• Coronavirus (COVID-19) – latest regulatory advice

    FAQs

    Online learning good practice

    Latest updates

    Temporary relaxation of working hours for student visa holders (25 January 2022)

    The Department of Home Affairs has announced the temporary relaxation of working hours for student visa holders. 

    This takes effect immediately for all ongoing students as well as new student arrivals who wish to commence a job prior to course commencement. This means that international students can work before their course commences and work more than 40 hours a fortnight in any sector of the economy. This is a temporary arrangement and will be reviewed by the Government in April 2022.

    International student arrivals - update from TEQSA and ASQA (25 November 2021)

    TEQSA and ASQA have issued joint advice to the sector around the continuation of regulatory flexibility following the re-opening of Australia’s borders to international students.

    TEQSA fee relief arrangements extended until 31 December 2022 (25 November 2021)

    The Minister for Education and Youth has announced a further 12-month extension of TEQSA’s regulatory fee relief arrangements as part of an Australian Government package to support the higher education sector’s recovery from the pandemic.

    ADCET guidelines on responding to the needs of staff and students with disability in COVID-19 return-to-campus planning for Australia’s tertiary institutions (28 September 2020)

    The Australian Disability Clearinghouse on Education and Training (ADCET) guidelines aim to complement higher education providers' general approach to return to campus and enhance existing resources by ensuring that return-to-campus plans are viewed through a 'disability lens'. 

    They provide considerations and practical recommendations to support the safe return of staff and students with disability in COVID-19 back onto campus when they are able to do so. 

    COVID-19 recovery – key considerations for providers (10 September 2020)

    This guidance sets out key, high-level, principles-based considerations that providers should remain mindful of in their planning during the COVID-19 recovery period. 

    2020 provider risk assessment (27 August 2020)

    TEQSA has introduced a number of changes to our approach to the risk assessments for 2020. The 2020 provider risk assessment will incorporate feedback received by TEQSA during our consultation with the sector in 2019, and will feature a specific focus on the financial viability of providers due to the significant impacts of COVID-19.

    COVID-19 Challenges and Future Directions: HEPP-QN Question Bank (27 July 2020)

    At a meeting of 1 July 2020, HEPP-QN and TEQSA produced a series of questions and responses relating to TEQSA's regulatory activities during the pandemic.

    COVID-19 related complaints to the Overseas Students Ombudsman (5 June 2020)

    Coronavirus – regulatory information for universities, VET, ELICOS and higher education providers (20 May 2020)

    Applications for course accreditation for new Graduate and Undergraduate Certificates (6 May 2020)

    National principles for clinical education during the COVID-19 pandemic (21 April 2020)

    Online delivery – key considerations for providers (8 April 2020)

    Impacts of COVID-19 on Industry Professional Accreditation (6 April 2020)

    TEQSA is working remotely (30 March 2020)

    TEQSA is working to provide continuous service for the higher education sector during COVID19, while safeguarding the health and wellbeing of all staff, and the community. 

    All TEQSA staff are working remotely, and our Melbourne offices are closed. While we have worked hard to ensure minimal disruptions we do appreciate your patience and understanding during this time. 

    Providers are encouraged to continue to reach out to their TEQSA case managers at any time with any concerns, and to report material changes. 

    Continue to visit our website, follow us on Twitter and LinkedIn, and subscribe to our eNews, for all our latest updates. 

    Reducing regulatory burden during COVID-19 (26 March 2020)

    Joint TEQSA and ASQA statement relating to flexible delivery (20 March 2020)

    All AQF training and assessment must meet high quality standards regardless of the location of the student and the mode of delivery.  As long as the student remains enrolled with their provider, and the assessment requirements of the course allow it, the location of the student and the mode of delivery should not form an impediment to attainment of an Australian qualification. 

    National regulators, including ASQA and TEQSA, will be flexible in order to support students to study online either in Australia or offshore. 

    Providers should assure themselves that such arrangements maintain assessment and quality standards, and are appropriately documented. Not all qualifications are suited to online learning, this may include those with mandatory work placements. 

    If providers have questions about their specific circumstances they should contact their relevant regulator.

    Reporting material changes to TEQSA

    As a result of the impacts of COVID-19, providers may need to make a number of significant changes to their operations to respond to the current challenges. TEQSA is monitoring the nature of material changes and we are continuing to update our guidance and advice to reflect the evolving issues reported by the sector.

    Obligation

    On 30 June 2021, TEQSA published a revised Material Change Notification Policy. This policy outlines the circumstances in which providers are required to notify TEQSA of material changes and the method for notification and supersedes the previous Coronavirus (COVID-19) – statement on notifications. You should report material changes in the circumstances listed on the latest Material Change Notification Policy via email to materialchanges@teqsa.gov.au.

    Submitting a material change

    A material change must be submitted within 14 days of becoming aware of the change.

    The notification should include information on the nature of the change, how the provider is managing the change, how it was approved (if applicable), and any significant financial implications.

    What happens next

    Importantly, a material change is a notification to TEQSA, not an application. You do not need to wait for a response from TEQSA once you have met your obligation by submitting a material change.

    TEQSA will review the information you submit in your material change and contact you with any questions or concerns if needed. 

    Questions

    TEQSA is committed to supporting providers during this time and encourage you to contact your case manager with any questions.

    Students

    We commend the sector for all it is doing to support its students, especially international students, during this time. 

    We would encourage providers to refer students to the Study in Australia website where they can access a suite of resources and latest information, including in relation to travel and visa information, and wellbeing support. 

    For international students in Australia, the descriptions and contact details of many organisations which provide mental health services are listed on the Mental Health Australia website. 

    Other resources, for students and the sector, include: 

    Compliance with the National Code

    TEQSA acknowledges that due to COVID-19 providers may not be in a position to fully comply with all of the requirements of the National Code 2018.  

    Providers should raise any concerns by contacting cricos@teqsa.gov.au.

    ELICOS

    Noting the intensive nature of ELICOS delivery and the challenges presented by online delivery of ELICOS, both ASQA and TEQSA are committed to working with ELICOS providers during this time to ensure that students who are directly impacted by travel restriction from attending class in Australia are not disadvantaged.

    ASQA and TEQSA will work flexibly with providers on a case by case basis to ensure any alternative arrangements put in place mitigate disadvantage to students.

    Financial dependence on affected overseas students

    TEQSA recognises the financial impacts of COVID-19, travel bans, and other quarantine measures, which may lead to institutions suffering financial pressures at this time.

    Section 6.2 of the Threshold Standards requires corporate monitoring and accountability. Where short-term measures are implemented to mitigate the effects of COVID-19, TEQSA asks that providers also identify and manage any subsequent risks, in order to ensure adequate resource allocations and ongoing financial viability, for current and future students. 

    As above, TEQSA encourages providers to contact their case managers to discuss their circumstances on a case-by-case basis.

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  • Provider portal information

    TEQSA provider portal security update
    TEQSA has strengthened its level of protection in the provider portal to protect users against digital data attacks. Further details

    What is the provider portal?

    The provider portal is an initiative to make it easier for higher education providers to engage with TEQSA, by submitting applications and responding to information requests online.

    Access to the provider portal is by login only – TEQSA supplies login and password details to providers as required.  

    Features of the portal include:

    • providers can work progressively on applications online
    • the ability to access both TEQSA and CRICOS application forms, upload documents and links as evidence, and submit multiple applications
    • generate a PDF version of applications at any time to check on progress
    • edit evidence (including the ability to delete documents) in any section up until an application is submitted
    • respond to information requests online and submit any additional evidence that may be requested
    • see the status of assessments generated as a result of an application.

    The provider portal also acts as a document repository that allows providers to reuse documents already submitted as part of other applications or information requests. 

    TEQSA staff have access to the provider portal and can assist with any questions or administration – including maintaining the document repository – however TEQSA case teams will only commence work on applications following submission and the receipt of payment. Such access will typically only be used when requested by a provider in order to address questions or assist the provider in some way.

    We welcome feedback on the provider portal and will work to progressively implement improvements.

    Provider portal walkthrough video

    The provider portal walkthrough video provides an overview and shows how to create, manage and submit applications, and update and submit requests.

    View the provider portal walkthrough video on our YouTube channel.

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

    Registered Institutes of Higher Education can apply for authority to self-accredit one or more courses of study. The authority to self-accredit courses can be granted for all current and future courses, or for specific courses, fields of education and/or levels.

    The authority to self-accredit courses is a significant responsibility. Providers who self-accredit their courses of study are accountable for:

    Institutes of Higher Education who self-accredit their courses are also responsible for ensuring that compliance across all the HES Framework is sustained throughout their higher education operations.

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

    We will assess applications against the criteria in Part B2 of the HES Framework.

    Before submitting

    Please review the Application Guide for Self-Accrediting Authority. Before submitting an application, providers should contact the Renewal of Registrations team at reregistration.enquiries@teqsa.gov.au to advise of an intention to apply for SAA.

    Application forms

    Application forms are available from TEQSA’s Provider Portal.

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    Related links

  • How to apply to change provider category

    The Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework) makes provision for the following provider categories:

    • Institute of Higher Education
    • University College
    • Australian University
    • Overseas University.

    Registered higher education providers can apply to change the category in which they are registered under Section 38 of the TEQSA Act. Under the provisions of Section 38, TEQSA can also change the category in which a provider is registered.

    There is no requirement for a registered provider to change category. All providers become ‘registered higher education providers’ in accordance with the TEQSA Act.

    An existing registered higher education provider can apply for a change of provider registration category by completing and submitting the relevant application form. Applications must be on the approved form, include all information requested, and be accompanied by the applicable fee and payment/invoice form. See more information on our fees page.

    All applications are subject to an assessment process, which will have regard to the provider’s ability to meet the requirements of the HES Framework, including the particular provider category applied for.

    Before submitting

    Before submitting an application, providers should contact the Renewal of Registrations team at reregistration.enquiries@teqsa.gov.au to advise of an intention to apply to change provider category. TEQSA will work with each provider to outline the evidence requirements for the application and provide guidance around the application process.

    Application forms

    Application forms are available from TEQSA’s Provider Portal.

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  • Renewing course accreditation

    Registered higher education providers (without self-accrediting authority) must apply to TEQSA in writing to renew the accreditation of a higher education course of study. This application must be submitted at least 180 days before accreditation is due to expire, unless a shorter time frame has been agreed to. Providers hoping for a shorter time frame must contact us as soon as possible.

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

    If TEQSA grants an application for renewal of accreditation of a course of study, we will determine the accreditation period, up to a maximum of seven years.

    Multiple applications

    Providers are encouraged to apply for renewal of course accreditation at the same time as renewal of registration, and where applicable, other regulatory processes, such as CRICOS re-registration. Submitting multiple applications depends on a range of factors, including accreditation and registration periods.

    Providers can contact each relevant team in a single email to coordinate the best way of making multiple applications. Please refer to key contacts for relevant teams.

    Before submitting

    It is essential that applicants read the relevant application guide before submitting an application. The application guide explains the process, and gives indicative information about the evidence that will need to be submitted with each application, which should include a report by one or more independent experts with academic expertise in the relevant field.

    Application guides can be accessed at our Application guides and support page.

    Application forms

    Application forms are available from TEQSA’s Provider Portal. The application form for renewing course accreditation only applies to courses of study that lead to a qualification recognised under the Australian Qualifications Framework (AQF).

    It does not apply to other courses such as ELICOS courses or Foundation Programs. For application forms for Foundation Programs and ELICOS courses delivered by registered higher education providers or in a pathway arrangement with higher education providers, see our CRICOS page. 

    NOTE: Application forms must be submitted in the approved format via the Provider Portal, include all information requested, and be accompanied by the required fee.

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  • TEQSA high risk provider policy

    Body

    Purpose

    The purpose of this policy is to establish a set of principles to inform TEQSA’s treatment of providers identified as high risk in relation to students or financial position—at the point of identification, and also in the course of accreditation, re-accreditation and re-registration assessments. It elaborates upon and further specifies the principle, published in TEQSA’s Risk Assessment Framework, that TEQSA may take various forms of action in relation to providers being identified as high risk. The principles that comprise this policy are intended to ensure that identified provider risk-levels drive differential treatment of providers, in line with established good practice in risk-based regulation, and consistent with the basic principles for regulation included in TEQSA’s establishing legislation.

    Scope

    This policy relates to providers identified as high risk through TEQSA’s annual risk assessment process. It does not relate to providers identified as low or moderate risk. Although the policy may to some extent describe TEQSA’s treatment of providers not identified as high risk, this is intended only to enhance clarity through contrast.

    Principles

    In-cycle monitoring

    1. Where a provider is identified as high risk, the following activities are immediately triggered:
      1. a request for information to enable greater differentiation of risk type and extent, with the information requested to be determined on the basis of identified risk factors and other information available to TEQSA
      2. analysis of existing data, supplemented by additional information requested of high risk providers, to more precisely identify any potential areas of concern with the provider
      3. formulation of an action plan that will include consideration of the full range of available and appropriate regulatory options, including in relation to CRICOS applications, consistent with the principles for regulation described in the TEQSA Act
      4. TEQSA will provide advice to the relevant Australian Government department and portfolio Minister to support decision making under the Higher Education Support Act 2003.

    Cyclical renewal of accreditation and renewal of registration assessments, and new accreditation assessments

    1. In general, TEQSA differentiates the scope (of Threshold Standards tested), and the depth (of evidence required) of accreditation- and registration-related assessments on the basis of assessed risk.
    2. For a provider that is not identified as high risk, an assessment will focus on a subset of standards and associated evidentiary requirements considered applicable to each case, and will expand this subset to cover areas of concern as appropriate to each case on the basis of available evidence.
    3. Where a provider is identified as presenting a high risk to financial position, in registration- and accreditation-related assessments subsequent to the risk assessment, the starting point for the scope of assessment will include all financial- and resourcing-related standards, any standards related to planning and mitigation in case a provider ceases to operate, and any other standards that may be identified as relevant to the particular case given the financial risks identified, with this scope potentially reduced as appropriate in the context of the particular assessment.
    4. Where a provider is identified as presenting a high risk to students, in registration- and accreditation-related assessments subsequent to the risk assessment, the baseline scope and evidence assumption will be reversed so that the starting point includes all standards appropriate to the application type, with standards subsequently excluded where not relevant to the provider or case in question, or where an assessment has recently determined the provider’s compliance, or otherwise where appropriate in the context of the particular assessment.

    Contact

    Any enquiries about TEQSA’s approach to high-risk providers can be directed to: providerenquiries@teqsa.gov.au.

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  • TEQSA initial provider registrations policy

    Body

    Purpose

    The purpose of this policy is to establish a set of principles to inform decision-making in relation to initial provider registrations, and to establish clear expectations for applicants and for TEQSA case managers. The principles established in this policy are intended to mitigate the inherent risk—due to the uncertainty associated with the absence of a track record in higher education—of new provider registrations.

    Scope

    This policy is concerned with the initial registration of new providers. It is not concerned with new registrations that take place due to a change of legal entity for an existing provider.

    Principles

    1. There are a number of inherent risks associated with applicants for initial registration. These include:
      1. the absence of a track record associated with higher education delivery leading to the applicant’s own higher education awards
      2. the limited capacity to demonstrate the application of a provider’s internal governance and quality assurance mechanisms in the context of higher education delivery
      3. relative uncertainty about a provider’s financial and student enrolment projections in light of the lack of previous history of higher education delivery and the competitive nature of Australian higher education
      4. once registered, the time required to obtain data which presents a clear picture of the provider’s capacity to provide the requisite standard of higher education.
    2. In some cases, applicants place a heavy emphasis on external consultants to prepare aspects of an initial registration application, raising further risks associated with the capacity of the provider’s own staff or governing bodies to deal with fundamental aspects of higher education delivery on a continuing basis.
    3. To reflect these risks, TEQSA’s decisions about such applications will specifically consider a number of additional assurance mechanisms. These will commonly include:
      1. registration of the provider for a period of less than the maximum seven years. For example, TEQSA may decide to register a provider for a period of five years, with the capacity to extend the registration for a further two years where provider reporting and TEQSA provider visits suggest that the risks are being appropriately managed.
      2. additional targeted collections of information beyond the annual TEQSA data collections, including:
        1. data in relation to student performance, staffing and financial matters, with a particular emphasis on timely quantitative data relevant to TEQSA’s Risk Assessment Framework;
        2. minutes and agenda papers for the provider’s corporate and academic governing bodies—the material would be expected to cover matters including performance against the strategic plan, benchmarking activities, risk management, workforce planning and management, and monitoring and analysis of student outcomes.
      3. the imposition of conditions on registration to restrict or oversee delivery which involves particular risks, such as the delivery of higher education offshore or the provision of higher education using multiple modes of delivery.
    4. Where a new provider does not submit information according to the timetable specified in a TEQSA request, or where information raises further concerns, TEQSA will consider additional assurance action.
    5. TEQSA will usually undertake a provider visit or meet with a provider within 12 to 18 months from commencement of operations, with subsequent visits or meetings at least annually for the first three years of a provider’s operation. These visits and meetings will also assist in relationship development.

    Contact

    Any enquiries about TEQSA’s approach to initial provider registrations can be directed to: new.registration.enquiries@teqsa.gov.au.

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  • TEQSA's approach to changes of control or ownership of a higher education provider

    Body

    Purpose

    The purpose of this policy is to describe the Tertiary Education Quality and Standards Agency’s (TEQSA’s) approach in responding to a change of control or ownership of a higher education provider (HEP), and describe the reasons for its interest following such an event. 

    A change of control or ownership occurs when a new entity obtains substantial ownership of a registered HEP (whether or not that is a majority stake in a provider). A change in control or ownership of a HEP has the potential to significantly impact a provider’s ability to meet the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework), noting the effect that a change in control or ownership can have on a provider’s governance arrangements and management. 

    TEQSA’s interest following a change in control or ownership of a HEP will focus primarily on potential risks to the quality of students’ educational experience, and a provider’s financial viability and sustainability. Examples of events that impact students following a change in control or ownership that would concern TEQSA, while not exhaustive, include:

    • a rapid increase in student enrolments in the absence of a planned and managed approach, particularly where there is reliance on growth in single source markets
    • course closures in the absence of adequate teach out arrangements
    • reductions in staffing (academic and support services) to lower expenses
    • reductions in investment in facilities and infrastructure and the financial capacity of the HEP
    • reductions in the quality of the learning environment through for example, reductions in senior academic leaders, increases in student to staff ratios, increased rates of academic staff casualisation, or an overreliance on third party teaching/delivery arrangements. 

    Scope

    This policy relates to providers that have been subject to a change of control or ownership in recent history. 

    Principles

    1. Before a change of ownership or control of a registered HEP event takes place , TEQSA expects to be provided with notification in accordance with section 29(1)(a) of the TEQSA Act (for further detail, refer to TEQSA’s Material Change Notification Policy). It is not necessary for an acquirer to take a majority ownership stake (i.e. greater than 50 per cent) in a provider in order to exercise effective control.
    2. TEQSA’s approach in responding to a change in control or ownership of a HEP will be guided by its regulatory principles of reflecting risk, proportionality and necessity. TEQSA’s investigations and regulatory intervention will be focussed on key risks arising from the change of control or ownership to the quality of students’ educational experience, and the provider’s financial viability and sustainability.
    3. Where there is a change of control or ownership of a HEP, TEQSA will seek early engagement with the affected provider (and its new owners). The objective of this engagement is to ensure that the provider can continue to meet the requirements of the HES Framework, to address any concerns TEQSA holds with aspects of the provider’s operations under its previous control and to confirm the future strategic directions of the HEP.
    4. At a minimum, HEPs should expect that TEQSA will request documentation on the nature of the transaction, run a background check on any new shareholders and/or directors, and consider the history of prior tertiary education provision by the acquiring entity or its personnel. TEQSA may also request details of changes to key personnel, governance committees, financial statements, and fit and proper person declarations. Examples of sources TEQSA may refer to in its background checks include Australian Securities and Investments Commission’s (ASIC) current and historical company exacts, Equifax’s corporate scorecards and company/director credit reports, and the Australian Financial Security Authority’s National Personal Insolvency Index.
    5. HEPs should also be aware that a change of control or ownership may trigger a compliance assessment if appropriate in the circumstances. A compliance assessment can be initiated at any time before or after the change of control or ownership has taken place.
    6. If TEQSA’s concerns are not resolved by the provider’s response, TEQSA can take other regulatory steps to mitigate the risk that the provider will not meet the HESF. This includes placing conditions on courses and/or registration, or in serious cases shortening or cancelling a provider’s registration.
    7. TEQSA recognises that it is part of a broader regulatory community and will work with other relevant Commonwealth and/or State and Territory agencies to acquire and share regulatory information, for intelligence purposes and to minimise regulatory burden on providers where they have already submitted information to other agencies. 

    Further information

    Further information about TEQSA’s approach following a change in provider control can be obtained by directing an email enquiry to: providerenquiries@teqsa.gov.au.

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  • FAQS

    About Us

    What is TEQSA?

    We’re Australia’s independent national quality assurance and regulatory agency for higher education. Our purpose is to safeguard student interests and the reputation of Australia’s higher education sector by assuring the quality of higher education providers through a proportionate, risk-reflective approach to regulation.

    Our work is underpinned by encouraging, supporting and recognising effective quality assurance and enhancement in Australian higher education providers.

    In carrying out our regulatory work, we evaluate the performance of higher education providers against the Higher Education Standards Framework (Threshold Standards) 2021 which aims to safeguard the interests of current and future students.

    When was TEQSA established?

    In 2012 after a review of Australian higher education (the Bradley Review), it was recommended that an independent national regulator for all types of higher education be established.

    The Australian Government’s response to the Bradley Review was a landmark reform package for higher education, which expanded the system and created new opportunities for all Australians to reach their education potential.

    How does TEQSA operate?

    As a standards and risk-based regulator. Our standards based regulation is centred on the Higher Education Standards Framework (Threshold Standards) 2021 that all providers must meet, and continue to meet, in order to be registered with TEQSA as an Australian higher education provider.  

    Operating as a risk-based regulator allows us to ensure that our resources are directed to areas of higher risk, based on quality intelligence about a higher education provider’s operations.

    What is the legal framework that governs Australian higher education?

    • The Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) which calls for TEQSA to regulate higher education using a standards-based quality framework and principles relating to regulatory necessity, risk and proportionality.
    • The Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework) which applies to all higher education providers. Set by the Minister for Education, on the advice of a panel with expertise in the delivery of higher education, they are the minimum level of achievement that a provider must meet (and maintain) to be registered to deliver higher education courses of study.
    • The Education Services for Overseas Students Act 2000 (ESOS Act) which applies to providers offering higher education courses of study to students in Australia on student visas. These include:
      • higher education courses
      • Foundation Programs
      • English Language Intensive Courses for Overseas Students (ELICOS) programs delivered by higher education providers.
    • The National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code 2018) provides nationally consistent standards for the conduct of registered education providers and the registration of their courses. The National Code also identifies the roles and responsibilities of the Australian, state and territory governments in discharging their regulatory functions.

    What is the National Register of Higher Education Providers?

    Also known as the National Register, it’s the authoritative source of information on the status of Australia’s higher education providers. You can search for registered higher education providers and their accredited courses of study. More information is available from our National Register of higher education providers

    What is the Higher Education Standards Framework (Threshold Standards) 2021?

    A legislative instrument, also known as the HES Framework, set by the Minister for Education on the advice of a panel of experts in the delivery of higher education. The HES Framework consists of two parts:

    • Part A: Standards for Higher Education – which represent the minimum acceptable requirements for the provision of higher education in or from Australia.
    • Part B: Criteria for Higher Education Providers – which enables categorisation of different types of provider and whether a provider is responsible for self-accreditation of a course(s) of study it delivers. 

    The Standards in the HES Framework are intended to be useful to higher education providers as a framework for internal monitoring of the quality of their higher education activities.

    About higher education

    What does the higher education sector consist of?

    It consists of higher education providers, Australian universities, Australian universities of specialisation and overseas universities.

    You can search for a higher education provider, or their courses, on our National Register of higher education providers.

    What is a higher education provider?

    All providers of higher education registered by TEQSA, through meeting the requirements of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework), become ‘higher education providers’. This title signals that the provider is a bona fide provider of quality higher education in Australia.

    What is a higher education qualification?

    Higher education qualifications span Australian Qualifications Framework levels 5-10, and include:

    • undergraduate awards
      • bachelor honours degrees
      • bachelor degrees
      • associate degrees
      • advanced diplomas
      • diplomas.
    • postgraduate awards
      • higher doctoral degrees
      • doctoral degrees
      • masters degrees (by research)
      • masters degrees (by coursework)
      • masters degrees (extended)
      • graduate diplomas
      • graduate certificates.

    How many students study in Australian higher education?

    Around 1.5 million in 2017. For more information on sector statistics, view our Statistics report on TEQSA registered higher education providers from the publications section of our website.

    The Department of Education collects data on all higher education providers approved under the Higher Education Support Act. To view these statistics visit the Department of Education’s Student Data web page.

    For students

    For enquiries about Vocational Education and Training (VET) courses, or Registered Training Organisations (RTO), contact the Australian Skills Quality Authority (ASQA). 

    Higher education and VET provider numbers, codes and names

    The Australian Government’s Tertiary Collection of Student Information (TCSI) website includes a list of higher education and VET provider codes and names. If you have any enquiries regarding the list, please contact the TSCI team in the Department of Education.

    Overseas providers and qualifications

    TEQSA is unable to advise whether your degree is recognised in Australia. For information on recognition of foreign qualifications, we suggest that you consider visiting the Australian Government’s International Education website and note the information regarding the recognition of foreign qualifications.

    The Department of Education can provide information about the status of an Australian institution and information about an Australian qualification to third parties. Please email qualsrecognition@education.gov.au with your request.

    Study courses

    TEQSA does not offer courses of study. For information about studying in Australia please consider information available from the Study in Australia website.

    Scholarships 

    TEQSA does not provide or advise on scholarships. Scholarships are offered by a range of organisations including the State and Federal departments of education and higher education providers, who can provide information about their scholarships or other assistance directly.

    International students – study and/or scholarships 

    TEQSA does not have a role in advising on courses of study or scholarships available. For information about studying in Australia, we suggest that you consider information available from:

    • Study in Australia website
      This is the official Australian Government website for international students. The website is the trusted source of information for prospective international students, their families and agents to learn more about Australia as a place to study.
      It contains carefully curated, practical and reliable information to help students make informed decisions about where they'd like to study in Australia, which course and institution best suits their needs, and what the experience can be like when they live and study here.
      It also sets out to reassure prospective students about the laws, legislations and specialist services in place in Australia, which ensure every individual feels safe, welcomed, supported and protected while in Australia.
      Study in Australia helps students to understand their rights and responsibilities on issues as diverse as visas, employment, and tuition fees, and is committed to looking after students every step of their study journey.
    • ComparED / Quality Indicators for Learning and Teaching (QILT) website
      This website is funded by the Australian Government Department of Education. You can find information for prospective students about Australian higher education institutions, from the viewpoint of recent students and graduates. You can then contact your preferred providers in Australia to enquire about their programs and scholarships they offer.
    • Course Seeker website
      Helps you make informed decisions about your future study by allowing you to access clear, meaningful and transparent information on ATARs/OPs, prerequisites and enrolment policies. Information has been sourced from across Australia and presented in a nationally consistent and comparable format to improve the transparency across the higher education sector.
    • Department of Home Affairs website
      You can also use its webform if you have queries about studying in Australia as an international student.

    International students – Australia Award Scholarships

    TEQSA does not provide or advise on scholarships. 

    The Australian Government’s Department of Foreign Affairs and Trade (DFAT) administers the Australia Awards program, including the Australia Awards Scholarships. Information is available on the DFAT website.

    Please note that the Australia Awards application may ask you to enter different types of CRICOS codes, that is, a CRICOS institution code (six digits) or a CRICOS course code (six digits and a letter). 

    If you have any queries about the Australia Awards program or your application, please contact the administrator at australiaawardsdelivery@dfat.gov.au.

    Who can I contact if I have an issue with FEE-HELP?

    For information about government assistance for financing higher education, visit the StudyAssist website.

    Who can I contact if I have incorrectly incurred a FEE-HELP debt?

    Government assistance for financing higher education is the responsibility of the Australian Government (not TEQSA). Disputes should be discussed with the higher education provider in the first instance, and lodged with StudyAssist via the online form.

    Who can I contact if I have an issue with my student visa?

    The Department of Home Affairs is responsible for student visas. For more information visit the Department of Home Affair’s student visa page.

    Can I make a complaint to TEQSA about my higher education provider?

    Yes. Complaints about higher education providers help us to gather information that assists us in the regulation of the sector. For more information visit our Complaints section.

    How do I make a complaint about my higher education provider?

    You should access the policies and procedures they have established to resolve complaints. These policies and procedures should be easily accessible, consistent, fair and confidential and provide advice and support.

    In most cases, your complaint should be resolved locally and informally. However, you may need to use your provider’s formal complaints procedures. For more information visit our Complaints section.

    How does TEQSA monitor risks to students?

    We carry out annual risk assessments of all registered higher education providers, which examine the delivery of quality higher education and look for a range of possible risks to students. For more information, visit our Students section.

    TEQSA fees

    Why do higher education providers with international students have to pay CRICOS fees?

    To cover costs associated with reviewing providers’ request for CRICOS registration, ensuring the integrity of the data on CRICOS. This allows CRICOS to meet its objective of being a reliable source of information on higher education courses for international students wanting to study in Australia.

    Where can I find more information on TEQSA’s fees?

    The Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act) – Determination of Fees lists all of our activities which attract fees, including the amount charged.

    View the TEQSA Act’s Determination of Fees.

    I am having difficulty determining the fee I have to pay. Who can I talk to?

    Please contact providerenquiries@teqsa.gov.au.

    Can I withdraw an application for accreditation/registration?

    Yes, but our fees are non-refundable.

    Are there alternate payment options?

    No.

    Do TEQSA’s fees attract GST?

    No.

    Educational agents

    TEQSA does not recruit students or use educational agents. 

    However, the mandatory standards for higher education providers offering Australian qualifications include requirements relevant to educational agents. See section 7.1 of the Higher Education Standards Framework 2021. 

    These standards require that 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.

    The standards also require that 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.

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