• Key considerations for providers preparing a self-assurance report (course accreditation for registered providers)

    The self-assurance report is an opportunity for you to articulate and evidence the effectiveness of your systems of self-assurance as they relate to your operational context and the course accreditation application, thereby demonstrating how you have assured yourself of compliance with the requirements of the HES Framework.

    Outcomes of your self-assurance activities should be used to demonstrate your capacity to identify, mitigate and manage risks to higher education quality, and relatedly, to identify and action opportunities for improvement.

    To assist you in preparing your self-assurance report and application, TEQSA has compiled the following list of key considerations relevant to course accreditation. This is not a definitive list and is intended to support providers in considering (and subsequently demonstrating consideration of) relevant factors and potential areas of risk that may apply to this application type.

    TEQSA recommends that you give regard to the key considerations relevant to your specific context, noting that this is expected to vary from application to application.

    Course design, learning outcomes and assessment
    • Learning outcomes embrace specific, generic, employment-related and life-long learning outcomes
    • Learning outcomes are consistent with the level and field of education, and informed by credible national and international comparators
    • Course content and learning activities suit the level of education/qualification and the expected learning outcomes
    • Methods of assessment are credibly capable of assessing the expected learning outcomes
    • Assessments and units of study are scaffolded to support progressive and coherent achievement of the expected learning outcomes
    • National and international comparators are advanced in support of course design, including where novel delivery models are proposed
    • Work integrated learning is well conceived in design and rationale, and where it forms part of the requirements for professional accreditation is fit for that purpose
    • The course is consistent with the relevant Australian Qualifications Framework (AQF) level specification, including a credible volume of learning irrespective of delivery mode
    • Entry and exit pathways are clearly specified for nested courses
    • Students have equal opportunity for attainment and equivalent student experiences irrespective of delivery mode, location or language of instruction.

    TEQSA recommends that providers consider our guidance notes on course design (including learning outcomes and assessment) and nested courses of study.
    Admissions
    • Admissions processes are transparent, with accurate and current admissions information made available to prospective students
    • Admissions processes consider different student cohorts and sub-groups and are designed to ensure that all admitted students have the academic preparation and proficiency in English to succeed in their chosen course of study, and no known limitations to impede progression or course completion.

    TEQSA recommends that providers consider our guidance note on admissions (coursework) and the good practice note on making higher education admissions transparent for prospective students.
    Course resourcing, including staffing
    • The academic staffing profile is suitably skilled, qualified and supported to deliver the course in the nominated discipline at the qualification level
    • Academic leaders demonstrate current discipline expertise to credibly lead and oversee teaching
    • Staff numbers and workload hours are sufficient to meet the educational, academic support, and administrative needs of students (considering projected student numbers)
    • Assessments of professional equivalence are tailored to the field and level of education required of academic and supervisory staff and consistent with internal policies
    • Credible guidance and oversight arrangements exist for staff who do not fully meet the requirements of Standard 3.2.3
    • Course delivery is supported by sufficient, accessible and quality learning resources that reflect the learning needs of students (considering differing modes and locations of delivery, and language of instruction)
    • Specialist resources and facilities are fit for purpose, available and accessible as needed.

    TEQSA recommends that providers consider our guidance notes on staffing, learning resources and educational support, determining professional equivalence and scholarship.
    Certification
    • Award titles are consistent with the AQF issuance policy and reflect the field of education and intended graduate outcomes.
    Quality assurance
    • Course development processes involve participants competent to assess the design, delivery and assessment of the course, including independent external participants with discipline expertise
    • Course development processes include coordination with the relevant professional accrediting body and reference the current professional accreditation standards where accreditation is required for graduates to be eligible to practise
    • Course development processes consider relevant requirements for recognition by peak industry bodies or associations
    • Applicable sector and discipline risks are considered as part of course development and approval processes
    • Active arrangements exist to support the use of another registered provider’s intellectual property
    • Internal course approval processes are rigorous, and validate course quality and standing
    • Quality assurance mechanisms will support the monitoring and review of third party or transnational delivery arrangements.

    TEQSA highly recommends providers consider our guidance note on academic quality assurance and resource on engaging a suitable and independent external reviewer.

    TEQSA further recommends consideration of TEQSA’s guidance note on delivery with other parties and the transnational education (TNE) toolkit.
    Preparedness to deliver research courses for the first time
    • Sufficient financial and other resources are applied to successfully offer and support research degrees consistent with the requirements of the HES Framework, and to sustain the quality of higher education that is offered
    • An institutional research policy framework is established and implemented, including policies and procedures to govern the assessment of research degrees
    • A training environment is established that includes suitable induction processes, supervisory arrangements and resources
    • Measures are in place to promote and foster a culture of research integrity
    • Mechanisms are in place to ensure competent academic governance and leadership of research training consistent with institutional academic governance policy frameworks, including a dedicated research committee responsible for research activities and ethics
    • Processes and structures are established, and responsibilities assigned, that collectively evidence academic oversight of the quality of teaching, learning, research and research-training
    • Credible continuity plans and adequately resourced financial tuition safeguards are in place to mitigate disadvantage to students due to any unexpected changes in a provider’s operations.

    TEQSA recommends providers consider our guidance notes on research and research training and academic and research integrity.
    Delivery of research courses
    • Quality assurance processes identify, manage and mitigate risks specific to research-training
    • Supervisory arrangements are appropriate, including principal supervisors being suitably qualified and experienced in research in the relevant field
    • Research candidates acquire the relevant skills, and their major assessable research outputs are assessed by suitably qualified external assessors, contributing to development of the field
    • Coursework components of research degrees meet established governance and quality assurance requirements for coursework.

    In preparing your self-assurance report you are also expected to self-identify and address any significant risks or opportunities for improvement specific to your individual circumstances. These may include, but not be limited to risks associated with:

    • your regulatory and compliance history, including management of course conditions, voluntary undertakings, and any other adverse outcomes from recent regulatory assessments undertaken by TEQSA
    • observations and recommendations made by TEQSA about areas for improvement to support quality enhancement
    • areas of high or heightened risk identified by TEQSA in our annual Provider Risk Assessments (e.g. attrition rates, progression rate, senior academic leaders)
    • recent significant changes, including changes to senior leadership, ownership, third-party arrangements, courses, or organisational structure, or significant events, including media reporting or public attention surrounding an issue at your organisation
    • issues identified by other government and regulatory bodies (ASQA, the Department of Home Affairs, etc), or professional accreditation bodies.

    Further information

    For more information or assistance when applying for course accreditation, please contact the Courses team at assessments@teqsa.gov.au. 
     

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  • Key considerations for providers preparing a self-assurance report (renewal of course accreditation)

    The self-assurance report is an opportunity for you to articulate and evidence the effectiveness of your systems of self-assurance as they relate to your operational context and the renewal of course accreditation application, thereby demonstrating how you have assured yourself of ongoing compliance with the requirements of the HES Framework.

    Outcomes of your self-assurance activities should be used to demonstrate your capacity to identify, mitigate and manage risks to the course, to identify and action opportunities for improvement and monitor and evaluate your success. This narrative should contextualise key changes made to the course over the last period of accreditation.

    To assist you in preparing your self-assurance report and application, TEQSA has compiled the following list of key considerations relevant to renewal of course accreditation. This is not a definitive list and is intended to support providers in considering (and subsequently demonstrating consideration of) relevant factors and potential areas of risk that may apply to this application type.

    TEQSA recommends that you give regard to the key considerations relevant to your specific context, noting that this is expected to vary from application to application.

    Course monitoring and review
    • Scope, depth and types of course monitoring and analysis is suited to provider scale
    • Student performance is monitored and reviewed consistently over time, and specifically considers and compares outcomes across identified student cohorts, sub-groups and third-party delivery
    • Monitoring of academic integrity breaches includes identification and analysis of student cohorts and sub-groups
    • Developments in the field of education, including revisions to professional accreditation or industry requirements, are routinely monitored to ensure the currency of course content and design
    • Objects and processes employed for external referencing of the course and student performance are tenable and credible.

    TEQSA recommends that providers consider our guidance notes on monitoring and analysis of student performance and academic monitoring, review and improvement.
    Quality assurance
    • Third party or transnational delivery arrangements are regularly monitored and reviewed to assure quality and parity of student experience and supervision, the integrity of the higher education qualification being awarded, and ongoing compliance with the Threshold Standards
    • Monitoring and analysis activities are used to develop a sound understanding of student performance, and create an evidence base to enhance student outcomes at the course and institutional level – including improvements to admissions criteria, and approaches to course design, teaching, supervision, learning and academic support
    • Analysis of student performance assures quality outcomes by testing and validating a provider’s capacity to predict risks for identified groups of students and evaluate control measures, and to support the identification and management of previously unpredicted or unmitigated risks
    • Internal quality assurance mechanisms consider individual provider and key sector risks and implement controls that are suited to the identified risk and the course being delivered
    • Internal course review and reapproval processes are rigorous, and where applicable demonstrate consideration and implementation of actions stemming from independent external reviews.

    TEQSA recommends that providers consider our guidance notes on academic quality assurance, delivery with other parties and academic and research integrity.

    TEQSA further recommends that providers consider our good practice note on addressing contract cheating to safeguard academic integrity, and TEQSA’s resources on artificial intelligence.

    In preparing your self-assurance report you are also expected to self-identify and address any significant risks or opportunities for improvement specific to your individual circumstances. These may include, but not be limited to risks associated with:

    • your regulatory and compliance history, including management of course conditions, voluntary undertakings, and any other adverse outcomes from recent regulatory assessments undertaken by TEQSA
    • observations and recommendations made by TEQSA about areas for improvement to support quality enhancement
    • areas of high or heightened risk identified by TEQSA in our annual Provider Risk Assessments (e.g. attrition rates, progression rate, senior academic leaders)
    • recent significant changes, including changes to senior leadership, ownership, third-party arrangements, courses, or organisational structure, or significant events, including media reporting or public attention surrounding an issue at your organisation
    • issues identified by other government and regulatory bodies (ASQA, the Department of Home Affairs, etc), or professional accreditation bodies.

    Further information

    For more information or assistance when applying for renewal of course accreditation, please contact the Courses team at assessments@teqsa.gov.au.

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  • Key considerations for providers preparing a self-assurance report (renewal of course accreditation in teach out)

    The self-assurance report is an opportunity for you to articulate and evidence the effectiveness of your systems of self-assurance as they relate to your operational context and the application to renew a course in teach out, thereby demonstrating how you have assured yourself of ongoing compliance with the requirements of the HES Framework.

    Outcomes of your self-assurance activities should be used to demonstrate your capacity to identify, mitigate and manage risks to the course that arise from the decision to place the course in provider-initiated teach out, and the measures in place to support students throughout the teach out process.

    Where you have identified limitations in your capacity to manage risks to students and the quality of education, you should outline your plans to address and overcome these limitations.

    In preparing your self-assurance report and application, TEQSA recommends demonstrating consideration of the following:

    Suitability of the course to enter teach out 
    • Rationale for teaching out the course
    • New enrolments to the course have ceased
    • The course will cease to be delivered to students within 24 months of the date on which the current accreditation period is to end
    • This is the first application to renew the course in teach out.
    Teach out plan

    The teach out plan considers:

    • the number of months/years that the course needs to remain in teach out
    • course progression analysis and forecasted completions for individual students to ensure that all students will either successfully graduate or transition out of the course within the teach out period
    • contingencies to enable students sufficient time to complete their studies should they take unplanned leave, fail units, or request part-time study arrangements
    • the resources and support services required to support delivery of the course throughout the teach out period and maintain educational quality
    • transition arrangements for alternative courses at the same providers, including entry requirements and recognition of prior learning (RPL)
    • transition arrangements and agreements with other providers, including entry requirements, RPL and any additional costs to the students.
    Information for students
    • Provider marketing material for the course is updated
    • Communications with students are transparent and:
      • advise of the decision to teach out the course
      • outline the options available to enable completion of the course, including options for students who find that they will not be able to complete by the teach out expiry date
      • provide assurance that they will experience no adverse impact due to the decision to teach out the course, with continued resources and support services available to support student progression and completion.
    • Students are aware of, and can access, grievance and complaints handling processes (see TEQSA’s guidance note on grievance and complaint handling).
    Governance
    • Actions taken to implement the teach out process are consistent with internal policies concerning the discontinuation or teach out of courses
    • The decision to teach out the course has been approved by the peak governing bodies after consideration of:
      • the rationale for the recommendation to teach out the course
      • risks to financial viability
      • risks to students and educational quality.

    TEQSA recommends that providers consider our guidance note on academic governance.

    In preparing your self-assurance report you are also expected to self-identify and address any significant risks specific to your individual circumstances, including any risks associated with the regulatory and compliance history of the course (e.g. active course conditions or voluntary undertakings).

    Further information

    For more information or assistance when applying for renewal of course accreditation in teach out, please contact the Courses team at assessments@teqsa.gov.au.

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  • Application forms and support

    The Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework 2021) replaced the Higher Education Standards Framework (Threshold Standards) 2015 (HES Framework 2015) on 1 July 2021. Information regarding the HES Framework 2021 (including a contextual overview and breakdown of each Domain) is available from our Higher Education Standards Framework 2021 section.

    Supporting materials for online applications

    Application guides

    Guides/templates

    We appreciate the constructive feedback received to date on the revised application guides. While the beta consultation period for the application guides above has now closed, comments are still welcome. 

    Please direct any feedback to standards@teqsa.gov.au. 

    Good practice notes

    Guidance notes

    View TEQSA's guidance notes relating to the HES Framework on our guidance notes page.

    Online forms

    Online application forms (for applications under the Tertiary Education Quality and Standards Agency Act 2011) are available through the Provider Portal.

    Prospective higher education providers applying for initial registration

    • Registration in HEP Category
    • Initial Course Accreditation

    Registered higher education providers

    • Course Accreditation existing provider
    • Renewal of Course Accreditation
    • Renewal of Registration
    • Self-Accrediting Authority

    These new forms are supported by a range of application guides (see above for examples).

    Other guides

    Confidentiality

    Core Plus model for regulatory assessments

    eLearning

    ELICOS

    English waivers

    Risk assessment

    Fit and proper person declarations

    Please note that this fit and proper person declaration can be used for both the TEQSA and ESOS Acts.

    Supporting materials for CRICOS applications

    For further information or assistance, please refer to TEQSA’s CRICOS and ELICOS page, or contact the CRICOS team at cricos@teqsa.gov.au.

    TEQSA's public disclosure policy

    This document outlines our approach to public statements about regulatory actions and issues. 

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    Related links

  • New application guides for course accreditation

    The following application guides, effective 15 July 2025, are now published on the TEQSA website.

    The guides reflect the current processes for registered providers to follow when applying to accredit or renew accreditation of a higher education course of study, including undergraduate certificates and graduate certificates.

    Please note, the short course assessment process no longer applies. This guidance applies for all future course accreditation and renewal applications irrespective of course type.

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  • TEQSA initial provider registrations policy

    Body

    1. 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’s Initial Registration Assessment Team. 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.

    2. Scope

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

    3. 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 timeframe specified in a TEQSA request, or where information raises further concerns, TEQSA will consider additional assurance action.
    5. TEQSA may 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.

    4. Contact

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

    Document information

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  • How to apply for course accreditation

    To deliver a higher education course of study, registered higher education providers without self-accrediting authority must apply to have the course accredited by TEQSA.

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

    Applications must be submitted using the approved online form through the Provider Portal, include all information requested, and be accompanied by the applicable fee. See more information on our fees page.

    Applications will only be considered received by TEQSA once the approved application form, requested evidence and preliminary assessment fee payment have been received.

    Application guide for course accreditation

    It is essential that providers read the application guide for course accreditation before submitting an application. The application guide explains the application process, sets out the required evidence that will need to be submitted with each application, and provides guidance in preparing the application.

    Key considerations for providers preparing a self-assurance report (course accreditation for existing providers)

    All providers are required to prepare and submit a self-assurance report as part of a course accreditation application. This report should demonstrate the effectiveness of a provider’s self-assurance processes in monitoring, managing and mitigating risks to the course as an integral part of their day-to-day operations.

    Guidance on what TEQSA recommends applicants consider in preparing the report is available on our website.

    External reviews

    TEQSA strongly encourages providers to seek review of a proposed course of study by a suitably qualified independent external reviewer. External reviews can be an effective way for providers to validate course design, ensuring that course content and learning outcomes are consistent with the level and field of education, and to identify and implement improvements.

    The engagement of an independent external reviewer should be viewed primarily as an opportunity to contribute to self-assurance practices and efforts at continuous improvement, rather than a method to meet TEQSA or other requirements. 

    Where providers have sought an independent external review of a proposed course of study, copies of the reviewer’s reports and evidence of the provider’s response should be submitted with the application.

    Further information

    For more information or assistance with preparing a course accreditation application, please contact the Courses team at assessments@teqsa.gov.au.

    NOTE: The above guidance applies to courses of study that lead to a higher education qualification recognised under the Australian Qualifications Framework (AQF). Providers seeking to add a ELICOS or Foundation Program to CRICOS should refer to our CRICOS page.

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    Related links

  • How to apply to renew course accreditation

    Registered higher education providers without self-accrediting authority must apply to TEQSA 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 TEQSA has agreed to a shorter time frame. Providers hoping for a shorter time frame must contact us as soon as possible.

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

    Applications must be submitted using the approved online application form through the Provider Portal, include all information requested, and be accompanied by the applicable fee. See more information on our fees page.

    Applications will only be considered received by TEQSA once both the approved application form and fee payment have been received

    Please note there is a separate application form available in the provider portal for providers seeking renewal of an Undergraduate Certificate course.

    Once an application has been submitted, the course accreditation continues until TEQSA has made a decision on the application.

    Application guide for renewal of accreditation

    It is essential that providers read the application guide for renewal of accreditation before submitting an application. The application guide explains the application process, sets out the required evidence that will need to be submitted with each application, and provides guidance in preparing the application.

    Key considerations for providers preparing a self-assurance report (renewal of accreditation)

    All providers are required to prepare and submit a self-assurance report as part of a renewal of accreditation application. This report should demonstrate the effectiveness of a provider’s self-assurance processes in monitoring, managing and mitigating risks to the course as an integral part of their day-to-day operations.

    Guidance on what TEQSA recommends providers consider in preparing the report is available on our website.

    External reviews

    TEQSA strongly encourages providers to consider engaging a suitably qualified independent external reviewer in support of course review and improvement processes. Independent external reviews can be an effective way for providers to check the effectiveness of their quality assurance processes and ensure that accredited courses remain current and aligned with developments in the field of education.

    The engagement of an independent external reviewer should be viewed primarily as an opportunity to contribute to self-assurance practices and continuous improvement of the course and related institutional policies, rather than a method to meet TEQSA or other requirements.

    Where providers have sought an independent external review of the course of study, copies of the reviewer’s reports and evidence of the provider’s response should be submitted with the application.

    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. The ability to submit concurrent applications depends on a range of factors, including accreditation and registration periods.

    Providers are strongly encouraged to contact us to discuss the best way of packaging applications prior to submission.

    Further information

    For more information or assistance with preparing an application to renew course accreditation, please contact the Courses team at assessments@teqsa.gov.au.

    NOTE: the above guidance applies to the renewal of accreditation of courses of study that lead to a higher education qualification recognised under the Australian Qualifications Framework (AQF). Providers seeking to renew an existing ELICOS course or Foundation Program should refer to our CRICOS page.
     

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