—sometimes with no genuine workplace experience and questionable oversight.

The Australian Skills Quality Authority, in collaboration with HumanAbility and sector partners, has released updated guidance to strengthen how early childhood education and care students are assessed during workplace placements. This article unpacks the key elements of the guidance, highlights unacceptable practices, and offers best-practice recommendations for registered training organisations and ECEC services.

In New South Wales, a disturbing trend is emerging: early childhood education students are paying thousands of dollars for contract cheating services—outsourcing assignments to third parties, often via encrypted platforms like WhatsApp. Some are reportedly using these fraudulent qualifications to fast-track visa approvals and bypass the very training meant to prepare them to support, nurture, and educate our youngest citizens.

Thousands of educators entered the field armed with certificates but short on competence. Driven by profit motives and migration incentives, several education providers offered one-year diplomas with minimal oversight and limited practical learning. This is not just a compliance issue—it’s a moral imperative. The following article provides strategies on how the sector can rebuild quality and credibility.

In a sweeping move to restore integrity to Australia’s vocational education and training (VET) sector, the Australian Skills Quality Authority (ASQA) has revoked an estimated 10,700 that were linked to early childhood education and care in late 2024. Providers like Luvium Pty Ltd and Gills College were found to have issued credentials without proper training or assessment.

Australia’s early childhood education sector is facing a crisis of confidence, with a growing number of insiders warning that fast-tracked qualification courses are putting children at serious risk. A recent investigation by ABC’s Adele Ferguson and Chris Gillett has exposed a troubling trend: education providers, driven by profit and immigration incentives, are flooding the sector with underprepared graduates—many of whom lack the skills, understanding, and commitment necessary to ensure children’s safety and well-being.

A: The short answer: Yes, in most cases. While ACECQA requires practicums as part of qualifications, the rule that some hours must be completed outside the current workplace is usually enforced by training providers (TAFEs, RTOs, universities). This ensures diverse experiences, exposure to different service types, and quality assurance across the sector.

Practicums are a vital part of ECEC qualifications in Australia. They ensure that students gain supervised, hands‑on experience in real settings, bridging theory with practice.

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