Education Aides perform non-teaching duties to assist teaching staff in schools, provide care and supervision for children in preschools, and provide assistance to Aboriginal, Torres Strait Islander and Maori students and their teachers.
demonstrating, supervising and participating in activities which enhance the physical, social, emotional and intellectual development of children in schools and preschool centres
preparing indoor and outdoor areas for learning and recreational activities
assisting children with intellectual, physical and behavioural difficulties with their academic studies
assisting children individually to learn social skills
assisting with preparing teaching aids, and copying and collating written and printed material
distributing and collecting lesson material
providing assistance to small groups of Aboriginal, Torres Strait Islander and Maori students
providing home-school liaison and counselling for Aboriginal, Torres Strait Islander and Maori students and their families
Vocational Education and Training (VET)
Informal or on-the-job
The NSC produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:
- is expected to grow very strongly
- is likely to reach 118,500 by 2026.
Source: National Skills Commission Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and National Skills Commission Employment Projections to 2026.
Earnings and hours
Around 22% of people employed as Education Aides work full-time hours, in all their jobs combined. This is 44 percentage points below the all jobs average (66%).
Full-time workers work an average of 39 hours per week in their main job. This is 5 hours less than the all jobs average (44 hours per week).
Median full-time earnings are $1,137 per week, this is much lower than the all jobs median ($1,593):
- 3 in 4 workers earn more than $998
- 1 in 4 earn more than $1,308
Median hourly earnings are $32, this is lower than the all jobs median ($41 per hour).
Sources: Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average. Full-time median earnings and median hourly earnings: ABS, Survey of Employee Earnings and Hours, May 2021. Compared to all jobs median.
Weekly Earnings (Before Tax)
|Earnings||Education Aides||All Jobs Average|
Source: Based on ABS Survey of Employee Earnings and Hours, May 2021, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
Most Education Aides work in the Education and training industry.
Source: ABS Labour Force Survey, annual average 2021.
Employment across Australia
Employment by State and Territory (% Share)
|State||Education Aides||All Jobs Average|
Around 51% of Education Aides live outside of capital cities, compared with the all jobs average of 38%.
Queensland and Western Australia have a large share of employment relative to their population size.
The region with the largest share of workers is Perth - North West.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Education Aides is 46 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 90% of the workforce. This is 42 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Education Aides||All Jobs Average|
|65 and Over||2.8||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A certificate III or IV in education support, early childhood or school age education and care is usually needed to work as an Education Aide. Some workers complete a traineeship.
Registration or licencing may be required.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Community Services VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Education Aides||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||5.5||10.1|
|Year 10 and below||10.6||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Education Aides who have strong interpersonal skills, can communicate well as part of a team and are motivated.
Skills can be improved through training or experience.
Figuring out the best way to teach or learn something new.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
Teaching people how to do something.
Understanding why people react the way they do.
Talking to others.
Keeping track of how well work is progressing so you can make changes or improvements.
Reading work related information.
Looking for ways to help people.
43%Coordination with others
Being adaptable and coordinating work with other people.
Writing things for co-workers or customers.
Being able to use what you have learnt to solve problems now and again in the future.
Talking people into changing their minds or their behaviour.
37%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Managing your own and other peoples' time to get work done.
Bringing people together and trying to sort out their differences.
32%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
25%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
20%Quality control analysis
Doing tests and checking products, services, or processes to make sure they are working properly.
These are important topics, subjects or knowledge areas.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
50%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
49%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
English language including the meaning and spelling of words, rules of composition, and grammar.
40%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
Arithmetic, algebra, geometry, calculus, or statistics.
36%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
36%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
30%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
29%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
28%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
27%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
27%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
20%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
19%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Moving people or goods by air, rail, sea, or road.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
Listen to and understand what people say.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
See details that are up-close (within a few feet).
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
45%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Read and understand written information.
Write in a way that people can understand.
Come up with different ways of grouping things.
See details that are far away.
Use lots of detailed information to come up with answers or make general rules.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Use general rules to find answers or solve problems logically.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Pay attention to something without being distracted.
32%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Remember things like words, numbers, pictures, and procedures.
Do two or more things at the same time.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
These are kinds of activities workers regularly do in this job.
67%Building good relationships
Building good working relationships and keeping them over time.
58%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
57%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
56%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
55%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
Using your own ideas for developing, designing, or creating something new.
47%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
47%Researching and investigating
Looking for, getting and understanding different kinds of information.
46%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
45%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
44%Making decisions and solving problems
Using information to work out the best solution and solve problems.
44%Coordinating the work of a team
Getting members of a group to work together to finish a task.
43%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
42%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
42%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
41%Explaining things to people
Helping people to understand and use information.
40%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
40%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
38%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
31%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Working with people. Helping or providing service to others.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
94%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Talk with people face-to-face.
Work with people in a group or team.
85%Physically close to people
Work physically close to other people.
77%Freedom to make decisions
Have freedom to make decision on your own.
76%Lead or coordinate a team
Lead others to do work activities.
Have freedom to decide on tasks, priorities, and goals.
Use electronic mail.
68%Indoors, heat controlled
Work indoors with access to heating or cooling.
65%Impact of decisions
Make decisions that have a large impact on other people.
65%Spend time standing
Spend time standing at work.
Talk on the telephone.
63%Contact with the public
Work with customers or the public.
62%Letters and memos
Write letters and memos.
60%Frequent decision making
Frequently make decisions that impact other people.
60%Disease or infection
Be exposed to disease or infections.
Deal with conflict or disagreements.
57%Being exact or accurate
Be very exact or highly accurate.
Work to strict deadlines.
52%Spend time sitting
Spend time sitting at work.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-9041.00 - Teacher Assistants.