• 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'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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  • Key contacts at TEQSA (for providers)

    TEQSA’s Enquiries Management team (providerenquiries@teqsa.gov.au) is the primary contact for registered higher education providers with TEQSA-related enquiries. However, TEQSA also has specialist contact teams across the agency that are best placed to assist you in a timely and efficient manner when you have a specific enquiry. Please use the following list of key contacts to help direct your enquiry to the most appropriate TEQSA team contacts.

    Nature of enquiry Example enquiries Key Contact
    New application for initial registration Preparing an application for initial registration Email new.registration.enquiries@teqsa.gov.au
    In progress assessments for initial registration and accreditation for prospective providers Enquiring about a submitted application Contact the TEQSA staff member assigned to the assessment. If you are unsure who this is, contact new.registration.enquiries@teqsa.gov.au
    In progress assessments for course accreditation or reaccreditation for existing providers

    Enquiring about a submitted application for:

    • new course accreditation for existing providers
    • renewal of course accreditation.
    		 Contact the TEQSA staff member assigned to the assessment. If you are unsure who this is, contact assessments@teqsa.gov.au
    CRICOS matters
    • Enquiring about CRICOS or ESOS Act requirements
    • Preparing an application for CRICOS registration or renewal of registration
    • Submitting a CRICOS-related application e.g. to add a course
    • Enquiring about a submitted CRICOS-related notification or application.
    		 Email CRICOS@teqsa.gov.au
    ELICOS and Foundation Program matters
    • ELICOS or Foundation Program provider enquiries
    • Applying to add an ELICOS or Foundation Program to CRICOS
    • Applying for an exemption to enrol students under the age of 17 in Foundation Programs.
    		 Email CRICOS@teqsa.gov.au
    Provider registration matters
    Renewal of registration
    Withdraw provider registration
    • Preparing an application for renewal of registration
    • Submitting an application for renewal of registration
    • Enquiries about renewal of registration applications in progress
    • Requesting an extension to registration period
    • Submitting an application to withdraw registration
    • Enquiries about withdrawing registration
    		 Email: reregistration.enquiries@teqsa.gov.au
    Self-Accrediting Authority or Provider Category Change
    Self-accrediting authority (SAA) 
    Change provider category 
    • Preparing an application for self-accrediting authority or provider category change
    • Submitting an application for self-accrediting authority or provider category change
    • Enquiries about applications in progress
    		 Email: reregistration.enquiries@teqsa.gov.au
    Application fees Enquiring about refunds for application fees. Email finance@teqsa.gov.au
    Material changes Submitting a material change notification. Email materialchanges@teqsa.gov.au
    Risk Assessment Framework Enquiring about the risk assessment process. Email risk@teqsa.gov.au
    Provider Information Request (PIR) Enquiring about the PIR. Email collections@teqsa.gov.au
    Sexual assault and sexual harassment guidance Guidance about prevention and response to sexual assault and sexual harassment matters. Email studentwellbeing@teqsa.gov.au
    Compliance matters 

    Enquiring about a compliance matter that TEQSA has notified you about, for instance:

    • a compliance assessment
    • an investigation.
    		 Contact the TEQSA staff member assigned to the compliance matter. If you are unsure who this is, contact the TEQSA Enquiries Management team (providerenquiries@teqsa.gov.au).
    Complaints about TEQSA Complaints about TEQSA’s practices, services or approach. Email review@teqsa.gov.au

    Preparing an application for:

      
    • Applying for new course accreditation for existing providers
    • Applying for renewal of course accreditation
    • Enquiries about:
      • withdrawing a course/ teach out
      • requesting an extension to accreditation period.
    		 Email: assessments@teqsa.gov.au
    Conditions

    Enquiries about:

    • conditions imposed on registration or course accreditation
    		 Email: conditionsundertakings@teqsa.gov.au
    Any other matters, enquiries or guidance Help with the Provider Portal, for example, changing and updating logins. Contact TEQSA’s Enquiries Management team at providerenquiries@teqsa.gov.au

     

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  • Risk assessment – Frequently Asked Questions (FAQs)

    TEQSA’s Risk Assessment Framework

    TEQSA’s risk assessments of registered higher education providers are a key component of TEQSA’s risk-based approach to assuring higher education standards. TEQSA’s Risk Assessment Framework outlines the key steps and components of the risk assessment process, and provides detailed supporting information on the risk indicators used.

    What will be covered under the current risk assessment cycle?

    For the current risk assessment cycle, we will:

    • include risk assessment for student, staff and audited financial data, two years prior to the current risk assessment cycle year
    • continue to share provisional risk assessment reports with providers. Providers will have an opportunity to comment on the provisional report before a final risk assessment report is completed.

    Risk ratings explained

    The standard ‘low’, ‘moderate’ or ‘high’ risk ratings are applied to each indicator. There may be instances where a rating is ‘suspended’ or a No Confidence in Data (NCID) rating is applied. For example, a rating may be suspended if a provider is new and does not have enough data to form a view on an indicator, while NCID may be applied if the data is missing, or the data received from the Department of Education is inconsistent.

    What can I expect if my Overall Risk Rating is rated high?

    For providers that receive a ‘high’ Overall Risk to Students or Overall Risk to Financial Position, we ask that you carefully review the risk indicators associated with the risks identified and consider whether you have appropriate controls or treatment plans in place.

    We expect providers would have already identified risks to their education operations, as required by Higher Education Standards Framework (Threshold Standards) 2021 (6.2.1e) and would have plans in place to mitigate these risks. We may contact you to discuss your risk assessment and seek information on actions your governing body has taken and further steps in response to the identified risks.

    Which providers will be in scope for the current Risk Assessment cycle?

    Providers registered on or after 1 January of the year, two years prior to the current risk assessment cycle year, are not in scope for the current risk assessment cycle– noting that 3 years of financial data is required to assess financial sustainability and at least 2 years of student is required for student indicators.

    Will my risk assessment be made public?

    Risk assessments relating to individual providers are not publicly released by TEQSA or shared with other providers. Where risk assessment information is released, it is released in aggregate to avoid identifying a single provider.

    Will the risk thresholds be published?

    The risk thresholds used to inform ratings are not published. Risk thresholds are considered in the context of other information and are not the sole determinant of risk ratings. Professional judgement is used regarding the specificities of each indicator, in determining the levels which may represent potential risk.

    It is important to note that the sector benchmarks which appear in the risk assessment are not the risk thresholds and are not framed around the thresholds. They are median values of each indicator by provider category.

    Do I need to respond to the provisional risk assessment report?

    You do not need to provide a response to your provisional risk assessment report. However, if you have evidence that may inform our assessment of your risk rating, you should provide that information within three weeks of receiving the provisional report.

    Responses received after the due date for a response will not be considered in the current cycle and will be considered in the next risk cycle.

    What should I do if the data in the risk assessment is incorrect?

    TEQSA uses data providers have submitted to the Department of Education and validated as accurate.

    Providers are required to ensure they submit correct data and validate that data well before the submission due date set by TCSI. Changes will not be made to the data submitted and verified by providers through TCSI.

    Data updated on TCSI after the submission due date or changes in data conveyed through a provider’s response to a provisional risk report may not be considered in the assessment for the current cycle unless there are exceptional circumstances. Failing to appropriately verify your data prior to submission will not be considered exceptional circumstances.

    How does TEQSA use risk assessments?

    Risk assessments are one tool used to assist TEQSA gather a fuller understanding of the risks to compliance that may be posed by providers. This information is considered with other intelligence to inform the approach and intensity of our regulatory assessments.

    What data is used to conduct the risk assessment?

    The risk assessment is based on staff, student and audited financial data from two years prior to the current risk assessment cycle year. This is the most current data we can access on a sector-wide scale via existing reporting mechanisms.

    TEQSA works closely with the Department of Education to access data for providers that already report data to existing collections. These collections include:

    • HELP IT System (HITS) – financial data for higher education providers
    • Department of Education – financial data for Table A and B providers
    • Tertiary Collection of Student Information (TCSI) – staff and student data
    • QILT system for Graduate Outcome Survey (GOS) and TEQSA GOS template for providers for whom data is not collected through QILT.

    In addition, TEQSA considers a provider’s regulatory history when applying ratings. For example, information provided through material change notifications, regulatory decisions such as shortened periods of registration, and compliance concerns known to providers.

    How do I submit data for the Provider Information Request (PIR)?

    From 2022, TEQSA required providers to report against the revised PIR collection using the new Tertiary Collection of Student Information (TCSI) (pronounced as 'taxi'). For information about TCSI, including TCSI FAQs, a range of support materials and information about webinars, please visit TCSI Support.

    We strongly encourage providers to prioritise the onboarding process, so that they can submit, check and validate the required data within the deadline.

    How is S2-attrition rate calculated?

    As per TCSI’s calculation, attrition rate in year (x) = (R1 - R2 – R3 – R4) *100/ R1.

    Where:
    R1=commencing students – students who have enrolled in a course at a higher education provider with a commencement date in year (x)
    R2=returning students – commencing students who have an enrolment record in year (x + 1) and have no completion record in year (x)
    R3=completing students in year (x) – commencing students who have a completion record in year (x)
    R4=completing students in year (x + 1) – commencing students who have a completion record in year (x + 1) and no enrolment record in year (x + 1)

    For details about the calculation of attrition rate please refer to TCSI website.

    Are any courses excluded while calculating the risk rating for S2-Attrition Rate?

    Yes, the data for Element E310 - Course of study type with values of 30 (Enabling course) and 50 (Non-award course (including Bridging for overseas trained professionals)) are excluded while calculating the risk rating for S2-Attrition Rate.

    In the calculation of S3-Progression rate, 'R3 = Actual student load (EFTSL) for units of study that are withdrawn in the last academic year or 12-month period'. Does calculation include students that have withdrawn before the census date?

    Based on the Department of Education definition, the percentage of actual student load (EFTSL) for units of study that are passed to all units of study completed in the last academic year or 12 month period includes, passed, failed and withdrawn.

    Why does the Risk Assessment report for S3-Progression Rate indicator show no data and suspended rating even after data has been submitted?

    Any units of study undertaken as ‘Work Experience’ in Industry are excluded from the calculation of S3 Progression Rate. Check if the Element E337 Work experience in industry code is populated with a value of 1 or 2 for all units of study.

    While calculating the S4-Graduate Satisfaction risk rating, are negative responses also considered?

    TEQSA considers only the number of positive responses to the questionnaire (i.e. the number of responses above a neutral response. Could be “moderately agree, agree, somewhat agree, strongly agree.”)

    Are non-award courses included in the Broad Field of Education (BFOE) while calculating the risk rating for S5-Senior Academic Leaders?

    We exclude ‘Non-Award Course’ while considering the BFOE count, however we include ‘Mixed Field Programmes’ in our calculations. For more information about the non-award courses please refer to TCSI website.

    What academic levels are included under the Senior Academic Leaders for non-university providers?

    In addition to Level D and E, TEQSA includes data reported to the Tertiary Collection of Student Information (TCSI) against Level C for assessing the Senior Academic Leaders (SAL) risk rating.

    TEQSA has included this information in its assessment because:

    • providers who were subject to the Education Services (Post Secondary Education) Award 2020 (the Award), used to report some of their senior academic staff to TCSI under code 160
    • in 2021, TCSI removed code 160, and required providers to report senior academic leaders against Level C, D and E
    • in the absence of information about which non-university providers are subject to the Award, TEQSA assesses all non-university providers to include staff reported against Level C as senior academic leaders. This allows for having a common formula for calculating the SAL risk ratings and does not disadvantage any provider.

    Why is there a difference in the EFTSL values used in the calculation of S1-Student Load and S6-Student Staff Ratio? Are students enrolled in research units, VET, and short courses, etc., considered in the calculation of S6-Student Staff Ratio?

    Student to staff ratio is calculated by considering the ratio of total onshore coursework student load (EFTSL) to total onshore teaching only (TO) and teaching and research (T&R) staff full-time equivalent (FTE) employed by the provider, including casuals. Students enrolled in research units, VET, and short courses, etc., are not considered in the calculation of S6-Student to Staff ratio, whereas they are included in the total EFTSL count under S1-Student Load.

    Please also refer to TCSI site for further information.

    Are any staff excluded while calculating the risk rating for S7-Casualisation?

    Yes, non-academic staff are excluded.

    To filter out non-academic staff, the data for Element E509 - Current duties classification group code with a value of 11 (Non-academic classification level group) is excluded from the calculations.

    Non-academic staff are excluded because S7- Casualisation only captures the percentage of academic FTE employed on a basis other than full time or fractional full time to total academic FTE employed by a provider.

    I follow the calendar year, when should I submit the finance data?

    A condition of registration is that registered higher education providers must provide an audited annual financial statement in the approved form, within 6 months after the end of the annual reporting period (Section 27 of the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act)). This reporting is also a requirement under Subdivision 19-B, section 19-10 of the Higher Education Support Act 2003.

    Providers following the calendar year, i.e. with a financial year ending 31 December, should submit the finance data by 30 June of the following year.

    Providers following the financial year, i.e. with the financial year ending 30 June, should submit the finance data by 31 December of that year.

    For example, for 2025 Risk Assessment cycle:

    • if following calendar year, i.e. January- December 2024, data should be submitted by 30 June 2025
    • if following financial year, i.e. July 2023-June 2024, should have already submitted the data by 31 December 2024.

    Do I need to submit financial performance data as well as the audited financial statements?

    Yes, both financial performance data and audited financial statements should be submitted by the due date.

    All providers are required to report their financial performance data and audited financial statements (pdf) on an annual basis to the Department of Education. Except for universities, all providers report data through the Department’s HELP IT System (HITS). For all HITS related enquiries, please email FEE-HELP@education.gov.au.

    See the Department’s HELP Resources for Providers page for more information about HITS, including a user guide.

    For universities, audited financial statements should be submitted to the Department of Education at ppfinance@education.gov.au, along with a completed Annual Financial Return spreadsheet provided by the Department of Education.

    If you are a new provider, then please register in HITS. Instructions on how to register are available on pages 41-43 of the HITS User Guide. From this page, you will be prompted to input the sector (HE, VET or dual) and other relevant information. If you have any specific questions about HITS, please email FEE-HELP@education.gov.au.

    What will happen if the financial performance data and audited finance data are submitted after the due date?

    Finance data should also be submitted by the due date. Failure to submit financial information within required timeframes is a breach of a condition of registration for which TEQSA may apply sanctions.

    Such sanctions may include TEQSA issuing an infringement notice, shortening the period of registration or cancelling registration (sections 98, 100-101, 113 and 118 of the TEQSA Act). In addition, TEQSA may assign a ‘high’ risk rating to the provider in the annual risk assessment cycle.

    Are provider risk ratings for risk indicators decided by comparing them with sector benchmarks?

    Provider risk ratings for indicators are not decided by comparing them with the sector benchmarks. The risk assessment framework enables a consistent, structured, and systematic approach to assessing risk across all providers. This is achieved by using a standard format and set of risk indicators across areas of institutional practice and outcomes that are central to all providers.

    Why are there inconsistencies in the percentage scales across different indicators within the Risk Assessment reports?

    The Risk Assessment reports involve a variety of data related to staff, student and finance across multiple providers. This makes it difficult to have one standard approach for the percentage scales. Furthermore, the axes on different pages of the report are adjusted to accurately reflect the varying ranges and distributions of data for each provider, ensuring clarity and precision.

    The current approach:

    • highlights key insights specific to each risk indicator dataset
    • avoids misinterpretation from a uniform scale
    • maintains meaningful relative comparisons within each chart.

    Additionally, customized axes help capture outliers effectively, enhancing the visual appeal and readability, and makes the presentation more engaging and easier to follow.

    Which casual staff data is used by TEQSA for calculating risk ratings – estimates or actual?

    TEQSA uses casual staff data from the Casual Staff Actuals packet.

    TEQSA does not use data from the Casual Staff Estimates packet to calculate risk ratings.

    Which staff data packets are used by TEQSA for its Risk Assessment?

    Using the example of Risk Assessment Cycle RA2024 (Data Year 2023), staff data from the 2023 Full-Time Staff packet and the 2023 Casual Staff Actuals packet (collected the following year) will be used by TEQSA for its Risk Assessment.

    Providers submit the Casual Staff Actual data using the Element E514 - Actual full-time equivalence prior year. However, TEQSA gets the value for the Staff Actual Casual from the Department of Education’s internal dataset Element E506 -  Work contract code filtered for a value of 4 - Casual work contract - actual data reported in year after the collection year.

    For any further queries on staff data reporting, please contact the TCSI Support Team at TCSIsupport@education.gov.au.

    What is the process to verify provider data in the TCSI system?

    The screenshot below taken from the Provider Data Verification User Guide on the TCSI website provides an overview of the verification process.

    For further information, please contact the TCSI Support Team at TCSIsupport@education.gov.au.

    An overview of the verification process TCSI

    I have changed my LIVE data in the TCSI system after collection sign-off, why does the updated LIVE data not reflect in my Risk Assessment reports?

    Types of reports in TCSI

    The above figure provides an overview of the different types of reports in TCSI. Unless unique circumstances arise, TEQSA only uses the Verified Report Data for its Annual Risk Assessment. Therefore, any change made to the LIVE data is not automatically reflected in TEQSA’s Risk Assessment reports.

    Therefore, it is important for providers to ensure the data they submit to the TCSI system is accurate before verifying and signing off on it.

    What are the deadlines for submitting the data for Risk Assessment?

    The Annual Information Collection page on the TEQSA website provides all the details and submission deadlines for Risk Assessment.

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    Related links

  • Risk assessment cycle

    The risk assessment cycle occurring in 2025

    The risk assessment cycle occurring in 2025 uses the indicators set out in the TEQSA Risk Assessment Framework.

    For this cycle we will:

    • include risk assessment for 2023 student, staff data and audited financial data
    • continue to share provisional risk assessment reports with providers. Providers will have an opportunity to comment on the provisional report before a final risk assessment report is completed.

    As TEQSA requires multi-year data for several risk assessment metrics, providers registered after 1 January 2022, will not receive a risk assessment report.

    Frequently asked questions for the risk assessment cycle occurring in 2025 are also published to assist providers.

    What stays the same?

    1. Provider risk assessments will continue to be treated confidentially by TEQSA.
    2. The outcome of the risk assessments will continue to inform TEQSA’s approach to regulation, which is guided by principles of risk, necessity, and proportionality.
    3. Regulatory history continues to be used to inform risk ratings. TEQSA weighs regulatory decisions made from 1 January 2022, and any active conditions on the provider’s registration when determining the overall ratings.

    For more information on TEQSA risk assessment, please contact the Risk Team at risk@teqsa.gov.au.

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  • Consultation opens for guidance notes

    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 has opened consultation on the following 3 draft documents:

    This consultation closes at 5:00pm (AEST) on Friday 18 July 2025.

    You can submit feedback to consultation@teqsa.gov.au. Submissions in Microsoft Word or PDF format are preferred.

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  • Raising a complaint or concern

    Raise a concern or complaint

    TEQSA collects and analyses information to assure the quality of Australia’s higher education providers. One source of information used is concerns and complaints raised with us. This information helps TEQSA assess whether or not a provider is meeting their regulatory obligations.

    Concerns and complaints are prioritised based on our compliance priorities. Generally, we pursue issues that pose the greatest risks to either students or the integrity, quality or reputation of Australia’s higher education sector.

    If you wish to raise a concern or complaint, we recommend first checking that we are the most suitable organisation to assist. You can do this by reading the below section, How to raise a complaint or concern.

    If you are a student seeking to resolve a complaint with your higher education provider, the National Student Ombudsman may be best placed to help you. The National Student Ombudsman works with students and higher education providers to resolve complaints. It is a free, independent service and does not take sides.

    How to raise a complaint or concern

    1. Raise your concern with the provider
    2. Confirm TEQSA is the right organisation to help
    3. Raise a complaint or concern.

    1. Raise your concern with your provider

    Before raising a complaint or concern with TEQSA, we encourage you to raise it directly with your provider, where appropriate. Providers have complaints processes in place to help you resolve issues.

    Your provider’s process will generally require you to submit the complaint in writing. You should receive a formal response, outlining how your complaint will be considered and when you can expect a response. The provider should investigate your complaint and notify you in writing of the outcome.

    If your complaint is not resolved by the provider’s internal processes, you can seek a review from an independent third party. Providers are required to have a process in place for students to seek an appropriate independent, third party review. This process must be available to students at no charge or at a reasonable cost. In many cases, the third party may be the office of an ombudsman, such as the National Student Ombudsman.

    2. Confirm TEQSA is the right organisation to help

    TEQSA protects the interests of students and the reputation and standing of Australian higher education. We use complaints and concerns as a source of information, along with other risk intelligence and our compliance priorities, to decide when regulatory action is appropriate.

    TEQSA can take action when there is concern about a serious systemic risk to students, or to the quality or reputation of Australia’s higher education sector. Some examples include, student wellbeing and safety, admission practices, and the quality of teaching and learning. TEQSA’s actions will be guided by its current compliance priorities.

    We cannot take action on concerns that are not in our scope of responsibility. Examples include guidance on interpreting a provider’s policies and procedures, or disputes about an individual’s:

    • assessment results or outcomes
    • recognition of prior learning
    • fees and refunds
    • cancellations
    • scholarships.

    There are other organisations who can assist you if a matter is outside TEQSA’s scope of responsibility. The types of matters that fall outside TEQSA's responsibility, and that can be responded to by another organisation, include:

    Resolving a complaint or dispute with a higher education provider

    International students resolving complaints or disputes with private providers about administrative actions or decisions and the related processes

    Concerns about a Vocational Education and Training (VET) course

    Matters relating to HELP loans, including FEE-HELP

    Matters relating to VET FEE-HELP or VET Student Loans

    Complaints about migration agents

    Matters relating to student visa requirements or reporting suspicious activities relating to immigration or citizenship

    3. Raise a complaint or concern

    Please complete our form using the link below.

    Raise a complaint or concern

    We’ll acknowledge receipt of your complaint or concern by email and carefully consider the appropriate response. There are a range of possible outcomes, and these are outlined on our What happens next page.

    For more information about how we handle concerns and complaints, please see our Concerns and complaints about providers policy.

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  • Education to industry: How gen AI is shaping tomorrow webinar recording

    On 12 June, TEQSA hosted a joint webinar with the National Artificial Intelligence Centre (NAIC) and Jobs and Skills Australia (JSA).

    The webinar explored the impact of gen AI on education and industry, including the role of both professional accreditation bodies and higher education providers in ensuring future graduates have the knowledge and skills they will need as they enter the workforce.

    A recording of the webinar is now available.

    Links to the resources mentioned during the webinar are below.

    National Artificial Intelligence Centre

    Jobs and Skills Australia

    TEQSA

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