• Guidance note: Staffing

    Body

    TEQSA’s guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other interrelated standards and highlight potential risks to compliance. They do not introduce prescriptive obligations.
     

    The definitive instruments that set out providers’ obligations in delivering higher education remain the Threshold Standards (as written by the Higher Education Standards Panel) and the TEQSA Act.
     

    In early 2024, TEQSA consulted stakeholders with a draft version of the guidance note about staffing and considered all feedback.
     

    This guidance note was finalised on 11 June 2025.
     

    The purpose and intent of the guidance note about staffing is to support providers in developing policies and processes to ensure there is requisite workforce planning and oversight of staffing arrangements and that both academic and professional staff have sufficient knowledge, skill, resources, qualifications or experience to provide adequate support to students and lead them towards expected learning outcomes.
     

    1. What does staffing encompass?

    Under the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards), registered higher education providers (providers) have obligations around staffing1 to ensure that:

    • student and staff support and services are sufficiently resourced by appropriately trained and qualified professional staff
    • academic staff have sufficient knowledge, teaching capacity and teaching expertise to meet the needs of students
    • research, research training, and scholarship is supported through appropriate policy frameworks and resources.

    Workforce planning supports a sound approach to planning, developing, maintaining and optimising staffing arrangements. Successful workforce planning ensures a staffing profile that will fulfil the provider’s higher education mission and ensure that the provider meets, and continues to meet, the requirements of the Threshold Standards and operates as an efficient organisation, both academically and corporately.

    The primary part of the Threshold Standards that sets out providers’ obligations around staffing is Section 3.2. Providers are expected to ensure their students:

    • are supported in their learning
    • have teachers who are qualified and equipped to lead them in their chosen course of study and towards expected learning outcomes
    • can access teaching staff when seeking individual assistance.

    Professional staff make important contributions to the delivery of learning and teaching. Providers should ensure they have sufficient professional staff to support the administration of learning and teaching operations and that these staff have the contemporary knowledge and skill needed to meet the requirements of their roles.

    Similarly, providers should confirm, through regular oversight, that academic staff, particularly those responsible for teaching and supervision, are appropriately equipped for their roles. This includes ensuring academic staff have, and continuously hold through ongoing professional development:

    • knowledge of contemporary developments in their discipline or field, informed by continuing scholarship and/or research
    • knowledge of current teaching and assessment approaches relevant to the discipline, and the skills and capacity to apply and disseminate disciplinary knowledge relevant for the mode of delivery and the needs of students
    • knowledge of institutional policies on academic integrity and how to identify potential academic and research integrity breaches and take appropriate action
    • a qualification in a relevant discipline at least one level higher than is awarded for the course of study, or equivalent relevant academic, professional or practice-based experience and expertise, except for staff supervising doctoral degrees having a doctoral degree or equivalent research experience.

    Providers are also expected to ensure that staff in the academic leadership team hold the necessary skills and experience to:

    • determine academic policies and standards for the provider
    • guide and supervise less experienced staff.

    Further, when undertaking research training, a provider should have enough suitably qualified and experienced academic and professional staff to provide supervision and support to research candidates in the fields of research being undertaken. The research output of students undertaking research training must also be assessed by suitably qualified experts who:

    • are independent of the work being assessed
    • have international standing in the relevant field of research to be assessed
    • have the competency to undertake assessments.

    2. What TEQSA will look for

    TEQSA considers relevant standards from the Threshold Standards in the context of staffing and workforce planning, among which most notably are:

    Part A: Standards for HE providers Key considerations
    2.1.1-3: Facilities and Infrastructure
    • There is appropriate staffing to ensure facilities and infrastructure are fit for purpose, sufficient for the students who use them and accessible when needed.
    2.3.4: Wellbeing and Safety
    • Providers promote and foster an environment that safeguards and supports the wellbeing and safety of both staff and the students they support.
    3.2.1-5: Staffing
    • Staff have appropriate training, level of qualifications and knowledge of contemporary developments in a relevant field or discipline to meet expected student learning outcomes.
    • Teaching staff who do not meet the standard for teaching or supervision are supervised by staff who do.
    • Professional staff have sufficient knowledge, skill and capacity to meet the administrative needs of student cohorts.
    • There are sufficient resources, including staff, to deliver new or reaccredited courses.
    • Staff are accessible to students seeking individual assistance with their studies.
    • Academic staff maintain knowledge of contemporary developments in relevant disciplines or fields, and skills in contemporary teaching, learning and assessment principles.
    3.3.4: Learning Resources and Educational Support
    • Staff who deliver learning support offer services tailored to the mode of study and specific needs of student cohorts.
    4.1.2: Research
    • Research staff are equipped with the qualifications, experience and skills required for their roles.
    4.2.2-3a-c: Research Training
    • As part of their research training, research students are supported by continuing supervisory arrangements.
    • Research students are provided with the appropriate resources, study environment, and support required for their project.
    • Supervisory staff have the requisite qualifications, experience and currency of knowledge in a relevant field of research to support research students.
    • Supervisors demonstrate on-going, original research contributions to a relevant field or discipline.
    5.3.3 and 5.3.6: Monitoring, Review and Improvement
    • The quality of teaching within a course of study, including staff support, is continuously improved and maintained through cyclic monitoring and review.
    • Teachers and supervisors have access to feedback on their performance and are supported in enhancing these activities.
    5.4.1-2: Delivery with other Parties
    • The governing body assures that quality delivery is maintained where a provider enters an arrangement with another party, including assurance that obligations regarding staffing are being met.
    6.1.4: Corporate Governance
    • An institutional culture is promoted and maintained that ensures staff are treated equitably and appropriate consideration is given to the different supports required by diverse groups of staff.
    • A safe environment is promoted and maintained by taking a proactive and educative approach to wellbeing.
    • Staff wellbeing is fostered by addressing the need to minimise vicarious trauma and/or burnout of staff who work in student-facing roles.
    6.2.1a-c,e: Corporate Monitoring and Accountability
    • Governing bodies ensure the provider has the capacity to deliver on its mission through its workforce with oversight of workforce needs and capabilities. Staffing is considered when setting and monitoring corporate directions and targets, considering resourcing needed to maintain and sustain the provider’s business model, and identifying and managing risks.
    • Governing bodies ensure the provider complies with legislative requirements such as workplace laws.
    • Governing bodies ensure sufficient systems and processes are in place to address material risks such as underpaying staff.
    6.3.1-2: Academic Governance
    • Institutional processes and structures are in place to maintain academic leadership and academic oversight to mitigate risks and assure the quality of teaching, learning, research and research training, including risks arising from staffing.
    • Staff in the academic leadership team hold the necessary skills and experience to perform their roles.

    TEQSA will seek information demonstrating that the level and type of staffing for courses of study meet the requirements of the Threshold Standards. This includes information about the overall planned or current complement of professional and academic staff, and the capabilities of individual academic staff members. TEQSA will expect to see key elements of a workforce planning process encompassing planning, target setting, monitoring and improvement and that these elements give rise to informed views at senior executive and governing body level.

    In the first instance, TEQSA will take account of the stage of development of the provider (e.g. new, developing or established) and whether the provider is in a relatively stable phase of staffing or is proposing new initiatives that require significant new workforce planning, such as:

    • introducing a new field of education or course of study
    • developing a new campus or mode of delivery
    • a proposed change of provider category
    • marked changes in service delivery or scale of operations.

    Applicants applying for initial registration will need to provide TEQSA with a workforce plan detailing how they will achieve and maintain the quality and level of academic and professional staffing required. TEQSA will need to be satisfied that the provider will meet the staffing requirements of the Threshold Standards for the initial establishment phase and then continue to meet the requirements through subsequent phases. Providers will need to show how they will scale their workforce progressively as student numbers are projected to increase. The applicant should also prepare contingency plans to account for risks associated with key academic staff departing the provider.

    To be satisfied that the relevant Threshold Standards related to staffing will be met and continue to be met, TEQSA will expect to see the following:

    • Governance mechanisms that provide oversight of a provider’s staffing arrangements
      • The corporate governing body ensures there is a policy framework in place that provides leadership and governance of academic activities. The policy framework will need to cover selection and development of staff (including underperforming staff) and address the staffing requirements of the Threshold Standards.
    • The actual, or projected, staffing complement for each course of study (including support functions and services)
      • TEQSA will expect a provider’s staffing of a current or planned course of study to be determined:
        • by the learning outcomes of the course
        • through analysis of the learning needs of students, including student access to academic staff outside of formal teaching hours
        • with consideration of contemporary knowledge required in the discipline or field, informed through continuing scholarship or research advancements.
    • An appropriate level of academic leadership reflected in a provider’s current staff profile or workforce plan
      • The level of academic leadership should be consistent with the provider’s:
        • scale, e.g. number of students, courses, teaching locations
        • fields of education and the Australian Qualifications Framework (AQF) levels of its courses of study.
    • Adequate risk analysis and action plans to address issues relating to staffing
      • The provider will need to demonstrate that the risks associated with projected developments (including those relating to the ability to meet staffing requirements) have been identified and that these can be managed and mitigated
      • If a provider’s staff profile or workforce plan shows a reliance on casual academic staff, the provider should demonstrate how it will ensure casual academic staff:
        • have and retain the contemporary skills and knowledge required to fulfil their roles
        • are allocated sufficient paid time to deliver effective teaching and support to students within the scope of their role.
      • Where an issue related to staffing arises, TEQSA will expect a provider to demonstrate how it will remedy the issue and prevent it re-occurring. For example, if the provider shows a lack of action to effectively mitigate or resolve identified issues related to staffing, it should provide a credible action plan to show how it will identify and respond to these issues in future. This action plan should later be supported by documentation showing activities undertaken in accordance with the action plan and any subsequent monitoring or consideration of the issues by the provider’s academic and corporate governing bodies.
    • An outline of the actual or projected governance and quality assurance systems for academic activities (including boards and committees) and provision for staff to operate and support them. The outline will need to demonstrate that the requirements of the relevant Threshold Standards are met or will be met.

    Obligations applying to providers of education to overseas students

    Where it applies to a provider, TEQSA considers the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code) and the Education Services for Overseas Students Act 2000 (ESOS Act).

    Sections of the National Code relevant to staffing are:

    • 5.3.2 – For students under 18 years of age, adults involved in or providing accommodation and welfare arrangements must have ‘working with children’ clearances.
    • 6.5 – A provider must designate a member (or members) of staff to be the official contact point for overseas students. These officers must have access to up-to-date details on the provider’s support services.
    • 6.7 – The provider’s staff who interact directly with overseas students must have knowledge of their obligations under the ESOS Framework.
    • 11.2.6 – The maximum number of overseas students reflects the appropriateness of the staff, resources and facilities for delivery of the course.

    Relevant Australian legislation

    It is important for providers to be aware of their obligations under other relevant legislation, including:

    • Obligations related to student support are set out under section 19-43 of the Higher Education Support Act 2003 (HESA) and apply to providers approved under the HESA.
    • Each state and territory have their own legislated requirements related to working with children clearances for any staff working with students under the age of 18. Providers should refer to their own relevant state and territory agencies.
    • Providers must fulfil their obligations under national workplace laws, such as the Fair Work Act 2009 and the Sex Discrimination Act 1984. These include, but are not limited to, ensuring staff receive pay and conditions in accordance with relevant industrial instruments and complying with the duty to eliminate unlawful sexual discrimination in the workplace. 

    3. Identified issues

    Within the context of the Threshold Standards, TEQSA has identified issues that may indicate risks to compliance regarding staffing. These include, but are not limited to:

    Staff skills and knowledge

    • Academic staff not having the appropriate qualifications to teach a course or providers not being transparent, consistent and appropriate in deciding whether a staff member’s experience is equivalent to such qualifications.
    • Research staff not having the requisite qualifications and currency of knowledge in the relevant field of research to provide effective supervision to research students.
    • There is insufficient investment in the training, resourcing or tools of professional staff to enable them to effectively deliver support and administrative services to students.
    • Academic staff teaching a course or subject they do not have the appropriate knowledge, skill and tools to teach.
    • Insufficient oversight of academic staff who teach specialised components of a course and who do not fully meet the standard for knowledge, skills and qualification.
    • Unclear or insufficient tools and guidelines for staff recruitment leading to risks of not recruiting staff with the required skills and knowledge.
    • Academic staff responsible for teaching that are not engaged in active scholarship resulting in their knowledge becoming out of date. This may impact the quality of teaching and currency of content and assessment methods (see Guidance note: Scholarship).
    • Insufficient delineation between professional development and scholarly engagement in institutional policies or processes, making it difficult to identify and manage risks arising from a lack of engagement in scholarly activities by academic staff.
    • Insufficient recognition of staff development needs.

    Staff resourcing and responsiveness to students

    • Unrealistic projections of staffing requirements with unsustainable financial and/or educational outcomes.
    • Staff numbers and capabilities not rising in line with rising student numbers as operations scale up, with attendant risks to educational delivery, student experiences and provider reputation.
    • A provider has not taken steps to ensure it has sufficient academic staff to maintain a reasonable staff-student ratio within sector benchmarks.
    • Academic staff responsible for teaching and supervising research are not available to support students in their studies at reasonable times. This includes casual staff who are not allocated time, or sufficient time, to provide this support.
    • Insufficient professional staff to provide non-academic support within reasonable timeframes.
    • Due to lack of capacity, academic staff are unable to mark student assessments or provide feedback in accordance with the provider’s policies.

    Academic oversight

    • Academic leaders have insufficient academic skills and experience to guide and oversee teaching and learning quality.
    • A senior academic is not assigned to oversee and coordinate a course of study, or where they are assigned, the senior academic delegates the responsibility to a junior staff member.
    • No evidence that workplace and scholarship plans are consistently implemented.

    Governance

    • A lack of oversight of workplace and scholarship plans by the corporate and academic governing bodies.
    • Poor organisational capacity to adapt to changing circumstances.
    • Insufficient capacity to anticipate and respond to contingencies and uncertainties.
    • Failure to consider the practical workforce implications of academic and/or corporate developments.
    • A lack of monitoring or monitoring mechanisms to identify issues related to workplace obligations. These include the quality of teaching, staff-student ratio, whether payments to staff are in accordance with national workplace laws and whether existing payroll systems are capable of ensuring correct payments to staff.
    • A lack of action to effectively mitigate risks or resolve identified issues related to workplace obligations, including wage underpayment.

    Related resources

    Notes

    1. For the purposes of the Threshold Standards, ‘staff’ includes personnel who are engaged in work for the provider even if they are not formally employed by the provider (e.g. honorary teachers, researchers or supervisors). Where such work is necessary or critical to the mission of the provider it needs to be encompassed by workforce planning. The term ‘staff’ includes both academic (teaching and research) and professional staff and encompasses the critical role of service delivery staff in the student experience.

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    Version # Date Key changes
    1.0 11 June 2025 Major revision. This guidance note and Learning resources and education support replaces Staffing, learning resources and educational support.

     

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  • Guidance note: Learning resources and educational support

    Body

    TEQSA’s guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other interrelated standards and highlight potential risks to compliance. They do not introduce prescriptive obligations.
     

    The definitive instruments that set out providers’ obligations in delivering higher education remain the Threshold Standards (as written by the Higher Education Standards Panel) and the TEQSA Act.
     

    In early 2024, TEQSA consulted stakeholders with a draft version of the guidance note about learning resources and education support, and considered all feedback.
     

    This guidance note was finalised on 11 June 2025.
     

    The purpose and intent of the guidance note about learning resources and education support is to support providers to assure themselves that their learning resources are appropriately accessible to all students and related to learning outcomes, and that learning support services meet the needs of student cohorts.
     

    1. What do learning resources and educational support encompass?

    In the context of the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards), learning resources and educational support refer to the academic resources made available for a course of study and the support a provider offers students to develop students’ capacity for independent learning and inquiry.

    The primary obligations related to learning resources and educational support are found in section 3.3 of the Threshold Standards.

    Facilities and resources of a more general nature that do not form part of a particular course of study are covered in other parts of the Threshold Standards:

    Learning resources and educational support relating to research and research training fall within section 4.2 of the Threshold Standards and are not considered as part of this guidance note (See Guidance note: Research and research training).

    Learning resources

    The Threshold Standards require a provider to ensure students:

    • have access to up-to-date learning resources, which are directly relevant to their course of study
    • receive timely training and support to access and use student learning management systems (more information about obligations regarding student learning management systems is available in the Facilities and Infrastructure Guidance note)
    • are not subjected to unexpected barriers, such as the cost of technological requirements to access required resources.

    When assessing learning resources, TEQSA will consider:

    • the educational materials
    • their availability
    • their accessibility
    • their quality.

    The Threshold Standards do not dictate or specify a required form for learning resources. Examples of learning resources include physical books, journals, videos, websites, podcasts, or online databases. Regardless of the form a learning resource takes, a provider must ensure the resources are:

    • available in forms that are accessible to all students, including those with disability, regardless of the mode of study (e.g. online only)
    • appropriate for the level of qualification under the Australian Qualifications Framework (AQF)
    • relevant and up to date.

    The Threshold Standards do not explicitly state a provider needs to have a physical library and physical learning materials. However, there is an expectation on providers to ensure students can readily access materials and resources referred to in their course of study.1 TEQSA will not accept a model where a provider makes no learning resources available and refers its students to a public library, or similar.

    When assessing the quality of learning resources, TEQSA may engage the assistance of an external subject matter expert. Information regarding learning resources will need to be sufficiently detailed for the expert to form a view on their quality and appropriateness for the course of study.

    If a provider elects for its learning resources to be managed by an external third party, it must be able to demonstrate:2

    • the arrangement with the other party is part of a formal agreement
    • delivering the resources in this way is practical for students and does not create unreasonable barriers to access.

    Educational support

    In general, TEQSA will expect providers to give students the educational support necessary to allow them to develop their capacity for independent learning and inquiry.

    TEQSA will expect providers to:

    • have educational support services available to its students consistent with their course of study
    • have qualified staff that can help students locate the information they need
    • give training to students on how to locate and use resources relevant to their course of study
    • provide timely feedback regarding student assessment
    • have support services for students who are at risk (or potentially at risk) of not making progress with their studies
    • regularly communicate with students about how to access resources and support services.

    Under Standard 3.3.4 of the Threshold Standards, providers are also required to provide students with more general support services to:

    • develop study skills
    • develop English language proficiency
    • assist in their transition to living in Australia.

    2. What TEQSA will look for

    TEQSA considers relevant standards from the Threshold Standards in the context of learning resources and educational support, among which most notably are:

    Part A: Standards for HE providers Key considerations
    1.3.1 and 1.3.4: Orientation and Progression
    • orientation is provided to all students, with nuanced and specific consideration for cohort needs, e.g. international students adjusting to living and studying in Australia
    • institutions must understand of how resources and educational support impact on student progress, pass rates, retention and completion.
    2.2.3: Diversity and Equity
    • participation, progress, and completion are monitored to determine teaching and learning strategies to support identified ‘at risk’ student cohorts (e.g. regional and remote students, low socioeconomic status, indigenous students).
    3.2.5: Staffing
    • teaching staff are accessible to students seeking individual assistance with their studies
    • teaching staff have the requisite knowledge, skills and time to provide adequate support to students.
    3.3.1-4: Resources up to date and accessible
    • learning resources are up to date and accessible
    • access to online learning management systems is timely and training is available to use the systems
    • access to learning resources do not present any unexpected barriers costs or technology requirements
    • student access to educational support services is consistent with their course requirements, mode of study and learning needs
    • clear communication from providers to students and staff about how to access academic and non-academic resources and support services, including for students with special needs who study off campus.
    5.3.7: Monitoring, Review and Improvement
    • the results of provider monitoring and review processes are used to mitigate future risks to the quality of the education provided. The results also inform approaches to course design, teaching and learning resources and educational support services.

    Obligations applying to providers of education to overseas students

    Where it applies to a provider, TEQSA considers the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code) and the Education Services for Overseas Students Act 2000 (ESOS Act).

    Sections of the National Code relevant to learning resources and educational support are:

    2.1.5 – before accepting a prospective student for enrolment, a provider must make information about campus locations, facilities and learning resources available in plain English

    6.1 – a provider must support overseas students adjusting to study and life in Australia by providing information and culturally appropriate orientation on:

    • 6.1.2 – English language and study assistance programs
    • 6.1.5 – its facilities and resources
    • 6.1.8 – support services available to assist students with general or personal circumstances adversely affecting their education in Australia

    6.3 – a provider must give reasonable support to overseas students to enable them to achieve expected learning outcomes regardless of place or mode of study, at no additional cost to the student

    6.4 – a provider must facilitate access to learning support services consistent with the requirements of the course, mode of study and learning needs of the student

    8.22 – a provider must take all reasonable steps to support overseas students who may be disadvantaged while engaging in distance or online learning.

    Obligations applying to providers receiving financial support from the Commonwealth

    Providers subject to the Higher Education Support Act 2003 (HESA) may have additional obligations regarding learning resources and educational support.

    The HESA sets out, amongst other things, the parameters of what a provider can charge students for the services it provides. Providers subject to the HESA must not charge students for learning resources and educational support, where doing so would be contrary to the HESA.

    As an example, section 36-45 of the HESA places limits on the amount a provider can request a student to contribute.

    From 1 January 2024, providers are required to comply with the Higher Education Support Amendment (Response to the Australian Universities Accord Interim Report) Act 2023. The Department of Education is responsible for compliance with these requirements.

    • Under the requirements, providers will be expected to document, publish and implement a support for students policy. The policy requirements apply to providers approved under HESA.

    3. Identified issues

    TEQSA has identified several issues which may indicate risks to students and non-compliance with obligations related to learning resources and educational support. These include, but are not limited to:

    Communicating key information

    • students not being made aware of the cost of resources required for a course before accepting an offer
    • students not being made aware of how to access information and resources relevant to their course of study
    • students not being made aware of inherent requirements or special requirements relevant to their course of study prior to accepting an offer and enrolling, resulting in a student not achieving learning outcomes
    • students missing orientation and not receiving the information from orientation later, for example PhD students who often commence their courses at irregular times.

    Quality of learning resources and support

    • using poor quality resources in a course of study (e.g. irrelevant, obsolete, non-authoritative material) including outdated versions of textbooks in its library
    • students not receiving timely and/or sufficient feedback on assessments. This may lead to students being unaware they are at academic risk until too late in the study period to take corrective action
    • inadequate monitoring of at-risk student cohorts, leading to a failure to identify opportunities to provide educational support
    • failure to identify opportunities for the continuing improvement of learning resources and educational support services.

    Accessing resources

    • students facing barriers to accessing resources such as:
      • being required to use uncommon or unreasonably costly software
      • having limited access to science or computer labs that are only open during regular working hours
      • limited access to teaching staff
      • access to online resources requires impractically high internet speeds
      • online students being unable to access resources that are only available onsite
      • students with a disability being unable to access learning materials because they are not in an accessible form.

    Related resources

    Notes

    1. This is separate to supplemental material such as suggested reading, which a student may decide to acquire on their own initiative.
    2. See also, Guidance note: Delivery with other parties.

    Document information

    Version # Date Key changes
    1.0 11 June 2025 Major revision. This guidance note and Staffing replaces Staffing, learning resources and educational support.

     

     

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    tom.hewitt-mcmanus

  • TEQSA publishes new guidance notes

    As part of TEQSA’s continuing work to enhance the quality of our resources for the sector, we’ve published 2 new guidance notes:

    TEQSA released a draft version of these guidance notes in 2024 for consultation, and the published versions incorporate feedback from stakeholders.

    Date
    Last updated:
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    Guidance note

  • Coronavirus (COVID-19) – latest regulatory advice

    FAQs

    Online learning good practice

    Latest updates

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

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

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

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

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

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

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

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

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

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

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

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

    2020 provider risk assessment (27 August 2020)

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

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

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

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

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

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

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

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

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

    TEQSA is working remotely (30 March 2020)

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

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

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

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

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

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

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

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

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

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

    Reporting material changes to TEQSA

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

    Obligation

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

    Submitting a material change

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

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

    What happens next

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

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

    Questions

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

    Students

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

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

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

    Other resources, for students and the sector, include: 

    Compliance with the National Code

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

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

    ELICOS

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

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

    Financial dependence on affected overseas students

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

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

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

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  • Provider portal information

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

    What is the provider portal?

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

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

    Features of the portal include:

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

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

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

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

    Provider portal walkthrough video

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

    View the provider portal walkthrough video on our YouTube channel.

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

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

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

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

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

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

    Before submitting

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

    Application forms

    Application forms are available from TEQSA’s Provider Portal.

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    Related links

  • How to apply to change provider category

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

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

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

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

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

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

    Before submitting

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

    Application forms

    Application forms are available from TEQSA’s Provider Portal.

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  • 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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