TEQSA and the Australian Skills Quality Authority (ASQA) have jointly released the Dual sector regulatory strategy (PDF, 4.5 MB).

The strategy responds directly to the Australian Universities Accord Final Report, which identified the need to reduce duplication and streamline regulation for Australia’s 57 dual sector providers – those delivering both vocational education and training and higher education.

TEQSA and ASQA worked collaboratively to develop the strategy, drawing on feedback from sector stakeholders, including submissions to the Accord report.

The strategy outlines a 3-year program of work focused on:

• improving information sharing and collaboration between the agencies
• optimising the alignment of regulatory processes and evidence requirements where practical
• supporting providers to strengthen governance and responsiveness to industry needs.

This joint measure reflects TEQSA and ASQA’s shared commitment to tertiary harmonisation and reducing administrative burden and compliance duplication for providers.

Next steps

Implementation of the strategy is now underway.

TEQSA and ASQA will commence by reviewing our current methods of information sharing and collaboration and establishing cross-agency working groups in key priority areas.

This page will be progressively updated as TEQSA and ASQA move forward with delivery.

• Download the Dual sector regulatory strategy (PDF, 4.5 MB)
   

We have developed key aspects of our regulatory approach in consultation with higher education stakeholders. We recognise that consultation influences the quality of our relations with the higher education sector and can be an important way of collecting evidence which allows us to meet the objects of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act).

Current consultations

There are no current consultations at TEQSA.

Previous consultations

Fees and charges consultation

(Closed 26 September 2025)

TEQSA is proposing an updated version of the Cost Recovery Implementation Statement (CRIS) with adjustments to our fees and charges to take effect on 1 January 2026.

Guidance notes consultation

(Closed 22 August 2025)

TEQSA is working to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector by continuing to enhance our suite of guidance notes.

To support this project, TEQSA opened consultation on the following 3 draft documents:

• Course approval and accreditation
• Orientation and progression
• Qualifications and certification.

Guidance notes consultation

(Closed 18 July 2025)

TEQSA is working to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector by continuing to enhance our suite of guidance notes.

To support this project, TEQSA opened consultation on the following 3 draft documents:

• Information for prospective and current students
• Information management
• Representation.

Interim regulatory guidance

(Closed 27 March 2025)

TEQSA is seeking feedback on new regulatory guidance that has been developed to support safety and wellbeing in higher education.

TEQSA is consulting on 2 documents:

• Interim statement of regulatory expectations: Student grievance and complaint mechanisms (PDF, 183 KB)
• Interim guidance: Managing external actors (PDF, 148 KB).

Fees and charges consultation

(Closed 28 October 2024)

In accordance with the Australian Government Charging Policy, TEQSA annually reviews the operation of our Cost Recovery Implementation Statement (CRIS).

Following an internal review of the 2023 version of the CRIS, TEQSA has developed a consultation paper for the sector.

This paper outlines several proposed adjustments to ensure our fees and charges (to take effect from 1 January 2025) accurately reflect the cost of our regulatory activities.

• Download the consultation paper

Revised service charter

(Closed 20 May 2024)

TEQSA commenced a service charter review in early 2023. The first phase of consultation was a stakeholder survey about our service charter in August 2023.

We’ve now developed a revised service charter informed by the survey results.

• Read more about the revised service charter

This was the second phase of consultation and sought further feedback from stakeholders.

Draft stakeholder engagement strategy

(Closed 20 May 2024)

To support the development of a draft stakeholder engagement strategy.

• Draft stakeholder engagement strategy consultation paper (MS Word, 160 KB)

Fit and proper person requirements

(Closed 20 May 2024)

Consultation for a proposal to amend the Tertiary Education Quality and Standards Agency Fit and Proper Person Determination 2018 (Determination).

• Download the consultation paper (MS Word, 157 KB)

Guidance notes on diversity and equity, student grievances and complaints, and wellbeing and safety

(Closed 15 March 2024)

In 2023, TEQSA consulted stakeholders on the following guidance notes:

• Diversity and equity
• Student grievances and complaints
• Wellbeing and safety.

These notes focus on 3 sections of the Threshold Standards that are unified in their intent to protect and provide support to students. TEQSA sought further stakeholder feedback that identified:

• what additional information can be included in the guidance note to make it useful and up to date
• any points or areas that require clarity
• suggestions to assist providers in delivering effective self-assurance.

Guidance notes on Staffing, Corporate Governance, and Corporate Monitoring and Accountability

(Closed 9 February 2024)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for higher education providers.

• Corporate governance
• Corporate monitoring and accountability
• Staffing

Guidance notes on course design, learning outcomes and assessment and learning resources and educational support

(Closed 20 November 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Course design
• Learning outcomes and assessment
• Learning resources and educational support

Assessment reform for the age of artificial intelligence

(Closed 20 October 2023)

TEQSA invited feedback on the proposals outlined in the Assessment reform for the age of artificial intelligence discussion paper, including the principles and propositions.

• Download the discussion paper

At the end of the consultation period, TEQSA and the lead authors of this document will consider all feedback received before publishing the final guidelines in late November 2023.

If you have any questions about this consultation, or the guiding principles, please email us at integrityunit@teqsa.gov.au.

Fees and charges consultation

(Closed 25 September 2023)

In accordance with the Australian Government Charging Policy, TEQSA annually reviews the operation of our Cost Recovery Implementation Statement (CRIS).

Following an internal review of the 2022 version of the CRIS, TEQSA developed a consultation paper for the sector. This paper outlined several proposed adjustments to ensure our fees and charges for 2024 accurately reflect the cost of our regulatory activities and the changes we’ve made to streamline processes since the 2022 version of the CRIS was developed.

• Download the consultation paper (PDF, 1.3 MB)

See: How we consult on fees and charges for more information

Service charter review survey

(Survey closed 25 September 2023)

Insights from the survey will help us to develop a draft service charter, which we will release for further comment at a later date. Following this consultation, TEQSA will consider stakeholder feedback before adopting our revised service charter.

See: Service charter review for more information.

Guidance notes on facilities and infrastructure, academic monitoring and academic and research integrity

(Closed 10 August 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Academic and research integrity
• Academic monitoring, review and improvement
• Facilities and infrastructure (Summary of external consultation on Guidance Note: Facilities and infrastructure, PDF, 173 KB)

Consultation for sexual harm good practice note

(Closed 13 July 2023)

Since the release of the Good Practice Note: Preventing and responding to sexual assault and sexual harassment in the Australian higher education sector (the 2020 good practice note), TEQSA acknowledges there has been significant work across the sector to embed strategies to prevent and respond to sexual assault and sexual harassment, however, the issue remains a key risk.

• Sexual harm good practice note consultation (MS Word, 159 KB)

Guidance notes on diversity and equity, student grievances and complaints, and wellbeing and safety

(Closed 13 July 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Diversity and Equity
• Student Grievances and Complaints
• Wellbeing and Safety

Guidance notes on academic governance, recognition of prior learning, and delivery with other parties

(Closed 7 March 2023)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are continuing to enhance TEQSA’s suite of guidance notes for registered higher education providers.

• Summary of external consultation on Guidance Note: Academic Governance (PDF, 163 KB)
• Summary of external consultation on Guidance Notes: Credit and Recognition of Prior Learning and Delivery with Other Parties (PDF, 180 KB)

Consultation for proposed amendments to Register Guidelines 

(Closed 16 December 2022)

TEQSA has commenced a consultation process for proposed amendments to the Tertiary Education Quality and Standards Agency (Register) Guidelines 2017 (Register Guidelines).

The reason for the proposed amendments is to promote transparency regarding TEQSA's regulatory decisions and actions and remove any doubt about which trading names the Register must include in respect of registered providers' higher education operations.

• Further details

Summary of feedback

TEQSA received two submissions during the consultation period. 

Both submissions supported the inclusion of the additional information proposed in the consultation paper. One submission opposed the removal of previous trading names and the other supported it (while noting that this information may be useful to future students).

Guidance Note: Research requirements for Australian universities

(Closed 7 September 2022)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are enhancing TEQSA’s suite of guidance notes for registered higher education providers.

This work will reinforce the role of guidance notes to provide guidance that focuses on a specific section of the Higher Education Standards Framework (2021) while drawing attention to connections with other sections and highlighting potential compliance issues.

Following sector feedback during consultation last year, this project will ultimately reduce the number of guidance notes from 32 to 28 to ensure each guidance note aligns with a section of the Standards framework. Sector feedback has also informed the development of a new, simpler template for guidance notes.

The draft guidance note outlines what TEQSA will look for when considering university research in relation to requirements outlined in the TEQSA Act and Higher Education Standards Framework (2021).

Summary of external consultation

• Download the summary of external consultation (PDF, 167 KB)

Revised Guidance Note: Research and Research Training

(Closed 6 July 2022)

To support TEQSA’s ongoing work to improve the efficiency of our regulatory operations and support greater self-assurance within the higher education sector, we are enhancing TEQSA’s suite of guidance notes for registered higher education providers.

This work will reinforce the role of guidance notes to provide guidance that focuses on a specific section of the Higher Education Standards Framework (2021) while drawing attention to connections with other sections and highlighting potential compliance issues.

Following sector feedback during consultation last year, this project will ultimately reduce the number of guidance notes from 32 to 28 to ensure each guidance note aligns with a section of the Standards framework. Sector feedback has also informed the development of a new, simpler template for guidance notes.

The Guidance Note outlines, with regard to the Higher Education Standards Framework, what TEQSA will look for and common issues associated with Research and Research Training.

• Summary of external consultation

Register and information guidelines

(Closed 26 November 2021)

The Register Guidelines is a legislative instrument that sets out the information that TEQSA must enter on the National Register in respect of each registered higher education provider.

The Information Guidelines is a legislative instrument that sets out the Commonwealth authorities and the State or Territory authorities to which TEQSA may disclose higher education information under sections 189 and 194 of the TEQSA Act.

• Further details

Revised compliance guides

(Closed 10 November 2021)

On 1 July 2021 the new Higher Education Standards Framework (Threshold Standards) 2021 (HESF) came into effect. 

TEQSA is reviewing the current suite of guidance notes to ensure they reflect the requirements of the new HESF. 

As part of this review, TEQSA developed a new template to streamline our guidance materials.

• Further details

TEQSA fees and charges consultation

(Closed 3 June 2021)

On 30 April 2021, TEQSA released the TEQSA Fees and Charges Consultation Paper for feedback from the sector. The consultation paper outlined the details of TEQSA’s proposed approach for transitioning to the new cost recovery arrangements.

• Further details

Draft legislative instrument

(Closed 28 April 2021)

In February 2021, the Australian Parliament passed the Higher Education Legislation Amendment (Provider Category Standards and Other Measures) Bill 2020. The Bill gives effect to the Australian Government’s decision to implement all 10 recommendations arising from the Provider Category Standards review conducted in 2019. 

Among other things, the Bill amends the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) to allow TEQSA to make a determination of the matters which it must have regard to when assessing the quality of the research undertaken by a provider which is registered, or applies to be registered, in the Australian University category. By approval from the Minister, this determination becomes a legislative instrument.

TEQSA proposes to make a determination which sets out a number of matters which are relevant to an assessment of research quality. The list is non-exhaustive and does not specify benchmarks or thresholds for quality; it is a determination of considerations in an assessment of research quality.

• Further details

Discussion paper: Making and assessing claims of scholarship and scholarly activity 

(Closed 14 December 2020)

TEQSA sought to review whether its current approach to assessing claims of scholarship and scholarly activity (as described in the Guidance Note on Scholarship) is adequate, or if the approach needs to be reconceptualised. The purpose of this discussion paper was to set out, for consideration by the sector and other stakeholders, draft principles that were proposed to guide providers in making claims related to scholarship, and to inform TEQSA’s assessments of such claims.

Information Guidelines

(Closed 27 March 2020)

TEQSA sought feedback on the Commonwealth, State and Territory bodies that we proposed to include in an update to our Information Guidelines. 

The Information Guidelines is a legislative instrument that sets out the Commonwealth authorities and the State or Territory authorities to which TEQSA may disclose higher education information under sections 189 and 194 of the Tertiary Education Quality and Standards Agency Act 2011.

Fit and proper person considerations

(Closed 1 December 2017)

As a consequence of the passing of the Education Legislative Amendment (Provider Integrity and Other Measures) Act 2017, TEQSA is able to specify matters that the agency may have regard to in deciding whether a person is a fit and proper person for the purposes of the Tertiary Education Quality and Standards Agency Act 2011.

Sector consultation on proposed changes to the publication of TEQSA’s decisions

(Closed 14 March 2017)

TEQSA sought feedback, via a consultation paper, on the proposed changes to the publication of regulatory decisions.

The consultation focused on proposed changes to the frequency and way we published decisions.

Questions about whether we should publish more information, including rejections, involve an important balance between the interests of higher education providers, students and other stakeholders.

The developments in our practices and in the approaches of other agencies meant that it was timely to revisit these issues. 

We proposed that a simplified set of principles be adopted, informed by approaches of other Australian Government agencies, to guide our future approach.

As part of the consultation process, we will carefully consider all feedback before we make any changes to our approach. We are committed to ensuring that all stakeholders have an opportunity to provide us with their views.

Summary of consultation

• View the summary report of the consultation process for the public reporting of TEQSA's decisions

Principles of consultation

Our approach to consultation is guided by the regulatory principles of: reflecting risk, proportionality and necessity. Our consultations are also guided by the principles outlined in TEQSA’s approach to consultation.

A Statement of Regulatory Expectations (SRE) is a regulatory tool TEQSA uses to address systemic ongoing or acute emerging risks to compliance with the Higher Education Standards Framework (Threshold Standards) 2021.

A SRE is not a legislative instrument. A SRE clearly sets out TEQSA’s expectations of the types of actions, improvements and monitoring that providers should be putting in place to understand and manage a key issue or risk. It provides a level of detail to clearly and transparently communicate TEQSA's expectations. It should be used by providers to assess their systems, processes and monitoring and to take corrective or improvement actions where needed. A SRE may also set out TEQSA's expectations about the type of information that the senior executive and governing body should receive to inform their active oversight and accountability for the issue.

By publishing a SRE, TEQSA is giving the sector greater transparency around how TEQSA interprets the standards and what we will look for through our compliance activities to assure providers continue to meet the Threshold Standards.

Current Statements of Regulatory Expectations

Title	Date
Statement of Regulatory Expectations: Compliance with workplace obligations	28 May 2025
Statement of Regulatory Expectations: Student grievance and complaint mechanisms	3 October 2025

Related information

• Guides and resources

• Download the Statement of Regulatory Expectations: Student grievance and complaint mechanisms (PDF, 200 KB)

TEQSA’s regulatory work with the sector, consultations with students and stakeholder roundtables has identified important opportunities to strengthen higher education providers’ student grievance and complaint mechanisms. Amid protests on university campuses, students reported a wide range of challenges, including difficulties accessing grievance and complaint processes and concerns about a lack of transparency in how complaints were handled and progressed. These concerns echo the results from the 2021 National Student Safety Survey¹, indicating that pervasive and persistent issues are still affecting the sector.

This statement should inform the actions that registered higher education providers (providers) and their governing bodies take to assure themselves that they are meeting the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards) in relation to how they handle student grievances and complaints². Following the Commonwealth Ombudsman’s Better Practice Complaint Handling Guide³, TEQSA understands a complaint to be an implied or express statement of dissatisfaction where a response is sought, reasonable to expect or legally required.

TEQSA’s regulatory expectations are grounded in the provisions of the Threshold Standards, particularly that:

• support offered to students is informed by, and meets the needs of, student cohorts (Standard 2.3.3)
• a provider’s grievance and complaint mechanisms are capable of resolving grievances about any aspect of a student’s experience with the provider, its agents or related parties (Standard 2.4.1)
• all students have opportunities to provide feedback on their educational experiences, which informs institutional monitoring, review and improvement activities (Standard 5.3.5)
• a provider’s governing body exercises competent oversight of, and is accountable for, all of the provider’s operations, including grievance and complaint mechanisms, and wellbeing and safety (Standard 6.1.1)
• a provider can demonstrate, and the governing body assure itself, that it is operating effectively and sustainably. This includes monitoring complaints, allegations of misconduct, breaches of academic integrity, and critical incidents, and taking action to address underlying causes (Standard 6.2.1.j).

TEQSA recognises that providers will meet these expectations in different ways depending on their student cohort, operating environment, and the various legislative requirements under which they operate.

These regulatory expectations apply to all provider grievance and complaint mechanisms that address various aspects of student wellbeing and safety. These include, but are not limited to, grievances and complaints concerning:

• provider decisions and actions that affect students
• student and staff behaviour. 

TEQSA’s regulatory expectations

Student support

1. Student grievance and complaint mechanisms include the following:
   
   1. information about complaint policies and procedures is advertised, clearly written, and easily accessible, including for students with diverse needs
   2. complainants who lodge a formal complaint are provided with clear information concerning:
      
      1. the complaints process, the scope of what the provider can consider, how personal information is handled by the provider, and typical outcomes that may result from the complaint process
      2. a timeline for resolution, including potential factors that may foreseeably and reasonably cause delays
      3. how to access the National Student Ombudsman (NSO) and other available external avenues of complaint resolution.
   3. complainants can:
      
      1. lodge complaints through multiple channels, for example, by phone, email or in-person
      2. make anonymous or confidential complaints, and are informed of how anonymity or confidentiality may impact the investigation, consideration or outcome of their complaint.
   4. student complainants or respondents who require support through a complaint process are referred, or receive provider-facilitated referral where appropriate, to suitable support services
   5. during the formal complaint process, complainants and respondents are provided with updates on the progress of a case at agreed intervals
   6. decisions about formal complaints are promptly communicated to complainants and respondents in writing, subject to relevant privacy obligations, outlining the activities undertaken to manage the complaint, any outcomes of the complaint, the reasons for those outcomes, and further avenues for appeal or review.

Policies

2. Policies and procedures for grievance and complaint handling include the following:
   
   1. clear articulation of what constitutes a ‘complaint’, as distinguishable from other forms of contact providers may receive from students such as enquiries or feedback
   2. clear explanations of how complaints are handled consistently and the principles or processes adopted to ensure complaint handling is effective, consistent and fair
   3. processes for handling sensitive complaints (such as complaints concerning gender-based violence) are person-centred and trauma-informed⁴
   4. protections against the risk of reprisal or victimisation for students or staff raising grievances or complaints
   5. complaints concerning the behaviour of students or staff are assessed against policies that outline relevant matters such as academic and non-academic misconduct, rights of academic freedom and freedom of speech, and wellbeing and safety.

Staffing

3. The provider’s staffing profile for complaints handling includes the following. That:
   
   1. sufficient staff are employed to manage the volume and complexity of complaints the provider typically receives
   2. staff allocated to handle, and those responsible for making decisions about, student grievances and complaints have appropriate training, including in:
      
      1. trauma-informed and person-centred practice
      2. supporting culturally and racially marginalised persons⁵
      3. the provider’s policies and procedures around complaints-handling
      4. if their role requires, administrative decision making.
   3. the early resolution of complaints is supported through triaging and appropriate empowering of staff with responsibilities to handle grievances and complaints
   4. the transfer of complaints casework between staff is minimised
   5. appropriate mitigations and supports are in place to respond to the wellbeing and safety needs of staff handling grievances and complaints and action is taken to address underlying risks. 

Monitoring, review and improvement

4. Monitoring, review and improvement of student grievance and complaint mechanisms are routinely undertaken, including:
   
   1. cyclic review and benchmarking of policies, procedures and complaints-handling training is undertaken to ensure they are fit for purpose and identify opportunities for improvement
   2. students who have engaged with formal complaints services as a complainant or respondent are invited to provide feedback on their experience
   3. the student body is invited to genuinely contribute to reviews and proposed changes to policies and procedures for student grievance and complaint handling. Student feedback is genuinely considered by the governing body and a summary of the provider’s responses to student feedback is provided to students who have engaged in the consultation process
   4. de-identified complaints data (including handling data) is analysed at least once every 6 months to identify themes and opportunities for improvements
   5. identified themes or opportunities for improvement are reviewed by the executive to inform their consideration and responses to key risks and actions
   6. barriers to making complaints are identified and reasonable steps are taken to minimise or remove these barriers.

Governance and accountability

5. Expectations for governance and accountability include the following:
   
   1. a management culture that prioritises and resources complaints handling and values complaint data is promoted, with senior leaders demonstrating a firm commitment to review, design, manage and deliver processes and policies to improve grievance and complaint mechanisms
   2. the governing body assures itself that the provider (and contracted third parties) meet the current expectations and their obligations around student grievance and complaint management and maintaining the wellbeing of staff (including staff involved in complaints-handling)
   3. the governing body reviews a report of de-identified complaints data at least once every 6 months and can assure itself that any underlying causes of identified trends or issues are being adequately addressed. The report of de-identified complaints data reviewed by the governing body should:
      
      1. include analysis of complaint trends, identification of underlying causes, and actions taken to address underlying causes
      2. list the review and improvement activities undertaken related to complaint handling, including identification of areas for improvement, and actions taken to improve service delivery, and clearly identify delegations of authority and accountability.

Application of this statement

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.

TEQSA acknowledges that some providers may have additional obligations under the:

• National Code of Practice for Providers of Education and Training to Overseas Students 2018
• Higher Education Support Act 2003
• Higher Education Provider Guidelines 2023

TEQSA’s regulatory approach

TEQSA expects all higher education providers to review their student grievance and complaint mechanisms and implement necessary improvements. As part of their review process, providers should recognise that high or increasing complaint volumes do not necessarily imply systemic problems. For example, increased awareness of a provider’s complaint system will likely result in an increased volume of complaints.

Complaints are a valuable source of information to improve a provider’s operations. Providers should undertake regular and careful examination of complaints data and take appropriate actions to address underlying causes. An effective grievance and complaint mechanism is essential for this process.

As part of any regulatory activity, including re-registration or compliance assessments, TEQSA may require evidence of credible plans and demonstrable progress towards meeting these expectations. Providers must demonstrate that their governing body is maintaining appropriate oversight and assuring itself that the provider is meeting the Threshold Standards with regard to student grievances and complaints. When assessing compliance, TEQSA will also consider information from the National Student Ombudsman.

Annual reporting for Australian Universities

TEQSA expects that providers in the ‘Australian University’ provider category voluntarily publish annual complaints data. This recommendation is separate from the regulatory expectations set out above.

It is recommended that reports be publicly available and published in alignment with the provider’s publication of their annual report. For providers that do not already publish their complaints data, reporting should commence with publishing data for the 2026 calendar year. Care should be taken to ensure appropriate definitions of complaints and enquiries to avoid complaints being classified as enquiries in reported data.

At a minimum, TEQSA recommends that providers publish de-identified reports that set out:

• the total number of complaints received during the reporting period
• the number of each type of complaint, grouped in a transparent and accountable manner
• the number of complaints resolved
• the median timeframe to resolve complaints
• the number of unresolved complaints, including any outstanding complaints from previous reporting periods, and the average time since receipt of outstanding complaints
• the provider’s key performance indicators for managing complex complaints.

TEQSA may consider alternate reporting mechanisms with individual Australian Universities, or for all providers in the ‘Australian University’ provider category, subject to review of providers’ adoption of voluntary reporting.

Depending upon the sector’s response to risks around student grievances and complaints, TEQSA may expand the reporting requirements.

Review

This statement will be reviewed by TEQSA no later than 31 December 2026.

Notes

1. Results - National Student Safety Survey.
2. TEQSA recognises that providers may use the terms ‘grievances’ and ‘complaints’ in different ways, but we expect that providers will demonstrate a distinction between informal and formal complaint processes. For the purposes of this document, providers should also assume that, where relevant, reference to ‘grievance and complaint processes’ or ‘complaint handling processes’ also encompass appeals processes.
3. Better Practice Complaint Handling Guide.
4. A policy or procedure that is ‘person-centred’ aims to ensure a complainant’s needs and preferences are at the centre of decisions made in response to its disclosure. A policy or procedure that is ‘trauma-informed’ applies core principles of safety, trust, choice, collaboration and empowerment, aims to minimise the risk of re-traumatisation of a complainant, and promotes recovery and healing to the greatest extent possible.
5. Persons who are culturally and racially marginalised are those who experience disadvantage because of their ‘cultural background, migration status, race or ethnicity’ (Australian Human Rights Commission: Speaking from experience, 2025, p. 5). Given the diversity of students in Australia’s higher education sector, appropriate training to support culturally and racially marginalised persons needs to be self-determined at the local level by relevant individuals and communities (The National Aboriginal and Torres Strait Islander Health Plan 2021–2031; Lowitja Institute: Cultural Safety in Australia, 2024).

 

The annual report outlines our activities and performance during each financial year. The TEQSA Act requires that the report is presented to Parliament.

2024-25

TEQSA’s Annual Report for 2024-25 was tabled in Parliament on Friday 3 October 2025.

• Access the annual report on the Australian Government Transparency Portal
• Download PDF version (6.6 MB)

Previous annual reports

2023-24

2022-23

2021-22

2020-21

2019-20

2018-19

2017-18

2016-17

2015-16

2014-15

2013-14 

2012-13 

2011-12 

TEQSA confirms that Engineering Institute of Technology Pty Ltd:

1. is registered under the TEQSA Act as an Institute of Higher Education until 29 November 2030
2. has the authority to self-accredit its courses of study at AQF levels 6-9 in the broad field of education 03 Engineering and Related Technologies leading to higher education awards, as a consequence of its successful application to self-accredit courses of study under section 41 of the TEQSA Act.

Please visit the EIT website for a list of courses offered by the institution.