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It explains the shift from fragmented state and territory requirements to a shared national quality standard, outlines key NQF objectives around safety, wellbeing, educational outcomes, continuity improvement, and public information, and summarises major timeline milestones. 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This contributed to regulatory burden and variation in quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What objectives does the NQF set for children’s education and care services?",{"text":117,"@type":113},"The NQF objectives focus on children’s safety, health and wellbeing, improving educational and developmental outcomes, promoting continuous improvement, supporting national integration and shared responsibility, improving public knowledge, and reducing regulatory and administrative burden.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the NQF change quality assessment and public access to information?",{"text":121,"@type":113},"State and territory regulatory authorities assess and rate services against a national quality standard. The framework also supports online registers and information access so families and carers can make informed service choices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582901,1792061680,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","OCCASIONAL PAPER 8  \nThe first decade of the NQF  \nThe first 10 years of Australia’s National Quality Framework for children’s education and care  \nNQF timeline  \n| Mid-2009 | Belonging, Being & Becoming – The Early Years Learning Framework for Australia published |\n| --- | --- |\n| December 2009 | National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care comes into effect |\n| October 2010 | Passing of the Education and Care Services National Law Act 2010 |\n| Mid-2011 | My Time, Our Place – Framework for School Age Care in Australia published |\n| |  |\n| Late 2011 | Passing of the Education and Care Services National Regulations 2011 |\n\n 1 Educational program and practice   \n 2 Children’s health and safety   \n 3 Physical environment   \n 4 Staffing arrangements   \n 5 Relationships with children   6 Collabfamilieosratanivdecpoartnmmeurshnitiipess with   \n 7 Governance and leadership   \n\n| 1 January 2012\u003Cbr>| National Quality Framework comes into effect, includingthe establishment of the Australian Children’s Education and Care Quality Authority |\n| --- | --- |\n| Mid-2012 | State and territory regulatory authorities commence the quality assessment and rating of services |\n| Early 2013 | National registers available online, including information about services’ quality ratings |\n| January 2014 | New staffing requirements increase number of early childhood teachers in services |\n| |  |\n| April 2015 | Starting Blocks launched |\n| January 2016 | New educator-to-child ratio requirements improve national consistency |\n| October 2017 | Changes to the National Law and Regulations, as a result of the 2014 NQF Review |\n| February 2018 | Revised National Quality Standard introduced |\n\n| 2019 | 2019 NQF Review commences |\n| --- | --- |\n| January 2020 | New staffing requirements increase number of early childhood teachers and suitably qualified persons in services |\n| April 2020 | Quality assessment and rating temporarily suspended due to the impact of COVID-19 |\n| June 2021 | National Quality Framework Approved Learning Frameworks Update project commences |\n\n| October 2021 | Shaping Our Future – A tenyear strategy to ensure a sustainable, high-quality children’s education and care workforce (2022–2031) published |\n| --- | --- |\n\nContents  \nNQF timeline 2   \nHow and why the NQF came about 5   \nThe NQF explained 6  Education and care sector profile,  \nas at 1 July 2022 8  \nEducation and care sector trends 11   \nWhat has the NQF meant for children? 12  Continuous improvement 14  Drivers of quality improvement 17  Excellent rated services 17   \nQuality assessment and rating 18  The NQF: a single system that supports diversity 19   \nWhat has changed in the last  \n10 years? 20   \nSafety, health and wellbeing 20  Educational and developmental outcomes 22  \nPublic awareness and knowledge  \nof the NQF 24  Workforce 26   \nFuture directions 28  \nJoined-Up Approvals 28   \nNational Quality Agenda IT System  \nimprovements 28  \n2019 NQF Review 28   \nApproved Learning Frameworks Update 30  National Children’s Education and Care Workforce Strategy (2022–2031) 30  Ongoing research and evaluation 31   \n2 Occasional Paper 8: The first decade of the NQF Occasional Paper 8: The first decade of the NQF 3  \nThe NQF came into effect on 1 January 2012  \nIt introduced a new National Quality Standard to improve children’s education and care across all regulated service types  \nHow and why theNQF came about  \nThe National Quality Framework (NQF) was established in 2012 to create a more efficient and cohesive approach to regulating early childhood education and care, and outside school hours care in Australia.  \nBefore the NQF  \nThere was no unified national system for regulation and compliance before the NQF was introduced. Requirements such as the safety of a service’s physical environment were often duplicated in the state/territory licencing and Australian Government quality assurance processes. Expectations were also inconsis","cbCaifKZY12jdsKg","https://ap.wps.com/l/cbCaifKZY12jdsKg","pdf",23874973,17,"English","# NQF timeline\n# How and why the NQF came about\n# The NQF explained\n# Education and care sector profile (as at 1 July 2022)\n# Education and care sector trends\n# What has the NQF meant for children?\n# Continuous improvement\n# Drivers of quality improvement\n# Quality assessment and rating\n# Safety, health and wellbeing\n# Educational and developmental outcomes\n# Public awareness and knowledge of the NQF\n# Workforce\n# Future directions\n# Joined-Up Approvals\n# National Quality Agenda IT System improvements\n# 2019 NQF Review\n# Approved Learning Frameworks Update\n# National Children’s Education and Care Workforce Strategy (2022–2031)\n# Ongoing research and evaluation","[{\"question\":\"What problem did the NQF address before it took effect in 2012?\",\"answer\":\"Before the NQF, regulation and compliance lacked a unified national system, with duplicated requirements across states and territories and inconsistent expectations between jurisdictions. This contributed to regulatory burden and variation in quality.\"},{\"question\":\"What objectives does the NQF set for children’s education and care services?\",\"answer\":\"The NQF objectives focus on children’s safety, health and wellbeing, improving educational and developmental outcomes, promoting continuous improvement, supporting national integration and shared responsibility, improving public knowledge, and reducing regulatory and administrative burden.\"},{\"question\":\"How does the NQF change quality assessment and public access to information?\",\"answer\":\"State and territory regulatory authorities assess and rate services against a national quality standard. The framework also supports online registers and information access so families and carers can make informed service choices.\"}]","Occasional Paper 8 - The first decade of the NQF - The first 10 years of Australia’s National Quality Framework for children’s education and care | PDF",1792044915,43]