Professional Knowledge

Effective professional development in Outside School Hours Care requires a deep understanding of how adults learn, grow, and develop throughout their careers. Unlike traditional pedagogical approaches designed for children, adult learning—or andragogy—is characterised by unique principles that recognise educators as self-directed, experienced professionals who bring diverse backgrounds, motivations, and learning needs to their professional development journey.

This professional standard establishes a framework for designing, implementing, and evaluating learning experiences that honour the complexity of adult learners in OSHC settings. At its core, this standard recognises six fundamental dimensions of effective adult learning which together form an integrated approach to adult learning that moves beyond one-size-fits-all training models toward personalised, culturally responsive, practice-embedded professional development that respects educators as capable professionals invested in their own growth and success.

Effective leadership in Outside School Hours Care requires a sophisticated and multifaceted skill set that goes well beyond basic management capabilities. OSHC leaders operate in uniquely complex environments, balancing the educational and developmental needs of children with workforce challenges, regulatory compliance, financial sustainability, and diverse stakeholder relationships across schools, families, and communities. As the sector continues to professionalise and face increasing expectations for quality program delivery, leaders must develop comprehensive leadership capabilities that enable them to navigate these demands while building sustainable, high-performing services.

This standard encompasses five interconnected areas of focus that together equip OSHC leaders with the knowledge and competencies required for contemporary practice. These areas address contemporary leadership styles and approaches that enable adaptive practice across diverse contexts; performance drivers that support workforce engagement and retention; organisational and strategic leadership capabilities for long-term service viability; personal leadership foundations including self-awareness and ethical practice; and innovation and resourcefulness essential for operating effectively within resource constraints. Collectively, these focus areas provide OSHC leaders with a robust framework for leading services that deliver quality educational experiences for children while supporting professional, sustainable workplaces for educators.