Nannies assist parents in the provision of ongoing care and supervision for babies and children, usually in the child's home.
Assists in the preparation of materials and equipment for children's education and recreational activities.
Manages children's behaviour and guides children's social development.
Prepares and conducts activities for children.
Entertains children by reading and playing games.
Supervises children in recreational activities.
Supervises the daily routine of children.
Supervises the hygiene of children.
Vocational Education and Training (VET)
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Child Carers, under the outlook section.
Earnings and hours
Around 23% of people employed as Nannies work full-time hours, in all their jobs combined. This is 43 percentage points below the all jobs average (66%).
Full-time workers work an average of 43 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Employment across Australia
Employment by State and Territory (% Share)
|State||Nannies||All Jobs Average|
Around 77% of Nannies live in capital cities, compared with the all jobs average of 62%.
New South Wales has a large share of employment relative to its population size.
The regions with the largest share of workers are:
- Melbourne - Inner
- Sydney - North Sydney and Hornsby
- Sydney - Eastern Suburbs
- Melbourne - Inner South
- Sydney - Northern Beaches.
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 Nannies is 25 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 20 to 24 years.
Females make up 97% of the workforce. This is 49 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||Nannies||All Jobs Average|
|65 and Over||2.5||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
Formal qualifications are not essential to work as a Nanny. Although some workers have a certificate III in early childhood education and care.
- 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||Nannies||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||3.3||10.1|
|Year 10 and below||10.7||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 Child Carers who are caring, compassionate, empathetic, and interact well with others.
Skills can be improved through training or experience.
Keeping track of how well work is progressing so you can make changes or improvements.
Looking for ways to help people.
Understanding why people react the way they do.
Figuring out the best way to teach or learn something new.
Talking people into changing their minds or their behaviour.
48%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
46%Coordination with others
Being adaptable and coordinating work with other people.
45%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Reading work related information.
Managing your own and other peoples' time to get work done.
Bringing people together and trying to sort out their differences.
Teaching people how to do something.
Measuring how well a system is working and how to improve it.
Writing things for co-workers or customers.
Being able to use what you have learnt to solve problems now and again in the future.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
27%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
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.
English language including the meaning and spelling of words, rules of composition, and grammar.
45%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
43%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
40%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
38%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
37%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
37%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
Arithmetic, algebra, geometry, calculus, or statistics.
Chemical composition, structure, and properties. How chemicals are made, used, mixed, and can change.
31%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
30%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Moving people or goods by air, rail, sea, or road.
26%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Planting, growing, and harvesting food (both plant and animal), including storage and handling.
26%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
25%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
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.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Identify and understand the speech of another person.
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.
Use lots of detailed information to come up with answers or make general rules.
46%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Read and understand written information.
Speak clearly so others can understand you.
See details that are up-close (within a few feet).
45%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Bend, stretch, twist, or reach with your body, arms, and/or legs.
Write in a way that people can understand.
Come up with different ways of grouping things.
See details that are far away.
Use your abdominal and lower back muscles a number of times without 'giving out' or fatiguing.
Pay attention to something without being distracted.
Exercise for a long time without getting winded or out of breath.
These are kinds of activities workers regularly do in this job.
64%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
63%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
59%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
58%Building good relationships
Building good working relationships and keeping them over time.
53%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
51%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
50%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
47%Managing payments and orders
Monitoring and controlling resources and the spending of money.
47%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
47%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
46%Making decisions and solving problems
Using information to work out the best solution and solve problems.
46%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
Using your own ideas for developing, designing, or creating something new.
44%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
43%Researching and investigating
Looking for, getting and understanding different kinds of information.
42%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
38%Coordinating the work of a team
Getting members of a group to work together to finish a task.
37%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
32%Driving vehicles or equipment
Running, manoeuvring, navigating, or driving things like forklifts, vehicles, aircraft, or water craft.
32%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
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.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Ideas and thinking. Searching for facts and figuring out problems in your head.
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.
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.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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.
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.
Talk with people face-to-face.
95%Freedom to make decisions
Have freedom to make decision on your own.
Talk on the telephone.
86%In an enclosed vehicle or equipment
Work in a closed vehicle (e.g., car).
84%Physically close to people
Work physically close to other people.
Have freedom to decide on tasks, priorities, and goals.
Deal with conflict or disagreements.
81%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
81%Frequent decision making
Frequently make decisions that impact other people.
79%Impact of decisions
Make decisions that have a large impact on other people.
71%Letters and memos
Write letters and memos.
Work with people in a group or team.
70%Consequence of error
Work where mistakes have serious consequences.
70%Lead or coordinate a team
Lead others to do work activities.
67%Indoors, heat controlled
Work indoors with access to heating or cooling.
67%Outdoors, exposed to weather
Work outdoors, exposed to the weather.
66%Spend time standing
Spend time standing at work.
65%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
65%Health and safety of others
Take responsibility for the health and safety of others.
64%Being exact or accurate
Be very exact or highly accurate.
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, 39-9011.01 - Nannies.