Australia is one of the leaders in early childhood care and education in the world. Childcare is a highly regulated industry due to its nature of dealing with such a vulnerable young cohort.
Given the number of Australian families where parents are working full-time is on the increase, there is an consequently an increasing demand for Child Care Centres and those who work within them.
MMRecruitment is able to provide skilled, motivated, and highly enthusiastic, candidates with good English, many of whom are already studying in Australia, or are Early Childhood Teachers from overseas seeking opportunities outside of their own countries. We are able to assist in finding the appropriate immigration pathways in the maze of ongoing red tape and bureaucracy in this area.
Childcare Related Visas
Training Visa 407
A visa that permits candidates from outside or inside Australia to be upskilled towards a higher level within the industry.
This is a temporary skills shortage work visa that permits employers to sponsor candidates who have sufficient levels of work experience and appropriate studies in the area.
Employer Nomination Scheme allows companies to sponsor for permanent residence for those candidates whose occupations appear on the long-term list (MLTSSL)
191 Regional Skilled Visa
This visa is a permanent visa allowing those with 3 years of regional work experience and a minimum threshold salary of $53,900 over this 3 year period to apply for PR
DAMA or Designated Area Migration Agreement allows employers to sponsor for occupations that do not appear on other occupation lists.
This visa allows international student graduates work full-time for a period of between 18 months to 4 years. This visa also allows employers to employ without the responsibility of sponsorship, with an opportunity to sponsor later.
Child Care Centre Manager 134111
Plans, organises, directs, controls and coordinates the activities of a childcare centre or service including physical and human resources.
Skill Level 1
Occupations at Skill Level 1 have a level of skill commensurate with a bachelor degree or higher qualification. At least five years of relevant experience may substitute for the formal qualification. In some instances relevant experience and/or on-the-job training may be required in addition to the formal qualification.
– Developing and implementing programs to enhance the physical, social, emotional and intellectual development of young children
– Providing care for children in before-school, after-school, day, and vacation care centres
– Directing and supervising Child Carers in providing care and supervision for young children
– Ensuring the centre is a safe area for children, staff and visitors
– Complying with relevant government requirements and standards
– Liaising with parents
– Maintaining records and accounts for the centre
– Recruiting staff and coordinating professional development
Early Childhood (Pre‑Primary School) Teacher 241111
Plans, organises and conducts activities to help pre-primary school students to develop a wide variety of skills including speech, reading, writing, motor skills and social interaction. Registration or licensing is required.
Skill Level 1
Occupations at Skill Level 1 have a level of skill
commensurate with a bachelor degree or higher qualification. At least five years of relevant experience may substitute for the formal qualification. In some instances relevant experience and/or on-the-job training may be required in addition to the formal qualification.
Planning and structuring learning in both indoor and outdoor environments using a variety of materials and equipment to facilitate students’ development
Providing a variety of experiences and activities to develop motor skills, cooperative social skills, confidence and understanding
Promoting language development through story telling, role play, songs, rhymes and informal discussions held individually and within groups
Observing students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities
Observing nutritional health, welfare and safety needs of students and identifying factors which may impede students’ progress
Discussing students’ progress with parents
Attending parent interviews, and staff and committee meetings
Participating in community and family support programs as appropriate
Supervising student teachers on placement