© National Institution for Academic Degrees and University Evaluation 2010

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www.niad.ac.jp

IndexI. Basic information on the country ································2
II. The higher education system···································3
1. Historical overview ···························································· 3
2. Characteristics of Australian Higher Education ······································ 42-1. Types and size of higher education institutions ·································· 52-2. Cross-border education······················································ 82-3. Courses and qualifications ··················································· 82-4. Australian Qualifications Framework ··········································· 11
2-5. Recent developments ······················································· 12
3. Diagram of the Australian education system ········································ 14
4. Admission requirements ························································ 15
5. Completion requirements and student assessment ··································· 17
5-1. Completion requirements ···················································· 17
5-2. Student assessment ························································ 19
6. Responsible authorities························································· 24
7. Other higher education related bodies ············································· 26
8. Student organizations ·························································· 27
9. Tuition fees and financial support for students ······································ 28
9-1. Student tuition-fee system ··················································· 28
9-2. Student loan programmes ···················································· 29
10. Legislation ·································································· 30

III. The quality assurance system································· 33
1. History of Australian higher education quality assurance system ························ 33
2. Types of the current Australian higher education quality assurance frameworks ············ 35
2-1. Qualifications framework ···················································· 35
2-2. Accreditation and approval··················································· 40
2-3. Institutional self-regulation ·················································· 42
2-4. External monitoring ························································ 42
2-5. Independent quality audit···················································· 43
2-6. Quality assurance for international education ···································· 47
3. Recent developments ·························································· 48

Overview of the Quality Assurance System in Higher Education: Australia

1

I. Basic information on the country
Name of country

Commonwealth of Australia

CapitalCanberra

Official language

EnglishPopulation*

20,630,000

Nominal GDP*

814,854,810,000 USD

Nominal GDP per capita*

38,418 USD (FY 2007-2008)

Public spending on education
as a percentage of the total
government spending**
Public spending on
education as a percentage of
GDP***(as of April, 2006)(FY 2007-2008)

The total expenses predicted for 2008-09 is expected to be
210,570,000 USD.

The estimated spend for education (all levels) for

2008-09 is approximately 1,350,820,360 USD.
All levels of education

4.8%

HE level(OECD average 5.4%)

1.1%(OECD average 1.3%)

Spending per student at
higher education level***

14,579 USD(OECD average 11,512 USD)

Public spending on higher
education per student***

7,114 USD(OECD average 8,110 USD)

(2005)(2005)(2005)The percentage of the Australian population attending university in2007 for ages 17-19 is as follows:
Tertiary education

Age 17

3.9%

participation rates

Age 1823.0%

Age 1928.3%

Source: DEEWR on request
Organization of education
systemSee II-3. Diagram of the Australian education system.

Language of instruction

EnglishIn the higher education sector, most universities operate over two

Cycle of academic year

semesters, and the academic year begins in February and ends inNovember.

Some universities have three academic semesters andsome non-university institutions run programs year round.
Source:* The Ministry of Foreign Affairs of Japan website, Overview of Australia:
http://www.mofa.go.jp/mofaj/area/australia/data.html** Australian Government website, Budget 2008-09:
http://www.budget.gov.au/2008-09/content/overview/html/overview_01.htm*** Ministry of Education, Culture, Sports, Science and Technology (2009), International Comparative Education
Statistics 2009-2010, p.42, 48, 49

2

II. The higher education system
1. Historical overview
The first universities in Australia were established in four of the original British colonies – theUniversity of Sydney in 1850 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 the Australian 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 theestablishment 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 theuniversities and a large group of advanced education institutions. Eventually there were about 70
institutions or colleges of advanced education (CAEs) which included many long establishedinstitutions such as the large central institutes of technology, regional colleges, colleges
specializing in teacher education and a number of small colleges specializing in fields such as
agriculture.

The advanced education institutions initially offered sub-degree level awards andlater offered awards 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 andother higher education institutions, such as CAEs, was abolished. This resulted in a major
program of amalgamations and rationalizations, resulting in significantly fewer higher education
institutions.
The expansion of Australia’s higher education system over the past fifty years has beenaccompanied by substantial structural and funding changes.

During World War II and in thefollowing years the Australian Federal Government began to play a more prominent role in public
higher education funding and policy, assuming full funding responsibility for higher education in1974 and abolishing tuition fees in the same year.
The major reorganization of the higher education sector was undertaken by the Federal
Government in the 1980s against a background of significant policy reforms aimed at engaging
Australia with the global economy and the huge increase in participation rates in the final year of
schooling. During this period the Federal Government introduced student contributions throughthe Higher Education Contribution Scheme (HECS), designed to provide a more equitablearrangement for funding of the higher education sector.

Overview of the Quality Assurance System in Higher Education: Australia

3

From 1986 universities were able to charge full fees for overseas students.

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

Fee-paying post graduate

courses for Australian 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.
More recently, the previous Government introduced the “Our Universities: Backing Australia’s
Future” reforms, designed to establish a partially deregulated higher education system.

New

arrangement for student financing are now in place under the Higher Education Loan Scheme(HELP), which replaces HECS.

Under the HELP scheme, students are not prevented fromparticipating in higher education by an inability to pay their student contribution or tuition fee
up-front.

Generally, Australian citizens and permanent humanitarian visa holders are eligible for

HELP loans.
Source: AEI (2006), Country Education Profiles Australia 2006, p.72-73

2. Characteristics of Australian Higher Education
Higher education in Australia generally refers to university and non-university higher education
institutions which award degree or sub-degree qualifications. The three main cycles of higher
education are Bachelor, Master and Doctoral studies.
The Australian Federal Government provides significant funding to higher education institutions.
Grants from the Federal Government accounts for approximately 42 % of the entire higher
education sector revenue in 2006 whereas financial assistance from the state and territory
governments makes up only 4 % of the total.
As a condition of funding, institutions must meet a range of quality and accountability
requirements that are set out in the Higher Education Support Act 2003.

The legislation requiresthat an institution must operate at an appropriate level of quality, comply with an authorizedaccreditation authority listed on the Australian Qualifications Framework (AQF) Register (the AQF
Register is a list of recognised education institutions and authorised accreditation authorities inAustralia), and be authorized by an independent quality agency.
Source: AEI website: https://aei.gov.au/AEI/CEP/Australia/EducationSystem/HigherEd/AccredQA/default.htm

4

2-1. Types and size of higher education institutions
Types of institutions
Australian higher education provider is either a self-accrediting institutions: SAIs (universities andnon-university type institutions) or non-self-accrediting institutions: NSAIs.
Number of HE institutions

SAIs

University

Public universities

37

Private universities

2

College
NSAIs

3

TAFE (Technical and Further Education) andPrivate colleges etc.

approx. 150

A self-accrediting higher education provider (SAI) is an institution authorized by state and territory
government to accredit its higher education courses and its own awards and is responsible for its
academic standards. It must have appropriate quality assurance processes in place, including
peer assessment processes, external examination of higher degrees and the involvement ofprofessional bodies in the accreditation of particular courses.

The following describes the two

types of self-accrediting higher education providers:•

An Australian university is an institution which meets nationallyagreed criteria (National Protocols for Higher Education Approval
Processes, Protocols A and D) and is established as a university
under state, territory or Commonwealth legislation.

•

Universities receive the vast majority of their public funding fromthe Federal Government, through the Higher Education Support Act

University

2003.
•

They are listed on the AQF Register.

Universities are multi-disciplinary institutions that are
self-governing and are responsible for their own management
structure, budgets, resource allocation, staff, student enrolments,
accreditation of qualifications, quality assurance and curriculum.

•

A body, other than a university, whose name is included in the AQF
Register as the name of a higher education institution empowered
to issue its own qualifications.

Other SAIs
(e.g. colleges)•

These institutions are not permitted to use the term ‘university’ intheir title.

•

Their self-accrediting authority may be limited to only some of the
fields of study and/or levels of qualifications they offer.

A non-self-accrediting provider (NSAI) is recognized under the relevant state or territory legislation,and included in the list of Non-Self-Accrediting Higher Education Institutions in the AQF Register.
There are approximately 150 non-self-accrediting providers in Australia including private colleges
and TAFE institutions. These institutions offer courses approved by state and territory

Overview of the Quality Assurance System in Higher Education: Australia

5government accreditation authorities in a range of areas including theological studies, businessand information technology, arts and health, and more than half of these institutions offer
vocational training education as Registered Training Organizations (RTOs).

The number of NSAIs

especially that of private colleges, has increased by 35 % from 2005 to 2007.
Source: going to uni website: http://www.goingtouni.gov.au/Home.htm
AQF website: http://www.aqf.edu.au/aboutaqf.htm
AEI (2008), Country Education Profiles Australia 2008, p.15

Higher education enrolments, by type of attendance (2007)
Full-timePart-time

Total

Rate of Part-time

Public universities (1)664,381

312,405

976,786

32.0%

Private providers of HE (2)35,626

17,43453,06032.9%(1)+(2)700,007329,839

1,029,846

32.0%

Source: DEEWR website, Students, Selected Higher Education Statistics:
http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/students_2007_full_y
ear_.htm

Higher education enrolments, by citizenship (2007)
NumberRate of total

Australian

720,185

69.9%

New Zealand

6,510

0.6%

Permanent resident

28,654

2.8%

Humanitarian visa

1,398

0.1%

Total Domestic

756,747

73.5%

Overseas273,09926.5%

1,029,846

100.0%

Total

Source: DEEWR website, Students, Selected Higher Education Statistics:
http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/students_2007_full_y
ear_.htm

6

Higher education enrolments, by broad field of education (all higher education providers, 2007)
Field of education

NumberRate of total

Natural and physical sciences

77,195

7.5%

Information technology

50,733

4.9%

Engineering and related technologies

69,642

6.8%

Architecture and building

22,676

2.2%

Agriculture, environment & related studies

16,080

1.6%

Health131,077

12.7%

Education

101,816

9.9%Management and commerce

304,443

29.6%

Society and culture

222,925

21.6%

Creative arts

68,178

6.6%

570

0.1%

Mixed field programs

3,019

0.3%

Non-award

22,5892.2%

1,029,846

100.0%

Food, hospitality and personal services

Total**The data takes into account the coding of Combined Courses to two fields of education. As a consequence,
counting both fields of education for Combined Courses means that the totals may be less than the sum of all
broad fields of education.
Source: DEEWR website, Students, Selected Higher Education Statistics:
http://www.dest.gov.au/sectors/higher_education/publications_resources/profiles/students_2007_full_y
ear_.htm

Number of higher education staff (2001 and 2006)
Staff classification

2001

2006

Above senior lecturer

7,100

9,200

Senior lecturer

8,400

9,600

Lecturer

11,60013,300Below lecturer

6,400

8,000

Total

33,50040,200Non-academic staff

44,80051,800All staff

78,20092,000

Academic staff

Source: Australian Bureau of Statistics website:
http://www.abs.gov.au/websitedbs/d3310114.nsf/Home/Home?OpenDocument

Overview of the Quality Assurance System in Higher Education: Australia

7

2-2. Cross-border education
Australia is primarily an exporter rather than an importer of education services, and during the last
decade international students have become a very important part of the Australian higher
education scene. Students coming from outside Australia to study at Australian institutions areusually referred to as overseas students, and there were 273,099 overseas students enrolled inAustralian universities in 2007, most of them paying full tuition fees.

Overseas students

represent around 27 per cent of all enrolments.
Higher education institutions are also strengthening their international presence by making some
programs available offshore. Australian providers now deliver courses ranging from Certificate III
to doctorates in Singapore, China, Mauritius, Hong Kong, Malaysia, Sri Lanka and beyond. Many of
the nation’s higher education institutions continue to develop campuses overseas, either
individually or in partnership with local providers. The number of international students
studying at offshore Australian institutions has increased considerably in recent years, with over
100,000 students currently enrolled.
Source: APARNET (2007), Country Report Australia, p.3
DEEWR (2008), Media release, 22 August 2008, The Hon Julia Gillard MP:
http://www.deewr.gov.au/Ministers/Gillard/Media/Releases/Pages/Article_081027_113458.aspx

2-3. Courses and qualifications
Australian higher education institutions offer two types of higher education programs: academic;
and professional – programs leading to degree level qualifications that allow for practice in a
specific profession or occupational field.
Programs can be taken either full-time or part-time.
rapidly in recent years.

Distance and online education has grown

In many cases, programs may be provided outside Australia (known as

offshore education).
Undergraduate courses and qualifications
Diploma
Diploma is a para-professional qualification. Diplomas require one or two years of full-time study.
It is a dual-sector qualification, offered in both the higher education and vocational education andtraining sectors.
In the higher education sector, Diplomas are based on an academic program with an applied focus,
providing general or specialised training for employment at the para-professional level. Diplomas
can articulate to Advanced Diploma programs. Diplomas can also provide advanced standing or
credit transfer (usually one year) into a Bachelor Degree program.

8

Advanced Diploma
Advanced Diploma is a professional-level qualification. Most Advanced Diplomas require twoyears of full-time study.

It is a dual-sector qualification, offered in both the higher education andvocational education and training sectors.
In the higher education sector, an Advanced Diploma has units from a Bachelor Degree program,providing an early exit point with a stand-alone qualification but with the option of continuing to
the Bachelor Degree. Entry is usually based on normal university entry requirements. Advanced
Diplomas can provide advanced standing or credit transfer (usually two years) into a Bachelor
Degree program.

Associate Degree
Associate Degree programs require two years of full-time study.

Associate Degrees emphasise theintroductory research-based knowledge of one or more academic disciplines and the developmentof generic employment skills. Associate Degrees can provide advanced standing or credit transfer(usually two years) into a Bachelor Degree program in the same field.
The Associate Degree and the Advanced Diploma are at the same level on the AQF. The difference
is in the focus of the programs.

Associate Degrees are more academically oriented, whereas

Advanced Diplomas emphasis vocational or professional studies.

Bachelor Degree
Australian Bachelor Degrees are diverse. There are several types of Bachelor Degrees including
three-year degrees, four-year degrees, professional degrees, combined degrees and honours
degrees. All Bachelor Degree programs must lead to the same educational outcomes as indicatedon the AQF regardless of length or specific program requirements (See III-2. Types of the current
Australian higher education quality assurance frameworks, for details of Bachelor Degree’s
outcomes set out on the AQF).
The Bachelor Degree is the first degree in the arts, sciences and most professional fields.
Programs are designed to introduce students to a discipline and develop analytical skills.
Bachelor Degree programs aim to prepare students to assimilate and interpret new information andideas and continue to apply and extend such techniques after graduation.
A Bachelor Degree program normally includes a significant amount of specialisation, with a major
subject or subject area studied in depth. There is little in the way of general education
components, which are covered at the secondary level. All Bachelor Degree programs involve a
progressive development of knowledge, analytical skills and problem-solving techniques to anadvanced level which provides a basis for postgraduate study.
The AQF Bachelor Degree is a generic grouping that encompasses all of the types of Bachelor
Degrees.

Overview of the Quality Assurance System in Higher Education: Australia

9Postgraduate courses and qualifications
Graduate Certificate
Programs leading to the Graduate Certificate are designed to develop skills in a specialised area.
Graduate Certificate programs are coursework-based and normally require one semester offull-time study, or part-time equivalent.
Graduate Diploma
Like the Graduate Certificate, the Graduate Diploma is a specialised, often vocationally-orientatedaward.

Graduate Diplomas either develop new professional or vocational skills for graduates orextend the knowledge and skills gained in the first degree. Graduate Diplomas normally require
one year of full-time study, or part-time equivalent.
A Graduate Certificate or Graduate Diploma may be awarded if a student completes postgraduate
preparatory work such as a Master Degree qualifying year, but does not proceed to the degree
course.
Master’s Degree
There are three types of Master Degree programs: coursework, research and professional.

Most

Master Degrees require two years of full-time study after a three-year Bachelor Degree or one yearof full-time study after a Bachelor Honours Degree or four-year (or longer) Bachelor Degree.
Doctoral Degree
There are three types of Doctoral Degree programs: Research Doctorate, Professional Doctorate,and Higher Doctorate.
A typical program requires three to four years of full-time study.

Students are expected to make a

substantial original contribution to knowledge in the form of new knowledge or significant andoriginal adaptation, application and interpretation of existing knowledge.
Types of qualifications

Nominal duration

Diploma

Undergraduate

1-2 years

18-

Advanced Diploma

2 years

18-

Associate Degree

2 years

18-

Bachelor Degree

minimum 3 years

18-

Bachelor Honours Degree

Postgraduate

Enrolment age

one-year study after
Bachelor Degree course

Graduate Certificate

6 months

22-

Graduate Diploma

12 months

22-12-24 months

22-

Master’s Degree
Doctoral Degree

3-4 years after Master’s
Degree course

Source: AEI (2008), Country Education Profiles Australia 2008, p.5-11
Study in Australia website: http://www.study.australia.or.jp/university.html
AEI (2005), Australian Qualifications and the Australian Qualifications Framework, p.4-5

10

-

24-

2-4. Australian Qualifications Framework
The Australian Qualifications Framework (commonly known as the AQF) is a unified system ofnational qualifications in schools, vocational education and training (VET)* and the higher
education sector (mainly universities).

The Framework links together all these qualifications andis a highly visible, quality-assured national system of educational recognition which promotes
lifelong learning and a seamless and diverse education and training system.

All higher education

providers must be listed on the AQF Register of Recognised Institutions and Authorised
Accreditation Authorities.
* Vocational education and training (VET): Vocational education and training provides skills and knowledge forwork through a national system of public and private training providers. A wide range of qualifications areavailable, including certificates, diplomas and some graduate courses.

A registered training organisation

owned and operated by the state government is often called a TAFE (Technical and Further Education)
institution.

TAFE institutes are responsible for delivering the majority of publicly funded training.

AQF Qualifications by sector of accreditation
Vocational Education

School Sector

and Training (VET) Sector

Higher Education Sector
Doctoral Degree
Master’s Degree

Vocational Graduate
Diploma
Vocational Graduate
Certificate

Graduate Diploma

Graduate Certificate
Bachelor Degree

Advanced Diploma
DiplomaSenior Secondary

Certificate IV

Certificate of Education

Certificate III

Associate Degree
Advanced Diploma
Diploma

Certificate II
Certificate I
As for the details of the AQF, see III-2. Types of the current Australian higher education quality
assurance frameworks.
Source: AQF website: http://www.aqf.edu.au/aqfqual.htm
AQF (2007), Implementation Handbook 2007, p.2: http://www.aqf.edu.au/pdf/handbook07.pdf

Overview of the Quality Assurance System in Higher Education: Australia112-5. Recent developments
The current Australian Labour Government was elected in November 2007 on a broad platform that
included an Education Revolution policy. This included a commitment to delivering high quality
and accessible early childhood education, quality schooling, training and retraining the workforce,as well as world class higher education and research.

The Federal Government has developed anagenda for reform which is designed to begin addressing the challenges facing higher education aspart of the Education Revolution. Specifically, these improvements aim to improve productivity
and social inclusion and increase access and affordability for students, improve student services,enhance the diversity and flexibility of the higher education sector, and address skills needs in arange of professions and industries.
The 2009-2010 Federal Budget included several initiatives as part of the Rudd Government’s
package of higher education reforms - Transforming Australia’s Higher Education System. This
package has ten key priority areas relating to higher education:•

Real action for real participation - attainment, access and engagement
This initiative involves transforming access to higher education through a major package
designed to radically improve the participation of students from low socio-economic
backgrounds in higher education and enhance their learning experience.

•

A growing higher education sector
This will promote greater diversity and quality within the tertiary education sector by phasing
in a new system to allocate funding on the basis of student demand, support to encourage
more students to choose teaching and nursing and to study overseas, and support for the
renewal of student services and amenities.

•

Sustainable tertiary education sector
This initiative aims to provide funding certainty and create a more sustainable higher
education sector through higher indexation of teaching and learning grants.

•

Sustainable investment for research
In an effort to put an end to cross-subsidisation, there will be an increase in funding for thefull cost of university research, and enabling universities to strive for research excellence inareas of strength.

•

Transforming Australia’s tertiary education infrastructureThis priority area commits to a massive upgrade of university and TAFE infrastructure to meet
the teaching and learning requirements of students, teachers and researchers now and into the
future.

•A New era of quality in Australian tertiary education
Under this initiative Tertiary Education Quality and Standards Agency (TEQSA), a new national
body for regulation and quality assurance, will be established and will provide the foundationfor enhancements of quality and accreditation in higher education.

•

Income support for students
These will represent landmark reforms to income support for students which will redirect

12assistance so that it reaches the students most in need in order to boost their higher education
participation and attainment.
•

A fair deal for regional Australia
Under this priority, support for regional tertiary education provision will see a review ofregional loading, encouragement to explore new models of delivery and access to new
structural adjustment funding for the sector.

•

Improving tertiary pathways
There will be stronger connectivity between the higher education sector and the vocational
education and training sector.

•

A new relationship between the Federal Government and educators
An underpinning principle for the Government’s higher education reform agenda will see a
relationship between Government and higher education providers built on respect, trust andagreed funding compacts.

Source: AEI (2008), Country Education Profiles Australia 2008, p.2
Prime Minister of Australia, Australian Government website: http://www.pm.gov.au/
DEEWR (2009), Commonwealth of Australia Budget Papers 2009; Transforming Australia’s Higher
Education System:
http://www.deewr.gov.au/HigherEducation/Pages/TransformingAustraliasHESystem.aspx

Overview of the Quality Assurance System in Higher Education: Australia

13

3. Diagram of the Australian education system

RTOs stand for Registered Training Organizations.
Source: AEI (2008), Country Education Profiles Australia 2008, p.4

14

4. Admission requirements
Requirements for admission to all programmes are set out by individual universities.
Undergraduate admission
Undergraduate admission is usually based on a score, rank or index determined by the tertiary
entrance system in a student’s state or territory.
Associate Degree
Entry to the Associate Degree normally requires an Australian Year 12 Certificate, the Senior
Secondary Certificate of Education, or equivalent with an appropriate tertiary entrance score or an
appropriate vocational qualification (Certificate III or IV).
Bachelor Degree
Entry to a Bachelor Degree program is normally based on completion of secondary school (Year 12).
Entry to specific programs is determined by a tertiary entrance score, rank or index.
territory tertiary admissions centres coordinate admission.

State andStudents can use their tertiary

entrance rank, score or index from their home state or territory to apply for admission elsewhere inAustralia.
In some cases, entry may be based on additional requirements such as an interview, portfolio ofwork, prerequisite courses, and/or a demonstrated interest or aptitude for the study program.
Most institutions have different entry requirements for mature-age students (usually over 25 years).
Such students may be admitted without completion of Year 12, on the basis of work experience inthe area they wish to study, an entrance examination, or a demonstrated aptitude for study.
Admission to Bachelor Honours Degrees is on the basis of student results during the Bachelor
Degree program.

Postgraduate admission
Graduate Certificate and Graduate Diploma
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’s Degree
Entry requirements depend on the type of Master’s Degree undertaken:•

Master’s Degree by Coursework – entry is normally based on a Bachelor Degree, Bachelor
Honours Degree or Graduate Diploma;•

Master’s Degree by Research – entry is normally based on a Bachelor Honours Degree, Master
preliminary year, a research-based Graduate Diploma or equivalent research experience.
Master’s program can also be a combination of coursework and research; and•Professional Master’s Degree – entry is normally based on a Bachelor Degree.

Professional

experience may also be required. Entry may also be based on articulation from a Graduate

Overview of the Quality Assurance System in Higher Education: Australia

15

Certificate or Graduate Diploma program.
Doctoral Degree•

Research Doctorate – entry is by a research or part-research Master’s Degree or a Bachelor
Honours Degree (First or Second Class, Upper Division).

•

Professional Doctorate – entry is by a combined research and coursework Master’s Degree, aBachelor Honours Degree (First or Second Class, Upper Division) or equivalent.

Alternative pathways
Credit transfer
Credit transfer refers to the recognition of previous formal learning so that study does not have tobe repeated.

Credit transfer is available in both undergraduate and postgraduate programs, at thediscretion of the institution. The ways in which credit may be awarded are complex, and depend on
the formal study for which recognition is sought.

Decisions about credit transfer are madeseparately from admission decisions, and students must have an offer of a course place before any
formal consideration of credit occurs.
There are different processes which apply to seeking credit, including those for:•study previously undertaken at the same Australian higher education institution;•

study previously undertaken at an Australian university with reciprocal credit arrangements;•

study previously undertaken with an institution (Australian or overseas) with which an
Australian higher education institution has a partnership agreement that includes recognitionof formal study for credit in certain programs of study; and•study previously undertaken in courses for which there are some structured credit
arrangements.

Cross sector qualification linkages
Most higher education institutions allow some credit transfer from vocational education andtraining (VET) sector accredited courses of Registered Training Organisations (RTOs), depending on
the level of the VET course and its relevance to the proposed higher education studies. Australia
also has a small number of dual-sector universities which offer both VET and higher education
programs. Private higher education institutions may also be RTOs and structure their courses toallow for credit transfer across the sectors.
Source: AEI (2008), Country Education Profiles Australia 2008, p.12-14

16

5. Completion requirements and student assessment
5-1. Completion requirements
Bachelor Degree program requirements
The main stage of university education leads to the Bachelor Degree. Bachelor Degree program
structures and requirements depend on the major subject area, the department and/or faculty andthe institution concerned.
Programs usually include mandatory core subjects, specialisation subjects and elective subjects.
Requirements vary between universities, and sometimes between faculties within universities.
Some programs are described in terms of courses, normally between nine and twelve, whichcorrespond to subjects requiring one year of study.

Other universities use points or credits, butthere is no uniformity: requirements may be based on 20 to 24 points, 68 to 72 points, 100 to 144
points, 240 points, 300 points or 1,080 points or credits for a Bachelor Degree.
Professional programs such as medicine normally have many compulsory core subjects, with few
choices for specialisation or electives.

In law, students have more opportunities for professional

specialisation. In engineering, students specialise in a branch of engineering at an early stage intheir undergraduate courses. Bachelor Degrees in commerce and business normally requirecompletion of a range of core courses, with students having the option of specialising in a subject or
subject area, particularly at third year level.
Bachelor Degrees in arts and science vary considerably in structure, but are generally more flexible.
Universities normally require completion of at least one major specialisation which is studied overthree years.

Many students undertake two or even three majors over three or more years. Most

universities have regulations concerning the minimum and maximum numbers of subjects to becompleted at first-, second- and third-year levels.
Undergraduate study may involve lectures, tutorials, seminars, laboratory work, fieldwork or
supervised practical work.

The number of class contact hours per week varies according to thenature 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.
Bachelor Honours Degrees usually require a thesis.

Master’s Degree program requirements
There are three types of Master’s Degree programs: coursework, research and professional.

Most

Master’s Degrees require two years of full-time study after a three-year Bachelor Degree or one yearof full-time study after a Bachelor Honours Degree or four-year (or longer) Bachelor Degree.
A Master’s Degree may be undertaken by coursework, project work and research in varying
combinations. Coursework Master’s Degrees are often structured in a three to four semester

Overview of the Quality Assurance System in Higher Education: Australia

17articulation arrangement, with the Graduate Certificate (one semester), Graduate Diploma (a further
semester) and Master’s Degree (a further two semesters). Master’s Degrees with a major
coursework component often have a professional or vocational orientation, but some are academic
in orientation.
The research Master’s Degree program is at least two-thirds research with a substantial thesis, whichis externally examined.

It normally requires a minimum of one year of full-time study. The

research Master’s Degree often leads to a Doctoral program.
The professional Master’s Degree program may involve a work-based project and coursework.
Professional coursework Master’s Degrees are often undertaken on a part-time basis.

Doctoral Degree program requirements
There are three types of Doctoral Degree programs: Research Doctorate, Professional Doctorate, andHigher Doctorate. A typical program requires three to four years of full-time study. Students are
expected to make a substantial original contribution to knowledge in the form of new knowledge orsignificant and original adaptation, application and interpretation of existing knowledge.
Research Doctorates are by supervised research and an original thesis. The thesis is usually
examined by two or three expert academics, at least two of which must be external.
Professional Doctorates require significant professional practice either prior to or as part of the
program.

Students undertake a program consisting of both coursework and research.

Some universities award Professional Doctorates for programs with an orientation towards
advanced professional practice, typically in fields such as education (DEd), business administration(DBA), psychology (DPsych), and law where the degree is often a Doctor of Juridical Science (SJD) todistinguish it from the higher Doctor of Laws (LLD).
Most universities in Australia award Higher Doctorates such as the Doctor of Letters (DLitt), Doctorof Science (DSc), Doctor of Laws (LLD), Doctor of Medicine (MD).

Regulations for the award vary

between institutions, and in many universities the award is restricted to scholars with a substantial
connection with the institution.
In most disciplines, Higher Doctorates are awarded on the basis of published or unpublished work
considered constituting a significant original contribution to the field of study.

However, Higher

Doctorates may be awarded on the basis of a thesis, especially in medicine, dentistry and law.
Higher Doctorates are awarded in Australia, with the Doctor of Medicine the most common.
Source: AEI (2008), Country Education Profiles Australia 2008, p.6-11

18

Few

5-2. Student assessment
National tests
There are three national outcome assessment tests for Australian university students/graduates:
Graduate Skills Assessment (GSA), Course Experience Questionnaire (CEQ), and Graduate Destination
Survey (GDS).

The development of all of these tests is initiated and sponsored by the Departmentof Education, Employment, and Workplace Relations (DEEWR).
Graduate Skills Assessment (GSA)
Graduate Skills Assessment test has been designed to assess generic skills of students when they
begin at university and just before they graduate.

In 1999, the Department of Education, Scienceand Training (DEST), the former DEEWR, commissioned the Australian Council for Educational
Research (ACER) to develop a new test to assess the skills of university graduate. The test was
implemented in 2000. The four areas included in the test are critical thinking, problem solving,interpersonal understandings, and written communication.
Many universities have identified these skills as important and they are included in their graduate
attributes or capabilities statements.

The test consists of a multiple-choice test and two writing

tasks. The multiple-choice test is two hours long and the writing test is sixty minutes long.
Universities may use the test to compare differences in student profiles between fields of study andare likely to be interested in changes between entry and exit points for students in different courses.
At entry level, universities may also use the test diagnostically to identify, for example, those whowrite poorly or have trouble dealing with text-based critical thinking items or quantitative problem
solving items. Such students may be followed up and offered assistance. At exit level, results ofthe test may be used as an additional criterion for entry into post-graduate courses or as anindication of generic skills to an employer. Other uses of the test are possible and could evolve
over time.

Overview of the Quality Assurance System in Higher Education: Australia

19

Graduate Skills Assessment (GSA), 2000•

communication

Type of outcomes assessed

Initiator/sponsor of testdevelopment
Responsibility for test design
and analysis

Generic skills: Critical thinking, problem solving, written•

Domain-specific knowledge and skills•

Non-cognitive outcomes: Interpersonal understanding.

DEEWR

Australian Council for Educational Research (ACER)

Administration of assessment

Administered on HEI campus, supervised by facultyFrequency of assessment

Twice a year, once for entry and once for exit examinations
Personalised reports for students, containing total score on each

Reporting of assessment

component and relative achievement compared to all otherresults

participants of the same year. HEIs receive data on individual
student performance and aggregated institutional reports.

Target population

Students at entry level and students at graduation level

Focus of assessment

Institutions

Type of results yielded

General education results of entry-level students andgraduation-level students
HEIs: At entry level: identify poorly performing students to follow
up and offer assistance.
At graduation level: use results as an additional criterion for entry
into graduate-level courses.

Benchmark and analyse trends,

document/demonstrate program effectiveness and improvement
over time, compare students’ achievement levels with national
Use of assessment results

user norms, develop and improve curricula, determine student
eligibility for upper-division studies.
Government: Collect information on the quality of learning
outcomes across HEIs for national and potentially international
benchmarking of graduate skills.
Employers: The Government promotes the test to employers andsupports its use as a standard recruitment tool.

The Graduate Destination Survey (GDS) and the Course Experience Questionnaire (CEQ)The Graduate Destination Survey (GDS), with the Course Experience Questionnaire (CEQ) is sent to
all new Australian university graduates every year.

The aim of GDS is to collect information about

the activities of graduates after the completion of their degrees.

The intention of CEQ is to gather

data about graduates’ perceptions of their higher education experience.
Every year, the GDS form is administered to all new university graduates about four months after
they complete requirements for a degree. The form for bachelor degree graduates or coursework20

postgraduates is coupled with the CEQ.
The survey is managed within each institution by a Survey Manager who is responsible for theadministration of the survey and in most cases, the co-ordination of the distribution of the results
and data.
The GDS has been conducted nationally every year since 1972 and the CEQ was added in 1993.

The

original aim of the GDS was to gather data to inform students about graduate labor market
conditions and employment options and this remains a key focus of the survey.
The GDS form asks respondents about the course they have just completed, their labor market
status, details of any employment they are in, and information about any further study being
undertaken.

The responses to these surveys provide valuable feedback to universities, and theirstaff and current students. They also provide information for prospective students to assist themin making informed course and career decisions, and careers advisers can integrate the survey
results into their counselling practices.
Graduate Destination Survey (GDS), 1972Occupational competencies:•

Employment outcomes approximately 4 months after
graduation: availability for employment, sectors of
employment, average annual salaries, graduates’ job search

Type of outcomes assessed

activities•

Further study activities, such as mode of study(full/part-time), levels of study, fields of education, andinstitution

Initiator/sponsor of testdevelopment
Responsibility for test design
and analysis

DEEWR
Graduate Careers Council of Australia (GCCA), Australian Councilof Educational Research (ACER), University of Melbourne’s
Information Technology Service (ITS)

Administration of assessment
Frequency of assessment

Questionnaires are supplied by GCCA and sent out to students
by HEIs
Annually
Data for each HEI is reported to the DEEWR. HEIs receive
institutional summary reports. Results are made public in a

Reporting of assessment results

variety of aggregations and levels of detail by universities,
GCCA, ACER and the government. A national file, national
tables, a media release and GradStats (a four-page summary of
results) are publicly available.

Target population

All graduates who completed requirements for any higher
education qualification in the previous calendar year

Overview of the Quality Assurance System in Higher Education: Australia

21

Focus of assessment

Programs, institutions

Type of results yielded

Information on employment and further study
HEIs: Benchmarking, trend analysis, evaluation of programmes,
curriculum development and improvement to optimize labour
market and further study outcomes.

Provide national

accountability data.
Government: Ensure quality and performance management
Use of assessment results

within HEIs.

Inform student choice.

needs of the HE sector.

Assess and plan for the

Since 2005, results from the GDS areused for performance-based incentive funding through the"Learning and Teaching Performance Fund (LTPF)".
been discontinued.

(LTPF has

The 2009 LTPF, with final payments madein July 2009, is the final funding round of this system.)Course Experience Questionnaire (CEQ), part of the Graduate Destination Survey, 1993•

Generic skills: Problem solving, analytic skills, written
communication skills•

Type of outcomes assessed

Non-cognitive outcomes: Teamwork skills, student
satisfaction with the following: teaching, goals andstandards, workload, assessment•

General competencies: Confidence in tackling
unfamiliar situations, ability to plan work

Initiator/sponsor of testdevelopment

DEEWR

Responsibility for test design

Graduate Careers Council of Australia (GCCA); Australian

and analysis

Council for Educational Research (ACER)

Administration of assessment
Frequency of assessment

Questionnaires are supplied by GCCA and sent out tostudents by HEIs
Annually
Data for each HEI is reported to the DEEWR. HEIs receive
institutional summary reports. Results are made public ina variety of aggregations and levels of detail by universities,

Reporting of assessment results

GCA, ACER and the government. The press and acommercial publication ("The Good Universities Guide")
draw on results to establish rankings for public
consumption.

Target population
Focus of assessment

22

Graduates who completed requirements for any higher
education qualification in the previous calendar year
Programs, institutions

Graduate satisfaction with teaching and learning.
Type of results yielded

Self-reported gains in academic skills related to the HEI
experience.
HEIs: Benchmarking, trend analysis, evaluation ofprograms, curriculum development and improvement.
Provide national accountability data.
Government: Ensure quality and performance management
within HEIs.

Use of assessment results

Inform student choice.

the needs of the HE sector.

Assess and plan for

Since 2005, results from the

CEQ are used for performance-based incentive funding
through the national "Learning and Teaching Performance
Fund (LTPF)".

(LTPF has been discontinued.

The 2009

LTPF, with final payments made in July 2009, is the final
funding round of this system.)
Source: Graduate Careers Australia website: http://www.graduatecareers.com.au/content/view/full/868
Australian Council for Educational Research website: http://www.acer.edu.au/gsa-uni/
OECD (2008), ASSESSMENT OF LEARNING OUTCOMES IN HIGHER EDUCATION: A COMPARATIVE REVIEW OF
SELECTED PRACTICES (OECD Education Working Paper No. 15):
http://www.oecd.org/dataoecd/13/25/40256023.pdf

Assessment of Higher Education Learning Outcomes
The Assessment of Higher Education Learning Outcomes (AHELO) conducted by the OECD/IMHE will
potentially be the largest, most comprehensive assessment of higher education institutions yet
devised. The aim is to measure various types of learning outcomes and to examine as wide a range
as possible of criteria to assess their influence on those outcomes. The central emphasis of AHELO
is on the improvement of teaching and learning and in providing tertiary education leaders withtools to empower them and foster positive change and enhanced learning.
But before that, a feasibility study of AHELO has been launched to determine how far such anassessment can be taken.

Indeed, although there exist a number of methodologies to assesslearning outcomes, they will need to be adapted to assess whether valid and reliable comparison canbe made across diverse countries, languages and institutional types. The AHELO feasibility study
is composed of four ‘strands’ of work: three assessments to measure generic skills,
discipline-related skills in economics and in engineering, and a fourth research-based value-added
strand.
Australian higher education and dual sector (HE and VET) institutions will participate in theengineering stream of the assessment of discipline specific skills. It is anticipated that Australia’s
involvement could also include the development of instruments to capture contextual measures of
education quality in engineering disciplines at institutional level, e.g. the student experience,equipment and facilities and teaching contact.

Overview of the Quality Assurance System in Higher Education: Australia23

In 2009, DEEWR will be seeking to secure commitments from institutions to participate in the
project actively by providing suitable samples of students for testing, administering the test,
ensuring data security and transmission, and providing contextual information where necessary.
Source: AHELO Update, December Higher Education Newsletter (material provided by DEEWR on request)
OECD, AHELO Newsletter, No. 1, July 2009: http://www.oecd.org/dataoecd/0/34/43307671.pdf
OECD, IMHE INFO, July 2009: http://www.oecd.org/dataoecd/58/11/43177175.pdf

6. Responsible authorities
There are two levels of government relating to Australian higher education: state and territory
governments and the Federal Government. State and territory governments have major legislative
responsibilities in terms of governance issues, and Federal Government has significant financial andpolicy responsibility. Higher education policies and programs are administered by the Departmentof Education, Employment and Workplace Relations (DEEWR).
Federal Government departments
Department of Education, Employment and Workplace Relations (DEEWR)
http://www.deewr.gov.au
The Department covers the Australian Federal Government’s contribution to early childhood, school
education, vocational education and training, and training services, higher education, indigenous
Australian Education, and international education.
Federal Government responsibilities for higher education are to provide the bulk of public funding
to universities, to ensure providers meet quality and accountability requirements, including
financial viability requirements, quality requirements, fairness requirements, compliancerequirements, and contribution and fee requirements. These apply to Australian universities,
overseas universities operating in Australia and other higher education providers that receive
Federal Government funding under the Higher Education Support Act 2003.

Australian Education International (AEI) http://aei.gov.au/Aei/Default.aspx
The AEI is part of DEEWR.

Its role is to integrate the development of international government

relations with support for the international activities of Australia’s education community.

The

Australian Federal Government, through AEI, also has responsibility for consumer protection forinternational students.
Source: AEI (2008), Country Education Profiles Australia 2008, p.66

Australian Research Council (ARC) http://www.arc.gov.au
The ARC is a statutory authority within the Australian Federal Government's Innovation, Industry,
Science and Research (IISR) portfolio. Its mission is to deliver policy and programs that advance
Australian research and innovation globally and benefit the community.
Source: Australian Research Council website: http://www.arc.gov.au/24State and territory governments’ education departments
New South WalesNSW Department of Education and Training
https://www.det.nsw.edu.au/communityed/higheredu/

Victoria
Department of Education and Early Childhood Department

http://www.education.vic.gov.au/

Queensland
Department of Education, Training and the Arts

http://education.qld.gov.au/

Western Australia
Department of Education Services

http://www.des.wa.gov.au/pages/index.php

South Australia
Department of Further Education, Employment, Science and Technology
http://www.dfeest.sa.gov.au/

Tasmania
Tasmanian Qualifications Authority

http://www.tqa.tas.gov.au/

Northern Territory
Department of Education and Training http://www.det.nt.gov.au/

Australian Capital Territory
Department of Education and Training

http://www.det.act.gov.au/

Source: AEI (2008), Country Education Profiles Australia 2008, p.90-97

As areas of responsibility in education traditionally differ between the Federal Government andstate and territory governments, however, recent years have seen some inter-governmental works
relating to higher education. These bilateral relations are represented in the establishment of
MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) in June 1993(MCEETYA is now MCEECDYA: Ministerial Council for Education, Early Childhood Development andYouth Affairs from 1 July 2009 following agreement of the Council of Australian Governments(COAG) to a realignment of the roles and responsibilities of MCEETYA).
The primary responsibility of MCEETYA is to consult between the Federal Government and state andterritory governments at Ministerial level regarding pre-primary education, primary and secondary
education, vocational education and training, higher education, employment, and linkages between
employment/labour market programs and education and training, adult and community education,
youth policy programs and cross-sectoral matters. MCEETYA has also involved in the introductionof AQF in 1995 and the establishment National Protocols in 2000.

Overview of the Quality Assurance System in Higher Education: Australia

25

As for AQF and the National Protocols, see III-2. Types of the current Australian higher education
quality assurance frameworks.
Source: MCEECDYA website: http://www.mceecdya.edu.au/mceecdya/

7. Other higher education related bodies
Curriculum Corporation

http://www.curriculum.edu.au

Curriculum Corporation is a partnership of all Australian Education Ministers. It undertakes
activities that are in the national interest and that support and augment the work of the states andterritories in providing educational experiences for all students.

The Curriculum Corporation teamof curriculum development, e-learning, assessment and publishing specialists provides services andcreates resources for all learning needs. Its curriculum products and services are dedicated to
improving student learning and meeting the needs of the key stakeholders in education.

Australian Qualifications Framework Council (AQFC)

http://www.aqf.edu.au/

The AQF Council is responsible for the provision of Education and Training Ministers with strategic
and authoritative advice on the AQF to ensure it is nationally and internationally robust andsupports flexible cross-sectoral linkages and pathways.

Universities Australia (formerly the Australian Vice-Chancellors’ Committee)
http://www.universitiesaustralia.edu.au/
Universities Australia is the industry peak body representing the university sector. Universities
Australia represents 38 of Australia's universities in the public interest, both nationally andinternationally.

Australian Universities Quality Agency (AUQA)

http://www.auqa.edu.au/

AUQA is established to be the principal national quality assurance agency in higher education, withresponsibility for quality audits of higher education institutions and accreditation authorities,
reporting on performance and outcomes, assisting in quality enhancement, advising on quality
assurance, and liaising internationally with quality agencies in other jurisdictions, for the benefit ofAustralian higher education.

26

8. Student organizations
All Australian universities have student unions, also known as student associations or student
guilds. The range of activities undertaken by student unions differs between universities but
generally includes representation and advocacy, sport and physical recreation, clubs and societies,
childcare, counselling, legal services, housing services, employment services, student
newspapers/media, personal accident insurance, support for overseas students and so on.
There are three main national student bodies in Australia:•

The National Union of Students: http://www.unistudent.com.au•

The National Liaison Committee for International Students in Australia:
http://www.nlc.edu.au•

The Council of Australian Postgraduate Associations: http://www.capa.edu.au

Source: DEEWR comment on request

Overview of the Quality Assurance System in Higher Education: Australia

27

9. Tuition fees and financial support for students
9-1. Student tuition-fee system
Higher education students in Australia are subject to a range of fees and charges. There are several
funding options available to students.

Australian students can undertake higher education studies

at an approved Australian higher education provider as either a Commonwealth-supported student
or a fee-paying student.

Both of these options require students to pay for their education, but theamount differs significantly. Public universities can provide subsidized places(Commonwealth-supported places) and fee-paying places, and private universities and approved
private providers generally have only fee-paying places (a few also offer Commonwealth-supported
places in areas of ‘National Priority’ – mostly education and nursing). Universities must fill their
Commonwealth-supported places before offering fee-paying places to domestic students.
The Federal Government intends to phase out domestic fee-paying undergraduate places at public
universities from 2009.

The Budget 2008-09 provided 180 million USD for up to 11,000 new

Commonwealth-supported places to replace full fee-paying places for undergraduate students.
This will ensure students gain access to higher education on merit and not on their ability to pay.
Fee-paying students who begin their courses before then will be able to continue on a fee-paying
basis.
Types of student places
Types of places•

Subsidized by the Federal Government•

Students contribute to the cost of the course (‘student contribution’ ) unlessthe provider sets a zero contribution

Commonwealth-•Federal Government sets maximum amount providers can charge

supported•

Eligible students have access to a HECS-HELP loan or a 20% discount if theychoose to pay some (approx. 360 USD or more) or all of their student
contribution up-front

Fee-paying

28•

Mainly in undergraduate degrees•

Not subsidized by the Federal Government•

Students pay cost of the course set by the provider•

Federal Government sets minimum amounts for tuition fees but nomaximum•

Eligible students have access to a FEE-HELP loan for their tuition fees•

Most postgraduate courses are fee-paying (except research degrees)

Cost of the course (‘student contribution’) for 2008 of full-time study
Student contribution band2008 ranges

Band 3(law, dentistry, medicine, veterinary science, accounting,0 – 6,118 USD

administration, economics, commerce)
Band 2(agriculture, science, statistics, mathematics, computing,built environment, engineering, surveying, allied health,0 - 5,226 USD

other health)Band 1(humanities, social studies, behavioural science,
foreign languages, clinical psychology, visual and0 – 3,668 USD

performing arts)
National Priorities (education, nursing)0 – 2,935 USD

9-2. Student loan programmes
Higher Education Loan Program (HELP)
HELP gives eligible students access to a loan from the Australian Federal Government to pay theirstudent contribution or tuition fee.

There are two types of loan program provided by theGovernment.
HECS-HELP – for Commonwealth-supported students
The student contribution can be paid directly to the higher education institution or an eligible
student can take out a HECS-HELP loan. Students with a HECS-HELP loan incur HELP debt and are
not required to repay their loan until their personal income exceeds the minimum threshold forcompulsory repayment.

After exceeding the personal income threshold, the loan is repaid

gradually through the taxation system.
FEE-HELP – for fee-paying students
FEE-HELP is a loan program to assist students studying in a domestic fee-paying place. Australian
citizens and permanent humanitarian visa holders may be eligible for FEE-HELP assistance.
Students are only required to begin repaying their loan when their income reaches the minimum
repayment threshold.
The Federal Government has several other programs which provide financial assistance to students.
These include:•

Research Training Scheme – for eligible students undertaking research-based Master’s andDoctoral Degrees;•

Australian Postgraduate Awards – for eligible students undertaking research-based Master’sand Doctoral Degrees;•

Commonwealth Learning Scholarships – for eligible students from low socio-economic

Overview of the Quality Assurance System in Higher Education: Australia

29

backgrounds to assist with either educational costs or accommodation costs.
Source: AEI (2008), Country Education Profiles Australia 2008, p.19-20
going to uni website: http://www.goingtouni.gov.au/
DEEWR (2008), Higher Education Newsletter Issue 02, May 2008, p.2

10. Legislation•

National Protocols for Higher Education Approval Processes (Approved in 2000, revised in
2007)
These Protocols are an agreement between the Federal and state and territory governments,
which establish a common standard and process for the recognition of SAIs (universities andcolleges), NSAIs (TAFEs and private colleges etc.), and overseas universities wishing to operate
across Australia.

•

Higher Education Support Act 2003
An Act relating to the funding of higher education and for other purposes•

University establishment Acts and higher education Acts in each state and territory
Each State and Territory has legislation to establish universities and regulate their name.

Source: IAU, World Higher Education Database (WHED), Australia – Education system:
http://www.unesco.org/iau/onlinedatabases/index.html

30

Bibliography and sources(I. Basic information on the country and II. the higher education system)•

AEI (2008), Country Education Profiles Australia 2008•

AEI (2006), Country Education Profiles Australia 2006•

AEI (2005), Australian Qualifications and the Australian Qualifications Framework•

DEEWR (2009), Transforming Australia’s Higher Education System•

DEEWR (2008), Review of Australian Higher Education Final Report, December 2008•

DEEWR (2008), Review of Australian Higher Education Discussion Paper, June 2008•

DEEWR (2008), Higher Education Newsletter Issue 02, May 2008•

Australian Government website: http://www.australia.gov.au/•

Australian Bureau of Statistics website: http://www.abs.gov.au/•

DEEWR website: http://www.deewr.gov.au/Pages/default.aspx•

AEI website: http://aei.gov.au/AEI/AboutAEI/Default.htm•

Study in Australia website: http://www.studyinaustralia.gov.au/Sia/en/Home.htm•

going to uni website: http://www.goingtouni.gov.au/•

Australian Research Council website: http://www.arc.gov.au/•

MCEETYA website: http://www.curriculum.edu.au/mceetya/•

AQF website: http://www.aqf.edu.au/•

AUQA website: http://www.auqa.edu.au/•

Australian Council for Educational Research website: http://www.acer.edu.au/index.html•

Graduate Careers Australia website: http://www.graduatecareers.com.au/•

Universities Australia website: http://www.universitiesaustralia.edu.au/•

Curriculum Corporation website: http://www.curriculum.edu.au/ccsite/cc_home,17988.html•

The National Union of Students website: http://www.unistudent.com.au•

The National Liaison Committee for International Students in Australia website:
http://www.nlc.edu.au•

The Council of Australian Postgraduate Associations website: http://www.capa.edu.au•OECD website: http://www.oecd.org/home/•

UNESCO portal website:
http://portal.unesco.org/en/ev.php-URL_ID=29008&URL_DO=DO_TOPIC&URL_SECTION=201.ht
ml•

APARNET (2007), Country Report Australia:
http://www.unescobkk.org/fileadmin/user_upload/apeid/workshops/9th_convention/Countr
y_Rpt_AUL.pdf•

IAU, World Higher Education Database (WHED), Australia – Education system:
http://www.unesco.org/iau/onlinedatabases/index.html•

Australian Government in Japan website: http://www.australia.or.jp/•

Ministry of Foreign Affairs Japan website: http://www.mofa.go.jp/mofaj/•

Ministry of Education, Culture, Sports, Science and Technology website:
http://www.mext.go.jp/

Overview of the Quality Assurance System in Higher Education: Australia

31

•

Ministry of Education, Culture, Sports, Science and Technology (2009), International
Comparative Education Statistics 2009-201032

III. The quality assurance system
1. History of Australian higher education quality assurance system
Since the late 1970’s the Australian Federal Government has encouraged universities to criticallymonitor their own performance.

Throughout the 1980’s this focus has been sharpened to include

the improvement of efficiency and effectiveness, and an increased awareness of public
accountability.
The Federal Government funded major discipline reviews during the mid 1980’s to determine
standards and to improve quality and efficiency in universities.

While the reviews revealed theimportance of quality assurance within institutions and across the sector, there was no way toensure that institutions acted upon review recommendations.
The Federal Government was concerned to maintain and further enhance the quality of Australianhigher education during a time of large-scale structural reorganisation in the late 1980’s and rapid
growth in higher education participation from the early 1990’s.
In 1991 the Federal Government moved from the discipline review approach to a whole ofinstitution approach to quality assurance. It announced a comprehensive set of measures toenhance the quality of higher education teaching and research.

Those universities able todemonstrate a high level of quality assurance in the context of their missions and goals were
provided with extra funding.
The Federal 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 and procedures and, make recommendations about the allocation ofannual quality-related funds.
The Committee conducted three rounds of independent whole of institution audits from 1993 to
1995.

The voluntary self-assessment undertaken by institutions under this program triggeredconsiderable change at the institutional level as gaps were identified and outcomes measured.
Since 1998, all publicly funded institutions have been required to submit an Institutional Quality
Assurance and Improvement Plan to the Federal Government as part of the educational profiles
process. This annual process includes institutions providing a number of documents and plans to
the Government and visits to universities may be arranged, in some cases, to obtain further
information.
The plans outline the university’s goals and aims in the key areas of teaching and learning, research,
management and community service.

Each institution is required to provide detail of the strategies

that have been adopted to achieve their goals and the performance indicators used to assess theirsuccess.
The plans are expected to include the outcomes data from two national surveys; the Course

Overview of the Quality Assurance System in Higher Education: Australia

33

Experience Questionnaire (CEQ) that assess graduate perceptions of the teaching they received atuniversity, and the Graduate Destination Survey (GDS) that assesses the employment success ofrecent graduates.
The plans have enabled the Federal Government to report to the wider community on the quality andquality assurance processes of Australian universities. More importantly they are a means ofpublic accountability in the area of quality assurance for Australia’s publicly funded universities,
and enable students to make more informed choices about the institution that best suits their
particular needs.
In 1995, the Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA)
endorsed the establishment of Australian Qualifications Framework: AQF which works as national
registers of Australian higher education providers and award descriptions.
In March 2000, MCEETYA endorsed two new initiatives to enhance and strengthen the quality
assurance framework for higher education in Australia:•

An independent audit body, the Australian Universities Quality Agency (AUQA); and•The National Protocols for Higher Education Approval Processes.

The present quality assurance framework for higher education in Australia encompasses the roles ofuniversities, the Australian Qualifications Framework (AQF), state and territory governments, theAustralian Universities Quality Agency (AUQA) and the Federal Government.
Universities, as autonomous bodies, are responsible for their own academic standards; AQF works
as national registers of Australian higher education providers and award descriptions; state andterritory governments carry out accreditations based on the National Protocols for Higher Education
Approval Processes; AUQA, as an independent audit body, is in charge of quality audit ofuniversities; the Australian Federal Government is responsible for making policy and funding.
Source: DEEWR website: http://www.dest.gov.au/

34

2.

Types of the current Australian higher education quality assurance
frameworks
Types of arrangements

1

Responsible bodies

Qualifications framework: the Australian

Australian Qualifications Framework Council

Qualifications Framework (AQF)(AQFC)

Accreditation and approval based on the2

National Protocols for Higher Education

State and territory governments

Approval Processes
Universities and other higher education

3

Institutional self-regulation

4

External monitoring

State and territory, and the Federal Government

5

Independent quality audit

Australian Universities Quality Agency (AUQA)

6institutions

Quality assurance for international

State and territory, and the Federal Government

education

2-1. Qualifications framework
The Australian Qualifications Framework (AQF)
AQF is key national policy mechanism bringing together all Australia’s post-compulsory
qualifications into one comprehensive framework.

It was introduced in 1995 and fully

implemented by the end of 1999, replacing earlier qualifications frameworks.

The single

framework includes all national qualifications in senior secondary school (general education;
prepares students for work, VET, higher education), vocational education and training (industry
competency standards; applying skills for work), and higher education (academic study for
professions).

One of the most important features of AQF is linkages between three sectors (school

sector, VET sector, and the higher education sector).
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 andaward nomenclature.
The Australian Council on Awards in Advanced Education (ACAAE) was formally established in
December 1971, with several key functions such as promoting consistency of nomenclature in theadvanced education sector, establishing consistent relationships between programs and awards,
maintaining a national register of awards, and promoting understanding and appreciation of theaward system in Australia and overseas.

The ACAAE was the national registration authority and theregistration represented the final step in the approval/accreditation process.
In January 1985, the Australian Council on Tertiary Awards (ACTA) replaced the ACAAE.

Its

functions were similar, but the award structure and nomenclature differed, particularly with theintroduction in 1987 of a national award system in the Technical and Further Education (TAFE)

Overview of the Quality Assurance System in Higher Education: Australia

35

sector. Previously, individual states and territories had their own award systems for their technicalschools and TAFE colleges, and similar nomenclature had different meanings in different states andterritories.
Under ACTA, the nomenclature of TAFE awards was tied to a system of program classification bystream as described in Register of Australian Tertiary Education (RATE). RATE was established in1990 by the Australian Education Council of the Ministers responsible for education in theAustralian, state and territory governments.

RATE took over ACTA’s functions in providing aframework, but did not register awards as ACTA and ACAAE had done.

RATE award nomenclature

was similar to that of ACTA, and continued the classification of TAFE programs by stream.

The

RATE system was phased out from 1995 and replaced by the Australian Qualifications Framework.
AQF is managed and maintained by the AQF Council.

The Council, established on 1 May 2008, is acommittee of Ministerial Council on Education Employment Training and Youth Affair (MCEETYA).
Its roles are to provide policy advice to MCEETYA, continuously improve AQF, and promote, monitor,
maintain AQF, and support users. AQF Council comprises a Chair, 9 members of experts fromhigher education, VET, senior secondary schools, industry, and the Federal Government sector, anda New Zealand observer.
Legal basis for AQF is responsibility of state and territory governments through their legislation(similar in each).
authority.

All AQF qualifications must be accredited by government authorised accrediting

Only government accredited providers can deliver and assess AQF qualifications.

Providers must meet minimum standards to be accredited and to retain accreditation.

Accrediting

authorities monitor providers to ensure quality of qualifications issued. All government accredited
providers and qualifications they are approved to deliver are listed in the AQF Register.

The

Register, which is available on AQF website, facilitates verification of all qualifications accredited bygovernment (including the self-accrediting institutions).
AQF features comprehensive guidelines for each qualification which define the qualification and its
relationship with other qualifications.

Each qualification descriptor includes:•

Characteristics of its learning outcomes;•

Pathways into, through and from qualification; and•Responsibilities for its standards, assessment, issuance and certification.

36

Contents of AQF Guidelines for each qualification
PurposeThe aim of the Guideline

Context

Why the Guideline is necessary

Learning outcomes:
Authority

The ultimate determinants of the qualification
A descriptor of leaning outcomes or competencies to beCharacteristics

achieved for the particular qualification

Distinguishing features

The features that distinguish adjacent qualifications

Responsibility for assessment

Who is ultimately responsible for assessment

Pathways to qualification

How the qualification can be achieved

Authority to issue qualification

Who issues the qualification

Certification issued

When the qualification is issued and what is issued

Characteristics of learning outcomes (examples)•

The acquisition of the foundational underpinnings of one or more disciplines,
including understanding and interpretation of key concepts and theories andhow they are evolving within the relevant scientific, technical, social andcultural contexts

Associate
Degree•Development of the academic skills and attributes necessary to access,comprehend and evaluate information from a range of sources•

Development of generic employment related skills relevant to a range of
employment contexts•

A capacity for self-directed and lifelong learning•

The acquisition of a systematic and coherent body of knowledge, theunderlying principles and concepts, and the associated communication andproblem-solving skills•

Development of the academic skills and attributes necessary to undertake
research, comprehend and evaluate new information, concepts and evidence
from a range of sources•

knowledge and techniques learnt, including in a professional context

Bachelor
DegreeDevelopment of the ability to review, consolidate, extend and apply the•

A foundation for self-directed and lifelong learning•

Interpersonal and teamwork skills appropriate to employment and/or further
study

A course leading to this qualification also usually involves major studies in whichsignificant literature is available. Course content is taken to a significant depth
and progressively developed to a high level which provides a basis forpostgraduate study and professional careers.

Overview of the Quality Assurance System in Higher Education: Australia

37

•Characteristics of learning outcomes at this level cover a wide range of
specialized needs following an undergraduate program or relevant prior work,
ranging from initial and ongoing professional development to preparation forfurther postgraduate study.

Graduate
Certificate•

The learning outcomes reflect a standard appropriate to advanced study andprimarily include the acquisition and application of knowledge and skills in a
new discipline or professional area, which may also involve extendingknowledge and skills gained in an undergraduate program or relevant prior
work.

•

The acquisition and critical application of knowledge and skills in a new

Graduatediscipline or professional area, which may also involve extending knowledge

Diplomaand skills already gained in an undergraduate program or relevant prior work.
•

Further specialization within a systematic and coherent body of knowledge•

Mastery or overview of the relevant field of study or area of professional
practice and the emphasis may range from the acquisition or enhancement ofspecific professional or vocational skills and knowledge, usually undertaken in
a combination of coursework and research, through to the acquisition of
in-depth understanding in a specific area of knowledge which is usually
undertaken through research.

Master’s•

DegreeProvide appropriate evidence of advanced knowledge about a specialist bodyof theoretical and applied topics•

Demonstrate a high order of skill in analysis, critical evaluation and/or
professional application through the planning and execution of project work
or a piece of scholarship or research•

Demonstrate creativity and flexibility in the application of knowledge andskills to new situations, to solve complex problems and to think rigorously andindependently•

A substantial original contribution to knowledge in the form of new knowledge
or significant and original adaptation, application and interpretation ofexisting knowledge•

A comprehensive and searching review of the literature, experimentation,
creative work with exegesis or other systematic approach or an advanced,

DoctoralDegreesearching and expansive critical reflection on professional theory and practice•

Undertake an original research project, or a project(s) addressing a matter ofsubstance concerning practice in a profession at a high level of originality andquality•

Presentation of a substantial and well-ordered dissertation, non-print thesis or
portfolio, for submission to external examination against international
standards

Source: AQF (2007), Implementation Handbook 2007, p.9-10: http://www.aqf.edu.au/pdf/handbook07.pdf

38

Besides the description and management of the qualifications, AQF links together qualifications ineach sector to enable learners to move from one qualification to another as they develop theircareers, enable workers to enter qualifications based on experience, and provide choice ofqualifications for learners. Some examples of pathways are shown below:•

School to VET or higher education•

School to entry level job, entry level job to VET or higher education•

VET to career, career to higher education•

Career change to VET or higher education

Recent issues of Australian higher education qualifications
The Minister for Education, the Honourable Julia Gillard MP, announced on 4 September 2008 that anAustralian Higher Education Graduation Statement will be introduced to ensure that Australianqualifications are recognised and renowned throughout the world. The Graduation Statement will
describe a higher education qualification in an easily understandable way, relating it to the system
within which it was issued and describing qualifications in a clear and consistent way to potential
employers and other higher education institutions. The Graduation Statement will be presented tograduates at participating universities, in addition to degree certificates and academic transcripts,
based on nationally agreed specifications.
Australians need high-level knowledge and skills to make Australia a more productive andprosperous nation in an increasingly competitive and complex international environment.
Graduation Statements have the potential to make Australian awards better understoodinternationally, enhancing the international mobility of Australian graduates and Australia’scompetitiveness in the international higher education market.
The Australian Government has committed 2.7 million USD to assist publicly funded universities in
implementing the Graduation Statement over the next three years. Australian universities areinvited to apply for grants of 71,990 USD to assist in the implementation of the Graduation
Statement.
The Graduation Statement is part of Australia’s response to the Bologna Process in Europe and theresult of extensive consultations with the university sector.

The Bologna Process involves forty-six

European countries undertaking a series of reforms in order to achieve greater consistency andportability across their higher education systems.

The prospect of greater mobility for students

and broader recognition of qualifications across Europe may have significant implications forAustralia in relation to both domestic and international students.
Source: DEEWR website, Media Release 04 Sep, 2008, The Hon Julia Gillard MP:
http://www.deewr.gov.au/Ministers/Gillard/Media/Releases/Pages/Article_081009_120106.aspx
DEEWR website: http://www.dest.gov.au/sectors/international_education/default2.htm

Overview of the Quality Assurance System in Higher Education: Australia39

2-2. Accreditation and approval
The National Protocols for Higher Education Approval Processes
The National Protocols for Higher Education Approval Processes are a key element of the national
quality assurance framework for Australian higher education.

These Protocols are an agreement

between the Federal and state and territory governments, and they establish a common standard
and process for the recognition of SAIs (universities and colleges), NSAIs (TAFEs and private collegesetc.), and overseas universities wishing to operate across Australia. They protect the standing ofAustralian higher education nationally and internationally by assuring students and the communitythat higher education institutions in Australia have met identified criteria and are subject toappropriate government regulation.
As a system of initial recognition, state and territory governments assess application for approval ofestablishment of self-accrediting institutions (SAI), registration of non-self-accrediting institutions(NSAI) and accreditation of their courses against National Protocols.

Applications from all

institutions seeking to operate in Australia will be assessed using the criteria and processes set out
in these Protocols.

The consistent standards set out in the National Protocols are expected to apply

to all higher education functions of an institution, regardless of whether its higher education
students are located in Australia or offshore and regardless of the delivery mode of its higher
education courses.
The National Protocols also protect the use of the word ‘university’ in business and company names,with the states and territories responsible for business names and the Federal Government forcompany names.
Before the development of National Protocols in 2000, there were no nationally agreed protocols ofcommon principles underpinning the management of these functions while there were many
similarities in how states and territories manage the recognition of universities and theaccreditation of courses offered by non-self-accrediting institutions.
In 1995, MCEETYA agreed to implement a common protocol for the accreditation of higher education
courses to be offered simultaneously in two or more states or territories. This protocol was
elaborated in operational guidelines for the use of state and territory officials in 1999, and has beenused successfully since its adoption to process a number of applications.
National Protocols, which were originally agreed by the Federal and state and territory governments
in 2000, were revised and approved in July 2007.

The revised National Protocols include a numberof new provisions, which will allow more diverse types of higher education institutions to develop
in Australia, including specialist universities, self-accrediting institutions other than universities,
university colleges, and overseas institutions. The revised National Protocols will apply to both
new and existing institutions and compliance will be regularly assessed through the standard
quality assurance processes including external quality audits.
It has been agreed that the National Protocols will next be reviewed no later than 2012.

40

Five protocols in the National Protocols
Protocols
Protocol A

Contents

Target institutions

Nationally agreed criteria and approval
processes for all higher education institutions

All higher education institutions

Criteria and processes for the registration ofProtocol B

NSAIs and the accreditation of their higher

NSAIs

education course/s
Criteria and processes for awarding
Protocol C

self-accrediting authority to higher education

SAIs (non-universitites)

institutions other than universities
Protocol D

Criteria and processes for establishing
Australian universities
Criteria and processes for overseas higher

Protocol E

education institutions seeking to operate inAustralia

SAIs (universities)

Overseas higher education
institutions

Source: DEEWR (2008), Review of Australian Higher Education Discussion Paper June 2008, p.71
DEEWR website: http://www.dest.gov.au/default.htm
MCEETYA (2007), National Protocols for Higher Education Approval Processes:
http://www.mceetya.edu.au/verve/_resources/NationalProtocolsOct2007_Complete.pdf

Overview of approval process for an Australian university
1.

Application prepared and submitted with fees2.

Preliminary review undertaken

3.

Applicant advised of and comments on proposed assessment panel

4.

Assessment panel appointed

5.

Assessment panel deliberations (site-visits and interviews with stakeholders)6.

Panel prepares report

7.

Applicant comments on report8.

Report and comments forwarded to decision-maker

9.

Decision made by responsible decision-maker (decision includes ‘approved’, ‘approved withconditions’, and ‘not approved’.

In the latter two cases, applicants can appeal regarding thedecision.)
Source: MCEETYA (2007), Guidelines for establishing Australian universities (relating to National Protocols A and
D), P.5: http://www.mceetya.edu.au/verve/_resources/NationalGuidelinesOct2007_AandD.pdf

Overview of the Quality Assurance System in Higher Education: Australia41

2-3. Institutional self-regulation
Universities and other self-accrediting institutions are responsible for their own academic standards
and quality assurance processes and have adopted a variety of ways to monitor and review thequality of their courses, involving formal internal processes and external review.
The National Protocols require non-self-accrediting institutions to have academic governance andquality assurance arrangements that focus on continuous improvement to teaching and learningand quality outcomes for students, and academic standards comparable with Australian
universities.
Source: DEEWR (2008), Review of Australian Higher Education Discussion Paper June 2008, p.71

2-4. External monitoring
Most universities are required to provide state and territory governments with audited annual
financial reports and operational reports and are also subject to audit by state and territory
auditors-general as part of their regular audits of public sector bodies (in addition to quality audit
by AUQA, institutions have to go through these audits focusing on their financial situations.)
Universities also provide annual financial reports to the Department of Education, Employment andWorkplace Relations (DEEWR) to discharge their obligation to report on overall financial viability andexpenditure of funds received under the Higher Education Support Act 2003.
Universities are also required to participate in DEEWR statistical collections and annual Graduate
Destination and Course Experience Questionnaire Surveys of students and graduates. The Federal
Government uses performance indicators derived from these surveys and the departmental
statistical collection for its Institution Assessment Framework, which produces an across-the-board
assessment of institutional achievements based on quantitative and qualitative data fromuniversities and external sources and forms the basis of strategic bilateral discussions between
DEEWR and individual institutions, generally every two years.
Non-self-accrediting institutions are required to provide annual reports in most jurisdictions to therelevant state and territory accrediting authority.

Some states and territories use these as a basis

for formal risk assessments of institutions and targeted monitoring of compliance with approvalconditions.
Source: DEEWR (2008), Review of Australian Higher Education Discussion Paper June 2008, p.71-72

42

2-5. Independent quality audit
Australian Universities Quality Agency
One of the major components of Australia’s quality assurance system is an independent audit ofhigher education institutions and accreditation agencies to check that procedures are in place toassure the quality of higher education in Australia. Audits are currently carried out by theAustralian Universities Quality Agency (AUQA).
AUQA was established in 2000 by MCEETYA as an independent not-for-profit body.

AUQA receives

about 50 % of its operational funding from the Federal Government, the other half from the state andterritory governments.

Auditees also pay a fee to AUQA associated with their audits.

AUQA is responsible for providing public assurance of the quality of Australian universities andother self-accrediting higher education institutions by auditing these institutions in Australia andoffshore on an approximately five-year rolling cycle, and assisting in enhancing their academic
quality.

AUQA also audits the activities of state and territory higher education accreditation

authorities and their compliance with the National Protocols for Higher Education Approval
Processes.
After the trial audit in 2001, AUQA carried out the first cycle of audit (2002-2007) for
self-accrediting institutions and accrediting agencies.

Audits for non-self-accrediting institutions

began in 2006.
For the first cycle of audits, audits of SAIs were whole-of-institution audits based on aself-assessment and a site-visit.

AUQA investigated the extent to which the institutions areachieving their missions and objectives. Audits assessed the adequacy of the institution’s quality
assurance arrangements in the key areas of teaching and learning, research and management,
including the institution’s overseas activities.

They also assessed the institution’s success inmaintaining standards consistent with university education in Australia.
AUQA uses as its primary starting point for audit each institution’s own objectives and does not
impose an externally set of standards upon auditees.

Audits endeavour to minimise the additional

workload for universities and pays particular attention to supporting the diversity of the higher
education sector.
AUQA made use of panels of experts with substantial senior academic and administrative experiencein higher education (in Australia and abroad) to undertake the audits. AUQA maintains a Register ofAuditors who have been selected and trained by AUQA to serve on audit panels (Honorary Auditors).
In 2008, approximately 130 people are registered as Honorary Auditors. Audit panel members are
selected from AUQA’s Register of Auditors keeping in mind the scope of the audit.

A typical audit

panel includes two members from within Australian universities or other SAIs, an Australian
member with high-level experience and understanding of planning and quality assurance inindustry and commerce, an overseas member (usually from within a university), and an AUQA
academic staff member.

Overview of the Quality Assurance System in Higher Education: Australia

43

From 2008, it is conducting a second cycle of audits of SAIs, involving some changes to the scopeand nature of the audits.

One of the most distinctive characteristics of cycle two audits is that theaudits will more explicitly address performance, standards and outcomes of the activities of
institutions. More attention will be paid to auditees’ benchmarking activities and their effect onstandards and outcomes.

AUQA will investigate how institution’s academic standards are

determined, applied, maintained, monitored and met.

Clearer evidence of the relation between

institutional quality assurance processes and outcomes will also be sought.
AUQA states as its policy avoidance of ranking systems in both cycle one and cycle two audits.
Audit schedule (2001-2010) (Unit: Institution)year

accreditation

SAIs

authorities

NSAIs

universities

non-universities

2010

4

0

9

17

2009

10

0

0

12

2008

9

0

0

4

2007

1

1

2

3

2006

7

1

1

1

2005

7

1

2

0

2004

8

0

1

0

2003

8

0

2

0

2002

8

1

1

0

2001 (trial audits)

2

0

1

0

Fees for audits of universities (2008)
Audit visit length
Fee (tax included)

3 days4 days58,600 USD

5 days63,000 USD

67,310 USD

Audit scope
Audits encompass the auditee’s quality assurance arrangements. AUQA pays particular attention
to the academic activities carried out in the institution’s name.

The indicative scope of the audit

includes:•organisational leadership and governance; planning•teaching and learning (all modes); processes for program approval and monitoring;comparability of academic standards in onshore and offshore programs•

research activities and outputs, including commercialisation•

community service activities•

internationalisation, including contracts with overseas partners•

support mechanisms for staff and students•

communication with internal and external stakeholders

44

•systematic internally initiated reviews, including the rigour and effectiveness of the review
mechanisms employed•administrative support and infrastructure

Audit process
Processes
Auditees prepare and submit a report of self-review(Performance Portfolio).

1. Self-review

Performance Portfolio outlines theauditee’s quality system and an appreciation of its effectivenesswith evidence.
Audit panel meet to discuss the Portfolio (Portfolio Meeting),
followed by a request for any additional documentation

2. Portfolio Meeting

required by the panel.
Visits to other sites where the auditee operates such as visits to

3. Preparatory visit

offshore campuses occur here.
The length of audit visit varies, depending on the size and

4. Site visit (main audit visit)complexity of the auditee, from 2 to 5 days in the case of auditsof universities.
Audit reports contain a summary of findings and more detailed
comments in the body of the report.

They all includecommendations, affirmations and recommendations.
5. Preparation and finalisation

For cycle

two audits for SAIs, the audit report may specify that a completeor focused audit should be carried out sooner than the nextof audit report

cyclic date, for example to follow up an urgent
recommendation. All AUQA audit reports are publicly available
and published on the AUQA website.
Each auditee is required to provide a progress report against therecommendations and affirmations in the audit report, showing
the action that has been taken in response approx. 18 to 24

6. Follow-up

months (in the first cycle) after publication of the audit report.
The progress report must be made publicly available on theauditee’s own website.

Action taken in response to audit reports is the responsibility of the governing body of theinstitution concerned or in the case of state and territory accreditation authorities, of the relevant
Department and Minister.

Failure to respond appropriately to reports could lead to funding

sanctions by the Federal Government or regulatory action by the relevant state or territory
government.

The Commonwealth minister can require a higher education provider to comply witha recommendation by AUQA as part of the quality requirements of the Higher Education Support Act
2003.

Overview of the Quality Assurance System in Higher Education: Australia

45

Other quality improvement activities•

Compiling and publishing information on concepts and practices in quality assurance in higher
education•

Identifying, recording, codifying and disseminating good practice in higher education throughthe AUQA Good Practice Database•

Providing advice and consultation•

Conducting and commissioning research into quality and standards and their achievement•

Identifying and investigating issues of current or likely national concern in relation to quality
and standards•

Leading the organisation of the annual Australian Universities Quality Forum•

Running seminars and workshops•

Publishing papers and articles•

Making submissions to government and other agencies

Relations with other organisations
In carrying out its work, AUQA has developed and maintains links with an extensive network ofnational and international agencies and institutions.

Within Australia these include: the Australian

universities; other higher education institutions and accrediting agencies; and other bodies such as
MCEETYA, DEEWR, state and territory government departments, Universities Australia, AQFC.
Major points of contact outside Australia include OECD/IMHE and UNESCO. AUQA is a full memberof INQAAHE and is an active participant in the Network’s activities. AUQA served as the secretariat
for the Asia-Pacific Quality Network (APQN), a group of quality assurance agencies in the Asia-Pacificregion until 2009.
For more information on AUQA and its activities, visit AUQA website: http://www.auqa.edu.au/
Source: DEEWR (2008), Review of Australian Higher Education Discussion Paper June 2008, p.72-73
AUQA website: http://www.auqa.edu.au/qualityaudit/auditschedule/
AUQA (2008), Audit Manual version 5.0:
http://www.auqa.edu.au/qualityaudit/auditmanuals/auditmanual_v5/audit_manual_v5.pdf

46

2-6. Quality assurance for international education
Education Services for Overseas Students
The Australian Federal Government has a number of regulation processes to ensure that overseas
students receive a quality education and training experience. These processes are in addition to
the quality assurance measures which apply within Australia.
The Education Services for Overseas Students Act 2000 (ESOS Act) of the Commonwealth of Australia
regulates all Australian education and training providers that enroll overseas students studying inAustralia. It requires that a provider must be registered on the Commonwealth [Australian]
Register of Institutions and Courses for Overseas Students (CRICOS). CRICOS lists all institutions
authorised to offer both higher education and VET courses for overseas students in Australia, and all
courses approved for overseas students in Australia. In order to be listed on CRICOS, an institution
must be registered by the state and territory registration authorities, who ensure that quality
assurance standards are met, institutions comply with tuition and financial assurance requirements,
and institutions monitor the compliance of overseas students with the conditions of their visas.
CRICOS and the ESOS Act are administered by DEEWR to ensure that overseas students studying inAustralia receive high-quality education and training and receive the services for which they have
paid.
Source: AEI (2008), Country Education Profiles Australia 2008, p.67-68

Transnational Quality Strategy
The Federal Government is also committed to ensuring the high quality and integrity of Australianeducation and training delivered offshore.
In November 2005, Australian Education and Training Ministers agreed to a Transnational Quality
Strategy (TQS) framework that will protect and promote the quality of Australian education andtraining delivered in other countries.

Ministers agreed the TQS is vital if Australia is to sustain its

international reputation as a quality education and training provider which delivers education andtraining abroad equivalent to that delivered in Australia.
A key initiative of the TQS is AusLIST.
the courses they deliver overseas.

It is an evolving online directory of Australian providers and

AusLIST is expected to expand progressively as institutions

submit information to the directory for listing, enabling prospective students to identify locations
and types of courses offered. Institutions that choose to be on AusLIST commit to provide
education and training in other countries to a standard comparable to the courses they deliver inAustralia. All Australian providers delivering education and training courses in other countries areencouraged to apply for inclusion on AusLIST.
Source: DEEWR website: http://www.dest.gov.au/default.htm
DEEWR website, Media release, 22 Aug 2008, The Hon Julia Gillard MP:
http://www.deewr.gov.au/Ministers/Gillard/Media/Releases/Pages/Article_081027_113458.aspx

Overview of the Quality Assurance System in Higher Education: Australia

47

3. Recent developments
As part of the higher education reforms articulated in the 2009-2010 Federal Budget, the Federal
Government announced a central feature of a transformed Australian higher education system
would be an increased and more rigorous focus on quality. To help facilitate this, the Federal
Government will establish a new national body with responsibilities for regulation and quality
assurance in tertiary education. The Tertiary Education Quality and Standards Agency (TEQSA) will
have responsibility for accrediting providers, evaluating the performance of institutions and theirprograms, encouraging best practice across the sector, will simplify current regulatory
arrangements and provide greater national consistency. The TEQSA will be at the centre of a new
standards-based quality assurance framework.

The framework will establish minimum standards

that higher education providers are required to meet in order to be registered and accredited, as
well as academic standards.
As a peak organisation, TEQSA will take the lead in coordinating this work and establishing objective
and comparative benchmarks of quality and performance in the sector. The agency will collect arich pool of data and will monitor performance in areas including student selection, retention andexit standards, and graduate employment.
In addition, the TEQSA will evaluate the performance of universities and other higher education
providers every five years, or whenever there is evidence that standards are not being met. In theevent these standards are not being met, the TEQSA will have the capacity to recommend sanctions
up to and including the withdrawal of the right to use the title “University”. The new agency willbuild on the strong foundation established by AUQA, recognising the importance of AUQA’s
expertise and knowledge.

As well as institution-specific audits, the new agency will also carry out

audits that focus on particular areas of risk for the higher education system.

For example, TEQSA

might target providers operating in a geographic region, or offering a particular program of study.
The TEQSA will be established in 2010 and will focus initially on regulation and quality assurance inthe higher education sector. The Federal Government has allocated approximately 41 million USD
over four years for the establishment of the TEQSA.
Besides the establishment of TEQSA, the Federal Government-led higher education reforms aretaking place in a number of areas, including:•

Review of Education Services for Overseas Students Act (the ESOS Act);•VET reforms (regulation and improvement of VET sector, including its registration and audit);•

Strengthening of Australian Qualifications Framework; and•Performance Funding.

Source: DEEWR comment on request
DEEWR website: http://www.deewr.gov.au/Pages/default.aspx

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Bibliography and sources(III. The quality assurance system)•

AEI (2008), Country Education Profiles Australia 2008•

DEEWR (2009), Transforming Australia’s Higher Education System•

DEEWR (2008), Review of Australian Higher Education Discussion Paper, June 2008•

DEEWR (2008), Review of Australian Higher Education Final Report, December 2008•

Australian Government website: http://www.australia.gov.au/•

DEEWR website: http://www.deewr.gov.au/Pages/default.aspx•

AEI website: http://aei.gov.au/AEI/AboutAEI/Default.htm•

MCEETYA website: http://www.curriculum.edu.au/mceetya/•

AQF website: http://www.aqf.edu.au/•

AUQA website: http://www.auqa.edu.au/

Overview of the Quality Assurance System in Higher Education: Australia

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