Published by National Institution for Academic Degrees and University Evaluation

First edition printed and published in 2010

Second edition printed and published in April 2015

1-29-1 Gakuen-Nishimachi, Kodaira, Tokyo 187-8587 Japan
http://www.niad.ac.jp

Introduction
In addition to its core activities of university evaluation, awarding of degrees and research activities,
the National Institution for Academic Degrees and University Evaluation (NIAD-UE) is working
closely with overseas quality assurance organisations, particularly those having advanced higher
education systems and close ties with Japan, to gain the trust of the international community inJapanese higher education and promote international collaboration among higher education
institutions (HEIs).
As each country possesses different political, societal, cultural and language element, the structure ofits quality assurance system for higher education also differs. In building relationships and realising
effective cooperation that transcend these barriers, ‘mutual understanding’ must first be enhanced
among cooperating organisations by exchanging accurate information on their respective quality
assurance systems and the higher education systems that underlie them. Amidst growing
globalisation of higher education and increase of educational collaboration in the international
dimension, it has also become important for HEIs to share information on their activities of quality
assurance with their partners in order to provide an effective and quality-assured collaborative
program.
In this context, International Affairs Division of NIAD-UE has developed the ‘Information Package’ asa means for publishing basic information on higher education and its quality assurance system inJapan as well as some other countries. We have produced these of Japan, US, UK, Australia,
Netherlands, France, Korea, China, and Germany.
Australia attracts many international students from all over the world for its high quality education.
Australia gives students protection under ESOS act and also offers advancing informationtransmission such as CRICOS, directory of institutions that can accommodate international students,
and National Register from which students can get information on accredited higher education
institution. In terms of quality assurance, under the TEQSA act, TEQSA (Tertiary Education Quality
and Standards Agency) is responsible for quality assurance in Australia. TEQSA has been providing
standard and risk based quality assurance activities. The scale, shape, structure and purpose oflearning provision are changing in the Australia and further development has been made in the area of
quality assurance system. Based on these recent trend of the Australia, NIAD-UE has produced the“Overview of the Quality Assurance System in Higher Education: Australia (second
edition)” in both English and Japanese. We hope that these information would help fordevelopment of higher education cooperation between Australia and Japan.
This ‘Overview’ document is produced based on public information concerning Australian higher
education system and quality assurance system. We would like to thank the people who gave ususeful comments and suggestions to produce the document. We would also like to express our
special thanks to Australian Embassy in Japan and Tertiary Education Quality and Standards Agency(TEQSA), for their contributions to the production of this document.
This ‘Overview’ document is also available from our website:
http://www.niad.ac.jp/english/unive/publications/information_package.htm

April 2015
National Institution for Academic Degrees and University Evaluation

Overview
QualityAssurance
AssuranceSystem
Systeminin Higher
Higher Education:
Overview
of ofthetheQuality
Education: Australia
Australia(Second(SecondEdition)
Edition)iIndexI.

Basic information on the country ............................................................................ 1
1.

Diagram of the Australian education system .............................................................................2

Australian education system ...........................................................................................................3
3. Australian Qualifications Framework (AQF) ................................................................................4
3-1. Objectives of the AQF...................................................................................................................52.

3-2. AQF and quality assurance ..............................................................................................................5
3-3. AQF Qualifications Pathways Policy ...............................................................................................6
3-4. Location of AQF qualification types in the levels structure........................................................7
3-5. AQF levels summaries and AQF qualification types ....................................................................83-6. AQF Qualification Issuance Policy ................................................................................................9II. Tertiary education in Australia ................................................................................. 11
Overview of tertiary education providers .................................................................................11
2. Administration and finance of tertiary education ..................................................................12
3. Other higher education related bodies ......................................................................................13
4. Statistics of higher education ......................................................................................................141.

4-1. Summary of student number – Type of attendance .................................................................14
4-2. Summary of student number – Citizenship ................................................................................14
4-3. Summary of student number – Broad field of education .........................................................15
4-4. Number of full-time and fractional full-time staff by current duties classification ..............15

Historical overview of higher education ....................................................................................16
6. Overview of higher education system ........................................................................................18

5.

6-1. Provider category and number of providers ..............................................................................18
6-2. Admission requirements ...............................................................................................................19
6-3. Courses and qualifications ............................................................................................................20
6-4. Higher education’s grading systems ............................................................................................22
6-5. Credit systems .................................................................................................................................23
6-6. Credit transfer and recognition of prior learning ......................................................................23
6-7. Fees, loan program and financial support for students ............................................................24

Fees ..................................................................................................................... 24
6-7-2.
Higher Education Loan Program (HELP) .............................................................. 27
Scholarships and grants ....................................................................................... 28
6-7-3.
6-8. Student surveys ............................................................................................................ 28
6-8-1.
Australian Graduate Survey (AGS) ...................................................................... 28
Australasian Survey of Student Engagement (AUSSE) ......................................... 29
6-8-2.
6-8-3.
Other: Graduate Skills Assessment (GSA) ........................................................... 30
7. Australian education and overseas students ............................................................ 31
6-7-1.

7-1. Regulation of international education ................................................................................ 31

ii

Overview
of ofthetheQuality
Assurance
SystemOverview
Quality
Assurance
SystemininHigher
HigherEducation:
Education:Australia
Australia(Second(SecondEdition)
Edition)7-2. Transnational education and training ..........................................................................................32
8.

Vocational education and training (VET) ...................................................................................33
8-1. Registered Training Organisations (RTOs) ........................................................................ 33
8-2. Courses and qualifications .............................................................................................. 33
8-3. Australian Skills Quality Authority (ASQA) .......................................................................... 34

9.

Information service for higher education..................................................................................35
9-1. MyUniversity .................................................................................................................. 35
9-2. Information center to promote for recognition of qualifications...................................... 35

III. Regulatory and quality assurance system for higher education in Australia .............. 36
History of Australian higher education regulatory and quality assurance system ......36
2. Tertiary Education Quality and Standards Agency ..................................................................37
1.

2-1. Overview of TEQSA .......................................................................................................................38
2-2. Key issue and development of TEQSA .......................................................................................39
2-3. Tertiary Education Quality and Standards Agency Act 2011 ....................................................40
2-4. Higher Education Standards Framework.....................................................................................40
2-5. TEQSA’s regulation .........................................................................................................................41

Key features of the TEQSA model of regulation ............................................................41
2-5-2.
Regulatory principles .........................................................................................................422-6. Risk-based approach ......................................................................................................................42
TEQSA’s Risk Assessment Framework ...........................................................................42
2-6-1.
2-6-2.
Provider information .........................................................................................................42
2-6-3.
Key steps in the risk assessment process ................................................................. 43
2-6-4.
Key components of a risk assessment ..................................................................... 43
2-6-5.
Actions in response to risk assessments .................................................................. 44
2-7. Registration and renewal of registration as a higher education provider ..............................45
Self-accrediting authority .................................................................................................46
2-7-1.
2-7-2.
Initial registration ...............................................................................................................47
2-7-3.
Renewal of registration .....................................................................................................49
2-8. Accreditation and renewal of accreditation of higher education course of study ...............51
2-8-1.
Accreditation of higher education course of study .....................................................51
2-8-2.
Renewal of accreditation of higher education course of study...................................53
Offshore provision (transnational education)................................................................54
2-8-3.
2-9. CRICOS registration ......................................................................................................................55
2-10. TEQSA’s international engagement ...........................................................................................56
2-11. Recent topic ..................................................................................................................................56
Appendix A.
Higher Education Standards Framework (Threshold Standards) ............................. 57
Appendix B.
The National Code’s standards for registered providers .......................................... 58
Appendix C.
Fees payable for the performance of TEQSA’s main functions ............................ 60
Appendix D.
Glossary ...................................................................................................... 63
2-5-1.

Overview of the Quality Assurance System in Higher Education: Australia (Second Edition)iii

Map of Australia

iv

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Edition)I.

Basic information on the country

Name of country

Commonwealth of Australia

CapitalCanberra

Official language

EnglishPopulation*

23,319,400 (as of Dec 2013)

Nominal GDP**

1,555,287million USD (2012)

Nominal GDP per capita **67,855 USD (2012)

Public expenditure on education
as a percentage
of total public expenditure ***Public expenditure on education
as a percentage of GDP***
Annual expenditure per student
by educational institutions***
Annual public expenditure on
educational institutions perstudent ***Entry rates into tertiary
education***Organisation of education system
Language of instruction

Academic year****All levels of education combined: 14.4% (OECD average: 12.9%)
Tertiary education1: 3.3% (OECD average: 3.2%) (2011)
All levels of education combined: 4.8% (OECD average: 5.6%)
Tertiary education: 1.1% (OECD average: 1.4%) (2011)
Tertiary education: 16,267 USD (OECD average: 13,958 USD) (2011)
Tertiary education: 7,475 USD (OECD average: 9,221 USD) (2011)
Tertiary-type A2: 102% (Japan: 52%)
Adjusted for international students3: 76%
Advanced research programs: 3.5% (Japan: 1.0%)
Adjusted for international students: 2.2% (2012)
See I-1.Diagram of the Australian education system (p.2)
EnglishThe school year is from February to December. Most states
Schooland territories operate on a four term per year system, but
Tasmania has a three-term system.
In the vocational education and training (VET) sector, theacademic year is from late January to mid-December. In
most states and territories it is divided into two semesters.
Some states use a three term system.
Tertiary
Education

In the higher education sector, the academic year is fromFebruary to November. Most institutions use the semester
system. Some institutions have a trimester system orsummer and winter sessions which are additional to the twomain semesters.
Some non-university institutions run
programs year round.

Sources:*
Australian Bureau of Statistics website: http://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/3101.0**
IMF, World Economic and Financial Surveys, World Economic Outlook Database, April 2014 Edition:
http://www.imf.org/external/pubs/ft/weo/2014/01/weodata/weoselgr.aspx***
OECD, Education at a Glance 2014, p.215, p.249, p.257, pp.338-339****
Australian Government, AEI, Country Education Profiles, Australia, p.2

1

Australian postsecondary education is known as tertiary education. Tertiary education includes higher education andvocational education and training (VET).
2
Largely theory-based programs designed to provide sufficient qualifications for entry to advanced research programs andprofessions with high skill requirements, such as medicine, dentistry or architecture. Duration is at least three years full-time,
though usually four or more years. Entry rates of Tertiary-type B education that programs are typically shorter than those of
tertiary-type A and focus on practical, technical or occupational skills for direct entry into the labor market, although sometheoretical foundations may be covered in the respective programs, is not available.
3
Adjusted entry rates correspond to the entry rate when international students are excluded.

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1. Diagram of the Australian education system* RTOs: Registered Training Organisations (See p.33 for further information.)
Source: Australian Government, AEI, Country Education Profiles Australia, p.6

2

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Australia(Second(SecondEdition)
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The Commonwealth of Australia consists of six states and two territories—New South Wales, Queensland, South
Australia, Tasmania, Victoria, Western Australia, the Australian Capital Territory and the Northern Territory.
There are three levels of Australian government: Australian (Federal), state and territory, and local. Education andtraining is the responsibility of the Australian and state and territory governments.

School education
School education has a similar structure across Australia with only slight variations between states and territories.
School education is compulsory between the ages of six and 16 (Year 1 to Year 9 or 10). School education is 13 years
and divided into:


primary school: seven or eight years—Kindergarten/Preparatory-Year 6 or 7;secondary school: three or four years—Years 7–10 or 8–10; andsenior secondary school: two years—Years 11 and 12.

Postsecondary education
Postsecondary education is known as tertiary education.

Tertiary education includes higher education andvocational education and training (VET).
Source: Australian Government, AEI, Country Education Profiles, Australia, p.2

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3. Australian Qualifications Framework (AQF)
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications from the tertiary
education4 sector in addition to the school-leaving certificate; the Senior Secondary Certificate of Education.

It

incorporates the qualifications into a single comprehensive national qualifications framework.
The organising framework for the AQF is a taxonomic structure of levels and qualification types each of which isdefined by a taxonomy of learning outcomes*.

The taxonomic approach is designed to enable consistency in theway in which qualifications are described as well as clarity about the differences and relationships between
qualification types.

There are 14 AQF qualification types from across all education and training sectors and each,with the exception of the Senior Secondary Certificate of Education, is located at one of the 10 levels.

(See pp.7-10

for further information.)*AQF defines that the learning outcomes are the expression of the set of knowledge, skill and the applicationof knowledge and skills a person has acquired and is able to demonstrate as a result of learning.
The rapid development of the higher education sector in the late 1960s emphasised differences between the
different states and territories and necessitated some standardisation of programs and award nomenclature.

At thebeginning, the following categories of the advanced awards were defined: Master’s Degree, Graduate Diploma,
Bachelor’s Degree, Diploma and Associate Diploma.

Subsequently, national guidelines and systems were developed,

which incorporated vocational education and training sector’s qualification in addition to advanced awards.
Following this, the AQF was first introduced in 1995 and fully implemented from 2000.
Australian Qualifications Framework First Edition July 2011) was introduced.

In 2011, a revised AQF (theThe Australian Qualifications

Framework Second Edition January 2013 is the current edition of the AQF and is effective from 1 January 2013. All
requirements of the AQF will be met from 1 January 2015.
Main contents of recent amendment of AQF
The Australian Qualifications Framework First Edition July 2011:
The most significant change was the introduction of the Bachelor Honours Degree as a standard-alone
qualification on the Framework.

It was previously a subject of the Bachelor Degree category.

A

ten-level system was also introduced.


The Australian Qualifications Framework Second Edition January 2013:
The Vocational Graduate Certificate and Vocational Graduate Diploma were removed, allowing the
Graduate Certificate and Graduate Diploma to be accredited and issued in both the vocational educationand training and higher education sector.

Sources: Australian Government, AEI, Country Education Profiles Australia, p.2, p.4, pp.66-69
Australian Qualifications Framework Second Edition, January 2013, p.11, p.97, p.103, p.111

4

4

In Australia, tertiary education includes higher education and vocational education and training (VET).

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Australia(Second(SecondEdition)
Edition)3-1. Objectives of the AQF
The objectives of the AQF are to provide a contemporary and flexible framework that:

accommodates the diversity of purposes of Australian education and training now and into the future

contributes to national economic performance by supporting contemporary, relevant and nationallyconsistent qualification outcomes which build confidence in qualificationssupports the development and maintenance of pathways which provide access to qualifications and assist
people to move easily and readily between different education and training sectors and between those
sectors and the labor market

supports individuals’ lifelong learning goals by providing the basis for individuals to progress througheducation and training and gain recognition for their prior learning and experiences

underpins national regulatory and quality assurance arrangements for education and training

supports and enhances the national and international mobility of graduates and workers through increased
recognition of the value and comparability of Australian qualifications

enables the alignment of the AQF with international qualifications frameworks.

Source: Australian Qualifications Framework Second Edition, January 2013, p.8

3-2. AQF and quality assurance
The Australian Qualifications Framework Council was established to govern and monitor the AQF and operated from2008-2014.

The AQF Council was responsible for providing strategic and authoritative advice to national ministers

responsible for tertiary education, training and employment on the AQF to ensure it is nationally and internationallyrobust and supports qualification linkages and pathways.

The AQF Council comprised 12 members with expertiseand experience in the following areas: higher education, vocational education and training, schools, employers,
unions and government.

Membership was non-representative with an independent chair to ensure that its advice

benefits Australia’s education system as a whole.

The work of the AQF Council was subsumed into the Departmentof Education in 2014.
The accrediting authorities in each education and training sector are responsible for the implementation andmonitoring of the use of the AQF qualification type specifications which provide the requirements for construction of
AQF qualifications.

For example, in higher education sector, Tertiary Education Qualification and Standards Agency

5(TEQSA) maintains and enhances quality through nationally consistent higher education regulatory arrangements,
such as registration of higher education providers and accreditation of higher education courses.

These registeredproviders and courses of study are listed on the National Register of Higher Education Providers, on the TEQSA
website.
The authorised issuing organisations for AQF qualification (2013)State and territory government authorised statutory bodies responsible for issuing the Senior Secondary
Certificate of Education in their own state or territory.

Registered training organisations (RTOs) authorised by the Australian Skills and Quality Authority (ASQA) 6 andthe government accrediting authorities in Victoria and Western Australia to issue AQF qualifications in VET.

5TEQSA is the independent, national regulatory and quality assurance agency for the higher education sector in Australia. See
pp.37-39 for further information.
6
ASQA is the national regulator for Australia’s VET sector. See p.34 for further information.

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

Self-accrediting higher education providers7 and non-self-accrediting higher education providers authorised
by TEQSA to issue AQF qualifications in higher education.

The accrediting authorities (2013)State and territory government authorised statutory bodies responsible for the Senior Secondary Certificate of
Education in their own state or territory.



ASQA and the state government accrediting authorities in Victoria and Western Australia responsible foraccrediting AQF qualifications and for authorising RTOs to issue AQF qualifications for VET.

The National Skills Standards Council (NSSC)8



TEQSA

In addition, there are approximately 40 self-accrediting higher education providers responsible for accrediting theirown AQF qualifications for their own use in higher education.
Australian Qualifications Framework Second Edition January 2013, pp.21-22, p.105
Australian Government, AEI, Country Education Profiles Australia, pp.32-33
Australian Government, Review of Higher Education Regulation REPORT, p.5
TEQSA website: http://www.teqsa.gov.au/for-providers/self-accrediting-authority

Sources:3-3. AQF Qualifications Pathways Policy
The AQF Qualifications Pathways Policy builds into the AQF the capacity to genuinely support students’ lifelong
learning.

It is Australia’s national policy on qualifications pathways.

credit that students can gain for learning already undertaken.

The purpose of the policy is to maximise theIt aims to enhance student progression into andbetween AQF qualifications, recognise the multiple pathways that students take to gain AQF qualifications and thatlearning can be formal, non-formal or informal, and support the development of pathways in qualifications design.
This policy covers all education and training sectors that issue AQF qualifications and the responsibilities for making
qualification pathways accessible to students.

Accrediting authorities in each education and training sector are

responsible for the implementation and monitoring of the use of this policy.
The AQF Qualifications Pathways Policy relates to two types of pathways:

Credit for entry into a qualification—direct articulation from one qualification to another, such as a Certificate
II in one field which articulates to a Certificate III level in several fields.

Credit towards a qualification—entry from one qualification to another with credit decided between students
and institutions or through negotiated agreements between institutions.

Credit agreements negotiated between authorised issuing organisations for credit for students towards AQF
qualifications at any level, vertical or horizontal, will take into account the comparability and equivalence of learning
outcomes, volume of learning, program of study (including content), and learning and assessment approaches.
Credit agreements negotiated between authorised issuing organisations for credit for students towards higher level
AQF qualifications in the same or a related discipline, having taken into account above article, should use the7

Self-accrediting higher education providers are authorised to self-accredit some or all of their higher education courses of study.
Accrediting a course means that institutions interpret the requirements of the Threshold Standards (see pp.40-41 and Appendix
A for further information) and judge whether these will be appropriately applied and met throughout the development, approval,delivery and discontinuance of a course of study. See p.46 for further information.
8
NSSC is a committee of the Standing Council on Tertiary Education Skills and Employment (SCOTESE) which is the key
decision-making body in the VET sector and has overall responsibility for the sector, responsible for the endorsement of AQF
qualifications in national Training Packages for VET. It was established to complement the regulatory work of ASQA by advising
SCOTESE on standards to be implemented for regulation of the VET sector. This separates the standard setting role from theregulatory role of ASQA.

6

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50% credit for an Advanced Diploma or Associate Degree linked to a 3 year Bachelor Degree

37.5% credit for an Advanced Diploma or Associate Degree linked to a 4 year Bachelor Degree

33% credit for a Diploma linked to a 3 year Bachelor Degree

25% credit for a Diploma linked to a 4 year Bachelor Degree.

Source: Australian Qualifications Framework Second Edition, January 2013, pp.77–80

3-4. Location of AQF qualification types in the levels structure

Source: Australian Qualifications Framework Second Edition, January 2013, p.19

Reference: Former AQF Qualification by Sector of Accreditation
Schools Sector Accreditation

VET Sector Accreditation

Vocational Graduate Diploma
Vocational Graduate Certificate
Advanced Diploma
Senior Secondary Certificate of
Education

Diploma
Certificate IV
Certificate III
Certificate II
Certificate I

HE Sector Accreditation
Doctoral Degree
Masters Degree
Graduate Diploma
Graduate Diploma
Graduate Certificate
Bachelor Degree
Associate Degree
Advanced Diploma
Diploma

Source: Australian Qualifications Framework, Implementation Handbook Fourth Edition 2007, p.1

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3-5. AQF levels summaries and AQF qualification types
Higher education in Australia refers to university and non-university institutions which award AQF level 5 to 10
qualifications.

There are three cycles of higher education lead to Bachelor, Master and Doctoral Degree but there

are also sub-degree undergraduate qualifications and postgraduate qualifications.
Level

Summary

1

2

3

4

5

Graduates at thisGraduates at thisGraduates at thisGraduates at thisGraduates at thislevel will havelevel will havelevel will havelevel will havelevel will haveknowledge andknowledge andtheoretical andtheoretical andspecialised

skills for initialskills for work in apractical

practical

knowledge andwork, community

defined context

knowledge andknowledge andskills for

involvement

and/or further

skills for work

skills forskilled/paraprofes

and/or further

learning

and/or further

specialised and/or

sional work

learningskilled work

and/or further

and/or further

learning

learning

learning
Qualification
Type

Certificate I

Certificate II

Certificate III

Certificate IV

Diploma

Level

6

7

8

9

10

Graduates at thisGraduates at thisGraduates at thisGraduates at thisGraduates at thislevel will havelevel will havelevel will havelevel will havelevel will havebroad knowledge

broad andadvancedspecialised

systematic andand skills forcoherent

knowledge andknowledge andcriticalparaprofessional/

knowledge andskills forskills for research,understanding ofhighly skilled work

skills for

professional

and/ora complex field of

and/or further

professional work

highly skilled work

professional

learning andlearning

and/or further

and/or further

practice and/or

specialised

learning

learning

further learning

research skills for

Summary

the advancementof learning and/or
for professional
practice
Bachelor HonoursDegreeQualification

Advanced Diploma

Type

Associate Degree

Bachelor Degree

Graduate
Certificate

Masters Degree

Doctoral Degree

Graduate Diploma
Source: Australian Qualifications Framework Second Edition, January 2013, p.18

8

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AQF
Level

Qualification Type

Qualification Title

1
2

Certificate I
Certificate II

Titles will vary across jurisdictions; theuse of the titles will be accompanied by
the statement: ‘(Certificate Title) is a
Senior Secondary Certificate of
Education within the Australian
Qualifications Framework.’
Certificate I (Field of study/discipline)
Certificate II (Field of study/discipline)

3

Certificate III

Certificate III (Field of study/discipline)

4
5

Certificate IV**
Diploma

Master Degree (Research)
Master Degree (Coursework)

Certificate IV (Field of study/discipline)
Diploma (Field of study/discipline)
Advanced Diploma (Field ofstudy/discipline)
Associate Degree (Field ofstudy/discipline)
Bachelor (Field of study/discipline)
Bachelor (Field of study/discipline)(Honours)
Graduate Certificate (Field ofstudy/discipline)
Graduate Diploma (Field ofstudy/discipline)
Master (Field of study/discipline)
Master (Field of study/discipline)

Master Degree (Extended)

Master (Field of study/discipline)*****

Doctoral Degree

Doctor (Field of study/discipline)

Higher Doctoral Degree

Doctor (Field of study/discipline)

Senior Secondary Certificateof Education

Advanced Diploma
6
Associate Degree
7

Bachelor Degree**
Bachelor Honours Degree8

Graduate Certificate****Graduate Diploma****9

10

Typical volume of learning

2 years

0.5 – 1 year
0.5 – 1 year
1 – 2 years (Up to 4 years may berequired to achieve the learning
outcomes through a program ofindentured training/employment.)
0.5 – 2 years
1 – 2 years
1. 5 – 2 years
2 years3 – 4 years
1 year (following a Bachelor
Degree)***0.5 – 1 year
1 – 2 years
1 – 2 years ******
3 – 4 years (following completion ofa minimum of a 3 year level 7
qualification)
3 – 4 years
An additional kind of Doctoral
Degree, the Higher Doctorate, may
be awarded by an authorised issuingorganisation on the basis of aninternationally recognised originalcontribution to knowledge rather
than through the process ofsupervised independent study.

*

There may be variations between short duration specialist qualifications that build on knowledge and skills
already acquired and longer duration qualifications that are designed as entry level requirements for work.

**

In Australia it is quite common for students to enroll in a double or combined Bachelor Degree program whichleads to the award of two Bachelor Degrees. This is most common in the fields of arts, commerce, law andscience.

***

A Bachelor Honours Degree may also be embedded in a Bachelor Degree, typically as an additional year.

****

The Vocational Graduate Certificate and Vocational Graduate Diploma qualification types are removed from the
AQF effective from 1 January 2013. The amended Graduate Certificate and Graduate Diploma qualification
types, available for accreditation and issuance in higher education and vocational education and training, areavailable for use from 1 January 2013.

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*****

Exceptions are following.
The use of the qualification title ‘Juris Doctor’ is permitted for a Master Degree (Extended) for legal practice.
The use of the qualification title ‘Doctor of …’ is permitted for a Master Degree (Extended) for fiveprofessions: medical practice; physiotherapy; dentistry; optometry and veterinary practice.
Further exceptions may be permitted in accordance with the AQF Qualification Type Addition and Removal
Policy.

******

Sources:10

In the same discipline: 1.5 years following a level 7 qualification or 1 year following a level 8 qualification
In a different discipline: 2 years following a level 7 qualification or 1.5 years following a level 8 qualification
Australian Qualifications Framework Second Edition, January 2013, pp.14-17, p.72
Australian Government, AEI, Country Education Profiles Australia, p.9
Australian Government, Future Unlimited website:
http://www.studyinaustralia.gov.au/usa/australian-education/university-and-higher-education

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1. Overview of tertiary education providers
Australian postsecondary education is known as tertiary education.
and vocational education and training (VET).

Tertiary education includes higher education

Tertiary education providers include higher education providers suchas Australian Universities, VET providers, and education institutions approved to recruit, enroll and deliver educationand training services to overseas students, and details of their courses.
There are some regulation systems such as registration and courses accreditation by external agencies on eacheducation and training.

TEQSA* regulates the higher education sector, on the other hand, ASQA** regulates the

VET sector (except for some states).

In addition, all providers that enroll overseas students are required to meetnecessary conditions in order to be registered on CRICOS*** (see p.31, pp.55-56 for details).

Registered providers

on CRICOS (CRICOS providers/see below) also include schools for primary and secondary education.
Higher education providers may be granted the authority to self-accredit some or all of their courses of study after
making an application for self-accrediting authority to TEQSA.

If a provider is granted self-accrediting authority, it

9

may accredit its own course(s) as opposed to applying for accreditation by TEQSA.
still required to meet the Threshold Standards and conform with the AQF.

However, these providers are

There are now more than forty

self-accrediting higher education providers comprising mainly Australian Universities.
Today there are also a significant number of dual or multi sector providers which operate across two or more of thetertiary spheres.

Approximately 50 per cent of higher education providers regulated by TEQSA are also regulated by

ASQA for their VET delivery.

Moreover, the majority of higher education providers are also registered CRICOS

providers.

Figure: Tertiary Education Provider Overview10*

TEQSA :*****A S Q A:CRICOS:the independent, national regulatory and quality assurance agency for the higher education sector (seepp.37-39 for further information)
the interdependent, national regulator for Australia’s VET sector (see p.34 for further information)
Commonwealth Register of Institutions and Courses for Overseas Students (see p.31, pp.55-56 for details)

Source: Australian Government, Review of Higher Education Regulation REPORT, pp.5-6
http://docs.education.gov.au/system/files/doc/other/finalreviewreport.pdf

910

See p.6 (footnote 7) for details.
The numbers of providers are based on the report “Review of Higher Education Regulation REPORT” in 2013, and subject tochange on a regular basis. There are currently 177 higher education providers registered by TEQSA as at 15 August 2014. See
p.18 for details.

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2. Administration and finance of tertiary education
Education and training is the responsibility of the Australian and state and territory governments.
Administration and finance of higher education
The Australian Government has significant financial and policy responsibility for higher education.

State andterritory governments had major legislative responsibility until TEQSA was established (See p.36-39 for further
information).

The Australian Government provides significant funding to higher education institutions.

As acondition of funding, institutions must meet a range of quality and accountability requirements that are set out in theHigher Education Support Act 2003 (HESA).

Consultation between the Australian government and state andterritory governments occurs at ministerial level through the Standing Council on Tertiary Education, Skills andEmployment (SCOTESE)11, which reports to the Council of Australian Governments (COAG)12 and is supported by thesecretariat of the National Advisory for Tertiary Education, Skills and Employment (NATESE).
Administration and Finance of vocational education and training (VET)
State and territory governments are responsible for administering VET in their jurisdictions including state-level
planning, allocation of funds to public and private training providers, setting student fees and managing colleges andinstitutes of Technical and Further Education (TAFEs)13.
is a member of SCOTESE.

State and territory authorities report to their Minister, who

The Australian government contributes about one-third of government funding for VET,

with the other two-thirds coming from state and territory governments.
support national priorities.

Australian government funds are used toState and territory governments can allocate funding depending on particular needs intheir state or territory.
Australian Government: Department of Education and Training
The Australian government Department of Education and Training is responsible for national policies and programs
that help Australians access quality and affordable childcare; early childhood education, school education,
post-school, higher education, international education and academic research.

Main matters dealt with by the

Department are following.


Schools education policy and programs, including vocational education and training in schools

Higher education policy, regulation and programs

Policy, coordination and support for international education and research engagementCo-ordination of research policy in relation to universities, Creation and development of research
infrastructure, Research grants and fellowships

The predecessors of the Department of Education:- 2011.12

Department of Education, Employment and Workplace Relations (DEEWR)

2011.12 - 2013.3

Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE): The
tertiary education division of DEEWR was merged into the Department of Industry, Innovation,
Science; Research (DIISR) upon the latter’s inauguration.

11

SCOTESE is one of 12 Standing Councils to be established as part of the new COAG Council System to support COAG in
September 2011. SCOTESE has high-level policy responsibility for the national tertiary education, skills and employment system,
including strategic policy, priority setting, planning and performance, and key cross-sectoral issues. The Standing Council on
School Education and Early Childhood (SCSEEC) has responsibility for school education and early childhood education. SCOTESE
and SCSEEC will be merged to the new Education Council in 2014.
12
COAG is the peak intergovernmental forum in Australia. The members of COAG are the Prime Minister, State and Territory
Premiers and Chief Ministers and the President of the Australian Local Government Association.
13
In Victoria and Western Australia, state governments are also responsible for regulation of training providers. See p.34 forfurther information.

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Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education(DIICCSRTE): With the abolition of the former Department of Climate Change and Energy Efficiency(DCCEE), its climate change division was transferred to the DIISRTE upon the latter’s inauguration.

2013.9 - 2014.12

Department of Education: It was established by changes of the Administrative Arrangements
Order made in September 2013. Department of Education and Department of Employment werecreated out of the former DEEWR. (Department of Employment is responsible for employment andwork.)

2014.12 -Department of Education and Training: Child care policies and programmes have been totransferred to the Department of Social Services.

State and territory governments
New South Wales:
Victoria:

NSW Department of Education and Communities (http://www.dec.nsw.gov.au/)
Department of Education and Early Childhood Development(http://www.education.vic.gov.au/Pages/default.aspx)
Queensland:
Department of Education, Training and Employment (http://deta.qld.gov.au/index.html)
Western Australia:
Department of Education Services (http://www.des.wa.gov.au/)
South Australia:
Department of Further Education, Employment, Science and Technology(http://www.dfeest.sa.gov.au/)
Tasmania:
Department of Education Tasmania(http://www.education.tas.gov.au/Pages/default.aspx)
Northern Territory:
Department of Education (http://www.education.nt.gov.au/)
Australian Capital Territory: Education and Training Directorate (http://www.det.act.gov.au/)
Sources: Australian Government, Department of Education and Training website: http://education.gov.au/
Australian Government, Department of Employment website: http://employment.gov.au/
Australian Government, AEI, Country Education Profiles Australia, p.2, p.19, pp.32-33
COAG website: http://www.coag.gov.au/

3. Other higher education related bodies
Australian Qualification Framework Council (AQFC)
The Australian Qualifications Framework Council was established to govern and monitor the AQF.
further information.

See p.5 for

Tertiary Education Quality and Standards Agency (TEQSA)TEQSA is the independent, national regulatory and quality assurance agency for the higher education sector.
p.37 for further information.

See

Australian Skills Quality Authority (ASQA)
ASQA is the independent, national regulator for Australia’s vocational education and training (VET) sector.
pp.37-39 for further information.

See

Major university / college associations

Universities Australia (UA) : UA was established on 22 May 2007 as the peak body representing the university
sector. UA represents Australia's 39 universities14 in the public interest, both nationally and internationally.
Members of UA are the universities, represented by their Chief Executive Officer - the Vice-Chancellor.
Group of Eight (Go8): Go8 is a coalition of leading Australian universities, comprehensive in general andprofessional education and distinguished by depth and breadth in research.
Source:Reference:

14

Universities Australia website: http://www.universitiesaustralia.edu.au/page/about-us/
Group of Eight website: https://go8.edu.au/page/go8-indicators
Universities Australia, University Profiles (August 2013)

As of August 2013, Torrens University Australia, newly established, is not a member of UA.

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Student Organisations

National Union of Students (NUS): NUS is the peak representative body for undergraduate students inAustralia and works to protect the rights of students across Australia.

Council of International Students Australia (CISA): CISA is the peak national student representative
organisation for international students studying at the postgraduate, undergraduate, private college, TAFE,ELICOS and foundation level.

Australian Federation of International Students (AFIS): AFIS’s primary aim is to create awareness among
students about the diversity of activities available to them, and enrich their experience of living and studyingin Australia.

Council of Australian Postgraduate Associations (CAPA): CAPA is a membership based non-profit organisation.
Its main role is in protecting and promoting the interests and needs of Australia’s 320,000+ postgraduate
students.

Sources:

CISA website: http://cisa.edu.au/
AFIS website: http://www.afis.org.au/?page_id=44
CAPA website: http://www.capa.edu.au
Reference: Australian Government, Future Unlimited website: http://www.studyinaustralia.gov.au/usa/live-in-australia/support-services

4. Statistics of higher education
4-1. Summary of student number – Type of attendance

Public Universities and a public
self-accrediting higher education
provider15
Private Universities and Other Higher
Education Providers16
Total17

Full-time
2007
2012

Part-time
2007
2012

Total

664,381(68.0%)

825,566(70.5%)

312,405(32.0%)

346,171(29.5%)

35,626(67.1%)
700,007(68.0%)

58,538(68.1%)
884,104(70.3%)

17,434(32.9%)
329,839(32.0%)

27,447(31.9%)
373,618(29.7%)

2007

2012

976,786

1,171,737

53,06085,985

1,029,846

1,257,722

Source: Australian Government, Department of Industry website, 2012 and 2007 Full Year Student Summary table:
http://www.innovation.gov.au/highereducation/HigherEducationStatistics/StatisticsPublications/Pages/Students.aspx

4-2. Summary of student number – Citizenship

Domestic

Overseas
Total18

Type of Citizenship
Australian
New Zealand
Permanent Resident
Humanitarian Visa
Total Domestic

2007
720,185 (69.9%)
6,510 (0.2%)
28,654 (2.8%)
1,398 (0.1%)
756,747 (73.5%)
273,099 (26.5%)
1,029,846

2012
886,815 (70.5%)
10,745 (0.9%)
33,530 (2.7%)
3,020 (0.2%)
934,110 (74.3%)
323,612 (25.7%)
1,257,722

Source: Australian Government, Department of Industry website, 2012 and 2007 Full Year Student Summary table:
http://www.innovation.gov.au/highereducation/HigherEducationStatistics/StatisticsPublications/Pages/Students.aspx

15

Public universities and public self-accrediting higher education provider numbered 38 providers. A public self-accrediting
higher education provider is Bachelor Institute of Indigenous Tertiary Education.
16
This figure includes private self-accrediting higher education providers and TAFEs (colleges and institutes of Technical and Further
Education) which are public RTOs (see p.33 for details). Number of these providers was 67 in 2007 and 91 in 2012.
17
Number of providers was 105 (38 + 67) in 2007 and 129 (38 + 91) in 2012.
18
This figure corresponds to the same providers in 4.1 “Type of attendance”.

14

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Field of education

2007

2012

Natural and Physical Sciences

77,195(7.5%)

100,074(8.0%)

Information Technology

50,733(1.9%)

49,524(3.9%)Engineering and Related Technologies

69,642(6.8%)

91,962(7.3%)

Architecture and Building

22,676(2.2%)

29,483(2.3%)

Agriculture, Environmental and Related Studies

16,080(1.6%)

19,068(1.5%)

Health131,077(12.7%)

185,509(14.7%)

Education

101,816(9.9%)

119,460(9.5%)

Management and Commerce

304,443(29.6%)

334,770(26.6%)

Society and Culture

222,925(21.6%)

278,656(22.2%)Creative Arts

68,178(6.6%)

86,547(6.9%)

570(0.1%)

288(0.0%)

Mixed Field Programs

3,019(0.3%)

9,037(0.7%)

Non-award courses

22,589(2.2%)

18,122(1.4%)

Food, Hospitality and Personal Services

Total

19

1,029,846

1,257,722

Source: Australian Government, Department of Industry website, 2012 and 2007 Full Year Student Summary:
http://www.innovation.gov.au/highereducation/HigherEducationStatistics/StatisticsPublications/Pages/Students.aspx

4-4. Number of full-time and fractional full-time staff20 by current duties classification
Staff classification

2001

2007

2012

Above Senior Lecturer

7,050

10,10913,307

Senior Lecturer

8,372

9,922

11,596

Lecturer

11,60314,011

16,827

Below Lecturer

6,425

8,182

8,619

Sub-total Academic Classifications

33,45042,22450,349Sub-total Non-academic Classifications

44,75552,83863,281

Total21

78,205

95,062

113,630

Academic staff

Sources: Australian Government, Department of Industry website, 2012 Staff Numbers (Selected Higher Education Statistics):
http://www.innovation.gov.au/highereducation/HigherEducationStatistics/StatisticsPublications/Pages/Staff.aspx
Australian Government, Department of Education website:
http://heimshelp.deewr.gov.au/sites/heimshelp/resources/glossary/pages/glossaryterm?title=Work Contract#FractFTWContract

19

The data takes into account the coding of Combined Courses to two fields of education. As a consequence, counting both fieldsof education for Combined Courses means that the totals may be less than the sum of all broad fields of education. This figure
corresponds to the same providers in 4.1 “Type of attendance”.
20
Fractional full time work contract: the number of hours to be worked each week is a specified fraction of the number of hours
which would be worked by a member of staff with a full-time work contract for the job or position and with the sameclassification type and level.
21
The sum total of staff at 42 higher educational providers (including 39 universities, Avondale College and Melbourne College of
Divinity [now MCD University of Divinity]). Therefore, this figure does not correspond to the number of institutions in 4.1“Types of attendance”, 4.2 “Citizenship” nor 4.3 “Broad field of education”. Moreover, the number of universities on p. 18 is 40
providers, but the newly established Torrens University Australia (private) is not included in 4.4 “Number of full-time andfractional full-time staff”. Furthermore, on p. 18, MCD University of Divinity is included in the category of “Australian Universityof Specialisation”.

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5. Historical overview of higher education
The first universities in Australia were established in four of the original British colonies – the University of Sydney in1850 in New South Wales, the University of Melbourne in 1853 in Victoria, the University of Adelaide in 1874 in South
Australia and the University of Tasmania in 1890.

Following the creation of the Commonwealth of Australia in 1901,

the University of Queensland was established in 1909 and the University of Western Australia in 1911.
Between the two World Wars, two university colleges were established – Canberra University College in 1930 in theAustralian Capital Territory which later joined the Australian National University in the 1960s and the New England
University College in 1938 in northern New South Wales which became the University of New England in 1954. The
post war period saw the establishment of the Australian National University in 1946 and several more new
universities until the number of universities had risen to nineteen by the late 1970s.
The 1960s saw the development of a binary system of higher education, consisting of the universities and a large
group of advanced education institutions.

Eventually there were about 70 institutions or colleges of advanced

education (CAEs) which included many long established institutions such as the large central institutes of technology,
regional colleges, colleges specialising in teacher education and a number of small colleges specialising in fields suchas agriculture.

The advanced education institutions initially offered sub-degree level awards and later offeredawards mainly at the pass Bachelor degree level, but did not offer Bachelor Honours degrees.

With a few

exceptions, they were not funded for research and did not offer post graduate awards.
As part of a major reform process in 1987 the binary divide between universities and other higher education
institutions, such as CAEs, was abolished.

This resulted in a major program of amalgamations and rationalisations,

resulting in significantly fewer higher education institutions.
The expansion of Australia’s higher education system over the past fifty years has been accompanied by substantial
structural and funding changes.

During World War II and in the following years the Australian Government began toplay a more prominent role in public higher education funding and policy, assuming full funding responsibility forhigher education in 1974 and abolishing tuition fees in the same year.
The major reorganisation of the higher education sector was undertaken by the Australian Government in the 1980s
against a background of significant policy reforms aimed at engaging Australia with the global economy and the hugeincrease in participation rates in the final year of schooling.

During this period the Australian Government

introduced student contributions through the Higher Education Contribution Scheme (HECS), designed to provide amore equitable arrangement for funding of the higher education sector.
From 1986 universities were able to charge full fees for overseas students.

Universities were quick to take up theopportunity to generate additional income flowing from this initiative and to market themselves as high quality
education providers.
The deregulation of higher education gained momentum in the 1990s.

Fee-paying post graduate courses forAustralian students were introduced and growth in domestic fee-paying students dominated growth in post-graduate
studies in the 1990s.
From 1998, universities were given the flexibility to offer fee-paying places to Australian undergraduate students
which has led to greater numbers of domestic fee-payers and greater flexibility in the setting of fees by universities.
Afterward, the Australian Government introduced the “Our Universities: Backing Australia’s Future” reforms,
designed to establish a partially deregulated higher education system.
Higher Education Loan Scheme (HELP), which replaces HECS.

16

This arrangement for student financing is the

The number of Commonwealth-supported places was

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In 2012 a demand-driven system was introduced that allows public

universities to decide how many places they will offer and the specialisations they will offer them in.
some exceptions.

(There are

See p.24-27 for further information.)

Sources: Australian Government, AEI, Country Education Profiles Australia 2006, pp.72-73
Australian Government, AEI, Country Education Profile, Australia, p.19
Australian Government, DIISRTE, Administrative information for higher education providers: student support, Effective from 1
January 2012, p.11

Recent topics on Higher EducationHigher Education and Research Reform Amendment Bill 2014
In 2014, Minister for Education introduced the Higher Education and Research Reform Amendment Bill 2014 to
the parliament.

This bill includes fee deregulation and expansion of demand driven funding to higher education

qualifications below the level of bachelor degree, including higher education diplomas, advanced diplomas, andassociate degrees, and also to private universities and non-university higher education providers. The Bill, ispassed by the Parliament, will enable providers to determine the amount that students contribute to the cost of
their courses and also restructures Commonwealth subsidies for Commonwealth supported places.

Throughthis Bill, the Government expects the reforms to expand opportunity and choice in higher education in Australia,
and ensure that Australia is not left behind at a time of rising performance by universities around the world.
Source: Australian government, Department of Education and Training website,
https://education.gov.au/news/higher-education-and-research-reform-amendment-bill-2014

The New Colombo Plan
The Australian Government published Australia in the Asian Century White Paper in October 2012.

This White

Paper provides a roadmap for the whole of Australia―governments, business, unions, and the broader
community―in this next phase.

The goal is to secure Australia as a more prosperous and resilient nation that isfully part of our region and open to the world.

In the White Paper, the main objectives of education are as

follows.

・ All Australian students will have the opportunity, and be encouraged, to undertake a continuous course of
study in an Asian language throughout their years of schooling; all students will have access to at least onepriority Asian language that will be Chinese (Mandarin), Hindi, Indonesian and Japanese.

・ A larger number of Australian university students will be studying overseas and a greater proportion will be
undertaking part of their degree in Asia.

・ Australia’s vocational education and training institutions will have substantially expanded services in morenations in the region, building the productive capacity of the workforce of these nations and supporting
Australian businesses and workers to have a greater presence in Asian markets.
In August 2013, the Australian Government announced the New Colombo Plan. This is a signature initiative of
the Australian Government which aims to improve knowledge of the Indo Pacific in Australia.

The plan will

increase the number of Australians studying in the region, through supporting study and internship opportunities,
thereby generating a genuine, two-way flow of students between Australia and the Indo Pacific.

Thegovernment plans to spread the New Colombo Plan in more than 35 Indo‑Pacific locations from January 2015.
Approximately 60 scholarships and $8 million in mobility grants will be offered in 2015.
Sources:

Australian Government, Australia in the Asian Century White Paper, pp.15-17, p.165, p.175
Australian Government, Department of Foreign Affairs and Trade website: http://www.dfat.gov.au/new-colombo-plan/

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6. Overview of higher education system
Higher Education (HE) in Australia refers to university and non-university institutions which award Australian
Qualification Framework (AQF) level 5 to 10 (see Table 1).
Distance and online education is common.

Programs can be taken either full-time or part-time.

There are three cycles of higher education leading to Bachelor, Masterand Doctoral Degrees but there are also sub-degree undergraduate qualifications and postgraduate qualifications.
In Australia it is quite common for students to enroll in a double or combined Bachelor Degree program which leads
to the award of two Bachelor Degrees.

This is most common in the fields of arts, commerce, law and science.

Sources: Australian Government, AEI, Country Education Profiles Australia, pp.8-9Australian Government, Future Unlimited website:
http://www.studyinaustralia.gov.au/usa/australian-education/university-and-higher-education

6-1. Provider category and number of providers
Higher education providers fall into the six categories below.

A registered Higher Education Provider will be

categorised as Higher Education Provider according to the Provider Category Standards, which are part of the Higher
Education Standards Framework (Threshold Standards).
criteria, it will be categorised in that category.

If the higher education provider meets the appropriate

See pp.40-41 and Appendix A for further information.

Table 1: Provider Category and number of providers of Higher Education
Provider Category
Australian University
Australian University of Specialisation

Number of providers

PublicPrivatePublicPrivate37
301Overseas University22

2

Overseas University of Specialisation

0

Australian University College

023Higher Education Provider

Self-accrediting authority
Non-self-accrediting authority

Total24

4
130
177: Self-accrediting higher education provider
Australia’s higher education sector is very diverse in size – approximately half of providers have fewer than 500
students and approximately 20% have more than 10,000.

Approximately 25% of Australian providers deliver higher education offshore.

Australian Government, TEQSA, TEQSA Annual Report 2012-13, p.33
TEQSA website, National Register of higher education providers: http://www.teqsa.gov.au/national-register
Reference: TEQSA website, TEQSA Provider Briefing, TEQSA Snapshot, 17 August 2012:https://s3-ap-southeast-1.amazonaws.com/ap-southeast-1.accounts.ivvy.com/account3173/events/6849/files/5031dc29e165
1.pdf
Sources:

22

Overseas Universities are the University College London and the Carnegie Mellon University. Both of them haveself-accrediting authority.
23
There are four self-accrediting higher education providers in which are categorised as “Higher Education Provider” category.
Two are authorised to accredit all of their higher education courses of study, and for the remaining two, some of their higher
education courses.
24
As of 2 October 201318

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Diploma, Advanced Diploma, Associate Degree, Bachelor Degree 〈AQF level: 5-7〉
Undergraduate admission is usually based on the Australian Tertiary Admission Rank (ATAR).

The ATAR isa number (rank), not a mark. It is used by institutions to rank and select students for admission to tertiary
courses.

Other selection criteria may be used together with the ATAR for course entry requirements.

ATARs are not the only mode of entry into course.

There are many ways to enter university, more thanhalf of all Bachelor degree students don’t enter with an ATAR score, but through a bridging program oralternate entry.
Other undergraduate admission pathways include:

Undergraduate

a vocational education and training (VET) qualification, such as a Certificate III or IV;additional requirements such as an interview, portfolio of work, prerequisite courses, and/or ademonstrated interest or aptitude for the study program; ormature-age entry for students over 25 years based on related work experience, an entrance
examination, or a demonstrated aptitude for study.

ATAR: All Australian states and territories (except Queensland25) use a common index called ATAR tomeasure student achievement.

It indicates a student’s position in relation to their Year 7 cohort,including students who did not complete Year 12.

The ATAR is reported on a scale of 0 to 99.95 withincrements of 0.05. For example, an ATAR of 90.00 puts a student in the top 10 percent of theircohort.

The ATAR is calculated by a state or territory Tertiary Admission Centre (TAC), and it is basedon the marks students receive in their Higher School Certificate (HSC) 26 (or equivalent) courses.
Bachelor Honours Degree 〈AQF level: 8〉
Entry to a Bachelor Honours Degree program is usually based on academic achievement in a relatedBachelor Degree program.
Graduate Certificate, Graduate Diploma 〈AQF level: 8〉
Entry is normally based on a Bachelor Degree.

Exceptions may be made for those with appropriate work

experience, depending on the institution and field of study.
Master Degree 〈AQF level: 9〉
Postgraduate

The basic entry requirement is a Bachelor Degree.

For a research-based Master Degrees a Bachelor

Honours Degree, research-based Graduate Diploma, or preparatory program may be required, thoughthese may be given credit in the Master Degree course. A common pathway to a Master Degree isthrough completion of a Graduate Certificate and Graduate Diploma, which represent the first year ofsome coursework-based Master Degrees.
Doctoral Degree 〈AQF level: 10〉
Entry is normally based on a research-based Master Degree or a Bachelor Honours Degree.

Sources: Australian Government, AEI, Country Education Profiles Australia, p13
New South Wales Government website: http://www.boardofstudies.nsw.edu.au/hsc-results/employers.html#what-is-hsc
Universities Admissions Centre website: http://www.uac.edu.au/undergraduate/atar/
Australian Government, MyUniversity website: http://myuniversity.gov.au/

25
26

Queensland uses a similar ranking system of Overall Positions (OPs) and Field Positions (FPs).
HSC is the highest education award in New South Wales schools. To be eligible, students must meet HSC course requirements
and sit for the statewide HSC examinations.

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6-3. Courses and qualifications
Diploma: AQF level 5
Diploma is a paraprofessional qualification. Diploma is offered as a vocational education and training (VET)
qualification as well as a higher education qualification. Programs are usually one to two years full-time.
Diploma in higher education
Diploma programs prepare graduates for paraprofessional work or further learning based on an applied academic
course. Diploma graduates may continue to employment or further education in the higher education sector(usually with up to one year of credit granted towards a related Bachelor Degree program).
Diploma in VET
Diploma programs qualify graduates for skilled or paraprofessional work or further learning. Diploma graduates
may continue to employment or further education in the VET sector (usually an Advanced Diploma program), or in
the higher education sector (usually with one year of credit in a related Bachelor Degree program).
Advanced Diploma*: AQF level 6
Advanced Diploma is offered as a VET qualification as well as a higher education qualification. Advanced Diploma
programs prepare graduates for paraprofessional or advanced skilled work or further learning. Programs areusually eighteen months to two years full-time. Advanced Diploma graduates may continue to employment or
further education in the higher education sector (usually with between one and two years of credit in a relatedBachelor Degree program).
Associate Degree*: AQF level 6
Associate Degree programs prepare graduates for paraprofessional work or further learning. Programs are usually
two years full-time. Associate Degree graduates may continue to employment or further education (usually with
one-and-a-half to two years’ credit in a related Bachelor Degree program).
* The Associate Degree and the Advanced Diploma are at the same level on the AQF. The difference is in thefocus of the programs. Associate Degrees are more academically oriented, whereas Advanced Diplomasemphasise vocational or professional studies.
Bachelor Degree: AQF level 7
Bachelor Degree programs focus on a progressive development of knowledge, analytical skills and problem
solving techniques which provides a basis for postgraduate study or for professional work. Bachelor Degrees
include three-year degrees, four-year degrees, professional degrees and combined degrees. All Bachelor Degree
programs are required to meet the AQF descriptors for the Bachelor Degree regardless of length or specificprogram requirements. Bachelor Degree programs in professional fields are usually four or more years full-time.
The additional study time is required for professional preparation.
It is quite common for students to enroll in a double or combined Bachelor Degree program which leads to theaward of two Bachelor Degrees. This is most common in arts, commerce, law and science. Such programs areat least four years full-time. Some institutions offer Bachelor Degrees which cannot be entered directly fromsenior secondary school. Most of these programs are in professional specialisations. They are known as
graduate-entry Bachelor Degrees.
Bachelor Degree program requirements
Bachelor Degree programs differ depending on the major subject area, the department and/or faculty and theinstitution. Programs include mandatory core subjects, specialisation subjects and elective subjects. Programsmust normally have at least one major specialisation that is studied over three years. Many students undertake
two or even three majors. Most universities have regulations concerning the minimum and maximum numbersof units to be completed at each year level.
Undergraduate study may involve lectures, tutorials, seminars, laboratory work, fieldwork, or supervised practicalwork. The number of class contact hours per week varies according to the nature of the program of study.
Assessment usually involves examinations, performance in tutorials, seminars and laboratory work, completion of
assignments, field or practical work, and individual or group research work.

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EditionBachelor Honours Degree: AQF level 8
Bachelor Honours Degree programs include a coherent and advanced development of knowledge and skills in one ormore specialisations in addition to research principles and methods. A significant research thesis or project is required.
Programs require an additional year of study after a Bachelor Degree, or may be undertaken as a four year integrated
program. Bachelor Honours Degrees are usually awarded with the abbreviation ‘Hons’—for example, BA (Hons)—and
in a class or division—for example First Class or Second Class (Upper Division). Graduates with Honours in the First or
Second (Upper Division) classes may enter a Doctoral Degree program directly.

Graduate Certificate*: AQF level 8
Graduate Certificate is offered as a VET qualification as well as a higher education qualification.

Graduate

Certificate programs are designed for professional or highly skilled work or further learning.

Graduate Certificate in higher education
Programs may extend the knowledge and skills gained in a preceding Bachelor Degree or other qualification.
Certificate programs normally require one semester of full-time study.

Graduate

Graduate Certificate in VET
Programs aim to build on prior knowledge and skills in specialised vocational areas. Programs may extend theknowledge and skills gained in a preceding qualification or the workplace. Programs are usually six to twelve months
full-time. Graduates may continue to employment or further education in the VET sector (usually a Graduate Diploma
with up to 50 percent advanced standing) or, under certain articulation agreements, continue to a Master Degree
program.
Graduate Diploma*: AQF level 8
Graduate Diploma is offered as a VET qualification as well as a higher education qualification. Programs are usually
one year full-time.

Graduate Diploma in higher education
Programs are designed for professional or highly skilled work or further learning.
and skills gained in a preceding Bachelor Degree or other qualification.

Programs may extend the knowledge

Graduate Diploma in VET
Programs aim to build on prior knowledge and skills in highly specialised vocational areas. Programs may extend theknowledge and skills gained in a preceding qualification or in the workplace. Graduates may continue to employment
or, under certain articulation agreements, continue to a Master Degree program.
* The Graduate Certificate and the Graduate Diploma in vocational sector are more vocationally oriented than the
Graduate Certificate or Graduate Diploma in the higher education sector. Programs focus on industry
competencies more than academic outcomes. They also provide a VET pathway from a Bachelor Degree for
specialist industries or those that require specific occupational competencies.
Master Degree: AQF level 9
There are three types of Master Degree programs: coursework, research and extended. Most Master Degrees require
eighteen months to two years of full-time study after a three-year Bachelor Degree or one year of full-time study after afour-year (or longer) Bachelor Degree or Bachelor Honours Degree. There are several other pathways.
Master Degree (Research): Programs are designed to provide graduates with advanced knowledge for research,scholarship and further learning purposes. Programs are at least two-thirds research with a substantial thesis, which isexternally examined. Programs normally require at least one to two years of full-time study, depending on the preceding
qualification and if it is in a related specialisation to the student’s previous qualifications. Graduates can continue to a
Doctoral Degree program.
Master Degree (Coursework): Programs are designed to provide graduates with advanced knowledge for professional
practice, scholarship and further learning purposes. Programs normally require one to two years of full-time study,
depending on the preceding qualification and if it is in a related specialisation to the student’s previous qualification(s).
Programs are often structured in a four semester articulation arrangement, with the Graduate Certificate (one semester),
Graduate Diploma (a further semester) and Master Degree (a further two semesters).
Master Degree (Extended): Programs are designed to provide graduates with advanced knowledge for the advancement oflearning or for professional practice. Programs are usually three to four years full-time after a three-year Bachelor
Degree.

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Doctoral Degree: AQF level 10
Doctoral Degree programs focus on a critical understanding of a complex field of learning and specialised research skills.
Graduates are expected to undertake research that makes a substantial original contribution to knowledge in the form of
new knowledge or significant and original adaptation, application and interpretation of existing knowledge. Programs
are usually three to four years full-time. There are two types of Doctor Degree programs: research and professional. All
Doctoral Degrees require completion of a thesis, dissertation, exegesis, or similar. It is usually examined by two or threeexpert academics of international standing, at least two of which must be external.
Doctoral Degree (Research): Research Doctoral Degrees are by supervised research and an original thesis.
two-thirds of the program must consist of research.

At least

Doctoral Degree (Professional): Professional Doctoral Degrees require significant professional practice either prior to or as
part of the program. Programs include structured coursework and independent supervised study. At least two years of
the program consists of research.
Sources:

Australian Qualifications Framework Second Edition, January 2013, p.53, p.58, p.63
Australian Government, AEI, Country Education Profiles Australia, pp.8-12, pp.25-26

6-4. Higher education’s grading systems
There is no national grading system in Australia. Each institution develops its own grading system.
Unit or subject grades
There are variations of several main types of unit/subject grades:

descriptive grades – for example, High Distinction, Distinction, Credit, Pass;

letter grades - for example, A – E;numeric grades - for example, 7 – 1, where 7 is the highest mark; andpercentage grades - often the above grading systems are notionally aligned to a percentage system.

Usually the grading system is indicated on the transcript.
Descriptive grade

Letter grade

Numeric grade

Percentage 1

Percentage 2

High DistinctionA

7

85% - 100%80% - 100%

DistinctionB

675% - 84%

70% - 79%

CreditC

565% - 74%

60% - 69%

Pass

D

4

50% - 64%

50% - 59%

Fail (Conditional)

E/F

3

46% - 49%

Below 50%

Fail

F

2

Below 45%

Low fail1

Source: Australian Government, AEI, Country Education Profiles Australia, p.62

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Edition6-5. Credit systems
Australia does not have a national credit system.

Instead, the AQF defines qualifications and indicates the typicalvolume of learning required in terms of years of full-time study.
Each institution has its own credit system to represent the quantitative load of a program of study.
Bachelor Degree may require a total of 24 credits at one institution and 600 credits at another.

For example, aThis does not meanthat a 600 credit Bachelor Degree is longer or more substantial than a 24 credit Bachelor Degree.
Programs may be described in terms of Equivalent Full Time Study Load (EFTSL).

This works on the basis that each

unit of study (subject) in an Australian Bachelor Degree is worth 0.125 EFTSL, and a usual full-time study requirementof four units per semester.

Therefore one year of full-time study equals 1 EFTSL (0.125 x 8 units).

The various credit systems used by Australian institutions cannot be converted into contact hours, study hours or
workload.

Credits represent full-time study load only. A subject may be worth 1 credit or 25 credits, and havedifferent study hour requirements, but each subject has the same status in terms of full-time study load.
Credit can also be given for previous vocational education and training (VET) studies. The AQF Qualifications
Pathways Policy specifies the minimum amount of credit recommended for a range of VET and higher education
qualifications.
Source:Australian Government, AEI, Country Education Profiles Australia, p.8, pp.13-14
References: Australian Government, DIISRTE, Administrative information for higher education providers: student support, p.29
Higher Education Support Act 2003, p.191

6-6. Credit transfer and recognition of prior learning
Credit transfer refers to the recognition of previous formal learning so that study does not have to be repeated.
Credit transfer is available in both undergraduate and postgraduate programs, at the discretion of the institution.
The AQF Qualifications Pathways Policy specifies the minimum amount of credit recommended for a range of VET andhigher education qualifications.
Recognition of Prior Learning (RPL) is for students to seek recognition of previous informal training, work experience,
professional development, professional licensing and examinations and other work-based education and training.
Applicants may apply to Registered Training Organisations (RTOs) (See p.33) for an assessment of their existing or
current skills and knowledge.

This can lead to admission or credit in a particular program.

RPL is an assessment

process that can lead to alternative entry pathways to qualifications.
In higher education, decisions about credit transfer and RPL processes are made separately from admission decisions
and students must have an enrolment offer before any formal consideration of credit occurs.
Sources: Australian Government, Australian Education International, Country Education Profiles Australia, pp.13-14, p.28
Australian Government, Future Unlimited website:
http://www.studyinaustralia.gov.au/usa/australian-education/education-system/course-credits

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6-7. Fees, loan program and financial support for students
6-7-1. Fees
Students must pay to participate in higher education.

The amount a student has to pay and when they have to pay

it depends on how the student is enrolled. Students can enroll as either Commonwealth-supported students or fee
paying students.

And overseas students are charged fees for overseas students.

Commonwealth supported places
A Commonwealth supported place is one occupied by a Commonwealth supported student.

A higher education

provider may receive grants which are known as the Commonwealth contribution amounts, from the Commonwealththrough the Commonwealth Grant Scheme (CGS) for students in Commonwealth supported places.
A student may be eligible for a Commonwealth supported place if they meet the citizenship requirements.

To meetthe requirements a student must be:an Australian citizen; ora New Zealand citizen who will be resident in Australia for the duration of their unit of study; orthe holder of a permanent visa who will be resident in Australia for the duration of their unit.

A provider must require every student in a Commonwealth supported unit of study, who is not an exempt student, to
pay the student contribution amount for the unit.
unit.
The provider cannot charge these students tuition fees for the

How students can pay their student contribution depends on their citizenship and residency status.
Australian citizens and holder of a permanent humanitarian visa:
Australian citizens and permanent humanitarian visa holders may be eligible for HECS-HELP assistance for
their student contribution.

Holders of other permanent visa and New Zealand citizens:
Holders of a permanent visa (other than a permanent humanitarian visa) and New Zealand citizens are
required to pay their student contribution up-front in full on or before the census date.

These students are

not eligible for HECS-HELP assistance and therefore no discount applies to up-front payments.
The Student Learning Entitlement (SLE) which limits a student to the equivalent of approximately seven years
full-time study as a Commonwealth supported student has been abolished.

From 1 January 2012, eligibility for a

Commonwealth supported place no longer depends on a student having sufficient SLE to cover their study.
The number of Commonwealth-supported places was formerly capped by the Australian Government.

In 2012 ademand-driven system was introduced that allows public universities to decide how many places they will offer andthe specialisations they will offer them in.
requirements.

These decisions are based on student demand and employer

The Australian Government continues to allocate the number of Commonwealth-supported places

for sub-degree undergraduate courses, medical courses and non-research postgraduate courses.

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EditionCommonwealth Grant Scheme funding cluster amounts for 2013
Commonwealth contribution

Funding cluster(per EFTSL27)

1

Law, accounting, administration, economics, commerce

A$1,933

2

Humanities

A$5,3693
4
5

Mathematics, statistics, behavioral science, social studies, computing,

A$9,498

built environment, other health
Education

A$9,882

Clinical psychology, allied health, foreign languages,

A$11,681

visual and performing arts

6

Nursing

A$13,041

7

Engineering, science, surveying

A$16,606

8

Dentistry, medicine, veterinary science, agriculture

A$21,075

Sources: Australian Government, Department of Education and Training website:
https://docs.education.gov.au/system/files/doc/other/rates2013.pdf
Australian Government, DIISRTE, Administrative information for higher education providers: student support, January 2012, p.29

Maximum annual student contribution amounts for a place in 2013
Fundingcluster

Band283

2

1

Law, Accounting, Administration, Economics, Commerce

1

Dentistry, Medicine, Veterinary Science
Mathematics, Statistics, Computing, Built Environment,
Other Health8

Allied Health5

Science, Engineering, Surveying

7

Agriculture8

Humanities

2

Behavioral Science, Social Studies

3

2013 maximum student
contribution Amount(per EFTSL)
A$9,792

3

Education

4

Clinical Psychology, Foreign Languages, Visual and Performing Arts

5

Nursing6

A$8,363

A$5,868

Sources: Australian Government, Department of Education and Training website:
https://docs.education.gov.au/system/files/doc/other/rates2013.pdf
Australian Government, Study Assist website:
http://studyassist.gov.au/sites/studyassist/helppayingmyfees/csps/pages/student-contribution-amounts

27

EFTSL (Equivalent Full-Time Study Load) is an equivalent full-time student load. It is a measure of the study load, for a year, of a
student undertaking a course of study on a full-time basis.
28
The “National Priority” Band was abolished on 1 January 2013 (National Priority Band for the year 2012 included mathematics,
statistics and science).

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Fee paying places
A provider must require every domestic student that the provider enrolls, who is not Commonwealth supported in aunit of study, and who is not an exempt student, to pay a tuition fee for the unit.
FEE-HELP assistance for all or part of those tuition fees.

These students may be eligible for

The Higher Education Support Act 2003 (HESA) sets out

requirements for minimum amount that can be charged as tuition fee.

There are no requirements concerning

maximum tuition fees.
Public universities and a public self-accrediting higher education provider cannot offer fee paying places to domestic
students commencing an undergraduate course of study on or after 1 January 2009 except some cases.

Fee paying

undergraduate places can be offered at private universities, overseas universities, and other approved higher
education providers.

However, all providers may offer fee paying places in postgraduate courses and enabling29

courses .
Sources: Australian Government, AEI, Country Education Profiles, Australia, pp.19-20
Australian Government, DIISRTE, Administrative information for higher education providers: student support, January 2012, p.11,
p.26, p.56, p.59, p.67, pp.71-73

Fees for overseas students
The Commonwealth does not contribute to the educational costs for overseas students unless the students arerecipients of an Australian Government sponsored scholarship.

Commonwealth grant amounts provided for theeducation of domestic students are not provided for the purposes of subsidising places or services for overseas
students.

A provider must charge all overseas students a fee for their course that is sufficient to recover the fullaverage cost of providing the course to those students.

The fee must be no less than the relevant minimum

indicative course fee specified in the Higher Education Provider Guidelines with some exceptions.
Source:Australian Government, DIISRTE, Administrative information for higher education providers: student support, January 2012, p.76

Minimum indicative course fees for fee‐paying overseas students in 2013
Total without capitalcomponent

Course Categories
Law, Economics, Business, Humanities,
Math/Statistics,
SocialScience,
Education, Computing, Architecture,
Design, Nursing, Arts, Science (non ‐lab‐based)

A$11,456

On campus
External

Fees per year

Science (lab‐based), Paramedical,
Engineering, Pharmacy, Agriculture

On campus

Full‐time)

Medicine, Dentistry, Veterinary Science

On campus

ELICOS

Total with capitalcomponent(Equivalent

External
On campus
External

A$9,602

Fees per year
(Equivalent

A$14,498

Full‐time)

A$279

A$17,133
A$15,203

A$20,049
Fees weekly

A$10,120

A$23,597
Fees weekly

A$304

Source:Australian Government, Department of Education and Training website:
https://docs.education.gov.au/system/files/doc/other/rates2013.pdf
Reference: Australian Government, DIICCSRTE, Higher Education Provider Guidelines 201229

An enabling course is a course of instruction provided to a person for the purpose of enabling the person to undertake a course
leading to a higher education award.

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6-7-2. Higher Education Loan Program (HELP)For higher education providers, HELP consists of following 5 HELPs.

A person becomes liable to make a compulsory

repayment towards their HELP debt when their repayment income is above the minimum repayment income for theincome year.

These repayments are made to the Australian Tax Office (ATO) through the taxation system.

HECS-HELP (Higher Education Contribution Scheme-HELP)
HECS-HELP provides eligible students, enrolled in Commonwealth supported places, with a loan to cover their student
contribution amount and/or a discount if they choose to pay all, or at least a $500, of their student contribution
up-front.

To be eligible for HECS-HELP assistance for a unit of study, the student must be an Australian citizen, or theholder of a permanent humanitarian visa who will be resident in Australia for the duration of the unit.

A student is

not eligible for HECS-HELP assistance for a unit of study, if the unit forms a part of a course of study that is, or is to be,undertaken primarily at an overseas campus.
FEE-HELP (Fee-paying students-HELP)
FEE-HELP provides an income contingent loan to eligible fee payment students to pay for all or part of their tuition
fees for units of study undertaken with an approved higher education provider under HESA.

To eligible for FEE-HELP

assistance for a unit of study, a person must be an Australian citizen, the holder of a permanent humanitarian visa
who will be resident in Australia for the duration of the unit, or the eligible holder of other permanent visa.

If theloan relates to FEE-HELP assistance for a unit of study except for certain courses and studies, that forms part of anundergraduate course of study, the amount of the FEE-HELP debt is the amount of the loan pulls 25%.
OS-HELP (Overseas Study-HELP)OS-HELP provides financial assistance to eligible Commonwealth supported students to undertake part of their courseof study overseas.

OS-HELP may be used to cover expenses associated with the overseas study, such as airfares,

accommodation and other travel or settling expenses.

To be entitled to OS-HELP assistance in relation to a 6 monthstudy period, a student must be an Australian citizen or the holder of a permanent humanitarian visa.
Education Support Amendment (Asian Century) Bill 201330

The Higher

assented in July 2013, removed the requirement that a

student must be enrolled in an undergraduate course of study to be entitled to OS-HELP assistance.

This allows

postgraduate Commonwealth supported students to be eligible for OS-HELP assistance.
SA-HELP (Student services and Amenities fee-HELP)
SA-HELP provides eligible students with a loan to cover a student services and amenities fee imposed on them bythem by their higher education providers. To be eligible for SA-HELP for a student services and amenities fee, thestudent must be an Australian citizen, or the holder of a permanent humanitarian visa who will be resident inAustralia for the duration of the unit.
VET FEE-HELP (Vocational Education and Training FEE-HELP)VET FEE-HELP is a loan scheme that helps eligible students pay their tuition fees for diploma and above VET courses
undertaken at an approved provider.

To be eligible for the VET FEE-HELP, the student must be an Australian citizen

or permanent humanitarian visa holder resident in Australia for the duration of the unit of study.
A person can make a voluntary repayment towards their HELP debt at any time to the ATO.

Voluntary repayments ofa $500 or more attract a 5% bonus on the payment amount. (From 1 January 2012, the Government reduced the30

The Bill is to amend the Higher Education Support Act 2003 (HESA) to broaden student eligibility for OS-HELP and in particular toincrease incentives for Australians to study in Asia.

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10% voluntary HELP repayment bonus to 5% bonus.)
Sources: Australian Government, DIISRTE, Administrative information for higher education providers: student support, January 2012, p.11,
pp.79-106, p.113
Australian Government, Study Assist website: http://studyassist.gov.au/sites/studyassist/pages/welcome
Parliament of Australia website:
http://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r4971
Australian Government, DEEWR, SA-HELP Information for 2012, p.1, p.3
Australian Government, DIISRTE, Support for overseas study, OS-HELP information for 2013
Australian Government, DIISRTE, Want to study a VET qualification?, VET FEE-HELP information for 2013

6-7-3. Scholarships and grants
The Australian Government has scholarships and grants to support students, such as;grants for short-term mobility for a variety of experiences and preparatory language studyscholarship which is designed to assist students who move away from home to attend universityscholarship helping with the upfront costs of education such as textbooks, stationary, computers and internet
connections.

There are many scholarships, grants, and bursaries which support students who study in Australia financially.

They

are offered by the Australian Government, education institutions, and a number of other public and privateorganisations.31
Sources: Australian Government, Aei. gov. au website (Department of Education's website for international education):
https://www.education.gov.au/international-education
Australian Embassy, Tokyo website: http://www.australia.or.jp/en/education/
Australian Government, Future Unlimited website: http://www.studyinaustralia.gov.au/usa/australian-education/scholarships
Australian Awards Endeavour Scholarships and Fellowships website: http://endeavour.australia.or.jp/

6-8. Student surveys
6-8-1. Australian Graduate Survey (AGS)The Australian Graduate Survey (AGS) is an annual national survey of newly qualified higher education graduates.
The AGS is managed by Graduate Careers Australia (GCA)32.

The AGS is a census in which new graduates all

Australian Universities (and a number of higher education colleges) are surveyed approximately four months after
they complete the requirements for their awards.

The annual response rate for the domestic graduate population is

generally between 60 and 65 per cent.
The AGS comprises the Graduate Destination Survey (GDS), the Course Experience Questionnaire (CEQ), or the
Postgraduate Research Experience Questionnaire (PREQ).

Graduate Destination
Survey (GDS)

The first national GDS was conducted in 1972. The GDS collects information
regarding graduates’ employment and salary outcomes, continuing study and labormarket status, job search behavior, previous education history and other key
respondent characteristics.

31

As typical scholarships, there are the Australia Awards Endeavour Scholarships and Fellowships. They support Australians toundertake study, research and professional development overseas and citizens from eligible countries to undertake these
activities in Australia.
32
GCA is the leading on graduate employment issues in Australia. The GCA uses this position to foster employment and career
opportunities for graduates, in association with the higher education sector, government and business.

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EditionCourse Experience
Questionnaire (CEQ)The CEQ was added in 1992 and updated in 2002. The CEQ probes key elements of
the higher education experience relevant to coursework graduates, focusing largelyon their perceptions of course quality, their self-rated skill levels, and their overallsatisfaction with their course.

Postgraduate ResearchExperience Questionnaire(PREQ)The PREQ was added in 1999. The PREQ probes key elements of the higher
education experience relevant to research degree graduates.

Source: GCA website: http://www.graduatecareers.com.au/

6-8-2. Australasian Survey of Student Engagement (AUSSE)
The Australasian Survey of Student Engagement (AUSSE) is an annual survey of students and staff enrolled in Australia
and New Zealand universities and other higher education and tertiary education institutions.
33by the Australian Council for Education Research (ACER) .

The AUSSE is managed

The information collected by the AUSSE can be used byhigher education institutions to improve student outcomes, manage and monitor resources, programs and services,and help identify how to attract, and importantly, retain students.

The AUSSE incorporates the Student Engagement

Questionnaire (SEQ), the Postgraduate Survey of Student Engagement (POSSE), and the Staff Student Engagement
Survey (SSES).

Over the past six years the AUSSE has been administered at over 60 institutions across Australia.

Over 200,000 undergraduate students, postgraduate coursework students and academic staff have completed theSEQ, POSSE or SSES surveys since 2007 making the AUSSE one of the largest surveys of higher and tertiary education
students and staff.
The SEQ is a survey which is administered a representative sample of first- and later-year
Student Engagement
Questionnaire (SEQ)

undergraduate and tertiary students, or is conducted as a census of these students.

The SEQ has formative links with the USA National Survey of Student Engagement(NSSE)34.

Postgraduate Survey

It

is designed for administration 15 minutes or less, either online or using a paper form.
The SQA results can be benchmarked with NSSE results.

The Postgraduate Student Engagement Questionnaire (PSEQ), the survey instrument for
the POSSE, is an adaptation of the SEQ that is designed to be administered toof Student

postgraduate coursework students.

Engagement (POSSE)

minutes or less complete.

The PSEQ is conducted online only and takes 15

The PSEQ was piloted with institutions in 2009 and will beoffered as an option to all institutions from 2010.
The Staff Student Engagement Questionnaire (SSEQ), the survey instrument for the SSES,
builds directly on the USA Faculty Survey of Student Engagement (FSSE)35.

The SSEQ is

a survey of academic staff about the undergraduate students they have taught during
the past two years. The SSEQ is conducted online only and takes around 15 minutes to

Staff Student
Engagement Survey(SSES)

complete.

The survey measures academics’ perceptions of how often their students

engage in different activities, the importance they place on various aspects of learning,
the nature and frequency of their interaction with students and how they organise theirtime, both in and out of the classroom.

As the structure and content of the SSEQ

closely mirrors that of the SEQ, the results for many of the SSEQ items can be directlycompared to those on the SEQ.

33

The ACER is an independent and not-for-profit organisation. ACER’s mission is to create and promote research-basedknowledge, products and services that can be used to improve learning across the life span.
34
The NSSE was developed in the mid-1990s and it has been run 1,300 USA and Canadian higher education institutions over the
past decade.
35
The FSSE is a survey that has been run by Indiana University’s Center for Postsecondary Research since 2004.

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The survey instruments used in the AUSEE collect information on around 100 specific learning activities andconditions along with information on individual demographics and educational contexts.
The instruments contain items that map onto six student engagement scales:

Academic Challenge – the extent to which expectations and assessments challenge students to learn;

Active Learning – student’ efforts to actively construct knowledge;Student and Staff Interactions – the level and nature of student’ contact and interaction with teaching staff;Enriching Educational Experience – student’ participation in broadening educational activities;

Supportive Learning Environment – student’ feelings of support within the university community; and

Work integrated Learning – integration of employment-focused work experiences into study.

The instruments also contain items that map onto seven outcome measures 36:Higher-Order Thinking – participation in higher-order forms of thinking;General Learning Outcomes – development of general competencies;

General Development Outcomes – development of general forms of individual and social development;

Career Readiness – preparation for participation in the professional workforce;

Average Overall Grade – average overall grade so far in course;

Departure Intention – non-graduate students’ intentions on not returning to study in the following year; andOverall Satisfaction – student’ overall satisfaction with their educational experience.

Source: ACER website: http://www.acer.edu.au/

6-8-3. Other: Graduate Skills Assessment (GSA)
The Graduate Skills Assessment (GSA) consists of a multiple-choice test, is two hours long and two writing tests, is 60
minutes long.

The Australian Government commissioned the ACER to develop a new test to assess the skills of

university graduate, and the GSA was implemented in 2000.

The GSA is a standardised assessment of criticalthinking, problem-solving, interpersonal understanding and written communication.

Many universities haveidentified these skills as important and they are included in their graduate attributes or capabilities statements.
Results of the GSA at enrollment are used diagnostically to identify and provide support to students with learning
skills issues. It is expected that the results of the exit GSA will provide indicators for additional post-graduate study
entry criteria as well as demonstrate students’ acquired skills.
However, such standardised assessment is ineffective in promoting student learning and has drawn widespread
criticism (Pitman &Broomhall, 2009; Bath et al, 2004; Green et al, 2009).

The GSA has low consequential validity,

decouples the teaching and learning process form assessment, and has limited authenticity in promoting student
learning.
Sources: ACER website: http://www.acer.edu.au/
Graduate Skills, Review on the assessment of graduate skills and academic standards, pp.8-9

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The SSEQ captures staff perception on five of the seven outcome measures: Higher-Order Thinking, General Learning Outcomes,
General Development Outcomes, Departure Intention and Overall Satisfaction.

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Overview of theOverview
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Edition)the Quality Assurance
Systemin Higher Education:
Education: Australia(Second (Second
Edition7. Australian education and overseas students
Australia provides education and training in Australia to overseas students on a student visa and to students offshore.
Overseas students may be enrolled in higher education, vocational education and training, English Language Intensive
Course for Overseas Students (ELICOS), school education and non-award programs such as foundation courses.

7-1. Regulation of international education
Higher Education is part of Australia’s fourth largest export trade sector and is Australia’s largest services export.
Regardless of what you are studying or how long you are studying for, Australia’s laws promote quality education andprotection for international students.
2000

37

These laws include the Education Services for Overseas Students (ESOS) Act

and the National Code of Practice for Registration Authorities and Providers of Education and Training toOverseas Students 2007 (National Code)38.

These provide nationally consistent standards for providers of educationand training for international students, regardless of the sector.
The ESOS Act provides an extra layer of regulation for Australian institutions that enroll overseas students studying inAustralia on a student visa.

It requires all providers and courses that enroll overseas students to be registered on

the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)39. The CRICOS website(http://www.cricos.deewr.gov.au/) is a searchable database managed by the Australian Government.

This website

lists all Australian education providers that are registered to offer courses to people studying in Australia on student
visas and the courses they are authorised to offer.
The main objectives of the ESOS Act are to:provide tuition assurance to overseas students for courses for which they have paid;

protect and enhance Australia’s reputation for quality education and training services; andcomplement Australia’s migration laws by ensuring providers collect and report information relevant to theadministration of the law relating to student visas.

All overseas students enrolled in Australian education providers on a student visa are registered on a database called
the Provider Registration and International Students Management System (PRISMS).

It is a requirement under the

ESOS Act that providers monitor overseas student compliance with certain student visa conditions, such as attendingclasses or making progress in their course.

Providers must use PRISMS to inform the Department of Immigration

and Border Protection of any overseas student that has breached a visa condition.

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Recent changes have been made to the ESOS Act to further strengthen the regulation of international education in Australia.
The Tuition Protection Service (TPS) is a placement and refund service for international students, which is activated in the eventthat the provider is unable to teach course for student. Read more about this service on the Tuition Protection Service website(https://tps.gov.au/Home/NotLoggedIn).
38
The National Code which established under ESOS Act provides nationally consistent standards for the conduct of registeredproviders and the registration of their courses. See p.55 for further information.
39
Any course offered onshore to an overseas student who holds a visa must be registered on CRICOS, but courses delivered
offshore do not need to be registered on CRICOS. However, if they are AQF qualifications, such courses must meet existing
onshore registration, accreditation, quality assurance and date collection arrangements.

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7-2. Transnational education and training
Australian transnational education and training, also known as offshore or cross-border education and training, refers
to the delivery and/or assessment of programs and courses by an accredited Australian institution in a country otherthan Australia.

Transnational programs may lead to an Australian qualification or may be a non-award course.

Australian institutions offering Australian qualifications offshore must meet the quality assurance requirements under
the TEQSA Act, and the regulatory requirements of the country in which they are operating.

The ESOS legislationand overseas student tuition fee protection arrangements, however, do not apply outside of Australia.
Education and training delivered offshore may take many different forms, including:a campus wholly-owned by an Australian institution;courses and programs offered in partnership with local institutions;

twinning arrangements;

franchising of curricula or course where an accredited Australian institution remains an identifiable partner;

distance education programs that contain a component of face-to-face instruction by local and/or Australian
instructors;

Sources: Australian Government, AEI, Country Education Profiles Australia, pp.72-73
Australian Government, Future Unlimited website:
http://www.studyinaustralia.gov.au/usa/australian-education/education-system/esos-act,
http://www.studyinaustralia.gov.au/global/australian-education
Australian Government, Department of Education, CRICOS website: http://www.cricos.deewr.gov.au/default.aspx
Australian Government, DEEWR, National Code of Practice for Registration Authorities and Providers of Education and Training
to Overseas Students 2007 (National Code 2007), p.1
Australian Government, DIISRTE, Administrative information for higher education providers: student support, January 2012, p.77
TEQSA website: http://www.teqsa.gov.au/for-providers/cricos
TEQSA, A Snapshot of TEQSA: http://www.teqsa.gov.au/sites/default/files/TEQSAsnapshot_Eng.pdf

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Education: Australia(Second (Second
Edition8. Vocational Education and Training (VET)
Australia’s vocational education and training (VET) sector is based on a partnership between governments andindustry.

Governments provide funding, develop policies and contribute to regulation and quality assurance of thesector.

Industry and employer groups contribute to training policies and priorities, and in developing qualifications

that can deliver skills to the workforce.

Australia’s national training system provides high-quality and nationallyrecognised training.
Source: Australian Government, AEI, Country Education Profiles Australia, p.29

8-1. Registered Training Organisations (RTOs)
VET is offered by Registered Training Organisations (RTOs).
qualifications and statements of attainment.
providers, and private providers.

Generally, only RTOs can issue nationally recognised

There are about 4,100 RTOs, including TAFEs40, other government

Some RTOs are also higher education providers that are accredited to offer higher

education qualifications such as Associate Degrees and Bachelor Degree.

Training.gov.au (http://training.gov.au/) is

the official National Register on VET in Australia and is the authoritative source of information on training packages,
qualifications, accredited courses, units of competency, skill sets.
Sources: Australian Government, AEI, Country Education Profiles Australia, p.29
Australian Government, Review of Higher Education Regulation REPORT, p.5
ASQA website: http://www.asqa.gov.au/
Australian Government, Training.gov.au website: http://training.gov.au/

8-2. Courses and qualifications
VET qualifications are offered at Australian Qualifications Framework (AQF) levels 1 to 6 and level 8. AQF VET
qualifications are outcomes-based and focus on the occupational skills and competencies gained.
Training Packages and accredited courses provided by RTOs lead to the following AQF qualifications:

Certificate I (AQF level 1), Certificate II (AQF level 2), Certificate III (AQF level 3) and Certificate IV (AQF level 4);



Diploma (AQF level 5) and Advanced Diploma (AQF level 6); and

Vocational Graduate Certificate (AQF level 8) and Vocational Graduate Diploma (AQF level 8).

Training Package: Training Packages are nationally recognised programs developed by industry to meet industry
needs.

A Training Package usually includes more than one AQF qualification.

Training Packages are delivered41

by RTOs and are usually developed by Industry Skills Councils (ISCs) .
Source: Australian Government, AEI, Country Education Profiles Australia, pp.22-24, p.32

40

TAFEs (colleges and institutes of Technical and Further Education) are included public RTOs. TAFEs are the largest providers of
VET in Australia. They are owned and administered by state and territory governments. Some TAFEs are affiliated touniversities. TAFEs mostly operate on a two or three-term year.
41
ISCs represent their industry’s interest in the VET sector. A main role is to assist in the development of Training Packages thatmeet industry needs.

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8-3. Australian Skills Quality Authority (ASQA)
The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education andtraining (VET) sector.

ASQA regulates courses and training providers to ensure nationally approved quality standards

are met.
An education provider falls within ASQA’s jurisdiction if it:

offers courses in any of the Australian Capital Territory (ACT), New South Wales (NSW), the Northern Territory(NT), South Australia (SA), Queensland (QLD), or Tasmania (TAS)

is registered on CRICOS for delivery to overseas students

offers courses online.

On 1 July 2011, ASQA became the regulatory body for the VET sector for ACT, NT and NSW.

ASQA became theregulatory body for the VET sector in TAS after state referral legislation was proclaimed on the 15 February 2012, theregulatory body for the VET sector in SA on 26 March 2012, and the regulatory body for the VET sector in QLD on 1
July 2012.

These are the states and territories that have referred their authority for VET regulation to ASQA.

Victoria and Western Australia do not plan to refer their regulatory powers to ASQA.

The Victorian Registration andQualifications Authority (VRQA) and Western Australia’s Training and Accreditation Council (TAC) are the regulatory
body for registered training organisations in their states (unless the provider delivers education to international
students).
Sources: Australian Government, AEI, Country Education Profiles Australia, pp.31-32
ASQA website: http://www.asqa.gov.au/

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Overview of theOverview
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Systemin Higher Education:
Education: Australia(Second (Second
Edition9. Information service for higher education
9-1. MyUniversity
The MyUniversity website is the Australian Government’s online higher education information service that provides
students with access to clear, meaningful and transparent information about Australia’s higher education providers.
Students can search for universities and courses.
information about Australian universities.

As searching for universities, they can compare comprehensive

As searching for undergraduate courses, they can search thousands ofundergraduate accredited courses of tertiary education and compare details.
Main information contents are following:
About university
Student demographics – Total numbers, Rate of International students and Low
University socio-economic status
statistics

Universities
Subject
statistics

Courses

Staff demographics – Academic Full Time Equivalent Staff, Academic Staff
Qualifications
Number of Applications and Offers, Number of commencing and completing
students, Attrition rate
Student survey results - Overall Satisfaction Rate, Generic Skills Scale
Rate of Graduates in full time study and employment, Amount of median graduate
salaryCourse overview (such as award and duration), Course fees for Commonwealth supported
students, Previous ATAR cut-off scores, Additional entry criteria

Source: Australian Government, MyUniversity website: http://www.myuniversity.gov.au/

9-2. Information center to promote recognition of qualifications
The Qualifications Recognition Policy Unit (QRP)42 in the International Group of the Department of Education andTraining undertakes a role of the official National Information Center for qualifications recognition in Australia,
providing official information and advice on the comparability of overseas qualifications with Australian qualifications,using the Australian Qualifications Framework (AQF/See pp.4-10) as a benchmark.

This aims to help overseas

qualified people work and study in Australia.
Main role in qualifications recognition is to provide:

information on how overseas qualifications compare with Australian qualifications in Country Education
Profiles (CEP) Online43

assessments of overseas qualifications44

financial support for programs that support international recognition of Australian qualifications andprofessional recognition of overseas qualifications.

Source: Australian Government, Aei. gov. au website: https://aei.gov.au/pages/default.aspx
42

QRP has had previous names prior to 2014 including AEI-NOOSR (Australian Education International-National Office of Overseas
Skills Recognition).
43
CEP Online is an easy-to-use online recognition tool used by universities and other education providers, professional bodies,
employers and international organisations and governments. As of April 2015, CEP Online covered 127 countries. CEP isavailable with subscription fees, but QRP provides free access to the sample contents of Australia and one country.
44
QRP’s assessments are a guide to the educational level of an overseas qualification in terms of a qualification on the Australian
Qualifications Framework. QRP does not assess for admission to study, migration to Australia, membership of a professional
body, and employment. QRP assesses higher education, post-secondary technical and vocational overseas qualifications forgeneral purposes.

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III. Regulatory and quality assurance system for higher education in Australia
1. History of Australian higher education regulatory and quality assurance system
Since the late 1970s the Australian Government has encouraged universities to critically monitor their own
performance.

Throughout the 1980s this focus has been sharpened to include the improvement of efficiency andeffectiveness, and an increased awareness of public accountability.
The Australian Government funded major discipline reviews during the mid-1980s to determine standards and to
improve quality and efficiency in universities.

While the reviews revealed the importance of quality assurance

within institutions and across the sector, there was no way to ensure that institutions acted upon review
recommendations.
The Australian Government was concerned about maintaining and further enhancing the quality of Australian higher
education during a time of large-scale structural reorganisation in the late 1980s and rapid growth in higher
education participation from the early 1990s.
In 1991 the Australian Government moved from the discipline review approach to a whole of institution approach toquality assurance.

It announced a comprehensive set of measures to enhance the quality of higher educationteaching and research.

Those universities able to demonstrate a high level of quality assurance in the context of

their missions and goals were provided with extra funding.
The Australian Government established the Committee for Quality Assurance in Higher Education in 1992 to provide
advice on quality assurance issues, conduct independent audits of institutional quality assurance policies andprocedures, and make recommendations about the allocation of annual quality-related funds. The Committee
conducted three rounds of independent whole of institution audits from 1993 to 1995.

The voluntaryself-assessment undertaken by institutions under this program triggered considerable change at the institutional levelas gaps were identified and outcomes measured.
In 1995, the Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA) endorsed theestablishment of the Australian Qualifications Framework (AQF), which worked as a national register of Australianhigher education providers and award descriptions.
Previously, all publicly funded institutions were required to submit an Institutional Quality Assurance andImprovement Plan to the Australian Government as part of the educational profiles process.

This annual processincluded institutions providing a number of documents and plans to the government, and visits to universities weresometimes arranged, to obtain further information.

The plans outlined the universities’ goals and aims in the key

areas of teaching and learning, research, management and community service.

Each institution was required toprovide details of the strategies that had been adopted to achieve their goals and the performance indicators used toassess their success.

The plans were expected to include the outcomes data from two national surveys: the Course

Experience Questionnaire (CEQ) that assesses graduate perceptions of the teaching they received at university, and
the Graduate Destination Survey (GDS) that assesses the employment success of recent graduates.

The plans

enabled the Australian Government to report to the wider community on the quality and quality assurance processesof Australian universities.

More importantly they were a means of public accountability in the area of quality

assurance for Australia’s publicly funded universities, and enabled students to make more informed choices about theinstitution that best suited their particular needs.

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Edition)the Quality Assurance
Systemin Higher Education:
Education: Australia(Second (Second
EditionIn March 2000, MCEETYA endorsed two new initiatives to enhance and strengthen the quality assurance frameworkfor higher education in Australia:an independent audit body, the Australian Universities Quality Agency (AUQA); and

the National Protocols for Higher Education Approval Processes.

In 2008, the Review of Australian Higher Education (the Bradley Review) recommended an independent national
regulatory body be responsible for regulating all types of tertiary education.

In responding to the Bradley Review in2009, the Australian Government announced a landmark reform package for higher education to expand the systemand create new opportunities for all Australians to reach their potential through higher education.

The government

also committed to ensuring that growth in the higher education system would be underpinned by a robust quality
assurance and regulatory framework that placed a renewed emphasis on student outcomes and the quality of thestudent experience.

In 2011, an agency was established under the Tertiary Education Quality and Standards Agency

Act 2011 (TEQSA Act) to implement this new understanding.

AUQA’s45 audit and quality enhancement operations,and the functions of the state and territory government accrediting authorities for higher education, were
subsequently transferred to TEQSA.
Sources:TEQSA website: http://www.teqsa.gov.au/about, http://www.teqsa.gov.au/glossary
AUQA website: http://pandora.nla.gov.au/pan/127066/20110826-0004/www.auqa.edu.au/aboutauqa/teqsa/index.html

2. Tertiary Education Quality and Standards Agency
The Tertiary Education Quality and Standards Agency (TEQSA) was established under the Tertiary Education Quality
and Standards Agency Act 2011 (TEQSA Act) as the independent, national regulatory and quality assurance agency forthe higher education sector in Australia.
TEQSA’s vision is to maintain and enhance quality, diversity and innovation in the Australian higher education sector
through streamlined and nationally consistent higher education regulatory arrangements: registration of higher
education providers; accreditation of higher education courses; quality assurance; and dissemination of higher
education standards and performance.
Sources: TEQSA website: http://www.teqsa.gov.au/
Australian Government, TEQSA, TEQSA Annual Report 2012–2013, p.8
Australian Government, TEQSA, A Snapshot of TEQSA: http://www.teqsa.gov.au/sites/default/files/TEQSAsnapshot_Eng.pdf

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Prior to the establishment of TEQSA, AUQA was the principal national quality assurance agency in higher education with the
responsibility of providing public assurance of the quality of Australia’s universities and other higher education providers, andassisting in enhancing the academic quality of these providers. See the first edition of this document for further information.

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2-1. Overview of TEQSAName of the agency

Tertiary Education Quality and Standards Agency (TEQSA)

Responsibility

Department of Education and Training, Australian Government

Establishment

July 2011 (assuming full regulatory functions on 29 January 2012)

Location

Level 14, 530 Collins Street, Melbourne Victoria 3000, Australia

Postal address

GPO Box 1672, Melbourne Victoria, 3001, Australia

Contact number+61 1300 739 585

Representative

Dr Nicholas Andrew Saunders AO (Acting Chief Commissioner and Chief Executive Officer)
Chief Commissioner and Chief Executive Officer
Commissioner (Full-time): 2
Commissioner (Part-time): 2
Non-SES (Senior Executive Service) employee: 83 (Full-time: 75 (ongoing), 2(non-ongoing)/Part-time: 6)46
Organisation


Finance:2012.7-2013.6

Regulation and Review Group: This Group is the largest group within TEQSA and iscentral to the development and implementation of its provider registration andcourse accreditation processes. It provides advice to the TEQSA Commission47 on
the compliance of individual providers.
Regulatory Risk and Information Group: This Group has responsibility for leading theacquisition, management and analysis of provider data to guide TEQSA’s
decision-making processes. This includes developing and implementing TEQSA’s
Regulatory Risk Framework to systematically monitor risks to the quality of higher
education.
Legal Group: This Group is a small team of lawyers proficient in dealing with thelegal issues that arise in a Commonwealth regulatory agency. The Group is
responsible for all legal services required by TEQSA.
Corporate Group: This Group supports TEQSA through the following services:
strategic advice,business governance and planning processes, financial
management and reporting, procurement and contract management, humanresource management, corporate communications, international engagement, ,systems and technology support, security management and formal investigations
into regulatory matters, as well as project and property management.

In addition, TEQSA has selected over 500 experts48 from academia and industry who arecalled on to provide discipline expertise in particular, on the basis of renewable two-year
contracts.
A$17,351 (Revenue from Government: 17,282/Own-source
Total Income ($’000)
revenue: 66/Other comprehensive income [i.e. changes in
asset revaluation surplus]: 3）
Total Expenses ($’000)

Website

A$18,641

http://www.teqsa.gov.au

Sources: Australian Government, TEQSA, TEQSA Annual Report 2012–2013, pp.13–14, p.27, p.75, p.126
Australian Government, TEQSA, TEQSA Annual Report 2011–2012, p.6

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Current at 30 June 2014.
The Commission comprises a Chief Commissioner, two full-time Commissioners and two part-time Commissioners.
48
Current at September 2013.
47

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Edition2-2. Key issue and development of TEQSA
December 2008

The Review of Australian Higher Education (the Bradley Review), led by Professor Denise Bradley AC,
advocated a shift in higher education funding and proposed a significant re-design of Australia’s
higher education regulatory environment. The Bradley Review recommended the establishment of an
independent national regulator for the sector by 2010.

March 2009

The Australian Government, in responding to the Bradley Review, committed to significantly
expanding student access to the higher education system, and to ensuring that growth in the higher
education system would be underpinned by a robust quality assurance and regulatory framework.

May 2009

The 2009–2010 Federal Budget subsequently allocated funding for the establishment and operationsof TEQSA.
On 22 June 2011, legislation establishing TEQSA passed through Federal Parliament (Royal Assent was
granted on 29 June 2011).
AUQA staff transitioned to TEQSA on 29th of July 2011 and TEQSA commenced operations in a quality
assurance capacity before assuming full regulatory functions on 29 January 2012. AUQA’s audit andJune 201129 July 2011

quality enhancement operations, and the functions of the state and territory government
accrediting authorities for higher education, were transferred to TEQSA.

December 201129 January 2012

On 12 December 2011, TEQSA and ASQA signed a Memorandum of Understanding (MoU) detailing
how the two regulators would work together towards a streamlined national regulatory approach for‘dual sector providers’—providers offering both vocational education and training and higher
education.
The Higher Education Standards Framework (Threshold Standards) 2011 was made on 22 December
2011, and the Act was registered on 29 January 2012.
TEQSA assumed its regulatory responsibilities.
TEQSA released the National Register of Higher Education Providers.
The Amendment No.1 to the Higher Education Standards Framework (Threshold Standards) 2011 wasregistered.

February 2012

TEQSA released its Regulatory Risk Framework (revised and re-issued February 2014)
July 2012

TEQSA assumed full responsibility for making determinations under the ESOS Act. ASQA and TEQSA
given designated and delegated powers under the ESOS Act for providers registered or seeking
registration on CRICOS.

August 2012 –November 2012

TEQSA implemented its first Provider Information Request (PIR). The 2012 PIR focused on student
and staff data, financial information, and student survey information. All registered providers thatwere required to respond to the PIR submitted a response (170 providers).

May 2013

The Australian Government announced the Higher Education Red Tape Reduction Action Plan in
Assuring Quality While Reducing the Higher Education Regulatory Burden.

August 2013

The Australian Government announced an independent expert review of higher education regulationin the Review of Higher Education Regulation Report. That review formed part of the action plans of
the Assuring Quality While Reducing the Higher Education Regulatory Burden.

September
2013

TEQSA released information papers on its approach to regulating the offshore provision of regulated
higher education awards, and its assessment of joint and dual awards.
TEQSA announced its reform agenda to reduce red tape for registered Australian higher education
providers.

October 2013

Sources:TEQSA released discussion papers to the higher education sector seeking feedback on the future
directions of its regulatory processes (relating to: renewal of registration; course accreditation; andrenewal of course accreditation) and Regulatory Risk Framework.

Australian Government, TEQSA, TEQSA Annual Report 2011-2012, pp.6–7, p.11, p.28
Australian Government, TEQSA, TEQSA Annual Report 2012–2013, pp.32–33, p.133
Australian Government, Assuring Quality While Reducing the Higher Education Regulatory Burden,
http://apo.org.au/research/assuring-quality-while-reducing-higher-education-regulatory-burden
Australian Government, Review of Higher Education Regulation Report,
https://docs.education.gov.au/system/files/doc/other/finalreviewreport.pdf
TEQSA website: http://www.teqsa.gov.au/for-providers/provider-resources,

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http://www.teqsa.gov.au/news-publications/news/teqsa-reform-agenda-and-continuous-improvement,
http://www.teqsa.gov.au/sites/default/files/TEQSAASQAMou.pdf

2-3. Tertiary Education Quality and Standards Agency Act 2011
The Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) was passed on June 2011 and is theprimary basis of TEQSA’s powers.

The objects of the TEQSA Act are:to provide for national consistency in the regulation of higher educationto regulate higher education using a standards-based quality framework and principles relating to regulatory
necessity, risk and proportionality

to protect and enhance Australia’s reputation for and international competiveness in higher education, as well
as excellence, diversity and innovation in higher education in Australia

to encourage and promote a higher education system that is appropriate to meet Australia’s social andeconomic needs for a highly educated and skilled populationto protect students undertaking, or proposing to undertake higher education, by requiring the provision ofquality higher education

to ensure that students have access to information relating to higher education in Australia.

Source: Australian Government, TEQSA, TEQSA Annual Report 2012–2013, p.8

2-4. Higher Education Standards Framework
Under the TEQSA Act, the Commonwealth Minister responsible for Education (the Minister) is able to make standards
which are the foundation for TEQSA’s regulation of all registered providers of higher education.

The standards

currently consist of the Higher Education Threshold Standards (which are regulated against by TEQSA) andNon-Threshold Standards (which are yet to be specified but are nominated to cover Teaching and Learning,
Information and Research).
On 22 December 2011, the Commonwealth Minister for Industry and Innovation, acting on behalf of the Minister,
made the Higher Education Standards Framework (Threshold Standards) 2011, which includes the Provider andQualifications standards (refer to the table below).

All providers must meet these standards in order to enter andremain within Australia’s higher education system.

The Threshold Standards draw on previous assurance

requirements, the National Protocols for Higher Education Approval Processes (National Protocols), as well as theAustralian Qualifications Framework (AQF).
Higher Education Standards Framework (Threshold Standards)
Provider Registration
Standards

Provider Registration Standards consist of seven standards relate to the accountability
and corporate viability of a provider and its capacity to deliver academic quality andintegrity.

Provider Category
Standards

Provider Category Standards formalise category titles for registered providers that are
well understood internationally and which are meaningful to the general public. The
category title signals to the public that the provider is a bona fide provider of quality
education in Australia.

Provider Course
Accreditation
Standards

Provider Course Accreditation Standards consist of seven standards about courses,
including a standard for self-accrediting higher education providers.

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re-accreditation of all higher education awards, the certification of documentation
relating to awards and protection against fraudulent use, and processes for recognisingStandards
prior learning, the transfer of credits and the articulation of the awards.
* See Appendix A for further information about Threshold Standards.
The Higher Education Standards Panel (HESP)49 provides independent advice to the Minister on making and varying
the Higher Education Standards Framework.

HESP has reviewed the current Higher Education Standards Frameworkand has proposed a new Framework to the HE sector for comment.

The Panel will propose revisions of theThreshold Standards and related matters to the Commonwealth Minister for Education.

The HESP has made its

proposed Framework available for comment at www.hestandards.gov.au.
Sources: Australian Government, TEQSA, TEQSA Annual Report 2011–2012, p.21, pp.29–31
Australian Government, TEQSA, TEQSA Annual Report 2012–2013, p.133, p.137
Australian Government, Higher Education Standards website:
http://www.hestandards.gov.au/higher-education-standards-framework

2-5. TEQSA’s regulation
TEQSA has regulatory power under the TEQSA Act and the ESOS Act.

TEQSA ensures that higher education providers

comply with the Standards in the Higher Education Standards Framework (Threshold Standards) 2011 and, forproviders who are registered under the ESOS Act, the National Code of Practice for Registration Authorities andProviders of Education and Training to Overseas Students 2007.

TEQSA has a standards and risk-based approach tohigher education regulation.
TEQSA’s main activities are the initial registration and re-registration of higher education providers, accreditation andre-accreditation of higher education courses of study, and registration of providers on CRICOS.

Monitoring providers’compliance against the TEQSA Act and the Threshold Standards, and the ESOS Act and the National Code, is also a key
activity.
Source: Australian Government, TEQSA, TEQSA Annual Report 2012–13, p.28

2-5-1. Key features of the TEQSA model of regulation
Provider entry to and continued operations within Australia’s higher education sector is determined bycompliance with the Threshold Standards.
Standards

The Standards are developed and promulgated independently of TEQSA.
The Standards apply to all registered higher education providers offering courses leading to an Australianhigher education award, irrespective of where and how a course is delivered.
Regulation against the Standards takes account of different teaching methods and ways of delivering higher
education.

Risks

A risk-management approach is used by TEQSA to identify specific areas of concern within the sector orwithin the operations of a provider, and how these risks are controlled by the provider.
Regulatory action reflects the nature and scale of risks identified.

Source: Australian Government, TEQSA, TEQSA Annual Report 2012–13, p.28
49

In accordance with the TEQSA Act, the Higher Education Standards Panel (HESP) has been established to provide independent
advice to the Minister on making and varying the Higher Education Standards Framework. TEQSA is responsible for interpretingand implementing the Higher Education Standards Framework for the purposes of regulating higher education providers. In
this way, the setting of standards by HESP is clearly separated from the monitoring and enforcement functions carried out by
TEQSA. HESP was formally constituted on 10 January 2012.

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2-5-2. Regulatory principles
Under the TEQSA Act, TEQSA must comply with the following three regulatory principles.
TEQSA’s risk-based approach helps it to focus on areas of higher risk.

Risk

assessments inform the level of regulatory monitoring or action that may be

Reflecting risk

necessary.
TEQSA’s regulatory actions are in proportion to any non-compliance, or the risk of
Proportionate regulation

future non-compliance, by the provider. TEQSA balances the interests of students
and the potential impact of TEQSA’s actions on the provider and on the reputation of
the sector.
TEQSA only intervenes when necessary.

Regulatory necessity

In making its regulatory decisions, theCommission considers the particular circumstances of a provider and ensures its
regulatory responses are the most effective and the least burdensome means ofaddressing the provider’s compliance with the Standards.

Sources: Australian Government, TEQSA, TEQSA Annual Report 2012–13, p.29
Australian Government, TEQSA, A Snapshot of TEQSA: http://www.teqsa.gov.au/sites/default/files/TEQSAsnapshot_Eng.pdf

2-6. Risk-based approach
2-6-1. TEQSA’s Risk Assessment Framework
The Risk Assessment Framework (RAF) outlines TEQSA’s approach to undertaking structured risk assessments ofregistered higher education providers. Risk assessments play a key role in TEQSA’s risk-based regulation of thesector by helping to prioritise TEQSA’s regulatory focus.
The RAF and use of risk assessments:
Strengthens the protection of students’ interests and the sector’s reputation by monitoring key aspects ofproviders’ operations during registration periods.

Reduces regulatory burden by using risk assessments to inform a differentiated approach to evidence andreporting requirements in regulatory processes.



Supports TEQSA case managers and providers to engage in early discussion about emergent issues prior to
any formal regulatory review.



Supports quality improvement activities through the sharing of information with providers about potential
risks and good practices in the sector.

TEQSA utilises a standard format and set of risk indicators across areas of institutional practice and outcomes that are
central to all providers. The RAF recognises the importance of provider context in assessing potential regulatory
risks.

It allows for expert judgment and embeds providers’ history and context within the risk assessment process.

TEQSA’s approach to risk assessments is informed by the ISO Risk Management Standards, while adapted for TEQSA’s
regulatory context and purpose.
Sources: Australian Government, TEQSA website, http://www.teqsa.gov.au/regulatory-approach/risk-assessment-framework

2-6-2. Provider information
TEQSA relies heavily on existing data collected within the sector for its risk assessments, predominantly the national

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Australia.

TEQSA sources a limited set of key data directly from some providers through an annual Provider

Information Request (PIR).

The PIR reflects that a significant part of the sector is not currently captured within theexisting national collections.
information.

The PIR focuses on core data relating to students, staff, financial and survey

Further information on TEQSA’s PIR is available at :http://www.teqsa.gov.au/for-providers/provider-obligations/data-collection
Source: Australian Government, TEQSA website http://www.teqsa.gov.au/regulatory-approach/risk-assessment-framework

2-6-3. Key steps in the risk assessment process
TEQSA undertakes an annual cycle of risk assessments of all providers, over the first half of the calendar year
(following TEQSA’s Provider Information Request).

An overview of key steps in TEQSA’s risk assessment process isreflected in the figure below.

Source: Australian Government, TEQSA, TEQSA website, http://www.teqsa.gov.au/regulatory-approach/risk-assessment-framework

2-6-4. Key components of a risk assessment
The key components of a TEQSA risk assessment are below. Regulatory history, context and risk indicators are used
to inform an overall evaluation of ‘Risk to Students’ and ‘Risk to Financial Position’.

Four key risk areasOverall Risk Evaluation: The evaluation uses a high, moderate or low rating (represented with traffic lightcolours).

This is a qualitative expert judgment taking into consideration the provider’s context, history andstanding, and analysis of risk indicators.

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lack of information, conflicting information, or unreliable data, a ‘No Confidence’ rating may be applied.


Risk Indicators: In addition to the four key risk areas, risk indicators have been identified giving
consideration to data availability (on an annual basis), applicability across the sector and to different
provider circumstances.

The indicators are as follows:

Student Profile and Outcomes
1.

Cohorts completed

2.

Student load

3.

Attrition rate

4.

Progress rate

5.

Completions (by Undergraduate / Postgraduate Coursework and Higher Degree by Research, as applicable)

6.

Student Satisfaction (by Undergraduate / Postgraduate Coursework and Higher Degree by Research, asapplicable)

7.

Graduate destinations

Staff Resources and Profile
8.

Senior academic leaders

9.

Students to staff ratio (SSR)

10. Academic staff on casual work contracts
Financial Viability and Sustainability
11. Financial viability
12. Financial sustainability
Source: Australian Government, TEQSA website, http://www.teqsa.gov.au/regulatory-approach/risk-assessment-framework

2-6-5. Actions in response to risk assessments
A final risk assessment will typically identify action in line with the following:
No action

If no significant risks are identified, then TEQSA will not take any action in response to
the final risk assessment.

Recommendation

TEQSA may recommend that the provider closely monitor identified risks and/or put inplace appropriate controls or improvement strategies. A recommendation arisingfrom a risk assessment does not constitute a formal condition on registration.

Formal Request for
Information

TEQSA may identify risks that require further consideration by TEQSA. In such cases,
TEQSA may seek additional information from the provider so that TEQSA may
determine if further action is necessary. Requests for information may also be used
to monitor identified risks between risk assessment cycles.

If TEQSA identifies significant risks, it may determine that formal regulatory action is
Formal regulatory action
necessary outside a scheduled review process. This may include, for example,(e.g. complianceundertaking a compliance assessment to satisfy TEQSA that the provider continues toassessment or conditions)comply with the Threshold Standards, or imposing formal conditions on registration.
To be considered inscheduled regulatory
review

If the provider has a forthcoming regulatory review process (e.g. re-registration),
TEQSA may indicate that risks identified in the risk assessment will be consideredfurther in that process rather than identify additional action at that time.

Source: Australian Government, TEQSA website, http://www.teqsa.gov.au/regulatory-approach/risk-assessment-framework

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Any regulated entity (a constitutional corporation or a corporation established by or under a law of theCommonwealth or Territory, or a person who conducts activities in a Territory) that intends to deliver higher
education in Australia must be registered by TEQSA.

Registration is for a period not exceeding seven years.

Anyregistered provider that intends to continue delivering higher education in Australia must apply to have theirregistered renewed by TEQSA.
A new entity may apply to TEQSA for approval to be registered as a higher education provider within the provider
categories.

An existing higher education provider is able to seek approval change their particular provider category

under the TEQSA Act.

There are 5 categories that use the word “university”:

Australian UniversityAustralian University CollegeAustralian University of SpecialisationOverseas UniversityOverseas University of Specialisation.

A higher education provider must meet the additional criteria for use of a provider category that uses the word
“university”.
All higher education providers registered by TEQSA are listed on the National Register of Higher Education Providers50.
The National Register is published on the TEQSA website.

Under the TEQSA Act, a registered higher education

provider may apply to TEQSA to change the category in which the provider is registered.

TEQSA may also change

the category in which a provider is registered on its own initiative or on a provider’s application to change thecategory.
Sources:

50

This decision is reviewable.
Amendment No.1 to the Higher Education Standards Framework (Threshold Standards) 2011, p.8
Australian Government, TEQSA, Application Guide, Application for Registration as Higher Education Provider, Version 2.2
Updated October 2013, p.4
Australian Government, TEQSA, Application Guide, Application for Renewal of Registration as Higher Education Provider, Version
2.2 Updated October 2013
TEQSA website: http://www.teqsa.gov.au/national-register,
http://www.teqsa.gov.au/for-providers/registration/other-provider-categoriesTEQSA is required by the TEQSA Act to establish and maintain a National Register of Higher Education Providers and to make itavailable for inspection online. The purpose of the National Register is to be the authoritative source of information on thestatus of registered higher education providers in Australia. (The National Register is not designed to be a tool for searching or
finding information about courses of study or the range of courses offered by a particular provider or institution. This
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2-7-1. Self-accrediting authority
Australian higher education providers consist of self-accrediting higher education providers and non-self-accrediting
higher education providers.

Self-accrediting higher education providers are authorised to self-accredit some or allof their higher education courses of study51.

Providers who self-accredit some or all of their higher education

courses of study are accountable for:interpreting the requirements of the Threshold Standards (in particular the Provider Course Accreditation
Standards and the Qualification Standards), and;



judging whether these will be appropriately applied and met throughout the development, approval, delivery
and discontinuance of a course of study.

In exercising this authority, the provider is also responsible for ensuring that compliance across all the Threshold
Standards (the Provider Registration Standards, the Provider Category Standards, the Provider Course Accreditation
Standards and the Qualification Standards) is sustained throughout their higher education operations.
Under section 41 of the TEQSA Act, a registered higher education provider may apply to TEQSA for authority to
self-accredit one or more courses of study. TEQSA will assess applications against the self-accrediting criteria
contained in the Threshold Standards.
Australian University: Each Australian university that meets the requirements under subsection 45(1)52 of the
TEQSA Act is authorised under the TEQSA Act to self-accredit each course of study that leads to a higher
education award that the provider offers or confers.

Australian University College: The Criteria for authorising self-accrediting authority within the Threshold
Standards provide that TEQSA will authorise each provider in the Australian University College category to
self-accredit all courses of study.

An application for self-accrediting authority is automatically included in the

Application Form – Application for Change of Provider Category to ‘Australian University College’ orApplication for Registration as an ‘Australian University College’.
Australian University of Specialisation: The Criteria for authorising self-accrediting authority within theThreshold Standards provide that TEQSA may authorise a provider registered in the Australian University ofSpecialisation category to self-accredit all courses of study in one or two broad fields of study only.

Higher education provider, Overseas University, or Overseas University of Specialisation: TEQSA may
authorise the provider to self-accredit a course(s) of study at one or more higher education award levels andin one or more broad fields of study or discipline areas. The criteria for giving self-accrediting authority toproviders in this provider category are available in the Higher Education Standards Framework.

Sources: TEQSA website: http://www.teqsa.gov.au/
Australian Government, Review of Higher Education Regulation REPORT, p.5
Australian Government, TEQSA, Application Guide, Application for Accreditation of a Higher Education Course of Study (AQF
Qualification), Version 2.2 Updated October 2013, p.4

51

A higher education course of study means a course that will lead to a qualification recognised under the Australian Qualifications
Framework (AQF).
52
Each registered higher education provider that is registered in the Australian University Provider Category and is established byor under, or recognised by, a law of the Commonwealth, a State or a Territory, or registered as a company under Part 2A.2 of the
Corporations Act 2001.

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A regulated entity (a constitutional corporation or a corporation established by or under a law of the Commonwealthor Territory, or a person who conducts activities in a Territory) that intends to become a higher education provider
may apply to TEQSA for approval to be registered as a Higher education provider.
TEQSA will determine a period for which the applicant is registered.

If TEQSA grants the application,

Under the TEQSA Act this period cannot exceed

seven years.
In order to be registered as a higher education provider by TEQSA, TEQSA must be satisfied that the applicant meets
the Threshold Standards (see Appendix A. for further information).
education provider must offer at least one accredited course.

Under the TEQSA Act, a registered higher

Therefore an application for registration as a higher

education provider must be accompanied by an application for accreditation of at least one AQF course of study.
Applicants should note that the Application Form is not applicable to courses of study, such as ELICOS courses orFoundation Programs which lead to a qualification not recognised under the AQF53.
There are nine sections to the Application for Registration as a Higher Education Provider.
1.

Applicant Details

2.

Provider Standing: Applicant Ownership and Corporate Structure

3.

Provider Standing: Applicant History

4.

Corporate and Academic Governance5.

Financial Viability and Sustainability

6.

Academic Quality and Integrity

7.

Management Systems and Human Resources

8.

Responsibilities to Students

9.

Physical and Electronic Resources and Infrastructure

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They are:Under ESOS Act, all providers and courses that enroll overseas students are required to register on CRICOS (see p.55 for further
information).

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In summary, the registration process involves the following main stages.
Submission of Application Form, attachments and preliminary assessment fee↓
Preliminary assessment of application by TEQSA: In accordance with the TEQSA Act, TEQSA will, within 30 days
after an application is made, advise the applicant whether its application for registration in a particular provider
category is appropriate, and if it is not, what provider category would be appropriate (if any).
↓
Applicant decides whether to proceed with application (If yes, payment of substantive assessment fee is made.)↓
Substantive assessment of application by TEQSA: A substantive assessment may then be conducted in accordancewith the TEQSA Act and may include a range of assessment processes, such as:site visit(s) to the applicant’s premises where higher education operations will be undertaken;

discussions with selected staff, stakeholders and third parties;requests for additional evidence; andany other means deemed appropriate by TEQSA to validate the information provided in the Application Formand to assist in making a determination about whether the applicant meets the Threshold Standards.
↓

Following the substantive assessment, and if the findings recommend rejecting the application for registration orapproving it with conditions on registration, the applicant will be sent a written summary of findings and any
relevant evidence not previously seen by the applicant. The applicant will be provided with an opportunity tocomment on the summary of findings before a decision is made by TEQSA. If an applicant has responded about asummary of findings and recommendation to reject the application for registration, or to approve the application
with conditions, TEQSA will consider this information before making a final determination.
↓
Final decision by TEQSA: TEQSA will make a final decision normally within six months (not exceeding a further six
months, if any)54 of receiving the substantive application fee, subject to TEQSA not requiring a longer period.
Where an application is approved, the final decision includes a decision about the period for which the applicant
will be registered as a higher education provider. This period must not exceed seven years.
↓
Notification to applicant in writing: TEQSA will provide a notice of decision and a final summary of findings to theapplicant, within 30 days of its decision to grant or reject an application for registration. The notice will include
the period for which the applicant will be registered as a higher education provider, and any conditions, asapplicable. The applicant will be given up to 28 days to correct any errors of fact in the final summary of findings.
↓
Update of the National Register of Higher Education Providers: A provider registered by TEQSA is listed on the
National Register, including the provider’s details such as the Provider Legal Entity Name, the Provider Category,
the registration renewal date, website, and condition of the Self-accrediting authority.
Sources: Australian Government, TEQSA, Application Guide, Application for Registration as Higher Education Provider, Version 2.2
Updated October 2013, pp.4-6, pp.8-11
Australian Government, TEQSA, Application Guide, Application for Accreditation of a Higher Education Course of Study (AQF
Qualification), Version 2.2 Updated October 2013, p.5
Tertiary Education Quality and Standards Agency (Consequential Amendments and Transitional Provisions) Act 2011, Item 15 of
Schedule 3
Tertiary Education Quality and Standards Agency Act 2011
Australian Government, TEQSA, TEQSA Annual Report 2012-13, p.18
TEQSA website: http://www.teqsa.gov.au/
54

Under the TEQSA Act, TEQSA had to make a decision within nine months (not exceeding a further nine months if TEQSA judged it
necessary) of receiving the application, but the Tertiary Education Quality and Standards Agency (Consequential Amendments
and Transitional Provisions) Act 2011 (TEQSA CATP Act) revised this figure to six months (not exceeding a further six months if
TEQSA is judged necessary). See http://www.comlaw.gov.au/Series/C2011A00073.

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The TEQSA Act requires applications for renewal of registration to be submitted at least 180 days before current
registration ends (a shorter period may be approved by TEQSA).

The period for which the registration is renewedcannot exceed seven years.
The core assessment scope is against seven Provider Registration Standards (PRSs):
1.

Governance (Risk Management (PRS 3.4) and Corporate and Academic Governance (PRS 3.7))

2.

Planning and Performance Outcomes (PRS 3.6 and PRS 5.6)

3.

Academic Quality Assurance* (PRS 3.8)

4.

Student Experience and Support (Grievance processes (PRS 6.4); Transition, academic language and learning
support (PRS 6.5)).

*Assessment of implementation of these processes may be through examining one or more courses (to a maximumof five) as case studies.
If TEQSA does not already have relevant information about the provider’s practices and how they are implemented
and this is considered necessary to assess the application, the scope of the assessment will be extended.
Under the TEQSA Act, registered higher education providers which do not intend to seek renewal of registration, may
apply to TEQSA to withdraw their registration.

TEQSA may grant the application if satisfied that it is appropriate toallow the registration to be withdrawn.

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In summary, the renewal of registration process involves the following main stages.
Discussion with provider 12 months before re-registration about the scope of the application and level of evidence
required.
↓
Submission of Application Form, attachments and renewal of registration application fee↓
Preliminary assessment of application by TEQSA: TEQSA will, normally within 30 days after an application isreceived, advise the provider whether its application is accompanied by sufficient information and evidence.
TEQSA will request further information, documents and/or assistance as necessary.
↓
Substantive assessment of application by TEQSA: A substantive assessment may include a range of assessment
processes, such as:visiting one or more of the provider’s higher education locations (in Australia and/or overseas)55;

discussions with selected staff, stakeholders and third parties; andany other means deemed appropriate by TEQSA to validate the information provided in the Application Formand to assist in making a determination about whether the provider meets the Threshold Standards inaccordance with the TEQSA Act.
TEQSA may request further information, documents and/or assistance at any stage during a substantive
assessment.
↓
Following the substantive assessment, and if the findings recommend rejecting the application for renewal ofregistration or approving it with conditions on registration, TEQSA will send the provider a written summary offindings and any relevant evidence not previously seen by the provider. An opportunity will be given to theprovider to comment on the summary of findings and the recommendations.
If the substantive assessment recommends rejecting the provider’s application for renewal of registration, and theregistration is in a provider category that permits the use of the word “university”56, TEQSA will send to the
Minister with responsibility for higher education in the relevant State or Territory a copy of the summary offindings and provide an opportunity for them to make representation to TEQSA. A copy of the summary offindings will also be sent to the Commonwealth Minister for information.
If a provider (or as applicable, a State or Territory Minister) has responded about a summary of findings, TEQSA willconsider this information before making a final decision.
↓TEQSA will normally make a final decision on the application within six months (not exceeding a further six
months, if any) of submission of a complete application 57. Where the final decision is to renew the provider’sregistration, the decision will include a decision about the period for which the registration is renewed. This
period must not exceed seven years.
↓
Notification to applicant in writing: TEQSA will provide a notice of decision and a final summary of findings to theapplicant, within 30 days of its decision to grant or reject an application for registration. The notice will include
the period for which the applicant will be registered as a higher education provider, and any conditions, asapplicable. The applicant will be given up to 28 days to correct any errors of fact in the final summary of findings.
↓
Update of the National Register of Higher Education Providers
Sources: Australian Government, TEQSA, Application Guide, Application for Renewal of Registration as Higher Education Provider, Version

55

Providers will be advised at an early stage of the assessment whether or not any site visits will be required to ensure that thereis time for appropriate arrangements to be made.
56
Only a higher education provider that is registered as “Australian University”, “Australian University College”, “Australian
University of Specialisation”, “Overseas University”, or “Overseas University of Specialisation” category, permits the use of theword “university”.
57
Under TEQSA CATP Act, TEQSA must make a decision on the application within six months (not exceeding further six months, ifany) of receiving it.

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Tertiary Education Quality and Standards Agency (Consequential Amendments and Transitional Provisions) Act 2011, pp.38-39
Tertiary Education Quality and Standards Agency Act 2011, pp.21-22, pp.29-30, p.117
Australian Government, TEQSA, TEQSA Annual Report 2012-13, p.18
TEQSA website: http://www.teqsa.gov.au/for-providers/registration/withdrawal

2-8. Accreditation and renewal of accreditation of higher education course of study
Under the TEQSA Act, a registered higher education provider must offer at least one accredited course.

A registeredhigher education provider that does not have the authority to self-accredit its courses of study must apply to TEQSA
for accreditation of one or more new, or additional, courses of study that the higher education provider plans todeliver.

The course of study which is accredited by TEQSA is listed on the National Register of Higher Education

Providers.
TEQSA can accredit a higher education course of study which leads to a qualification that is located against levels 5, 6,
7, 8, 9 or 10 of the Australian Qualifications Framework (AQF).

Applicants also need to apply for accreditation under

the ESOS Act of ELICOS or Foundation Program courses of study that are classified as non - AQF awards.
AQF Level

Higher Education Qualification

5

Diploma6

Advanced Diploma, Associate Degree

7

Bachelor Degree

8

Bachelor Honour Degree, Graduate Certificate, Graduate Diploma

9

Masters Degree (Research), Masters Degree (Coursework), Masters Degree (Extended)

10

Doctoral Degree

Sources: Australian Government, TEQSA, Application Guide, Application for Accreditation of a Higher Education Course of Study (AQF
Qualification), Version 2.2 Updated October 2013, p.4
Australian Government, TEQSA, Application Guide, Higher Education Provider; Application for Renewal of Accreditation of aHigher Education Course of Study (AQF Qualification), Version 2.2 Updated October 2013, p.3

2-8-1. Accreditation of higher education course of study
TEQSA assesses each application for course accreditation against the requirements of the Higher Education Provider
Course Accreditation Standards (which incorporate the Qualifications Standards).
The minimum evidence requirements for each new course are:1.

Course details

2.

Course documentation

3.

Course development and approval

4.

Staff details.

If TEQSA does not already have relevant information about the provider’s practices and how they are implemented
and this is considered necessary to assess the application, the scope of the assessment will be extended.

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In the case of joint awards58 conferred by one or more provider, a single application form should be submitted.
Where both providers are registered by TEQSA and do not have self-accrediting authority, one provider should takethe lead role in the application.

Where a registered HEP without self-accrediting authority is conferring a joint

award with one or more providers who have self-accrediting authority, a single application form should be submitted
by the registered HEP without self-accrediting authority.
In summary, the accreditation of a course of study process involves following main stages.
Submission of Application Form, attachments and preliminary assessment fee↓
Preliminary Assessment of application by TEQSA: In accordance with the TEQSA Act, TEQSA will, within 30 days
after an application is made, ‘advise the applicant whether its application is accompanied by sufficient information,
documents and assistance’, and will request further information, documents and assistance as necessary.
↓
Applicant decides whether to proceed with application (If yes, payment of substantive assessment fee is made)↓Substantive Assessment of application by TEQSA: Upon receiving further information, documents and assistance asrequested by TEQSA, and upon receipt of the substantive assessment fee, TEQSA will then conduct a substantive
assessment in accordance with the TEQSA Act. A substantive assessment may include a range of assessment
processes such as:get input from external experts to inform the analysis of specific parts of the application;site visit(s) to the applicant’s premises where the course of study will be undertaken;
discussions with selected staff, stakeholders and third parties; andany other means deemed appropriate by TEQSA to validate the information provided in the Application Formand to assist in making a determination about whether the course of study meets the Provider Course
Accreditation Standards.
↓
Following the substantive assessment, and if the findings recommend rejecting the application for accreditation orapproving it with conditions on accreditation, the applicant will be sent a written summary of findings and any
relevant evidence not previously seen by the applicant. An opportunity to comment on the summary of findings
and the proposed decision will be provided. If an applicant has responded about a summary of findings andproposed decision to reject the application for accreditation of a higher education course of study, or in relation to
imposing a condition or conditions on accreditation, TEQSA will consider this information before making a final
determination.
↓
Final decision by TEQSA: Within six months (not exceed further six months, if any)59 of payment of a substantive
assessment application fee, subject to TEQSA not requiring a longer period. If the application is approved, thefinal decision includes a decision about the period for which the course of study will be accredited. This period
must not exceed seven years.
↓

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Joint awards are also known as double badged awards. TEQSA defines that joint awards involve the awarding of a single
qualification which is jointly conferred by two or more providers and recognised within the Australian Qualifications Framework.
Joint awards involve close cooperation among the providers in curriculum development, design, organisation, course delivery,
and assessment of learning outcomes as well as requirements necessary for awarding the qualification. The certification
documentation for joint awards normally takes the form of a single testamur, but may also involve two separate testamurs, each
recognising that the qualification was undertaken through a joint program.
59
Under the TEQSA Act, TEQSA had to make a decision within nine months (not exceeding a further nine months if TEQSA wasjudged necessary) of receiving the application, but the Tertiary Education Quality and Standards Agency (Consequential
Amendments and Transitional Provisions) Act 2011 (TEQSA CATP Act) revised this figure to six months (not exceeding a further
six months if TEQSA is judged necessary). See http://www.comlaw.gov.au/Series/C2011A00073.

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EditionNotification to applicant in writing: TEQSA will provide a notice of decision to the applicant within 30 days of its
decision to grant or reject an application for a higher education course of study to be accredited. If theapplication is approved, the notification will include the period for which the course of study is accredited and any
conditions, as applicable. If the application is rejected, or if the application is approved with conditions on
accreditation, the notification will include a statement of reasons. An applicant is also given a copy of a draft
public report about the decision and up to 28 days in which to provide feedback on the public report. This
feedback is taken into account by TEQSA prior to any decision on whether to publish the report.
↓
Update of the National Register of Higher Education Providers: The course of study accredited by TEQSA is listed on
the National Register, including the provider’s details such as the Provider’s name, status of accreditation (e.g.
Accredited, Accreditation expired, or Accreditation ongoing pending renewal), renewal date, and condition ofdelivering in language other than English (Yes or No).
Sources: Australian Government, TEQSA, Application Guide, Application for Accreditation of a Higher Education Course of Study (AQF
Qualification), Version 2.2 Updated October 2013, pp.4-10
Tertiary Education Quality and Standards Agency (Consequential Amendments and Transitional Provisions) Act 2011, pp.38-39
Tertiary Education Quality and Standards Agency Act 2011, pp.37-38
Australian Government, TEQSA, TEQSA Annual Report 2012-13, p.18
Australian Government, TEQSA, Information Paper; TEQSA’s approach to the assessment of joint and dual awards, September
2013, p.1
TEQSA website: http://www.teqsa.gov.au/national-register

2-8-2. Renewal of accreditation of higher education course of study
The TEQSA Act requires applications for renewal of accreditation of a higher education course of study to besubmitted at least 180 days before the accreditation of the course of study is to end or such shorter period approvedby TEQSA.
TEQSA will assess each application for course accreditation against the requirements of the Higher Education Provider
Course Accreditation Standards (which incorporate the Qualifications Standards).
The minimum evidence requirements for re-accrediting each course are:1.

Course details

2.

Course monitoring and review

3.

Staffing.

If TEQSA does not already have relevant information about the provider’s practices and how they are implemented
and this is considered necessary to assess the application, the scope of the assessment will be extended.
In summary, the renewal of accreditation of a higher education course of study process involves following mainstages.
Submission of Application Form, attachments and renewal of accreditation application fee↓
Preliminary Assessment of application by TEQSA: TEQSA will, normally within 30 days after an application isreceived, advise the provider whether its application is accompanied by sufficient information and evidence.
TEQSA will request further information, documents and/or assistance as necessary.
↓
Substantive Assessment of application by TEQSA: A substantive assessment may include a range of assessment
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



one or more site visits60 to the provider’s premises where the course of study is undertaken ;discussions with selected staff, stakeholders and third parties ; andany other means deemed appropriate by TEQSA to validate the information provided in the Application Formand to assist in making a determination about whether the course or courses of study meets the Provider
Course Accreditation Standards and the Qualification Standards.
↓

Following the substantive assessment, and if the findings recommend rejecting the application for renewal ofaccreditation of a higher education course of study, or approving the application with conditions on accreditation,
the provider will be sent a written summary of findings and any relevant evidence not previously seen by theprovider. The provider will be given an opportunity to comment on the summary of findings. If a provider has
responded about a summary of findings and recommendation to reject the application for renewal of accreditationof a higher education course of study, or to approve the application with conditions on accreditation, TEQSA willconsider this information before making a final determination.
↓TEQSA will reach a proposed decision normally within six months (not exceeding further six months, if any) ofcommencing a substantive assessment61. Where an application is approved, the final decision includes a decision
about the period for which accreditation is renewed. This period must not exceed seven years.
↓
Notification to provider in writing: TEQSA will provide a notice of decision to the provider within 30 days of its
decision to grant or reject an application for renewal of accreditation of a course of study. If the application isapproved, the notification will include the period for which the course of study is accredited and any conditions, asapplicable. If the application is rejected, or if the application is approved with conditions on accreditation, thenotification will include a statement of reasons. A provider is also given a copy of a draft public report about thedecision and up to 28 days in which to provide feedback on the public report. This feedback is taken into accountby TEQSA prior to any decision on whether to publish the report.
↓
Update of the National Register of Higher Education Providers
Sources: Australian Government, TEQSA, Application Guide, Higher Education Provider; Application for Renewal of Accreditation of aHigher Education Course of Study (AQF Qualification), Version 2.2 Updated October 2013, p.4, pp.6-9
Tertiary Education Quality and Standards Agency (Consequential Amendments and Transitional Provisions) Act 2011
Tertiary Education Quality and Standards Agency Act 2011
Australian Government, TEQSA, TEQSA Annual Report 2012-13, p.18
Australian Government, TEQSA, Information Paper; TEQSA’s approach to the assessment of joint and dual awards, September
2013, p.2

2-8-3. Offshore provision (transnational education)
The quality of offshore education involving Australian higher education providers is critical to the reputation of not
only the provider, but also the Australian higher education sector in general.
approach to the regulation of offshore provision62

TEQSA is committed to a rigorousof Australian higher education that recognises the strengths of thesystem while ensuring that students, in whatever location they are studying, have a quality education experience.
60

Providers will be advised at an early stage of the assessment whether or not any site visits will be required to ensure that thereis time for appropriate arrangements to be made.
61
Under TEQSA CATP Act, TEQSA must make a decision on the application within six months (not exceeding further six months, ifany) of receiving it.
62
TEQSA defines that: “Offshore provision (also referred to as Transnational Education (TNE)) involves an arrangement whereby acourse of study that leads to a regulated higher education award by AQF is provided either partly or fully outside Australia byeither (a) a registered higher education provider (irrespective of the provider category in which they are registered), or (b)through collaboration between a registered higher education provider and one or more third parties. Other terms commonlyused include “cross-border education” or “borderless education.”

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EditionWhatever offshore arrangement is contemplated by a regulated higher education provider, and irrespective of thedelivery location, responsibility for each regulated award (as determined by the Australian Qualifications Framework)
granted and its academic standard is the responsibility of the registered higher education provider.
Most TNE engagement is undertaken through partnership or other third party arrangements, and third parties may
not necessarily be higher education institutions.
The TEQSA Act requires a registered higher education provider that offers or confers a regulated higher education
award for the completion of a course of study provided wholly or partly by another entity to ensure that the otherentity provides the course of study consistently with the Threshold Standards. The Threshold Standards apply to alla provider’s activities, regardless of delivery site and place, and cover arrangements with third parties.

TEQSA also

complies with three regulatory principles (regulatory necessity, reflecting risk, and proportionality) for regulation of
offshore provision.
TEQSA’s regulatory processes for offshore provision can include a site visit to the partner/third party, if such a visit isdeemed necessary.
Source:Australian Government, TEQSA, Information Paper; TEQSA’s approach to regulating the offshore provision of regulated HEawards, September 2013, pp.1-3,
http://www.teqsa.gov.au/sites/default/files/RegulatingOffshoreProvisionOfRegulatedHEAwardsInfoSheetv2.pdf

2-9. CRICOS registration
The Education Service for Overseas Students Act 2000 (ESOS Act) provides an extra layer of regulation for Australian
institutions that enroll overseas students studying in Australia on a student visa.

It requires all providers andcourses that enroll overseas students to be registered on the Commonwealth Register of Institutions and Courses forOverseas Students (CRICOS).
The ESOS Act and the associated legislation form the legal framework for the provision of education services tooverseas students. The ESOS legislative framework sets out roles and responsibilities for education providers whowish to deliver courses to overseas students.

The Australian Government administers the ESOS Act and its

associated instruments.
ESOS legislative frameworkEducation Services for Overseas Students Act 2000



Education Services for Overseas Students 2000 – Regulations (Education Services for Overseas Students (ESOS)
Regulations 2001)

The National Code

Education Services for Overseas Students Act 2000 – Legislative Instruments

Under the ESOS legislative framework, the designated authority will recommend a maximum cap on the number ofinternational students the provider may enroll, the period of registration of no more than five years, and any otherconditions on registration deemed appropriate.

TEQSA has designated authority under the ESOS Act and TEQSA Act

as follows:

all higher education providers registered under the TEQSA Act



all providers of Foundation Programs except where delivered by a school

all providers of ELICOS in a pathway arrangement with a registered higher education provider

Other designated authorities and their jurisdictions are as follows:

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The Australian Skills Quality Authority (ASQA):all Registered Training Organisations (RTOs) registered on CRICOS in all states and territories



providers of ELICOS except where a provider delivers the program in the capacity of school or a higher
education provider, or in a pathway arrangement with a registered higher education provider.

State and Territory regulatory authorities:

all providers of ELICOS and Foundation Programs delivered in schools.

The CRICOS website (http://www.cricos.deewr.gov.au/) is a searchable database managed by the Department of
Education under the ESOS legislative framework. CRICOS provides details of those education institutions approved torecruit, enroll and deliver education and training services to overseas students, and details of their courses.
Sources: Australian Government, Aei. gov. au website: https://aei.gov.au/regulatory-information/pages/regulatoryinformation.aspx
TEQSA website: http://www.teqsa.gov.au/for-providers/cricos, http://www.teqsa.gov.au/news-and-publications/teqsa-asqa
ASQA website:
http://www.asqa.gov.au/for-training-organisations/become-a-cricos-provider/become-a-cricos-provider.html#cricos

2-10. TEQSA’s international engagement
TEQSA has an important role to play in protecting, enhancing and promoting the quality and integrity of Australia’s
higher education sector in the international sphere. TEQSA’s international engagement informs wide international
understanding of, and confidence in, Australian higher education regulation and quality assurance, and supports therecognition of qualifications, employability of graduates and mobility of students.
In order to protect the reputation of Australian higher education and the interests of students, TEQSA applies arigorous approach to offshore provision of higher education.

It also develops cooperative relationships withoverseas regulatory and quality assurance agencies, governments and other related bodies, with whom it sharesinformation on the rigour of the Australian regulatory system.
TEQSA has formal memberships with the following organisations:

Asia-Pacific Quality Network (APQN)International Network for Quality Assurance Agencies in Higher Education (INQAAHE)CHEA International Quality Group

Source: TEQSA website: http://www.teqsa.gov.au/about/international-engagement

2-11. Recent topic
TEQSA is committed to continually improving its regulatory processes to reduce the regulatory burden on all higher
education providers to ensure its processes remain effective in managing risks and maintaining quality in the sector.
TEQSA is implementing an agenda to reduce the regulatory burden for providers addressing main areas of concern tothe sector, including:reporting requirements;



duplication of requirements across regulatory bodies;the time taken to make regulatory decisions; and

ensuring that regulatory assessments take a risk-based and proportionate approach.

TEQSA’s latest updates are available at : http://www.teqsa.gov.au/
Source: TEQSA website: http://www.teqsa.gov.au/news-publications/news/teqsa-reform-agenda-and-continuous-improvement

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Higher Education Standards Framework (Threshold Standards)

Provider Registration Standards (PRS)
1.

Provider standing

2.

Financial viability and sustainability

3.

Corporate and academic governance4.

Primacy of academic quality and integrity

5.

Management and human resources

6.

Responsibilities to students

7.

Physical and electronic resources and infrastructure

Provider Category Standards
1. “Higher Education Provider” Category
2. “Australian University” Category
3. “Australian University College” Category
4. “Australian University of Specialisation” Category
5. “Overseas University” Category
6. “Overseas University of Specialisation” Category

Provider Course Accreditation Standards
1. Course design is appropriate and meets the Qualification Standards
2. Course resourcing and information is adequate
3. Admission criteria are appropriate
4. Teaching and learning are of high quality
5. Assessment is effective and expected student learning outcomes are achieved
6. Course monitoring, review, updating and termination are appropriately managed

Qualification Standards
1. Higher education awards delivered meet the appropriate criteria
2. Certification documentation issued is accurate and protects against fraudulent use
3. Articulation, recognition of prior learning and credit arrangements meet the appropriate criteria

For more information about the Higher Education Standards Framework, visit the Australian Government legislation
database at http://www.comlaw.gov.au/Details/F2012L00003/Html/Text#_Toc311791717.
Source:ComLaw website: http://www.comlaw.gov.au/Details/F2012L00003, Higher Education Standards Framework (Threshold
Standards) 2011

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Appendix B.

The National Code’s standards for registered providers

The 15 standards are logically grouped under relevant topics: pre-enrolment engagement of students (Standards 1-4);
care for and services to students (Standards 5-6); students as consumers (Standards 7-8); the student visa program(Standards 9-13); staff, educational resources and premises (Standards 14-15).
Standard 1 – Marketing information and practices

Outcome: Registered providers ensure that marketing of their education and training services is professional,
accurate and maintains the integrity and reputation of the industry.

Standard 2 – Student engagement before enrolment

Outcome: Registered providers recruit students in an ethical and responsible manner and provide information thatenables students to make informed decisions about studying with the registered provider in Australia. Registeredproviders ensure students’ qualifications, experience and English language proficiency are appropriate for thecourse for which enrolment is sought.

Standard 3 – Formalisation of enrolment

Outcome: Written agreements between registered providers and students set out the services to be provided, fees
payable and information in relation to refunds of course money.

Standard 4 – Education agents

Outcome: Registered providers take all reasonable measures to use education agents that have an appropriate
knowledge and understanding of the Australian international education industry and do not use education agents
who are dishonest or lack integrity.

Standard 5 – Care for and services to students

Outcome: Where students under the age of 18 are not being cared for in Australia by a parent or suitablenominated relative, registered providers ensure the arrangements made to protect the personal safety and social
well-being of those students are appropriate.

Standard 6 – Student support services

Outcome: Registered providers support students to adjust to study and life in Australia, to achieve their learning
goals and to achieve satisfactory progress towards meeting the learning outcomes of the course.

Standard 7 – Transfer between registered providers

Outcome: Registered providers assess requests from students for a transfer between registered providers prior to
the student completing six months of the principal course of study in accordance with their documented
procedures.

Standard 8 – Complaints and appeals

Outcome: Registered providers’ complaints and appeals processes are independent, easily and immediately
accessible and inexpensive for the parties involved.

Standard 9 – Completion within the expected duration of study

Outcome: Registered providers monitor the enrolment load of students to ensure they complete the course within
the duration specified in their Confirmation of Enrolment (CoE) and do not exceed the allowable portion of online
or distance learning. Registered providers only enable students to extend the expected duration of study for thecourse through the issuing of a new CoE in limited circumstances.

Standard 10 – Monitoring course progress

Outcome: Registered providers systematically monitor students’ course progress. Registered providers areproactive in notifying and counseling students who are at risk of failing to meet course progress requirements.
Registered providers report students, under the ESOS Act, who have breached the course progress requirements.

Standard 11 – Monitoring attendance

Outcome: Registered providers systematically monitor students’ compliance with student visa conditions relating toattendance. Registered providers are proactive in notifying and counseling students who are at risk of failing tomeet attendance requirements. Registered providers report students, under the ESOS Act, who have breached
the attendance requirements.

Standard 12 – Course credit

Outcome: Registered providers appropriately recognise course credit within the ESOS framework.

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Outcome: Registered providers may only enable students to defer or temporarily suspend their studies, including
granting a leave of absence, during the course through formal agreement in certain limited circumstances.

Standard 14 – Staff capability, educational resources and premises

Outcome: The staff of registered providers are suitably qualified or experienced in relation to the functions they
perform for students. The educational resources of registered providers support the delivery of courses tostudents. The premises of registered providers, including the floor space available for each student, support
students to achieve their course outcomes.

Standard 15 – Changes to registered providers’ ownership or management

Outcome: Registered providers proactively inform the designated authority of prospective ownership and/or
management changes.

Sources:

Australian Government, Aei. gov. au website:
https://aei.gov.au/Regulatory-Information/Education-Services-for-Overseas-Students-ESOS-Legislative-Framework/National-Cod
e/Pages/default.aspx
Australian Government, DEEWR, National Code of Practice for Registration Authorities and Providers of Education and Training
to Overseas Students 2007, pp.11-25

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Appendix C.
Item

Activity for which the fee is imposed$25,000

1

Preliminary Assessment of Application for registration
as a higher education provider – s 19 of the Act
Where the application is for registration in one of thefollowing provider categories:

Australian University;Overseas University;Australian University College;
Australian University of Specialisation; andOverseas University of Specialisation.

$5,5002Preliminary Assessment of Application for registration
as a higher education provider – s 19 of the Act
Where the application is for registration in the Higher
Education Provider category$60,000

3

Substantive Assessment of Application for registration
as a higher education provider – s 20 of the Act
Where the application is assessed by TEQSA, pursuant
to paragraph 19(1)(a) of the Act, as appropriate forone of the following provider categories: Australian University; Overseas University; Australian University College;
 Australian University of Specialisation; and Overseas University of Specialisation.

$16,500

4

Substantive Assessment of Application for registration
as a higher education provider – s 20 of the Act
Where the application is not one to which Item 7
applies5

Renewal of Registration Application – s 35 of the Act
Where the application is to renew registration for oneof the following provider categories:·
Australian University;·
Overseas University;·
Australian University College;·
Australian University of Specialisation; and·Overseas University of Specialisation.

Where an application to renew registration ismade at the same time as an application under s
38 of the Act to change the Provider Category inwhich the provider is registered, no fee is payablefor the application to renew registration.
In all other cases, the fee is $75,000

Renewal of Registration Application – s 35 of the Act
Where the application is to renew registration for theHigher Education Provider category

Where an application to renew registration ismade at the same time as an application under s
38 of the Act to change the Provider Category inwhich the provider is registered, no fee is payablefor the application to renew registration.
In all other cases, the fee is $20,000

660Fees payable for the performance of TEQSA’s main functions
Amount of the fee

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Application for change of Provider Category in which a
provider is registered to one of the following Provider
Categories:

Australian University;Overseas University;Australian University College;
Australian University of Specialisation;Overseas University of Specialisation.
(s 38 of the Act)

$85,000

Application to TEQSA as a designated authority for a
recommendation that an approved provider beregistered to provide a course at a location - s 9AA of
the Education Services for Overseas Students Act(a) Application for the purposes of registration ofan approved provider under section 9AB toprovide a course of study to overseas students, orfor renewal of the provider’s registration.
- $5,000(b) Application for the purposes of adding a courseof study under section 9AG to a provider’sregistration on CRICOS – No fee is payable

Application to self-accredit one or more courses ofstudy – s 41 of the Act(a) Where the application is by a provider
registered in the higher education provider
category:·
For an application by a provider with noexisting authority under the Act to self
accredit a course or group of courses ofstudy – the fee is $22,000.
·
For an application by a provider which
is authorised under the TEQSA Act toself accredit one or more courses ofstudy – the fee is $10,000(b) Where the application is by a provider
registered in one of the following categories: Overseas University; Australian University College;
 Australian University of Specialisation;
 Overseas University of Specialisation.
 No fee is payable

Preliminary Assessment of Application for
accreditation of a course of study – s 47 of the Act

Where an application is for accreditation of asingle course of study, $2,000.
Where an application is for accreditation of morethan one course of study, or where more than one
application to accredit a course of study is
submitted at the same time, the fee is $2,000 for
the first course of study and $1,400 for each
additional course of study.

Substantive Assessment of Application for
accreditation of a course of study – s 48 of the Act

Where an application is for accreditation of asingle course of study, $7,000.
Where an application is for accreditation of morethan one course of study, or where more than one
application to accredit a course of study is
submitted at the same time, the fee is $7,000 for
the first course of study and $4,900 for each
additional course of study.

9

10

11

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Application for renewal of Accreditation for a course of
study – s 55(a) $1,000 for each application for renewal ofaccreditation of a course of study on the basis
that:(i) No new enrolments will be permitted in
the course, and(ii) The course will cease to be provided to
students within 24 months of the dateon which the provider’s current
accreditation for the course is to end,and(iii) The provider has not previously applied
for renewal of the accreditation of thecourse of study on this basis.

12(b) Otherwise:(i) Where an application is for renewal ofaccreditation of a single course of
study, $8,000.
(ii) Where an application is for renewal ofaccreditation of more than one courseof study, or where more than one
application to renew accreditation of acourse of study is submitted at thesame time, the fee is $8,000 for the
first course of study and $5,600 foreach additional course of study.
Application to vary or revoke a Condition ofregistration or accreditation – s 32(3) or s 52(3)13

For the first two conditions included in an
application - $2,500 for each condition
For each condition in addition to the first two
conditions which are included in an application $1,500 for each condition

14

Applications for TEQSA, as a designated authority, toapprove proposed changes to arrangements withother providers or to the maximum number ofstudents that a provider can enrol – paragraphs 10.4
and 12 of Part C of the National Code of Practice forRegistration Authorities and Providers of Education
and Training to Overseas Students 2007

$2,500 for each application to approve one ormore changes

15

Application for internal review of a decision made bydelegates of TEQSA - s184

$1,000 for each application to review one or moredecisions

Source: Commonwealth of Australia, Tertiary Education Quality and Standards Agency Act 2011, Determination of Fees No.3 of 2014
http://www.comlaw.gov.au/Details/F2013L02162

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Glossary

ACER

Australian Council for Education Research

AGS

Australian Graduate Survey

APQN

Asia-Pacific Quality Network

AQF

Australian Qualifications Framework

AQFC

Australian Qualifications Framework Council

ASQA

Australian Skills Quality Authority

AUQA

Australian Universities Quality Agency

AUSSE

Australasian Survey of Student Engagement

CEQ

Course Experience Questionnaire

CHEA

Council for Higher Education Accreditation

CIQG

CHEA International Quality GroupCOAG

Council of Australian Governments

CRICOS

Commonwealth Register of Institutions and Courses for Overseas Students

DEEWR

Department of Education, Employment and Workplace Relations

DIICCSRTE

Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education

DIISRTE

Department of Industry, Innovation, Science, Research and Tertiary Education

DoE

Department of Education

ELICOS

English Language Intensive Course for Overseas Students

ESOS Act

Education Service for Overseas Students Act

GDS

Graduate Destination Survey

GSA

Graduate Skills Assessment

HECS-HELP

Higher Education Contribution Scheme-HELP

HELP

Higher Education Loan Program

HEP

Higher Education Provider

HESA

Higher Education Support Act 2003

HESP

Higher Education Standards Panel

INQAAHEInternational Network for Quality Assurance Agencies in Higher Education

National CodeNational Code of Practice for Registration Authorities and Providers of Education andTraining to Overseas Students

NSSC

National Skills Standards Council

PIR

Provider Information Request

POSSE

Postgraduate Survey of Student Engagement

PREQ

Postgraduate Research Experience Questionnaire

PSEQ

Postgraduate Student Engagement Questionnaire

RTOs

Registered Training Organisations

SCOTESE

Standing Council on Tertiary Education Skills and Employment

SEQ

Student Engagement Questionnaire

SSES

Staff Student Engagement Survey

SSEQ

Staff Student Engagement Questionnaire

TAFE(colleges and institutes of) Technical and Further Education

TEQSA

Tertiary Education Quality and Standards Agency

TEQSA Act

Tertiary Education Quality and Standards Agency Act 2011

VET

Vocational Education and Training

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