1. Commencements into early childhood ITE programs have increased in recent years
From 2019 to 2021, the number of students commencing early childhood/primary ITE programs increased.
Figure 1. Early childhood/primary program commencements
In recent years, commencements in birth-12 programs have been more common than birth-5 and birth-8 programs. In 2021, around 43% of commencements in early childhood/primary ITE programs were in birth-12 programs (34% in birth-5, 23% in birth-8).
The larger number of students commencing birth-12 programs may have implications for early childhood teacher supply in future. This is because teachers who are qualified to teach across learner levels can choose to teach in either primary schools or early childhood settings.
2. Completions of all ITE programs have been decreasing, and this is no different for early childhood/primary programs
Fewer students have been completing early childhood/primary programs since 2018. This reflects a broader pattern across all ITE programs, which have also seen decreases in completions.
Completion rates have dropped for all program types – this means fewer students who enter the ITE pipeline are making it all the way to the end of their degree and entering the profession.
Figure 2. Early childhood/primary program completions
This may be associated with an increase in students who are studying their programs online, which is linked to lower completion rates. However, many other student and study characteristics covary with the choice to study online. Therefore, while online learning may contribute to a decline in completion rates, it is unlikely to be the sole or primary cause.
3. Most early childhood teachers with birth-5 qualifications report teaching early childhood age learners
Nearly three quarters (74%) of early childhood teachers with a birth-5 qualification report teaching early childhood age learners (3- or 4- year-old learners). One in ten (11%) teach at the foundation learner level (first year of formal schooling prior to Year 1), with the remaining fifth (20%) teaching other primary age learners (Year 1 to 6).
Figure 3. Learner levels taught, by qualification type*
Those who are teaching older learners may have acquired additional primary-level training. They may also be teaching an early childhood learner level in addition to primary age learners. This can occur in schools that combine multiple learner levels in one class due to a shortage of qualified teachers, (or small numbers of preschool-aged children, or both) or due to school philosophy on multi-age classrooms.
4. Teachers with birth-8/birth-12 qualifications report teaching a wider range of learner levels
Most (74%) early childhood qualified teachers who hold birth-8/ birth-12 qualifications report teaching school age learners – either foundation (27%) or other primary age learners (47%). Around a third (32%) teach early childhood age learners. This suggests teachers with qualifications that cross learner levels are more likely to be teaching school age, rather than early childhood age, learners.
