• How to apply for self-accrediting authority (SAA)

    Registered providers can apply for self-accrediting authority (SAA) or to vary existing scope of SAA at any time. The authority to self-accredit courses can be granted for all fields of education and/or AQF levels, or for specific courses.

    Applications must be on the approved online application form (available from the Provider Portal), include all information requested, and be accompanied by the applicable fee and payment/invoice form. See more information on our fees page.

    Once an application has been submitted, the scope of SAA applied for is what TEQSA will assess. If you wish to change your scope of SAA after this time, you will need to submit a separate application.

    The time it takes for TEQSA to assess an application for SAA depends on the quality of the submission, any concurrent assessments being undertaken by TEQSA, and the time it takes for providers to respond to requests by TEQSA. As part of the assessment, TEQSA may request evidence to address gaps in the application, or to substantiate claims made in the submission.

    Key stages

    • Stage 1: Prepare your application
    • Stage 2: Submit your application
    • Stage 3: Application is assessed by TEQSA
    • Stage 4: Findings and recommendations
    • Stage 5: Application is decided by the TEQSA Commission
    • Stage 6: Decision is published on the National Register

    Application guide for SAA

    TEQSA encourages all applicants to read the application guide for SAA before submitting an application. The application guide explains the application process, sets out the required evidence that will need to be submitted with each application, and provides guidance in preparing the application.

    Key considerations for providers considering applying for SAA

    TEQSA encourages all providers to closely consider their own regulatory history and track record when deciding the optimal timing to apply for SAA. This includes the extent to which a provider would be able demonstrate sufficiently mature academic governance and quality assurance processes and outcomes required in Part B2 of the Threshold Standards.

    All providers considering whether to apply for SAA should read the key considerations for providers preparing to apply for SAA before submitting an application. This document is designed to assist providers in determining their readiness to apply for SAA and sets out key aspects providers should be considering prior to applying, including information on preparing a self-assurance report.

    Multiple applications

    Providers may wish to consider applying for SAA concurrently to their renewal of registration application. Information on concurrent evidence requirements can be found in the application guide for SAA.

    TEQSA recognises that it may not always be practical for providers to lodge an application for SAA at the same time as their re-registration application. In these instances, providers may choose to lodge a standalone SAA application and, in assessing such an application, TEQSA will seek to avoid duplicate requests for evidence where we are able to rely on information already before us.

    Further information

    For further information when preparing your application for SAA, please contact TEQSA’s re-registration team at reregistration.enquiries@teqsa.gov.au. 

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  • Sector alert: Provider responsibilities when using education agents

    4 November 2022

    TEQSA is reminding all higher education providers of their obligations for monitoring the performance of education agents and ensuring that international students are genuine and engaged with learning.

    Background

    There have recent media reports outlining the alleged misuse of student visas, including education agents working to secure visas for non-genuine students.

    Education providers delivering to overseas students are responsible for ensuring that their education agents act ethically, honestly and in the best interest of overseas students and uphold the reputation of Australia’s international education sector.

    Providers are also required to monitor student engagement throughout a course of study.

    These obligations are set out in standards 1.3.4, 1.3.5, 7.1.1, 7.1.4 and 7.1.5 of the Higher Education Standards Framework (Threshold Standards) 2021, and standard 4 of the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (the National Code).

    TEQSA’s role

    TEQSA does not regulate education agents. As per the TEQSA Act, it regulates all registered providers that offer higher education qualifications in or from Australia, as well as some standalone ELICOS providers.

    TEQSA monitors providers’ compliance with the requirements of the Education Services for Overseas Students Act 2000 and associated legislative framework (the ESOS framework).

    Under standard 4 of the National Code, registered providers are responsible for ensuring that their education agents act ethically, honestly and in the best interest of overseas students and uphold the reputation of Australia’s international education sector.

    In particular, higher education providers delivering to overseas students must:

    • have a written agreement with each education agent
    • not accept students where it suspects the education agent of engaging in dishonest recruitment practices
    • take immediate corrective action where it believes or becomes aware of an education agent that has not complied with its responsibilities under relevant ESOS and migration legislation.

    Provider actions

    All higher education providers must ensure that:

    • Education agents that they have contracts with are published on their website and that this listing is correct and up-to-date.
    • Student engagement policies and procedures are in place and followed. This includes monitoring international students’ engagement in learning and their academic progress and taking action where students are at risk.
    • Robust oversight is in place for all contracts with education agents. This includes monitoring performance, ensuring students referred by agents are genuine and engaged in learning and taking prompt corrective action in the event or likelihood of misrepresentation or unethical conduct.
    • Staff managing relationships with education agents are aware of the responsibilities and obligations incumbent on providers under the Higher Education Standards Framework and National Code, as well as institutional policies and procedures.

    Relevant standards

    Higher Education Standards Framework (Threshold Standards) 2021

    Standard 1.3.4:
    Processes that identify students at risk of unsatisfactory progress and provide specific support are implemented across all courses of study.

    Standard 1.3.5:
    Trends in rates of retention, progression and completion of student cohorts through courses of study are monitored to enable review and improvement.

    Standard 7.1.1:
    Representation of the higher education provider, its educational offerings and charges, whether directly or through agents or other parties, is accurate and not misleading.

    Standard 7.1.4:
    Agents and other parties that are involved in representing the higher education provider are bound by formal contracts with the provider, their performance is monitored and prompt corrective action is taken in the event or likelihood of misrepresentation or unethical conduct.

    Standard 7.1.5:
    Representations, whether expressed or implied, about the outcomes associated with undertaking a course of study, eligibility for acceptance into another course of study, employment outcomes or possible migration outcomes are not false or misleading.

    National Code of Practice for Providers of Education and Training to Overseas Students 2018

    Standard 4.1:
    The registered provider must enter into a written agreement with each education agent it engages to formally represent it, and enter and maintain the education agent’s details in PRISMS.

    Standard 4.2: 
    The written agreement must outline:

    • 4.2.1  the responsibilities of the registered provider, including that the registered provider is responsible at all times for compliance with the ESOS Act and National Code 2018
    • 4.2.2 the registered provider’s requirements of the agent in representing the registered provider as outlined in Standard 4.3
    • 4.2.3 the registered provider’s processes for monitoring the activities of the education agent in representing the provider, and ensuring the education agent is giving students accurate and up-to-date information on the registered provider’s services
    • 4.2.4 the corrective action that may be taken by the registered provider if the education agent does not comply with its obligations under the written agreement including providing for corrective action outlined in Standard 4.4
    • 4.2.5 the registered provider’s grounds for termination of the registered provider’s written agreement with the education agent, including providing for termination in the circumstances outlined in Standard 4.5
    • 4.2.6  the circumstances under which information about the education agent may be disclosed by the registered provider and the Commonwealth or state or territory agencies.

    Standard 4.3:
    A registered provider must require its education agent to:

    • 4.3.1 declare in writing and take reasonable steps to avoid conflicts of interests with its duties as an education agent of the registered provider
    • 4.3.2 observe appropriate levels of confidentiality and transparency in their dealings with overseas students or intending overseas students
    • 4.3.3 act honestly and in good faith, and in the best interests of the student
    • 4.3.4 have appropriate knowledge and understanding of the international education system in Australia, including the Australian International Education and Training Agent Code of Ethics.

    Standard 4.4:
    Where the registered provider becomes aware that, or has reason to believe, the education agent or an employee or subcontractor of that education agent has not complied with the education agent’s responsibilities under standards 4.2 and 4.3, the registered provider must take immediate corrective action.

    Standard 4.5:
    Where the registered provider becomes aware, or has reason to believe, that the education agent or an employee or subcontractor of the education agent is engaging in false or misleading recruitment practices, the registered provider must immediately terminate its relationship with the education agent, or require the education agent to terminate its relationship with the employee or subcontractor who engaged in those practices.

    Standard 4.6:
    The registered provider must not accept students from an education agent if it knows or reasonably suspects the education agent to be:

    • 4.6.1 providing migration advice, unless that education agent is authorised to do so under the Migration Act
    • 4.6.2  engaged in, or to have previously engaged in, dishonest recruitment practices, including the deliberate attempt to recruit a student where this clearly conflicts with the obligations of registered providers under Standard 7 (Overseas student transfers)
    • 4.6.3 facilitating the enrolment of a student who the education agent believes will not comply with the conditions of his or her visa
    • 4.6.4 using PRISMS to create CoEs for other than bona fide students.

    Further information

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  • Gen AI knowledge hub

    These resources aim to assist higher education providers and their staff to meet new challenges and benefit from opportunities afforded by advances in generative artificial intelligence (gen AI). In addition to resources developed by TEQSA, we have also included good practice advice from other sources.

    This area is rapidly changing and evolving. If you have developed or found a useful resource you wish to share, please let us know via our webform.

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  • APS employee census

    Body

    The APS Employee Census is an annual survey that collects confidential information from our staff on important workplace issues.

    It provides insight into employees’ views about the Australian Public Service (APS), TEQSA, and our workplace. The Census results help target strategies to build workplace capability now and in the future.

    Learn more about the APS employee census on the Australian Public Service Commission website.

    Why the APS Employee Census is important

    Our TEQSA values of trust, respect, accountability and collaboration underpin our mindset and behaviour, supporting us to achieve our purpose.

    These values drive the work we do because we believe they lead to quality outcomes for our sector and for best practice regulation.

    It is important for us to check in with our people and listen to what they have to say. 

    The APS Employee Census results provide a valuable insight into our employees. It highlights opportunities to continue to innovate and improve how we work.

    APS Employee Census results

    Census Action Plan

    Stakeholder
    Publication type

  • Gen AI – Government and industry bodies advice and resources

    This page contains resources, advice and consultations on generative artificial intelligence (gen AI) use from governments and industry bodies in Australia and overseas.

    TEQSA resources
    Australian government resources

    AI in research

    Australian industry bodies
    International
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  • Commissioner Adrienne Nieuwenhuis receives national honour

    TEQSA Commissioner Adrienne Nieuwenhuis has been honoured with the Outstanding Achievement in the VET and Skills Sector Award at the 2025 Australian Training Awards.

    The Australian Training Awards are the peak national awards that showcase best practice in vocational education and training (VET).

    On 5 December at a gala presentation in Darwin, Ms Nieuwenhuis was recognised for her lifetime dedication and her significant contribution to the advancement and quality assurance of Australia’s tertiary education system.  

    A distinguished leader, she has played a pivotal role for over 30 years in shaping policy, advancing workforce development, and strengthening industry–education partnerships at state and national levels.

    In October, Ms Nieuwenhuis also received a Lifetime Achievement Award at the 2025 South Australian Training Awards.

    TEQSA warmly congratulates our Commissioner on her latest achievement.

    Date
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    Adrienne Nieuwenhuis

  • Statement of Regulatory Expectations: Compliance with workplace obligations

    This statement sets out TEQSA’s regulatory expectations of registered higher education providers to ensure they are meeting their obligations under workplace laws (as defined in section 12 of the Fair Work Act 2009) to their staff.

    In particular, TEQSA expects that all providers will pay their staff correctly and comply with workplace laws and their industrial agreements.

    The regulatory expectations outlined in this document focus on providers’ governance oversight and processes. Providers are expected to prioritise governance models that proactively ensure compliance with workplace obligations.

    TEQSA’s regulatory expectations are consistent with:

    • the provisions of the Higher Education Standards Framework (Threshold Standards) 2021 – most notably that a provider’s governing body is accountable for the provider’s operations (6.1.1)
    • TEQSA’s ongoing concern that some providers have not taken full responsibility to meet their workplace obligations
    • the Fair Work Ombudsman’s (FWO) finding that poor governance arrangements are a key trend in the sector leading to non-compliance with workplace obligations and the underpayment of wages.

    TEQSA’s expectations do not exhaust the actions a provider may take to manage their risks. TEQSA recognises that providers may meet some of these expectations in different ways depending on their staffing arrangements, their industrial agreements, and the requirements of the legislation under which the provider is established. TEQSA’s expectations outline the minimal steps that governing bodies are expected to take to develop a process of continuous improvement to ensure they effectively mitigate risk around meeting their obligations under workplace laws.

    TEQSA’s regulatory expectations

    1. The provider’s governing body obtains independent advice as is necessary to identify and address potential risks related to obligations under workplace laws, including the risk of wage underpayment due to issues in payroll, employment and administrative systems.
    2. The provider’s governing body defines, monitors and reviews roles or offices necessary to effectively manage potential risks to, and ensure compliance with, its obligations under workplace laws. Such roles or offices will include the management, monitoring and review of:
      1. payroll, record keeping and employment systems
      2. delegations of administrative roles and authority
      3. risk management policies and controls, risk appetite frameworks, and cyclical auditing frameworks
      4. financial viability and financial sustainability
      5. compliance with obligations under workplace laws.
    3. The provider’s governing body assures itself and demonstrates that it is operating in compliance with its obligations under workplace laws, including in the operation of its payroll, record keeping and employment systems. In particular, the governing body can assure itself and demonstrate that:
      1. employees are paid correctly, in accordance with the terms of the provider’s industrial agreements
      2. it has considered any necessary independent advice for informed and competent decision making about meeting its obligations under workplace laws
      3. any recommendations from reviews or audits related to obligations under workplace laws have been considered and, where necessary, are being effectively actioned
      4. all delegated offices or committees responsible for ensuring compliance with obligations under workplace laws report clearly and regularly to the governing body
      5. there are mechanisms to ensure formal complaints regarding compliance with workplace laws can be received from staff, students or unions and action taken to address underlying causes
      6. the provider’s management of third-party contracts ensures compliance with obligations under workplace laws
      7. the provider has carefully considered and is addressing all concerns raised by relevant authorities regarding the provider’s compliance with workplace and employment matters, such as sector updates from TEQSA, audit reports by state audit offices, and guidance or direction from the FWO
      8. the provider has promptly informed and positively engaged relevant authorities such as TEQSA and the FWO on any issues identified by the provider
      9. the provider has developed a mature process of self-assurance to mitigate and manage any future wage underpayment matters.
    4. The provider’s governing body takes active and ongoing responsibility for ensuring compliance with all workplace and industrial obligations. It assures itself that robust, fit-for-purpose systems are in place to prevent, detect, and respond to non-compliance, and that these systems are subject to regular oversight and review to manage risk over time. 

    Regulatory scope and implementation of the expectations

    This Statement of Regulatory Expectations applies to all higher education providers. TEQSA expects that all providers will actively work to demonstrate self-assurance in line with the expectations.

    The expectations will be integrated into TEQSA’s regulatory activities, including registration and re-registration processes, and annual compliance and risk assessments. Where necessary, TEQSA will seek evidence of appropriate governance processes that mitigate risks of non-compliance with workplace obligations in accord with these expectations.

    Reporting requirements for Australian Universities

    Beginning in 2026, providers in the ‘Australian University’ provider category will be required to submit annual reports to TEQSA concerning the expectations. Annual reporting will be required for an initial period of 2 years.

    The annual reports will comprise:

    • an attestation by the Vice-Chancellor that the University has met the expectations
    • an index of evidence to support the attestation
    • any other relevant documents, such as an action plan.

    To assist providers with their reporting requirements ahead of the first submission, TEQSA has released guidance and templates for the following:

    Restricting the annual reporting requirements to Australian Universities reflects the findings of the FWO that risks of non-compliance with workplace obligations have been concentrated within this part of the sector. Establishing an initial reporting period of 2 years for Australian Universities also reflects the principles of regulatory necessity, risk, and proportionality.

    Depending upon the sector’s response to risks around workplace obligations, TEQSA may expand the reporting requirements.

    Further information for providers in the Australian University category

    TEQSA will review the first round of reporting and make any necessary adjustments to the reporting process before the second year (2027) of reporting. We will share further updates about any changes in due course. 

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  • Notifications required of providers with authorisation to provide Australian courses offshore

    What is a notification?

    Under subsection 44G(1) of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act), providers with authorisation to provide Australian courses offshore must notify TEQSA if certain events or changes in circumstances occur or are likely to occur.

    Under subsection 44G(3) of the TEQSA Act, authorised providers must notify TEQSA of these events or changes to their offshore delivery arrangements (offshore changes) as soon as they are aware or would reasonably be expected to be aware of the change, and no later than 90 days before the event or change is to occur or is likely to occur.

    These obligations are in addition to those under section 29 of the TEQSA Act regarding material changes.

    Notifications do not constitute an application for approval to implement changes, as approval is not required. However, TEQSA will follow up if it considers there is a risk of non-compliance with the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards).

    Notification types

    Providers must notify TEQSA if:

    • an Australian course delivered by the provider is to be delivered offshore wholly or partly by another entity (offshore third-party agreement) 44G(1)(a)
    • an Australian course delivered by the provider is to be delivered offshore at a new premises (offshore add location) 44G(1)(b)
    • the provider is to commence delivering an Australian course offshore (offshore add course) 44G(1)(c)
    • the provider is to cease delivering an Australian course offshore (offshore remove course) 44G(1)(d).

    How to submit notifications

    Notifications are to be submitted via the Provider Portal. Where appropriate, providers are encouraged to provide targeted evidence in support of a notification.

    TEQSA may request additional information to help contextualise and understand a notification.

    Information to be included in notifications

    Offshore third-party agreement

    Where an Australian course delivered by the provider is to be delivered offshore wholly or partly by another entity, providers are to notify TEQSA including the following information (44G(2)):

    • the date the third-party agreement (TPA) is to come into effect
    • the name(s) of the Australian course(s) of study to be delivered with the third party
    • the address of the offshore premises where the Australian course(s) are/are to be delivered
    • the name of the other entity the agreement is with
    • details of the event or change; these may include:
      • the rationale for the TPA, including how you have assured yourself of your compliance with the Threshold Standards, and how your own policies and procedures will be maintained under the arrangement
      • due diligence you have undertaken
      • key aspects of the TPA including the responsibilities of each provider.

    Where you are entering into an offshore third-party agreement and commencing delivery of an Australian course at a new offshore premises, also submit an Offshore add location notification.

    Where a change to an existing offshore third-party agreement that may significantly affect your ability to meet the Threshold Standards is to occur, has occurred or is likely to occur, including discontinuation of an offshore third-party agreement, please submit a material change notification.

    Offshore add location

    Where an Australian course delivered by the provider is to be delivered offshore at a new premises, providers are to notify TEQSA including the following information (44G(2)):

    • the date delivery is to commence at the new offshore premises
    • the name(s) of the Australian course(s) of study to be delivered at the new offshore premises
    • the address of the new offshore premises where the Australian course(s) are to be delivered
    • where applicable, the name of the other entity the Australian course(s) are to be delivered by or with at the new offshore premises
    • details of the event or change; these may include:
      • the rationale for relocating or adding a new delivery site, including how you have assured yourself the location is suitable to deliver the intended courses, to the intended number of students, while ensuring adequate provision of resources
      • in the case of a relocation, how you have assured yourself impacts to students from the change are appropriately managed.

    The level of detail in the notification should be commensurate with the anticipated impact of the change on students. TEQSA expects more detail to accompany a more impactful change; less detail may accompany a less impactful change.

    Where you are commencing delivery of an Australian course at a new offshore premises and entering into an offshore third-party agreement, also submit an Offshore third-party agreement notification.

    Where delivery of Australian courses at an offshore location is to cease, please submit a material change notification.

    Offshore add course

    Where the provider is to commence delivering an Australian course offshore, they are to notify TEQSA including the following information (44G(2)):

    • the date delivery of the course is to commence
    • the name(s) of the Australian course(s) of study to be delivered
    • the address(es) of the offshore premises where the Australian course(s) are to be delivered
    • where applicable, the name of the other entity the Australian course(s) are to be delivered by or with
    • details of the event or change; these may include:
      • AQF level and qualification type
      • field(s) of education, including broad, narrow, and detailed field codes
      • language the course will be delivered in if other than English
      • where applicable:
        • TEQSA course ID
        • details of any work-based training component
        • details of professional accreditation of the course(s).

    Offshore remove course

    Where the provider is to cease delivering an Australian course offshore, they are to notify TEQSA including the following information (44G(2)):

    • the date delivery of the course is to cease
    • the name(s) of the Australian course(s) of study affected
    • the address(es) of the offshore premises where delivery is to cease
    • where applicable, the name of the other entity the Australian course(s) are delivered by or with
    • details of the event or change; these may include:
      • evidence of communication to students regarding cessation of delivery
      • steps taken to assure compliance with the Threshold Standards
      • evidence of approval of the change by the Academic Board and/or Governing Board
      • transition/teach out arrangements with details of strategies to mitigate disadvantage to students who are impacted by these changes.

    Where cessation of delivery of an Australian course offshore coincides with cessation of delivery of the course onshore, this change will be communicated internally, and submission of a material change regarding cessation of onshore delivery will not be necessary.

    Where you intend to cease delivery of an Australian course accredited by TEQSA, but there will still be students enrolled in the course beyond its current accreditation period, please submit an application for course accreditation in teach out.

    Contact

    If you have any questions about the notification process, please email tne@teqsa.gov.au.

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  • Key considerations for providers preparing a self-assurance report (authorisation to provide Australian courses offshore)

    The self-assurance report is an opportunity for you to articulate and evidence the effectiveness of your systems of self-assurance as they relate to your operational context and the authorisation to provide Australian courses offshore application, thereby demonstrating how you have assured yourself of ongoing compliance with the requirements of the Threshold Standards.

    Outcomes of your self-assurance activities should be used to demonstrate your capacity to identify, mitigate and manage risks to quality and integrity in the provision of Australian courses offshore, and relatedly, to identify and action opportunities for improvement.

    Where you have entered an arrangement with a third party to deliver Australian awards offshore, you must demonstrate effective mechanisms for managing and maintaining quality assurance of all aspects of that arrangement.

    To assist you in preparing your self-assurance report and application, TEQSA has compiled the following list of key considerations relevant to authorisation to offer or confer Australian higher education awards for courses delivered at offshore premises. This is not a definitive list and is intended to support providers in considering (and subsequently demonstrating consideration of) relevant factors and potential areas of risk that may apply to this application type.

    TEQSA recommends that you give regard to the key considerations relevant to your specific context, noting that this is expected to vary from application to application.

    Corporate governance

    Competent governance oversight of and accountability for quality and integrity of all higher education operations, including identification and mitigation of risks and assurance of ongoing compliance with the Threshold Standards, are substantially the same and materially equivalent irrespective of location, and whether delivery is undertaken with a third party. The provider ensures appropriate consideration and ongoing management of:

    • equivalence of delivery and award recognition in-country
    • intersections of and compliance with Australian and offshore laws and regulatory systems (e.g. workplace laws)
    • suitability of delivery models, including third-party arrangements and delegation of responsibilities (e.g. curriculum design, teaching delivery and academic standards, provision of learning resources, assessment)
    • contractual arrangements and governance frameworks, and the application of an institution’s policies and procedures in jurisdictions outside Australia
    • cybersecurity and foreign interference risks, including adhering to Australian privacy laws for offshore cohort data.

    TEQSA recommends that providers consider our guidance notes on Corporate governance and Delivery with other parties, our Transnational Education (TNE) toolkit, and Education’s Transnational Education Guidance Note on Due Diligence.
    Academic governance

    Effective academic oversight and benchmarking of the quality and integrity of teaching, learning, and scholarship, including identification and mitigation of risks, and provision of competent advice to the corporate governing body on academic matters are substantially the same and materially equivalent irrespective of location, and whether delivery is undertaken with a third party. The provider ensures appropriate consideration and ongoing management of:

    • assessment invigilation and learner authentication
    • continuous improvement of delivery informed by cyclic monitoring and review
    • academic integrity monitoring, reporting and improvement, and education for staff and students
    • teacher quality and ongoing professional development and scholarship
    • integrity and fairness in admissions practices, and barriers to participation
    • assessment and granting of credit and recognition of prior learning (RPL).

    TEQSA recommends that providers consider our guidance notes on Academic governance, Academic quality assurance, Academic and research integrity, and Admissions.
    Student participation, support, and experience

    Staffing, learning resources, facilities, support services and the learning environment are sufficient to support student wellbeing and achievement of learning outcomes, and are substantially the same and materially equivalent irrespective of location, and whether delivery is undertaken with a third party. The provider ensures appropriate consideration and ongoing management of:

    • student orientation that facilitates successful transition into study
    • pastoral care and personal and academic support services that are accessible and tailored to the needs of the student cohort
    • student safety and wellbeing, and critical incidents
    • student experience, and mechanisms for handling and resolving grievances and complaints.

    TEQSA recommends that providers consider our guidance notes on Staffing, Learning resources and educational support, Wellbeing and safety, and Grievance and complaint handling.

    As part of your self-assurance report you are expected to self-identify and address any significant risks and opportunities for improvement specific to your individual circumstances. These may include, but not be limited to risks associated with:

    • your regulatory and compliance history, including management of conditions, voluntary undertakings, and any other adverse outcomes from recent regulatory assessments undertaken by TEQSA
    • observations and recommendations made by TEQSA about areas for improvement to support quality enhancement
    • areas of high or heightened risk identified by TEQSA in our annual Provider Risk Assessments (e.g. attrition rates, progression rate, senior academic leaders)
    • recent significant changes, including changes to senior leadership, ownership, third-party arrangements, courses, or organisational structure, or significant events, including media reporting or public attention surrounding an issue at your organisation
    • issues identified by other government and regulatory bodies (e.g. ASQA, Department of Home Affairs), or professional accreditation bodies.

    Further information

    For more information or assistance with preparing an application for authorisation to provide Australian courses offshore, please contact the Transnational Education team at tne@teqsa.gov.au.

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