VECTEA Classifications for Co-educators
When we talk about workforce sustainability in early childhood education, we often focus on degree-qualified teachers — and for good reason. But in the background (or, more accurately, on the floor), Cert III and Diploma-qualified educators are holding it all together. They support teaching teams, connect with children and families, and manage a huge share of the program’s daily responsibilities.
Despite their essential contributions, Cert III and Diploma-qualified staff are locked into a classification structure under VECTEA that gives them no clear path for professional advancement unless they go back to university. That needs to change — not just for fairness, but for the survival of sessional kindergarten as we know it.
The VECTEA Ladder: A Glass Ceiling for Educators Without a Degree
Under the VECTEA 2020, classification levels are tied tightly to qualification levels. If you hold a Certificate III, you fall into Level 1. If you hold a Diploma, you’re in Level 2. And that’s it, unless you become a teacher, you can’t move up.
This means that:
A Cert III educator with 15 years of experience can sit side by side with someone brand new to the sector, on the exact same classification.
A Diploma educator can take on mentorships, lead planning, or run group time… and still be stuck at Level 2 unless they obtain a Bachelor’s degree.
There is no recognition for excellence, leadership, initiative, or long service unless it fits within the teacher classification stream.
This would never fly in other industries, and it shouldn't in ours!
We Rely on Diploma and Cert III Educators, But Don’t Reward Them
The irony is, sessional kindergartens literally cannot operate without Diploma and Cert III-qualified educators. They are:
Leading small group learning
Supporting children with additional needs
Documenting learning and planning
Acting as Educational Leaders or Nominated Supervisors (especially in smaller services)
Onboarding new staff and students
Supporting provisionally registered teachers
Handling compliance tasks, risk assessments, and family engagement
In many cases, Diploma-qualified educators are effectively co-teaching, and Cert III staff are the backbone of consistent, nurturing environments. But none of this is formally recognised in the classification structure, which means no title change, no pay increase, and no formal progression.
The Pathway Problem: Why Just Get a Bachelor Isn’t the Answer
Some will argue that educators can always “upskill” by going back to university to get a Bachelor in Early Childhood Teaching. But this response misses the point.
Not every educator wants to become a teacher, many love the role they’re in.
Going to uni takes time, money, and flexibility that many women (who make up the majority of the workforce) simply don’t have.
If every Diploma educator gets a degree, the workforce pyramid collapses, because the system still needs Cert III and Diploma-qualified educators to function.
We can’t funnel everyone into a teaching qualification and then act surprised when there’s no one left to take on support roles, leading to burnout at the top and chaos at the base.
What a Revised Classification Structure Could Look Like
Instead of a flat ladder with two rungs, VECTEA could include:
A new Level 3 classification for experienced Diploma-qualified educators who take on additional responsibilities (planning, mentoring, team leadership), without needing a degree.
A long service progression pathway for Cert III educators with 5+, 10+, or 15+ years of experience and demonstrated contribution to quality programs.
Allowances or recognition payments for Diploma-qualified educators who act as informal team leaders or coordinators in settings without a full-time teacher.
Mentoring/coaching positions for non-teacher educators who have deep program knowledge, supporting new or provisionally registered team members.
This wouldn’t just reward loyalty and skill, it would help retain the workforce we already have.
The Risk of Doing Nothing
If the next version of VECTEA doesn’t address this structural problem, we risk:
Experienced educators leaving because they’re stuck on the same pay and title after 10+ years
Increasing casualisation, as Diploma/CIII staff leave for more flexible (but less stable) agency work
Pressure on teachers to do it all, as fewer support educators remain in permanent roles
Fewer strong teams, because we’re losing people who should be leading, not leaving
A Final Word from VSKEA
Recognition matters. Career development matters. And a sustainable future for sessional kindergartens absolutely depends on our ability to value, grow and retain every part of the educator workforce, not just teachers. Diploma and Cert III educators have been overlooked for too long. It’s time for VECTEA to reflect the true complexity and contribution of their roles, and to give them a future in this profession, not just a job.