All higher education providers have to pay the annual Registered Higher Education Provider (RHEP) charge. 

The RHEP charge is the sum of a base component and a compliance component that will cover compliance activities undertaken in relation to the provider in the preceding calendar year.

This page contains information about the RHEP charge for 2026, which is based on the updated version of TEQSA’s Cost Recovery Implementation Statement (CRIS) and the Tertiary Education Quality and Standards Agency (Charges) Regulations 2022 as amended by the Tertiary Education Quality and Standards Agency (Charges) Amendment Regulations 2025.

Figure 1: An illustration of the composition of the Registered Higher Education Provider (RHEP) charge

RHEP charge payment due date

Invoices for the RHEP charge will be issued to providers early in each calendar year. You will have at least 30 days from the date on the invoice to pay your RHEP charge.

From 2025 onwards

 

To learn more about deadlines for payment, see: Section 5 of Tertiary Education Quality and Standards Agency (Registered Higher Education Provider Charge) Guidelines 2022 (Charging Guidelines) for further information.

Base component of the RHEP charge

TEQSA will use the below formula, found in the updated version of the CRIS, to determine the base component of your annual RHEP charge for 2026:

Figure 2: Formula for base component of the RHEP charge

More about this formula

Table 1: Phased introduction of the base component charge, see section 6 of the Charges Regulations

Year	You pay
2023	20% of the amount calculated using the base component formula
2024	50% of the amount calculated using the base component formula
2025 onwards	100% of the amount calculated using the base component formula

 

Compliance component of the RHEP charge

The other component of the annual RHEP charge relates to compliance activities.

It is based on compliance activity undertaken in relation to your registered higher education provider in the previous calendar year.

In 2026, the compliance component of the RHEP charge will be for compliance activity undertaken in 2025.

The amounts a registered higher education provider will have to pay, from 2025 onwards, in relation to compliance activities undertaken in the previous calendar year are summarised below:
 

Item	Compliance Activity	Amount
Assessments
1	TEQSA commenced an assessment under s 59 of the Tertiary Education Quality and Standards Act 2011 (TEQSA Act) to assess whether the registered higher education provider continued to meet the Threshold Standards	$39,600 for each assessment commenced in the previous calendar year
2	TEQSA commenced an assessment under s 61 of the TEQSA Act in respect of one of the registered higher education provider’s accredited courses	$39,600 for each assessment commenced in the previous calendar year
3	TEQSA commenced an audit under s 112A(1) of the Education Services for Overseas Students Act 2000 (ESOS Act)	$39,600 for each audit commenced in the previous calendar year (for audits conducted after 1 January 2024)
Conditions imposed under the TEQSA or ESOS Acts
4	If at any time during the previous year, conditions imposed under: ss 10B(1) or 83(3) of the ESOS Act; or s 32(1) of the TEQSA Act applied to the provider’s registration.	$4,500 for each condition that applied to the provider’s registration at any time during the previous calendar year (regardless of in which year the condition was originally imposed)
5	If at any time in the previous year, conditions imposed under s 53(1) of the TEQSA Act applied to the accreditation of a course of study offered by the provider.	$3,700 for each condition that applied to the accreditation of a course of study at any time during the previous calendar year (regardless of in which year the condition was originally imposed)
Compliance undertakings (also known as voluntary undertakings) *see definition of ‘compliance undertaking’ in section 4 of Charges Regulation
6	If, at any time in the previous year, one or more compliance undertakings were in force in relation to the higher education provider	$1,800 for each undertaking that was in force during the previous calendar year
Investigations
7	If, at any time in the previous year, TEQSA conducted an investigation in relation to a matter that constitutes, or may constitute, a contravention of an offence provision or a civil penalty provision by the provider	$180 for each hour spent in conducting the investigation in the previous calendar year (regardless of whether the investigation is ongoing)

Review rights

You can request TEQSA reconsider some decisions relating to the RHEP charge or apply to the Administrative Review Tribunal for a review of decisions. See sections 8 and 9 of the Charging Guidelines for further information.

This page summarises key information relating to material change notifications, and seeks to address key questions including:

• What is a material change notification?
• Which changes or events require a notification?
• What information should be submitted in support of a notification?
• What does TEQSA do with material change notifications?

What is a material change notification?

Section 29 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) requires that registered higher education providers must notify TEQSA of events that happen or are likely to happen that will significantly impact the provider’s ability to meet the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards) and/or that require the National Register to be updated in respect of the provider.

A ‘material change notification’ is how providers ensure timely disclosure of such events to TEQSA.

Notification must be given no later than 14 days after the day that the provider would reasonably be expected to have become aware of the event.

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 standards in the Threshold Standards.

Providers with authorisation to offer or confer Australian higher education awards for one or more offshore provided Australian courses of study should be mindful of the notification requirements under section 44G of the TEQSA Act relating to offshore delivery. Information about notifications for offshore delivery arrangements are outlined on TEQSA’s website:

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

Providers subject to the Education Services for Overseas Students Act 2000 (ESOS Act) and National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code) should be mindful of any notification and application requirements arising from changes in circumstances under the ESOS Act.

Information about notifications and approvals required under the ESOS Framework, including timeframes for reporting changes, are outlined on TEQSA’s website:

• Notifications and approvals required of CRICOS registered providers

Providers should use the relevant CRICOS change form to notify TEQSA of any changes that require notification under the ESOS Act.

Which changes or events require a notification?

Changes that require an update to the National Register

Providers must notify TEQSA of any of the following changes that require an update to the National Register:

• any change to the name of the legal entity
• any change to the Australian Business Number (ABN)
• any change to a business or trading name
• any change to the details of the provider’s head office and/or website address
• any change to the Chief Executive Officer of the provider, or equivalent
• any change to the Principal Contact Officer of the provider
• any change to the name of a course accredited by TEQSA.

Events that significantly impact a provider’s ability to meet the Threshold Standards

Providers are also required to notify TEQSA if an event happens or is likely to happen that will significantly affect the provider’s ability to meet the requirements of the Threshold Standards. What constitutes ‘significant’ is informed by the individual circumstances of the provider. It is the responsibility of each provider to decide whether an incident significantly affects its ability to comply with the Threshold Standards.

When deciding whether a change or event requires reporting to TEQSA, providers should consider:

• The impact of the event:
  Who and what has been, or may be in the future, impacted by the event? For example, does the change pose a risk to students, or the provider’s financial viability?
• The risks and potential consequences:
  Does the event pose a risk to the provider’s ability to meet the Threshold Standards or continue its current operations?
• The nature of the change:
  Is the event a result of, or could it lead to, more systemic or ongoing risks?

In general, any event, critical incident or emergent risk which may significantly impact a provider’s capacity to reasonably uphold their quality of education, governance arrangements, financial viability or wellbeing and safety of students and staff should be reported to TEQSA.

Providers should notify TEQSA where they are unsure about the impact the event or change will have on their ability to comply with the Threshold Standards or the appropriate response to the impact or change.

Where providers become aware of non-compliance with the Threshold Standards, these instances should also be reported to TEQSA along with the actions being taken to rectify the non-compliance and prevent repeated breaches.

TEQSA considers that the following are some examples of events that may significantly impact a provider’s ability to comply with the Threshold Standards. This is not a definitive list and is indicative only.

Providers who are unsure of whether a notification is required may contact TEQSA via materialchanges@teqsa.gov.au for further advice.

	Notification likely required	Examples
Corporate governance	Events that will significantly affect the ability of a provider’s governing body to remain accountable for, and exercise competent governance oversight over, the provider’s operations (Section 6.1)	Corporate governing body membership: Provider A recently decided on changes to its governing body membership. The composition of the governing body may no longer comprise an appropriate mix of qualified, experienced and suitable personnel, limiting its ability to competently oversee the provider’s operations and attend to key governance functions.
		Third-party delivery: Provider B is entering into a new third-party delivery arrangement. Delivery of a course at arm’s length from the provider may significantly affect the governing body’s ability to oversee all aspects of course management, delivery and student support and manage the heightened risks to compliance with the Threshold Standards.
	Events that will significantly affect a provider’s ability to comply with legislative requirements (Standard 6.2.1a)	Regulatory compliance: As part of routine internal quality assurance practices, Provider C audits its new payroll system and finds evidence of wage underpayments. There is uncertainty around when the system will be fully functional, as early investigative efforts fail to uncover the root cause, and a manual workaround cannot be identified to support future payments and rectify existing errors. Inconsistent and incorrect staff payments have and will continue to significantly affect the provider’s ability to comply with legislated workplace obligations and its industrial agreement.
		Change of ownership or control: There will be a change of ownership at Provider D, with the new owner entering the higher education sector for the first time. In this instance, the owner’s limited knowledge of, and experience in delivering Australian higher education may significantly impact its capacity to understand and comply with the TEQSA Act and Threshold Standards.    TEQSA considers that any changes in ownership or effective control will likely affect a provider’s governance arrangements, strategic direction and operations and should be reported to TEQSA as a material change.
Financial viability and sustainability	Events that will significantly limit a provider’s ability to maintain viability of the entity and its business model (Standard 6.2.1c)	Financial standing: A major shareholder in Provider E enters administration or is otherwise in significant financial trouble. This significantly compromises the provider’s ability to apply sufficient financial resources to sustain the quality of higher education currently offered and continue its operations.
Academic governance	Events that will significantly affect a provider’s ability to exercise competent academic oversight over, and assure the quality of, teaching learning, research, and research training (Standards 6.3.1 and 6.3.2)	Academic governing body membership: There will be a change to the chair of Provider F’s Academic Board. Turnover of academic leadership may compromise the ability of the provider to effectively oversee and maintain the integrity and quality of teaching and learning, and supervision of junior academic staff.
Student recruitment and admission	Events that will significantly affect the recruitment of students who are appropriately qualified for entry into higher education (Standard 1.1.1)	Admission practices: Provider G discovers that an offshore delivery partner has admitted students with qualifications that do not meet its admissions requirements. The inconsistent application of the provider’s admissions requirements will continue to significantly impact its ability to ensure admitted students are suitably qualified for their course of study, and to maintain the integrity of the course and the resulting qualification.
	Events that will significantly affect the accurate representation of a provider and its courses of study (Standard 7.1.1)	Provider representation: Provider H identifies misleading content in a widespread, public-facing document. The publication of misleading guidance material significantly impacts the provider’s ability to accurately represent its courses and provide prospective students with the correct information to enable informed decision making.
Student participation, support and experience	Events that significantly affect a provider’s ability to foster a safe learning environment and ensure the wellbeing of students (Section 2.3)	Safety and wellbeing: Provider I investigates an incident involving student wellbeing and discovers failures in policies and processes designed to protect students. Absent or ineffective preventative controls significantly impact the provider’s ability to ensure student safety and wellbeing and increased the potential for recurrent incidents.
		Information security: A cybersecurity incident has occurred at Provider J, presenting a risk to staff and student information. The absence of timely and appropriate strategies to mitigate ongoing and future risks to information security will significantly impact the provider’s ability to maintain secure and confidential information systems (as required by Standard 7.3.3) and mitigate harm to its staff and students.
Student attainment	Events that will significantly affect a provider’s ability to ensure the integrity of student attainment and that qualifications are awarded legitimately (Standard 1.5.1)	Academic integrity: Provider K discovers failures or deficiencies in the measures designed to prevent and detect academic integrity breaches. This will continue to significantly impact the provider’s ability to ensure the integrity of student attainment and ensure that qualifications are awarded only to those students who have demonstrated achievement of the course learning outcomes.
	Events that will significantly affect a provider’s ability to obtain and maintain professional accreditation, where accreditation is required for graduates to be eligible to practise (Standard 3.1.5)	Professional accreditation: Provider L offers a course that requires accreditation by the relevant professional accreditation body for graduates to be eligible to practise in the field. The professional accrediting body identifies material concerns with the course design and placement arrangements and advises the provider to rectify all outstanding issues, or professional accreditation will not be granted/renewed, or will be significantly limited or changed. Any potential limitations on or loss of professional accreditation will compromise the provider’s ability to maintain professional accreditation of the course where accreditation is required for graduates to be eligible to practise.
Research	Events that will significantly impact a provider’s research culture and the integrity of research outputs (Section 5.2)	Research misconduct: An allegation of research misconduct is made against Provider M. The provider investigates the allegation and finds there has been a failure of research integrity assurance measures which will continue to significantly impact the ability of the provider to ensure the quality and integrity of its research outputs.
Workforce capability	Events that will significantly impact a provider’s ability to ensure a sufficient number of adequately skilled, qualified, or experienced staff to deliver quality higher education (Section 3.2)	Workforce planning: Provider N experiences a significant increase in new enrolments. Without adequate workforce planning in place, the provider does not have enough appropriately skilled, qualified and experienced staff to deliver its courses and maintain the quality of teaching and student support.
		Staff qualifications: Provider O identifies substantial deficiencies in the adequacy or qualifications of the academic staffing profile for a particular course. Systemic failures of internal recruitment and staffing policies and procedures will continue to significantly impact the provider’s ability to ensure the staffing profile is equipped to lead students in intellectual inquiry suited to the course and its expected learning outcomes.

Notifying TEQSA of other important changes or events

Substantial operational changes or significant near misses may not be determined by a provider as ‘significantly impacting’ its ability to meet the requirements of the Threshold Standards but may indicate that compliance with the Threshold Standards was or is currently at risk.

TEQSA strongly encourages providers to report these matters as material change notifications, as they present an opportunity for providers to demonstrate the proactive identification and governance of risk, and the maturation of risk management and self-assurance practices.

Major changes to courses accredited by TEQSA

Fundamental changes to a course of study accredited by TEQSA may require a new course accreditation application.

Providers without self-accrediting authority should notify TEQSA of significant planned changes to any courses accredited by TEQSA. The notification should include the rationale used to assure the provider that the changes do not constitute a new course of study.

Early notification of planned changes enables TEQSA to consider the changes and determine whether the course is changed so fundamentally that it amounts to a ‘new’ course of study requiring an accreditation application.

The factors that TEQSA may consider reaching a decision on whether the changes necessitate accreditation as a new course of study are outlined in TEQSA’s guidance note:

• Guidance note: Changes in a course of study that may lead to accreditation as a new course

TEQSA accredited courses in teach out

Where a course of study accredited by TEQSA is being taught out, and no students will be enrolled in the course beyond the current accreditation expiry date, providers should notify TEQSA of the decision to let the course expire.

Further information on expiring a course and the related notification requirements are outlined on TEQSA’s website:

• How to withdraw a course/apply to renew a course in teach out

How to submit a notification and what to provide

Material change notifications are to be submitted via email to materialchanges@teqsa.gov.au.

In reviewing material change notifications, TEQSA is primarily interested in a provider’s identification of risks, as well as the governance systems and processes used to manage risk as part of ongoing self-assurance practices.

It follows that a high-quality material change notification ought to include a clear summary of the event/s and/or change/s that includes:

• timeframes outlining when the change or event happened or will happen, and whether it is temporary or ongoing
• the Threshold Standards to which the change or event relates
• the anticipated or actual scale of the impact on students, staff, or provider reputation
• for unanticipated events, how the event was detected and whether there was failure of existing controls to detect and mitigate risk
• for anticipated changes, an overview of the internal approval process
• the steps that have or will be taken by the provider to mitigate or manage the risks or consequences associated with the change or event
• the steps taken by the provider to assure itself of the appropriateness of its response measures to mitigate and manage the identified risks and ensure continued compliance with the Threshold Standards
• improvements to risk management and self-assurance processes that have or will be implemented to better identify, mitigate, and manage future risks.

TEQSA encourages providers to include supporting evidence demonstrating that the relevant body (e.g. the corporate governing body, the audit and risk committee, or Academic Board) has been advised of the event and has overseen the provider’s response.

Other useful supporting evidence may include specific information related to the change or event. For example, contractual agreements relating to a new third-party arrangement or teach out plans for a TEQSA-accredited course that is to be discontinued.

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

In the event of multiple changes or events taking place at the same time, only one consolidated notification is required.

What does TEQSA do with material change notifications?

Where a material change notification is well-documented and provides assurance that the risks associated with a change or event are being effectively managed, there may be no need for further action by TEQSA.

In other instances, the timely notification of a change or event allows TEQSA to identify potential issues or concerns at an early stage and, where appropriate, provide further advice or guidance to providers to ensure continued compliance with the Threshold Standards.

TEQSA is confident that most providers are willing and able to be compliant, or take actions to achieve compliance, when risks or concerns are identified.

While TEQSA’s principal objectives are to build provider self-assurance capability and facilitate voluntary compliance, TEQSA will, where necessary, take proportionate regulatory action to mitigate or manage identified risks and ensure a return to compliance.

In determining a proportionate regulatory response, TEQSA may consider a range of factors, including the:

• scale and nature of the risk and its (potential) impacts on students, staff, or the sector
• actions taken or proposed by the provider to address the risk or non-compliance
• provider’s engagement and willingness to cooperate with TEQSA, and
• provider’s regulatory history (including any repeated breaches of compliance and/or failures to comply with previous regulatory actions taken by TEQSA).

Inform regulatory activities

Material change notifications provide TEQSA with important insights about provider identification and management of risks. The notifications contribute to an overarching picture of provider self-assurance maturity which informs TEQSA’s approach to its other regulatory activities.

In this context, material change notifications present an opportunity for providers to demonstrate continuous improvement and maturation of risk management and self-assurance approaches.

A well-documented notification also enables TEQSA to better understand and address any concerns we receive in relation to the event or change.

Monitor sector risks

The information collected through material change notifications also provides insight into risks that may impact multiple providers or the sector, supporting TEQSA to develop and share guidance on systemic and emerging risks with providers.

Dual sector providers

TEQSA is aware that dual-sector providers are also required to notify ASQA of material changes and that ASQA has different reporting requirements. TEQSA and ASQA are working together to try and minimise the difference in the reporting requirements between the 2 regulators.

Contact

To submit a material change notification, please email materialchanges@teqsa.gov.au.

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

TEQSA’s regulatory policies inform the way we undertake our regulatory work. Publication of these policies supports transparency, and helps higher education providers and the public better understand how we approach our responsibilities as Australia’s independent national quality assurance and regulatory agency for higher education.

View our policies below:

• Complaints about providers policy
• Complaints about TEQSA policy
• Core Plus model for regulatory assessments policy
• Course accreditation and re-accreditation policy (registered providers) - currently being updated
• Extensions to the period of provider registration or course accreditation
• Initial provider registrations policy
• Lawful disruption of access to online services policy
• Procedures for determining breaches of the Code of Conduct and for determining sanction
• Public statements on TEQSA’s regulatory decisions and processes
• TEQSA's approach to changes of control or ownership of a higher education provider

One of the most common areas of complaint with online teaching and learning during the pandemic was insufficient engagement with teaching and tutoring staff, and an expectation of greater interaction with individual students. Many students missed the informal interaction before or after lectures and tutorials that occurred when studying face-to-face.

Preparation and management

• Australian Skills Quality Authority guidance to the vocational education training (VET) sector on distance delivery (information hub)
• Curated resources for educators (information hub)
• Engineering Institute of Technology: Education and training using a synchronous (and asynchronous) online learning platform (information hub)
• National guidelines for improving student outcomes in online learning (guide)

Teaching approaches

• How to ensure success in online learning programs (webinar)
• Supporting students in an online environment
• Your content is online, what's next? (a series of tips from Dr Dawn Gilmore, Director of Teaching and Learning, RMIT Online):
  • Tip #1: Start by telling your students how you’ll be interacting with them
  • Tip #2: Tell students about their first webinar
  • Tip #3: Establish your discussion board presence
  • Tip #4: Facilitate an engaging webinar
  • Tip #5: Email students who aren’t logging into the LMS
  • Tip #6: Encourage your students to prepare for the first assessment
  • Tip #7: Build feedback loops into your online teaching practice
  • Tip #8: Challenge your assumptions about student participation
  • Tip #9: Don’t forget to have a bit of fun
  • Tip #10: It's ok to lean on Google and YouTube
  • Tip #11: Celebrate your students’ achievements
  • Tip #12: Show your students how to look beyond the classroom
  • Tip #13: At the end of the semester, say goodbye to your students
  • Tip #14: Reflect on your approach to teaching
• TEQSA and RMIT webinar series: Going online: R(e)imagining teaching and learning (webinar)
• The 10 fundamentals of teaching online for faculty and instructors (guide)

Providing effective online feedback

• ASCLITE Technology-Enhanced Learning Accreditation Standards (guide)
• Effective feedback in digital learning environments (discussion paper)

Hybrid learning

• A new pedagogy is emerging...and online learning is a key contributing factor (article)
• How to use the HyFlex method to teach online and in person at the same time (webinar)
• UNSW guidelines for accessible blended and online courses (guide)

 

^{TEQSA makes the information on this webpage available to assist higher education providers, ELICOS providers and foundation program providers in building good practice. It has been obtained from a range of external sources and has not been generated by or on behalf of TEQSA unless otherwise noted. You should read, and carefully consider, the disclaimer before accessing any of the material.}

Generative Artificial Intelligence, commonly known as generative AI or AI, is progressing at a rapid rate. This form of technology includes AI chatbots, such as ChatGPT.

It’s important to understand that, depending on your university or college’s policies, using AI as part of your studies may be restricted or banned.

Alternatively, there might be subjects or tasks where the use of AI is encouraged or even required.

Where use of AI is permitted, you will need to understand how the use of these tools is referenced.

Use of AI in a way that is not consistent with your institution’s rules can result in a finding of academic misconduct.

TEQSA encourages all higher education students to discuss expectations around AI with their institution and ensure they follow their university or college’s instruction to avoid breaching academic integrity.

Because rules might be different in various disciplines, it’s best to make sure you understand the expectations for each assessment task.

Assessments and AI

TEQSA does not mandate a particular form of assessment be used - the Higher Education Standards Framework (Threshold Standards) 2021 requires institutions to assess a student’s knowledge and understanding of the subject.

The increasing sophistication of AI might mean that some assessment tasks are redesigned to ensure students cannot substitute student work with material produced by AI.

Redesigning assessments is an appropriate response to the risks posed by AI and is one that TEQSA supports.

You should discuss any concerns you have about how changes to assessment could impact you due to disability or other circumstances with your university or college.

All Australian higher education institutions are required to have policies and procedures to respond to student concerns – you can usually find them on your university or college’s website or student portal.

Other AI resources for students

We’re sharing these links to assist students in understanding how AI works and how to ethically use it while upholding their academic integrity.

Remember, before following any advice within these links, you should first check with your institution.

• Everyone's having a field day with ChatGPT – but nobody knows how it actually works (Professor Toby Walsh, UNSW for The Conversation)
• Ethical ways to use ChatGPT as a student (Open Universities Australia)
• Using AI tools for study (Flinders University Library)
• Using generative AI (Deakin University Library)

Translated versions

The information on this webpage has been translated into various languages.

• Access the translated versions

These pages define academic integrity and explain different types of cheating to help students understand the risks and penalties for poor behaviour. This information will help you to identify, avoid and report illegal cheating services. The information on these pages is designed to help you to understand these topics. If you need information more relevant to your circumstances, please speak with your tutor or school. 

How to use this site

Navigate to a section using the links below:

• What is academic integrity?
• Identifying, avoiding and reporting illegal cheating services
• Download hub (free resources for students, academics and providers)
• Translated resources
• Understanding academic integrity: Frequently asked questions (FAQs)
• Report a suspected academic cheating service form

Regular planned maintenance for Provider Portal

10 September 2025

The Provider Portal will be unavailable due to regular planned maintenance during the period:

• 7:00pm Fridays until 7:00am Saturdays (AEDT)

Maintenance will occur weekly, at the same time, until further notice. 

Please do not access the Provider Portal during the outage period.

Should you have any questions, please reach out to our Provider Enquiries team at providerenquiries@teqsa.gov.au or 1300 739 585.

The Freedom of Information Act 1982 (FOI Act) provides access to information held by the Australian Government by:

• requiring that agencies publish certain information on their websites (in accordance with the Information Publication Scheme)
• providing for a right of access to documents.

Right of access under the FOI Act

The FOI Act gives any person the right to:

• access copies of documents (except exempt documents) that TEQSA holds
• ask for information that TEQSA holds about them to be changed or annotated if it is incomplete, out of date, incorrect or misleading
• seek a review of a decision not to allow access to a document or not to amend their personal record.

However, we can refuse access to some documents, or parts of documents, that are exempt from release under the FOI Act. Exempt documents may include:

• documents containing material obtained in confidence
• Cabinet documents
• other matters set out in Division 2 of the FOI Act.

Public interest conditional exemptions may also apply to some documents in accordance with Division 3 of the FOI Act. 

Making an FOI application

Requests for access to documents must:

• be in writing (including email)
• state that the application is made under the FOI Act
• provide enough information about the documents sought to enable an officer of TEQSA to identify the documents
• give details of how notices may be sent to the applicant (for example, a postal or email address).

Requests that meet the preceding criteria can be sent to:

• Email: foi@teqsa.gov.au
• Post:
  FOI Coordinator
  Tertiary Education Quality and Standards Agency
  GPO Box 1672
  Melbourne VIC 3001

Charges

We do not charge application fees for FOI requests, or to process requests for access to documents containing only personal information about an applicant. However, processing charges may be applied to other requests in accordance with the Freedom of Information (Charges) Regulations 2019.

After an application is submitted

All applications are processed in accordance with the requirements of the FOI Act. Once a request has been received we will:

• acknowledge receipt of the FOI request
• inform the applicant if they are liable to pay a processing charge (an assessment of the charge will be provided to the applicant)
• make a decision on access to the documents requested
• send the applicant a letter explaining our decision and the applicant's review and appeal rights.

Review of decisions

An applicant can ask for the following decisions to be reviewed:

• refusal to provide access, or deferring access, to all or part of a document
• imposing a charge
• refusal to change or annotate information about an applicant that the applicant claims is incomplete, incorrect, out of date or misleading.

A third party who disagrees with our decision to provide access to documents that contain information about them can also ask for the decision to be reviewed.

Internal review

Applicants can request (in writing) that TEQSA reconsider its decision through an internal review. An internal review will be conducted by another TEQSA officer and applicants are advised of a review decision within 30 days of receiving the request.

Information Commissioner review

Applicants can request the Australian Information Commissioner to review our original decision or decision on internal review within 60 days of the date of decision (or 30 days after an affected third party is notified).

The Australian Information Commissioner can affirm or vary the decision, or substitute a new decision. The Information Commissioner may also decide not to conduct a review in certain circumstances.

More information is available from the Office of the Australian Information Commissioner (OAIC).

Complaints

If an applicant is unhappy with the way TEQSA has managed an FOI request, they can lodge a complaint with the Office of the Australian Information Commissioner.

FOI disclosure log

TEQSA is required by the Freedom of Information Act 1982 to publish a disclosure log. This log lists information released by TEQSA in response to FOI access requests.

The disclosure log requirement does not apply to:

• personal information if publication of that information would be unreasonable
• information about the business, commercial, financial or professional affairs of any person if publication of that information would be unreasonable
• other information covered by a determination made by the Australian Information Commissioner if publication of that information would be unreasonable
• any information if it is not reasonably practicable to publish because of the extent of modifications that would need to be made to delete the information listed in the above dot points.

The information described in this disclosure log is available on request. In some circumstances, we may charge for the cost of copying or reproducing information or sending it to you. You will be notified if a charge is payable and you are required to pay the charge before the information is provided.

Date of application	Date of release	Details of request	Released
December 2025	January 2026	Documents relating to TEQSA’s engagement with University of Technology Sydney (UTS) between 01/05/2025 until 01/12/2025 concerning its Academic Change Proposal and/or Operational Sustainability Initiative	1 document (access granted in full) 13 documents (access granted in part with irrelevant information redacted)
May 2025	January 2026	Electronic copy of the AI Action Plan submitted by an Australian university in response to TEQSA’s 2023 request for information – Addressing the Risk from Artificial Intelligence	1 document (granted access in full)
May 2025	November 2025	Electronic copies of the AI Action Plans submitted by various Australian universities in response to TEQSA’s 2023 request for information – Addressing the Risk from Artificial Intelligence	6 documents (granted access in full) 7 documents (granted access in part)
September 2025	October 2025	Documents sent by TEQSA to The College of Law Limited between 1 April 2020 and 30 November 2024, which are directly related to any decision made by TEQSA during that period to register (or renew or extend the registration of) The College of Law Limited on the CRICOS Register kept under s14A of the ESOS Act	1 document (access granted with irrelevant information redacted)
July 2025	September 2025	Copies of all communications, emails, attachments, internal memos, meeting notes, and correspondence between TEQSA and the University of New South Wales (UNSW), or its agents, relating to this case — including but not limited to any contact regarding: Complaints lodged by or about Taimana Thatcher. The 2023-2025 investigation and subsequent handling of misconduct, assault, and retaliation. Advice or communication exchanged in response to disclosures made under the TEQSA Act generally. Communications that influenced TEQSA’s decision to not investigate the matter.	10 documents (granted access in full) 34 documents (granted access in part)
May 2025	September 2025	Electronic copies of the AI Action Plans submitted by various Australian universities in response to TEQSA’s 2023 request for information – Addressing the Risk from Artificial Intelligence	23 documents (granted access in full) 3 documents (granted access in part)
July 2025	September 2025	Email correspondence between TEQSA and Polytechnic Institute Australia (PIA) in the period November 2023 to July 2025, that relates to PIA’s governance, operation, and personnel, excluding any correspondence between TEQSA and Alessia Calabrese. Documents relating to complaints or other external correspondence received by TEQSA in the period November 2023 to July 2025, that relates to PIA’s governance, operation, and personnel; excluding documents relating to correspondence received from PIA.	5 documents (granted access in full) 6 documents (granted access in part)
November 2024	December 2024	Access to Style, Brand and Writing Guides currently used by TEQSA	5 documents (granted access in full)
October 2024	November 2024	The originating application and concise statement filed by the CEO of TEQSA in Chief Executive Officer of the Tertiary Education Quality and Standards Agency v Chegg, Inc. (Federal Court case number NSD1427/2024)	2 documents (granted access in full)
January 2024	June 2024	Request for various documents relating to Texila College	1 document (partial release)
January 2024	May 2024 June 2024 August 2024	Request for certain correspondence (excluding any attachments) between TEQSA and registered higher education providers in 2022 and 2023	5 documents (granted access in part) 7 documents (granted access in part) 2 documents (granted access in part)
18 October 2023	12 April 2024	The complete August 2011 AUQA Audit Report of Holmesglen TAFE including all documents related to any review, audit or related activities including documents received by AUQA from Holmesglen TAFE pertaining to audit submissions and accreditation and re-accreditation applications between 2011-2012	66 documents, full release 130 documents, partial release
January 2024	February 2024	Documents relating to the Royal Commission on the Robo-debt Scheme and/or the government’s response to this Royal Commission	3 documents (2 documents granted access in full, 1 document granted access in part)
January 2024	February 2024	Final report of the Cost Recovery Implementation Statement Review (CRIS) undertaken in 2023 and a copy of all submissions and briefing notes in relation to the CRIS review	74 documents (44 documents granted access in full, 30 documents granted access in part)
October 2023	January 2024   February 2024	Email correspondence between TEQSA and Polytechnic Institute Australia (PIA) in the period February 2019 to October 2023, that relates to PIA’s governance, operation, and personnel; excluding any correspondence between TEQSA and Alessia Calabrese. Documents relating to complaints or other external correspondence received by TEQSA in the period February 2019 to October 2023, that relates to PIA’s governance, operation, and personnel; excluding documents relating to correspondence received from PIA.	9 documents (7 full release, 2 partial release)   103 documents (97 full release, 6 partial release)
July 2023	November 2023	Documents relating to TEQSA’s 2021 and 2023 Sydney College of Divinity provider category change decision making	8 documents (5 documents granted access in full, 3 documents granted access in part)
August 2023	September 2023	All information provided to TEQSA by the Analytics Institute of Australia, or any of its directors, officers or employees, since 27 September 2022 which names or is about Stephen Parker	2 documents, full release
January 2023	April 2023	Communication between TEQSA and UWA pertaining [to] “the request and justification for the 'Extension of Registration'”. Communication between TEQSA and UWA’s School of Design regarding registration, audit and raised concerns. TEQSA’s “current audit program”, including timeframes and scope, pertaining UWA’s School of Design programs	5 documents, full release
September 2022	November 2022	Documents received by TEQSA from the NSW Department of Education relating to JMC's registration as a higher education provider, howsoever described, between 1 July 2011 to 23 October 2015	1 document, full release
February 2022	July 2022	Any document emanating from Mpika Holdings Pty Ltd (Mpika) that makes express reference to the address identified in the National Register of Higher Education Providers as Mpika’s head office address (the Premises), limited to any letter sent by Mpika to TEQSA, any application or form submitted by Mpika and any financial records where the Premises is listed as Mpika’s address. Any information provided to TEQSA by Mpika in support of its application relating to its claim that the Premises is Mpika’s ‘place of operation’ or ‘head office address’, including (but not limited) to any license or sublease documents relating to the Premises. Any documents or information held by TEQSA regarding Mpika’s occupation of the Premises and its operations at the Premises, including but not limited to any images or records that show any Mpika’s fixtures or chattels present at the Premises, notes taken from any in person or virtual inspections of the Premises, or records of conversations which refer to the Premises.	2 documents, full release
April 2022	June 2022	TEQSA’s policies, procedures, manuals and guidelines in effect between 3 February 2022 and 13 April 2022 regarding: the use of private telephones by employees or agents of TEQSA in the investigation of a notice, complaint, objection or report made by the public; and the creation or maintenance of file notes and other records of telephone conversations on official TEQSA matters.	10 documents, full release
December 2021	January 2022	TEQSA’s complaints management procedure	1 document, full release
May 2018	December 2021	Engineers Australia report of accreditation visit	1 document, partial access granted
September 2021	October 2021	Wells Advisory analysis of the COVID-19 impact on the higher education sector, as listed on AusTender with CN3793014	2 documents, access granted in full
September 2020	December 2020	Charles Sturt University (CSU) report on the implementation of recommendations arising from a 2018 external review of academic governance, and correspondence between TEQSA and CSU relating to implementation since the report was submitted to TEQSA	2 documents, access granted in full
May 2020	July 2020	TEQSA Expert Register including names, position, professional memberships, professional accreditation and date added to the register	1 document, partially released
March 2020	July 2020	Documents relating to National Institute of Organisation Dynamics Australia Ltd’s application for course accreditation	209 documents (192 documents granted access in full, 5 documents granted access in part, 12 documents refused access)
September 2019	November 2019	Documents relevant to the enactment of admissions policies and procedures at The University of Melbourne’s Faculty of Fine Arts and Music	3 documents, full release
April 2019	August 2019	CDU CRICOS registration for the Bachelor of Business Course	5 documents, full release
May 2019	May 2019	Document relating to CSU Review of Academic Governance	1 document, full release
April 2019	June 2019	CDU CRICOS registration for the Bachelor of Business course	2 documents, full release
January 2019	April 2019	Documents relating to University of South Australia third party delivery arrangements Australian University sexual harassment complaint statistics	8 documents, partially released
January 2019	March 2019	Documents relating to Confucius Institutes and potential Chinese Government influence on universities	3 documents, full release
January 2019	February 2019	Documents relating to University engagement with, and reliance on, China/Asia	2 documents, full release
August 2018	November 2018	TEQSA's International Activity Profiles for Australian universities	41 documents, partially released
June 2018	August 2018	Reports about how providers try to minimise student misconduct after the MyMaster case	23 documents, full release 5 documents, partially released
April 2018	May 2018	A document which lists the names of the currently registered experts referred to on the TEQSA website	1 document, full release
April 2018	May 2018	A document which lists the names of the currently registered experts referred to on the TEQSA website	1 document, full release
February 2017	November 2017	Swinburne University of Technology AUQA audits – documents relating to Industry Based Learning	25 documents, full release
January 2017	March 2017	Documents relating to RMIT Vietnam site visit in 2016	5 documents, partially released
January 2016	September 2016	The number of Higher Education Providers that have applied to TEQSA for registration and become active or deemed unsuccessful in the last 12 months (including the number of for-profit and not-for-profit status providers) For each unnamed provider (identified as a for-profit or not-for-profit status provider), the number of courses initially applied for	1 document, full release
August 2015	August 2015	Any full reports TEQSA made in relation to the renewal of accreditation of the following six courses from MIT: Diploma of Information Technology Diploma of Business Bachelor of Business Bachelor of Networking Graduate Diploma of Networking Master of Networking All documents (including emails to and from previous TEQSA staff and Commissioners) about RMIT which relate to my August 2013 complaint and subsequent follow up emails in January/February 2014 and August 2014 All documents to or from members of the Parliament of Australia which relate to my August 2013 complaint and my subsequent follow up emails in January/February 2014 and August 2014	2 documents, full release 4 documents, partially released

More information

For more information, contact us at foi@teqsa.gov.au or call 1300 739 585.