Queensland Workforce Intelligence Profile

Start with the statewide service count, rated-service coverage, and meeting-or-above percentage to see both the scale of Queensland's service system and how the current ACECQA snapshot is performing. This page uses the same core service dataset as the regional profiles, plus additional Queensland-wide workforce and development context.

• A region can hold a large service percentage but still differ from Queensland on rated quality outcomes, provider mix, or workforce context.
• Use the statewide view to orient the story, then move into the regional pages for place-specific interpretation.

Read service mix, provider-management structure, program offers, and provider concentration together to understand how the Queensland market is organised.

• Provider-management charts show who operates services, while service mix and program-offer charts show what kinds of services and programs families can access.
• Management outcomes compare provider-management groups on positive ratings and recent movement in overall NQS ratings; they do not rank individual providers.
• Program offer flags can overlap, so use them as an indication of recorded program availability rather than mutually exclusive service counts.
• High provider concentration can create statewide leverage points for workforce and quality initiatives.

Use the workforce size, study pipeline, university-trained percentages, and kindergarten qualification mix together to separate current capacity from future capability.

• The workforce section is Queensland-wide context and should not be read as a substitute for local labour-market evidence.
• Qualification and curriculum mix charts help show both educator preparation and the operating context for kindergarten delivery.

Read the Australian Early Development Census (AEDC) trends and domain outcomes to understand statewide child development patterns.

• On track, at risk and developmentally vulnerable are AEDC outcome categories. Use the pop-up definition beside AEDC for details.
• These charts provide statewide context rather than a causal explanation for quality or workforce outcomes.

Read the 2025 kindergarten attendance and curriculum-framework tables as statewide kindergarten context.

• The 600+ hours measure is used because it aligns with the annual kindergarten attendance benchmark used in the source tables.
• The service-setting chart shows, within each setting row, the percentage of children in that setting who attended 600+ hours.
• Service-setting rows can overlap when children attend more than one setting, so they should not be expected to sum to 100%. For example, the 'across more than one service type' row is a separate overlapping group, not part of a 100% split between stand-alone kindergarten and centre-based day care.