Qualified to Care: Why OSHC Needs Clear Ownership and a Training Mandate

OSHC’s Growing Role and Persistent Gaps

Despite its growing importance, Outside School Hours Care still lacks workforce consistency and policy leadership. 

As enrolments grow and demand increases, Outside School Hours Care (OSHC) has become a vital pillar of Australia’s care infrastructure. But unlike early learning settings, OSHC services in most states can still operate with no formally qualified staff. That’s not just a regulatory oversight – it’s a structural failure.

“While there has been significant focus on education and care in the early years, a gap exists for many children and their families between when the formal school day ends and when parents and carers are able to finish work.”
Beyond the Bell, University of Sydney, 2025

OSHC is regulated under the National Quality Framework (NQF), overseen by ACECQA. Yet there is no national minimum qualification required for staff working in these services. Only South Australia and Queensland currently mandate relevant training for OSHC educators – leaving other jurisdictions with inconsistent, often minimal, expectations.

The reason? OSHC still sits in limbo. It doesn’t fall neatly under early childhood education, nor is it fully part of the school system. Instead, it spans multiple portfolios – education, care, health, workforce participation – with no clear policy home. The 2025 Beyond the Bell report from the University of Sydney’s Policy Lab and Brain and Mind Centre calls this out directly, describing OSHC as “structurally sidelined” and urging the development of a national roadmap for reform.

Risks from Ambiguity and Inconsistent Standards

Recent media reporting underscores the risks of this ambiguity. The ABC has revealed concerning gaps in staff screening, high child-to-educator ratios, and a lack of mandated qualifications in OSHC services across NSW and Victoria. While the majority of educators are dedicated professionals, the system does not consistently require -or support – the training they need to succeed.

“Efforts to ensure quality education and care are more important than ever… key measures include enhancing professional development, providing ongoing training and creating pathways for educators to gain formal qualifications.”

Beyond the Bell, 2025

In 2021, the National Outside School Hours Services Alliance (NOSHSA) developed a nationally recognised qualification: the Certificate III in Outside School Hours Care (10983NAT). Specifically designed for educators working with 5-12 year-olds, it covers duty of care, behaviour guidance, legal and ethical responsibilities, and programming aligned with the My Time, Our Place framework.

The qualification is offered through ECTARC, TAFE Queensland, ADAPT Education and others. In South Australia, it is now supported through Fee-Free TAFE – a strong step in the right direction. But uptake remains limited nationally. Without a mandate or subsidy, many services can’t justify the investment. Others aren’t even aware the qualification exists.

The Path Forward: Training and Clear Policy Ownership

Fixing this gap will require more than professional development. It demands clear policy ownership. OSHC needs a defined home – and a coordinated strategy – within government structures. Without that, workforce reforms will remain piecemeal and under-resourced.

If we believe all children deserve access to safe, enriching, developmentally appropriate care, then we must build a system that values and invests in the professionals who provide it. OSHC educators are qualified to care – when we support them to be.

References:

Beyond the Bell: Transforming Australia’s Outside-School-Hours Landscape, Sydney Policy Lab & Brain and Mind Centre, 2025

ABC News (2025). “Child safety concerns raised over staff vetting in OSHC sector”

National Outside School Hours Services Alliance (NOSHSA) – www.noshsa.org.au