• How to apply to add an ELICOS course to CRICOS

    ELICOS courses

    English Language Intensive Courses for Overseas Students (ELICOS) courses are nationally recognised and provide solely or mostly English language instruction to help overseas students improve their English. This may be for work or career purposes, personal interest, travel, or to prepare them to continue their education in English, either in Australia or elsewhere.

    Only education institutions registered under the Education Services for Overseas Students Act 2000 (ESOS Act) and listed on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) can enrol overseas students to study in Australia on a student visa.

    TEQSA has regulatory responsibility for ELICOS courses delivered by registered higher education providers, and ELICOS courses delivered by education providers with an entry arrangement with at least one registered higher education provider. TEQSA is also the ESOS agency responsible for registering and renewing registration on CRICOS by these providers.

    ELICOS courses must comply with requirements set out in the:

    Where there is an arrangement in place for an overseas student to enter a tertiary course directly following successful completion of the ELICOS course, providers must demonstrate that assessment outcomes for overseas students are comparable to other English language criteria used for admission to that tertiary course.  For more information, see TEQSA’s ELICOS direct entry guide.

    While there are non-statutory organisations that provide professional accreditation, professional development, quality assurance reviews and other services supporting the standard of English language teaching in Australia, only an Australian Government ESOS agency can approve providers to deliver ELICOS courses to overseas students who are in Australia on a student visa.

    TEQSA strongly encourages providers applying to accredit a new course or to renew accreditation for their ELICOS course to engage independent expert advice.

    TEQSA expects that ELICOS providers can demonstrate how they are ensuring their management, teaching, marketing and administration staff are engaged with contemporary, best-practice approaches to educational and professional outcomes, reflecting an up-to-date knowledge of significant developments in theory and practice in English language training.

    Self-assurance report

    TEQSA requires that providers seeking to add an ELICOS course to their CRICOS registration or renew an existing ELICOS course submit a self-assurance report.

    A self-assurance report is an opportunity for providers to demonstrate the effectiveness of their self-assurance mechanisms.

    The report should consist of no more than 5 pages outlining how the provider’s governing body assures itself of the quality of its education operations in relation to its ELICOS course, and that it meets and will continue to meet the requirements of the ESOS Act, the National Code 2018 and the ELICOS Standards.

    Note: All claims made in the self-assurance report must be substantiated by evidence, with reference to specific supporting documents in-text. Wherever possible, supporting evidence should be directly accessible via in-text hyperlinks, included as attachments to the report where specified, or otherwise listed in an index for later submission on request.

    Adding a new ELICOS course

    As part of the self-assurance report, providers wishing to add a new ELICOS course to CRICOS should:

    1. Provide evidence of how risks have been identified, managed and mitigated, and how the provider will manage these risks going forward, including areas for continuous improvement, and associated actions and measures to monitor success.
    2. Demonstrate how the provider manages key sector risks in the following areas:
    Student participation, support and experience

    TEQSA recommends that providers consider:

    Student attainment

    TEQSA recommends that providers consider:

    Workforce planning

    TEQSA recommends that providers consider:

    Note: TEQSA expects that providers specialising in the delivery of ELICOS courses will adapt sector-wide advice to the specific needs of their students.

    1. Outline the findings, actions arising, and resulting outcomes of at least one review by a suitably qualified discipline expert that verifies that the course is compliant with the ELICOS Standards. A copy of the review should be included as an attachment to the self-assurance report. See the section Commissioning a review of compliance with the ELICOS Standards below for further information.
    2. Provide evidence of the course’s approval and oversight through the provider’s internal quality assurance mechanisms.
    3. Demonstrate that the ELICOS Course meets the minimum requirement of 20 hours face-to-face scheduled course contact per week, as well as any other study requirements and any scheduled breaks.
    4. Verify that policies and procedures related to study arrangements for students under the age of 18 comply with the National Code 2018.
    5. Outline that facilities and operations for any mixed-age student cohorts are designed to meet the needs of students of different ages, maturity and levels of English language proficiency.
    6. Outline access to services, learning opportunities, facilities and equipment that address students’ English language learning needs.
    7. Demonstrate that course materials and tutoring are tailored to meet student learning requirements, taking into account the differing levels of students’ age and maturity.
    8. Provide evidence of the formal measures the provider has implemented to ensure that assessment outcomes for the English language subjects are comparable to other criteria used for admission to the available higher education pathways, or for admission to other similar courses of study.

    Renewing an existing ELICOS course

    TEQSA requires CRICOS-registered providers who deliver ELICOS courses to apply for re-accreditation of their ELICOS course(s) at the same time they are applying to renew their CRICOS registration. For these providers, the application to renew their ELICOS course(s) is integrated into the application to renew their CRICOS registration. These providers will submit 2 self-assurance reports as part of their CRICOS renewal: one focused on the CRICOS re-registration requirements, and one focused on the ELICOS requirements.

    Providers wishing to renew an ELICOS course should follow the same requirements in preparing the self-assurance report as when applying to add a new ELICOS course to CRICOS.

    Commissioning a review of compliance with the ELICOS Standards

    TEQSA strongly encourages providers to commission a review by a suitably qualified discipline expert to verify their ELICOS courses’ compliance with the ESOS Act, the National Code 2018 and the ELICOS Standards. Commissioning a review can be an effective way for a provider to check that the design of their ELICOS course and their institutional policies, procedures and practices are fit for purpose.

    The engagement of an independent expert should be seen primarily as an opportunity to contribute to self-assurance and the continuous improvement of the organisation, rather than a method to meet TEQSA or other requirements. TEQSA expects providers can show how they have reflected on the recommendations made and identified and implemented improvements, both of which are critical elements of a healthy self-assurance and quality improvement process.

    Reviewers’ professional experience and qualifications should match the requirements of the review task, and reviewers should be briefed before the assignment and given clear specifications for the task. TEQSA has prepared a sample brief for reviewers, to indicate TEQSA’s expectations in relation to the scope of the review.

    Further information

    For more information or assistance with applying to add an ELICOS course to CRICOS, please contact the CRICOS team at cricos@teqsa.gov.au.
     

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  • CRICOS and ELICOS

  • Gen AI strategies for Australian higher education: Emerging practice

    To support institutions effectively and ethically integrate generative artificial intelligence (gen AI) into teaching and learning, while managing the risks these evolving technologies pose to award integrity, TEQSA has developed a new toolkit.

    Gen AI strategies for Australian higher education: Emerging practice, has been informed by the request for information TEQSA issued to all Australian providers in June 2024. The information request asked providers for an action plan addressing the risk gen AI poses to award integrity at their institution. TEQSA received a 100% response to this request. The new toolkit, which launched at a webinar on Thursday 28 November, is the first resource developed from the analysis.

    The toolkit shares practical actions and experiences from across the sector, to uplift capability and support providers in managing the risk gen AI poses to award integrity, while also meaningfully and ethically integrating these tools into teaching and learning practices.

    If you have any questions about the toolkit, please email integrityunit@teqsa.gov.au.

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  • Request for information: Addressing the risk of artificial intelligence

    TEQSA is closely monitoring the rapid enhancement of generative artificial intelligence (gen AI) tools, and what they mean for teaching, learning and assessment practices.

    To ensure higher education institutions are reflecting meaningfully on the impact of gen AI, TEQSA issued a request for information (RFI) on 3 June 2024. The RFI asked all registered higher education providers to submit a credible institutional action plan, oversighted by appropriate governance mechanisms, to address the risk gen AI poses to award integrity. Providers were asked to respond to the RFI by Wednesday 3 July, through a request titled ‘gen AI institutional action plan’ in the Provider Portal.

    This webpage provides resources to support providers in developing their action plan.

    Support for the RFI

    RFI webinar video

    21 March 2024

    Gen AI and assessment reform

    Artificial intelligence

    • Artificial intelligence hub, includes a range of resources produced by TEQSA and curated from the higher education sector in Australia and overseas.

    Gen AI strategies for Australian higher education: Emerging practice

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  • TEQSA Conference 2023

    The Seventh Annual TEQSA Conference was held on 22–23 November 2023 at the Melbourne Convention and Exhibition Centre and online.

    The theme was Reshaping higher education.

    Conference videos

    Videos of the sessions are available on our YouTube channel.

    Session 1

    Session 2

    Session 3

    Session 4

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  • TEQSA Conference 2024

    The Eighth Annual TEQSA Conference was held on 12–13 November 2024 at the Sofitel Melbourne on Collins and online.

    The theme was Navigating tomorrow: Anticipating challenges, embracing change.

    Conference videos

    Videos of the sessions are available on our YouTube channel.

    Session 1

    Session 2

    Session 3

    Session 4

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  • TEQSA events

    Upcoming events

    Please be sure to subscribe to our e-News to keep informed about upcoming TEQSA events.

    TEQSA Talks webinar series

    A webinar series to help inform the sector about our regulatory work, quality assurance matters and sector risk.

    TEQSA Conference

    Past event recordings and presentations

    Speaker requests

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  • TEQSA blocks more websites to protect students and academic integrity

    Another 50 illegal academic cheating service websites have been blocked by TEQSA, disrupting the operations of cheating services that target students in Australia.

    This recent action brings the total number of websites blocked, under protocols with major internet service providers (ISPs), to 422. A list of the blocked illegal cheating websites is available at teqsa.gov.au.

    Academic cheating services allow students to pay someone to complete assessments for them. This undermines the student’s learning and the trust in the qualification they receive. Further, using these services leaves the student vulnerable to blackmail and identity theft.

    Blocking illegal academic cheating service websites is part of TEQSA’s multi-pronged approach to protecting the integrity of higher education awards.

    In September, TEQSA, as part of the Global Academic Integrity Network, issued an open letter calling on social media and online platforms to take action to stop the advertising of these predatory services.

    TEQSA has also worked to understand student attitudes to the issues of academic cheating, generative artificial intelligence and student wellbeing, conducting market research in May 2024.

    To support providers in engaging students with these issues, TEQSA has shared the insights gathered from this research on our website. We encourage providers to consider these insights, and those gathered from their own student body, in preparing student communication around academic integrity for 2025.

    TEQSA has numerous resources available to support higher education students, academics and professional staff. These resources include:

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  • #TEQSA24 conference recordings available

    Full-length recordings are now available of every session from the #TEQSA24 Conference.

    Session 1

    Introduction

    Master of Ceremonies, Professor Braden Hill, Deputy Vice-Chancellor (Students, Equity and Indigenous), Edith Cowan University

    Keynote address: Winning the productivity prize in Australia

    Danielle Wood, Chair, Productivity Commission

    Minister’s address

    The Hon Jason Clare MP, Minister for Education

    Session 2

    Panel: Tertiary harmonisation – setting a new course to benefit Australia

    Chair: Dr Sam McAuliffe, Acting Assistant Director, Policy and Research, TEQSA

    Panelists:

    • Adrienne Nieuwenhuis, Acting Chief Commissioner, TEQSA
    • David Turvey, Executive Director, Jobs and Skills Australia
    • Christina Bolger, Deputy Chief Executive Officer, Australian Skills Quality Authority
    • David Coltman, Chief Executive, TAFE SA and Deputy Board Chair, TAFE Directors Australia

    Panel: Uniting perspectives – fostering governance excellence to embrace challenges

    Chair: Professor Kerri-Lee Krause, Chair, Higher Education Standards Panel 

    Panelists:

    • Peggy O’Neal AO, Chancellor, RMIT University and former President of the Richmond Football Club
    • Mark Rigotti MAICD, Managing Director and Chief Executive Officer, Australian Institute of Company Directors
    • The Hon John Brumby AO, Chancellor, La Trobe University and former Premier of Victoria

    Session 3

    Panel: Navigating challenges and change on the road to self-assurance – provider case studies

    Chair: Dr Mary Russell, Chief Executive Officer, TEQSA

    Panelists:

    • Professor Taryn Jones, Pro Vice-Chancellor (Education), Macquarie University
    • Professor Maggie Kappelhoff, Provost, Sydney College of Divinity

    Panel: Exploring perspectives of the real student experience

    Chair: Professor Braden Hill, Deputy Vice-Chancellor (Students, Equity and Indigenous), Edith Cowan University

    Panelists:

    • Ngaire Bogemann, President, National Union of Students and 3rd year arts student
    • Lisa Bolton, Director, QILT Research and Strategy, Social Research Centre
    • Kathleen Nelly, Australian Centre for Student Equity and Success advisory board member and student
    • Professor Kylie Readman, Deputy Vice-Chancellor (Education and Students), University of Technology Sydney

    Session 4

    Presentation: TEQSA priorities and looking ahead

    Dr Mary Russell, Chief Executive Officer, TEQSA

    Panel: Climbing the next mountain – a view from the peaks 

    Chair: Adrienne Nieuwenhuis, Acting Chief Commissioner, TEQSA

    Panelists:

    • Luke Sheehy, Chief Executive Officer, Universities Australia
    • Dr David Perry, Chair, Independent Higher Education Australia
    • Jenny Dodd, Chief Executive Officer, TAFE Directors Australia

    Closing keynote: The Australian Universities Accord – Transforming big ideas into real-world reform

    Tony Cook PSM, Secretary, Department of Education and Chair, Implementation Advisory Committee

    Conference close

    Professor Braden Hill, Deputy Vice-Chancellor (Students, Equity and Indigenous), Edith Cowan University

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