• Key considerations for providers considering applying for self-accrediting authority (SAA)

    Before deciding to apply for self-accrediting authority (SAA), TEQSA strongly encourages providers to familiarise themselves with the relevant criteria in the Higher Education Standards Framework (Threshold Standards) 2021 and TEQSA Act.

    TEQSA provides detailed contextual overview of each domain in Part A of the Threshold Standards, including resources and guidance on academic governance, monitoring, review and improvement and the use of independent expert advice as part of a provider’s internal quality assurance processes, that may assist providers when assessing their preparedness for submitting an application for SAA.

    When assessing an application for SAA, TEQSA will consider the provider’s regulatory history beyond the final outcomes of our regulatory assessments. For instance, TEQSA will consider observations, recommendations identifying concerns or areas for improvement that directly relate to the effectiveness of the provider’s academic governance and quality assurance mechanisms. As such, providers should carefully consider the nature of any conditions (currently imposed on its registration or on its courses of study) or voluntary undertakings in effect, any past findings and observations made by TEQSA, and the nature of any active compliance processes being undertaken by TEQSA or another regulatory agency or professional accreditation body.

    Before deciding to apply for SAA, TEQSA encourages providers conduct a self-evaluation to determine whether it is able to demonstrate that it meets the Part B2 criteria, specifically:

    • a track record of course accreditations and reaccreditations as contemplated by Standards 5.1 and 5.3 of the Threshold Standards
    • evidence of at least one cycle of review and improvement for the courses that SAA is being sought
    • evidence of demonstrating successful implementation of evidence-based improvements.
       
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  • Application guide for self-accrediting authority

    Body

    Application guide for self-accrediting authority  (PDF, 236 KB)

    Background

    This guide reflects TEQSA’s current process for all registered higher education providers to follow when applying for self-accrediting authority.

    A provider can submit an application for self-accrediting authority under Section 41 of the Tertiary Educations Quality and Standards Agency Act 2011 or to expand its existing scope of self-accrediting authority at any time.

    We are undertaking a review of our regulatory risk framework that will inform the evolution of TEQSA’s regulatory approach. This will ensure regulatory efforts are aligned with the most critical risks that require regulatory intervention, allowing TEQSA to most effectively prioritise our resources and regulatory activities. We will engage in wider consultation with the sector about a revised regulatory risk and quality assurance framework in 2025.

    The best way to stay informed about consultation opportunities and updates about our approach to regulatory risk is to sign up to our monthly TEQSA e-News update.

    This guide will be updated as we further align our regulatory processes and operations to a revised regulatory risk framework.

    Overview

    Stage 1 Prepare your application
    This guide contains the evidence requirements for self-accrediting authority. Providers are encouraged to review the resources published guides and guidance notes in preparing their application. 
    Stage 2 Submit your application
    The application must be in the approved form and accompanied by the required evidence and the relevant application fee.
    Stage 3 Application is assessed by TEQSA
    TEQSA’s assessment team assesses the application and documents their findings. This stage may involve TEQSA making additional requests for information.
    Stage 4 Findings and recommendations
    The assessment team makes recommendations to the TEQSA Commission. Where TEQSA is not satisfied that a provider meets all requirements of the Threshold Standards, draft findings will be sent to the applicant for response.
    Stage 5 Application is decided by the TEQSA Commission
    TEQSA notifies the applicant of the outcome.
    Stage 6 Decision is published on the National Register

    Application process

    Stage 1: Prepare your application

    In preparing your application, TEQSA highly recommends that you closely review the requirements of the Tertiary Educations Quality and Standards Agency Act 2011 (TEQSA Act) and the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards) to understand your obligations. Your application should demonstrate how you meet, and will continue to meet, each of these obligations.

    Evidence requirements

    Applications for self-accrediting authority should include the following evidence:

    • a written submission (self-assurance report) of up to 10 pages demonstrating how the governing body assures itself that it meets Standards 5.1, 5.3, 6.1, 6.2, 6.3 and Criteria B2 of the Threshold Standards
    • an index listing any supporting evidence referenced throughout the self-assurance report (index)
    • a document setting out the scope of self-accrediting authority being applied for, clearly detailing the AQF level/s for each field of education that self-accrediting authority is being sought (scope)
    • the most recent independent reviews of the effectiveness of the governing body and its academic governance processes (including planned and completed actions arising from these reviews) (governance reviews)
    • evidence of comprehensive course reviews and improvement activities for the courses of study in the fields of education/s in which self-accrediting authority is being sought (including evidence that any actions arising have been developed and implemented) (course review and improvement evidence)
    • evidence of risk identification, management, and mitigation, including a risk register, and any relevant plans, policies, procedures, and frameworks (risk management)
    • any additional evidence requirements as set out in the section below (additional evidence requirements).

    Further details about self-assurance reports, governance reviews, scholarship and course design, approval and monitoring are set out below.

    Additional evidence requirements

    For providers seeking self-accrediting authority for courses that:

    • are delivered in a Language other than English (LOTE) the self-assurance report should include detail of how the governing body is assured that students have equitable access to academic and student learning support, all policies and procedures, and course materials in the language other than English. The LOTE template is available for download in the application form, and must also be completed for applicable courses
    • are delivered in a Country other than Australia the self-assurance report should include details of how the governing body is assured that its overseas delivery meets the applicable Threshold Standards, including evidence demonstrating monitoring, review and improvement activities
    • are delivered by a Third Party or Partner Arrangement the self-assurance report should include details of how governing body is assured that its third party or partner arrangements comply with the Threshold Standards, including evidence of agreements detailing the roles and responsibilities, performance monitoring and student support arrangements between the provider and partner (Standard 5.4)
    • include Work Integrated Learning including detail of how the governing body is oversighting placement activities, and evidence of placement agreements, quality assurance of placement providers, locations and supervision, pre-placement preparation materials for students, and academic and student support for students while on placement (Standard 5.4)
    • have a Major Postgraduate Research Component (Masters (Extended), Masters (Research) and PhD) evidence should be provided demonstrating that the research, research training and research integrity requirements of the Threshold Standards are met, including evidence of how the provider has established and fosters its research environment and scholarly activity.

    Providers seeking to apply for unlimited self-accrediting authority, in addition to the evidence and additional evidence requirements outlined above, applications should include:

    • evidence of how the governing body is assured that it is prepared to meet the challenges of designing and delivering courses of study in fields of education and/or at AQF levels where it might have limited or no existing expertise
    • corporate and academic strategic plans, academic workforce plans and evidence of mature research and scholarship environments
    • a table consisting of at least three (2 digit) fields of education, detailing the cycle of course review and improvement activities for each course listed within the fields of education. TEQSA will use this list to identify a sample of courses and request evidence of the course review and improvement cycle for a defined period and/or number of cycles demonstrating mature and advanced.

    Concurrent renewal of registration and self-accrediting authority application evidence requirements

    Applications for concurrent renewal of registration and self-accrediting authority, should include the following evidence:

    • a written submission (self-assurance report) of up to 15 pages demonstrating how the governing body assures itself that it meets Standards 5.1, 5.3, 6.1, 6.2, 6.3 and Criteria B2 of the Threshold Standards
    • an index listing any supporting evidence referenced throughout the self-assurance report (index)
    • a document setting out the scope of self-accrediting authority being applied for, clearly detailing the AQF level/s for each field of education that self-accrediting authority is being sought (scope)
    • the most recent independent reviews of the effectiveness of the governing body and its academic governance processes (including planned and completed actions arising from these reviews) (governance reviews)
    • evidence of comprehensive course reviews and improvement activities for the courses of study in the fields of education/s in which self-accrediting authority is being sought (including evidence that any actions arising have been developed and implemented) (course review and improvement evidence)
    • evidence of risk identification, management, and mitigation, including a risk register, and any relevant plans, policies, procedures, and frameworks (risk management)
    • any additional evidence requirements as set out in the section above (additional evidence requirements).

    Any provider with a high risk to financial position, as determined by TEQSA’s most recent Provider Risk Assessment, should submit the following evidence:

    • financial projections, statements, and supporting evidence demonstrating financial viability and sustainability (financial evidence).

    Further information on financial evidence requirements for renewal of registration is available in the renewal of registration application guide.

    Remember if you are intending to submit a concurrent renewal of registration and self-accrediting authority application, renewal of registration applications are due at least 180 days before registration is due to end.

    Self-assurance reports

    The self-assurance report for a self-accrediting authority application should consist of no more than 10 pages (15 pages for concurrent renewal of registration and self-accrediting authority application), and address the requirements set out below.

    Meritorious applications will demonstrate that cyclical course review and improvement activities are effective features systematically embedded in the provider's operations across all courses of study (not just for those courses within the scope of the self-accrediting authority application).

    The self-assurance report should:

    • describe reporting and review activities and outputs that are part of regular, internal governance and quality assurance cycles for the provider, including the boards’ systems for delegating authority and for reviewing those delegations
    • demonstrate how the provider is operating effectively and sustainably (as set out in Standard 6.2.1)
    • show the provider’s corporate governing body is sufficiently well-informed to identify and address material risks to its viability, sustainability and educational offerings (Standard 6.1.3-6.1.4)
    • describe the provider’s institutional framework and processes for academic governance (Standard 6.3) and provide evidence of how its peak body assures itself of the effectiveness of its processes for course approval (Standard 5.1.2) and its ongoing monitoring, review and improvement activities that ensure the quality of education being delivered (Standard 5.3.7)
    • synthesise and refer to supporting evidence that demonstrates the claims put forward.

    The self-assurance report focuses on the function of a provider’s governing bodies, noting their fundamental importance to the provider’s operations, including their accountability for the quality of education delivered, their compliance with the Threshold Standards and other legislative requirements.

    The report should demonstrate the effectiveness of a provider’s self-assurance processes as an integral part of their day-to-day operations. In preparing the report, providers should consider the key sector-wide issues that pose significant institutional risk. We appreciate the nature of risk and the institutional responses to manage risk may vary for each provider, according to the context in which it is operating.

    We encourage all providers to review the key considerations for providers preparing an application for self-accrediting authority.

    Scope of self-accrediting authority

    This document should clearly define the scope of self-accrediting authority that is being applied for. It should list the AQF level/s for each field of education that self-accrediting authority is being sought. For example:

    • AQF level 5, 6 and 7 – broad field of education 08 Management and Commerce
    • AQF level 9 (Coursework, Extended, and Research) – broad field of education 08 Management and Commerce
    • AQF level 8 and 9 (Coursework only) – narrow field of education 0603 Nursing

    If you are applying for self-accrediting authority at the broad (2 digit) field of education, do not list the narrow (4 digit) or detailed (6 digit) fields education or courses within this field of education. Similarly, if you are applying for self-accrediting authority at the narrow (4 digit) field of education, do not list the detailed (6 digit) fields of education or courses within this field of education. If you list this information, TEQSA will consider the application at the lowest specified level.

    For providers seeking self-accrediting authority at AQF level 9, you must specify whether the application is for Masters (Coursework) only, or whether it also includes Masters (Extended) and/or Masters (Research).

    Governance reviews

    The Threshold Standards require all providers to undertake periodic independent reviews of the effectiveness of both the governing body and its academic governance processes. The scope of the governance review should include the extent to which the governing bodies fulfil the range of responsibilities outlined in Standards 6.1.3, 6.2, 6.3 of the Threshold Standards.

    TEQSA encourages providers undertaking governance reviews to view them primarily as an opportunity to have an independent person or persons of significant expertise evaluate the effectiveness of their own governance and mechanisms for self-assurance, and to support the continuous improvement of their organisation.

    A review of this nature will provide much better institutional value than a review that is commissioned and conducted for more narrow purposes, such as to produce a report to be submitted with a TEQSA application.

    An external review of governance is an important exercise in testing both the operation of governance mechanisms and the consideration of previous perspectives that may have been sought by a provider. In this regard, TEQSA expects careful reflection on the scope of the reviews and the qualifications and experience of those undertaking the reviews. We particularly emphasise the value of seeking diverse perspectives from a range of external reviewers.

    We encourage providers to consider TEQSA’s guidance to providers about engaging an independent expert to undertake a review. 

    A review of this nature should also be able to validate evidence presented in the self-assurance report, including that pertaining to the provider’s ability to assure itself that risks to higher education have been identified, and material risks are being managed and mitigated effectively.

    Planning reviews to occur well in advance of the self-accrediting authority application will enable you to provide evidence demonstrating the implementation of actions and improvements in response to the review.

    TEQSA expects the evidence submitted with the self-accrediting authority application will also include the provider’s consideration and response to the findings and recommendations of the reviews. This typically takes the form of a detailed action plan that sets out actions, timeframes and accountabilities.

    In considering governance reviews, we look for the following characteristics:

    • reviewers:
      • have an independent perspective
      • are competent to undertake the review including having relevant qualifications, experience and expertise.
    • reports:
      • make findings against the governance standards (Domains 5 and 6) of the Threshold Standards
      • are based on sufficient scope and quality of evidence
      • take an evaluative approach, addressing strengths, opportunities for improvement and key risks
      • where practicable, provide an opinion on the provider’s improvement plans, capacity and progress.
    • action plans:
      • respond to recommendations made by the review
      • include a timeline for implementation, with clear accountabilities
      • include mechanisms for monitoring the progress and effectiveness of any actions taken.

    Comprehensive course reviews

    Criteria B2.4a of the Threshold Standards requires that a provider has completed at least one cycle of review and improvement in relation to the courses of study in which self-accrediting authority is sought. TEQSA’s position is that, for the purposes of meeting criteria B2.4a, the ‘cycle of review and improvement’ includes a comprehensive course review of the nature contemplated by Standard 5.3.

    As such, TEQSA requires evidence demonstrating the effective implementation of policies and procedures for the development, approval, quality assurance, and review and improvement of courses of study. Providers should submit examples of relevant reports and actions associated with their course development and review cycles.

    For the courses of study within the scope of the self-accrediting authority application being made, TEQSA will request evidence of comprehensive reviews showing the implementation of course review processes, including, but not limited to, the following:

    • Evidence of a systematic approach to the collection and use of data to monitor performance and support continuous improvement. The analysis of course of study performance should include:
      • consideration of benchmarks across at least 3 cohorts of graduates for student progress: student outcomes, student satisfaction and student support
      • overall student performance and outcomes by specific cohorts identified by the provider to be at risk
      • other stakeholder feedback (e.g. industry or professional accrediting bodies)
      • benchmarking activities (e.g. end-of-semester unit evaluations, external referencing and/or external reviews)
      • other evidence of the effectiveness of the course, including academic staff scholarly activity.
    • Evidence of course amendments and improvements aligned to the most recent course of study review findings, including:
      • the consideration of course of study review reports by academic governance committees (e.g. faculty committees, academic board and relevant course and curriculum sub-committees)
      • the implementation of outcomes and improvement strategies.

    Stage 2: Submit your application

    Submitting your application

    Section 41 of the TEQSA Act requires that an application for self-accrediting authority is to be made in the approved form, accompanied by any information, documents and assistance that TEQSA requests, and be accompanied by the relevant fee.

    The self-accrediting authority application form will be made available in the provider portal upon the provider’s request. Please visit our website for more information about accessing and submitting an application using the TEQSA provider portal.

    TEQSA expects that most of the evidence you are referencing will be existing documents that have been produced and used for internal purposes. We encourage providers to use URLs and hyperlinks where possible for information that we can easily download from your website. We ask that you do not use URLs or hyperlinks for any internal systems, for example, SharePoint or other document management solutions.

    Please use the naming conventions described in TEQSA’s guide on naming conventions for evidence.

    When your application is ready, submit it to TEQSA via the provider portal. Be sure to include:

    • all required information and evidence
    • a signed declaration.

    Providing false or misleading information in an application is a serious offence under the TEQSA Act.

    Payment of assessment fees

    After you submit your application, an invoice will be generated in the provider portal. TEQSA does not have an online payment facility.

    The application fee for a provider category change is set out on TEQSA’s website. Please note, if TEQSA identifies significant risks that have not been adequately addressed in a provider’s application, TEQSA may elect to commence a compliance assessment. In line with TEQSA’s Cost Recovery Implementation Statement, this would be at a cost to the provider and reflects the additional work effort required by TEQSA.

    Your application is considered valid when you have used the approved application form and paid the application fee specified on the invoice. TEQSA will only commence assessing your application after it has been submitted and the fee has been paid.

    Application fees do not attract GST. TEQSA’s ABN is 50 658 250 012.

    Stage 3: Application is assessed by TEQSA

    Applications for self-accrediting authority are considered under Part 3, Division 5 of the TEQSA Act. TEQSA may authorise a provider to self-accredit its courses if we are satisfied that the provider meets the relevant requirements of the Threshold Standards.

    Enquiries and requests for further information

    TEQSA assesses whether the application and supporting evidence submitted meets the relevant requirements of the Threshold Standards. We may request further information as questions arise. For example, you may be asked to provide evidence from your index, address apparent gaps in your evidence, or clarify aspects of your evidence, or explain how certain policies and procedures are implemented in practice. TEQSA will ask you to respond to requests for information online, through a request created in the provider portal which is referenced as an ‘REQ’.

    TEQSA has specialist contact teams across the agency that are best placed to assist you in a timely and efficient manner when you have a specific enquiry about one of our functions. For enquiries relating to self-accrediting authority applications, please contact us at reregistration.enquiries@teqsa.gov.au.

    For other assistance, please access our key contacts at TEQSA webpage to help direct your enquiry to the most appropriate TEQSA team contacts.

    Site visits

    TEQSA may visit one or more of your delivery sites or headquarters if required. We may conduct these virtually or in-person. At this visit, TEQSA may, for example, inspect facilities, equipment and resources, or clarify how relevant procedures, policies and operations are implemented through interviews with key personnel.

    Site visits are another way of collecting evidence, and we will use observations and discussions held during a site visit in our assessment and decision-making to supplement or validate your written evidence. At the provider visit, TEQSA may interview various groups including students, staff, and members of corporate and academic boards.

    Assessment timeframes

    TEQSA’s assessment timeframes are subject to a range of factors that can affect the time taken to make our assessments, including:

    • the regulatory history of an existing provider, including the outcomes of previous assessments relevant to the application
    • the strength and relevance of evidence presented by the applicant
    • the risk of non-compliance with the Threshold Standards and the ability of the provider to demonstrate it has mitigated those risks
    • the time taken by the provider to respond effectively to requests for information
    • the level of resourcing available to TEQSA.

    Stage 4: Findings and recommendations

    If TEQSA’s assessment team is satisfied that a provider meets the criteria for self-accrediting authority, it will recommend that TEQSA’s Commission authorise self-accrediting authority.

    In cases where the assessment team has concerns about an applicant’s ability to meet the Threshold Standards and/or the criteria for self-accrediting authority, these will be set out in a Statement of Concerns to the provider who will be afforded the opportunity to respond and provide additional supporting evidence.

    TEQSA’s approach to this stage of the process will vary according to the nature of the issues identified.

    The assessment team will then review any information provided by the applicant and any other relevant entities before presenting the application to the TEQSA Commission.

    Stage 5: Application is decided by the TEQSA Commission

    The TEQSA Commission considers the recommendations taking into account the 3 basic principles for regulation set out in Part 2 of the TEQSA Act. These are regulatory necessity, reflecting risk, and proportionate regulation.

    The TEQSA Commission may decide to:

    • authorise a provider to self-accredit per the scope of self-accrediting authority applied for
    • authorise a narrower scope of self-accrediting authority and/or impose conditions on the registration of the provider
    • reject the application for self-accrediting authority.

    When considering whether to authorise self-accrediting authority or to reject the application, the TEQSA Commission will consider any representations made by the applicant in response to the proposed decision.

    Notifying you of the decision

    TEQSA will send you a Notice of Decision within 30 calendar days of making a decision to authorise or reject your application for self-accrediting authority.

    In some cases, we may also request further information and/or may notify you of areas that may be explored further in future regulatory processes. TEQSA may also make observations or recommendations about areas for improvement to support quality enhancement.

    If your application has not been authorised, or if conditions have been imposed on your registration, the Notice of Decision will be accompanied by a statement of reasons.

    Our obligations with respect to notifying providers of our decisions about self-accrediting authority are set out in s42 of the TEQSA Act.

    Review of decisions

    Certain decisions made by TEQSA are reviewable. Please refer to our website for more information about reviews of TEQSA decisions.

    Stage 6: Decision is published on the National Register

    Public report

    TEQSA normally publishes reports of all decisions about provider registration and course accreditation to facilitate transparency of our processes, regulatory decisions and the reasons for those decisions.

    A public report contains the name of the applicant to which the decision relates, the decision that has been made and the main reasons for the decision, and the legislative provision(s) which were the subject of the findings that informed the decision. This report is published on the National Register after TEQSA has notified the provider of a decision.

    Refer to TEQSA’s policy about public statements on TEQSA’s regulatory decisions and processes for more information on our approach.

    Updating the National Register

    Where an application for self-accrediting authority has been authorised, the relevant entry on the National Register will be updated. Where conditions are imposed on the registration of a provider, details of those conditions will also be published.

    Confidentiality and accuracy of information

    TEQSA has statutory obligations in relation to confidentiality however, we operate within a public accountability framework. Where a higher education provider considers that its information should be treated as confidential by TEQSA, the provider should contact us before providing the information. For more information, see our approach to confidential information.

    Document information

    Version # Date Key changes
    1.0 October 2014  
    2.0 1 May 2015   
    3.0 18 April 2017 Updated for the HESF 2015 and made available as beta version for consultation.
     
    3.1 3 May 2017 Updated to clarify Standards required and related evidence for Tables 2, 4 and 5.
    3.2 24 August 2017 Update to approach for assigning of the online application form in Stage 1.
     
    3.3 18 March 2019 Updates to improve usability (e.g. numbering in Tables 2-5) and to clarify evidence requirements for applications made concurrent with an application for re-registration and also for extension of scope.
    3.4 22 September 2022 Major update to reflect HESF 2021 and revised regulatory approach.
    4.0 12 November 2025  Major update to reflect revised regulatory approach.
    Subtitle
    Version 4.0: Effective from 12 November 2025
    Stakeholder
    Publication type

    Related links

  • 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. 

    Last updated:

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

    Registered providers can apply for self-accrediting authority (SAA) or to vary existing scope of SAA at any time. The authority to self-accredit courses can be granted for all fields of education and/or AQF levels, or for specific courses.

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

    Once an application has been submitted, the scope of SAA applied for is what TEQSA will assess. If you wish to change your scope of SAA after this time, you will need to submit a separate application.

    The time it takes for TEQSA to assess an application for SAA depends on the quality of the submission, any concurrent assessments being undertaken by TEQSA, and the time it takes for providers to respond to requests by TEQSA. As part of the assessment, TEQSA may request evidence to address gaps in the application, or to substantiate claims made in the submission.

    Key stages

    • Stage 1: Prepare your application
    • Stage 2: Submit your application
    • Stage 3: Application is assessed by TEQSA
    • Stage 4: Findings and recommendations
    • Stage 5: Application is decided by the TEQSA Commission
    • Stage 6: Decision is published on the National Register

    Application guide for SAA

    TEQSA encourages all applicants to read the application guide for SAA 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 considering applying for SAA

    TEQSA encourages all providers to closely consider their own regulatory history and track record when deciding the optimal timing to apply for SAA. This includes the extent to which a provider would be able demonstrate sufficiently mature academic governance and quality assurance processes and outcomes required in Part B2 of the Threshold Standards.

    All providers considering whether to apply for SAA should read the key considerations for providers preparing to apply for SAA before submitting an application. This document is designed to assist providers in determining their readiness to apply for SAA and sets out key aspects providers should be considering prior to applying, including information on preparing a self-assurance report.

    Multiple applications

    Providers may wish to consider applying for SAA concurrently to their renewal of registration application. Information on concurrent evidence requirements can be found in the application guide for SAA.

    TEQSA recognises that it may not always be practical for providers to lodge an application for SAA at the same time as their re-registration application. In these instances, providers may choose to lodge a standalone SAA application and, in assessing such an application, TEQSA will seek to avoid duplicate requests for evidence where we are able to rely on information already before us.

    Further information

    For further information when preparing your application for SAA, please contact TEQSA’s re-registration team at reregistration.enquiries@teqsa.gov.au. 

    Last updated:

    Related links

  • Sector alert: Provider responsibilities when using education agents

    4 November 2022

    TEQSA is reminding all higher education providers of their obligations for monitoring the performance of education agents and ensuring that international students are genuine and engaged with learning.

    Background

    There have recent media reports outlining the alleged misuse of student visas, including education agents working to secure visas for non-genuine students.

    Education providers delivering to overseas students are responsible for ensuring that their education agents act ethically, honestly and in the best interest of overseas students and uphold the reputation of Australia’s international education sector.

    Providers are also required to monitor student engagement throughout a course of study.

    These obligations are set out in standards 1.3.4, 1.3.5, 7.1.1, 7.1.4 and 7.1.5 of the Higher Education Standards Framework (Threshold Standards) 2021, and standard 4 of the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (the National Code).

    TEQSA’s role

    TEQSA does not regulate education agents. As per the TEQSA Act, it regulates all registered providers that offer higher education qualifications in or from Australia, as well as some standalone ELICOS providers.

    TEQSA monitors providers’ compliance with the requirements of the Education Services for Overseas Students Act 2000 and associated legislative framework (the ESOS framework).

    Under standard 4 of the National Code, registered providers are responsible for ensuring that their education agents act ethically, honestly and in the best interest of overseas students and uphold the reputation of Australia’s international education sector.

    In particular, higher education providers delivering to overseas students must:

    • have a written agreement with each education agent
    • not accept students where it suspects the education agent of engaging in dishonest recruitment practices
    • take immediate corrective action where it believes or becomes aware of an education agent that has not complied with its responsibilities under relevant ESOS and migration legislation.

    Provider actions

    All higher education providers must ensure that:

    • Education agents that they have contracts with are published on their website and that this listing is correct and up-to-date.
    • Student engagement policies and procedures are in place and followed. This includes monitoring international students’ engagement in learning and their academic progress and taking action where students are at risk.
    • Robust oversight is in place for all contracts with education agents. This includes monitoring performance, ensuring students referred by agents are genuine and engaged in learning and taking prompt corrective action in the event or likelihood of misrepresentation or unethical conduct.
    • Staff managing relationships with education agents are aware of the responsibilities and obligations incumbent on providers under the Higher Education Standards Framework and National Code, as well as institutional policies and procedures.

    Relevant standards

    Higher Education Standards Framework (Threshold Standards) 2021

    Standard 1.3.4:
    Processes that identify students at risk of unsatisfactory progress and provide specific support are implemented across all courses of study.

    Standard 1.3.5:
    Trends in rates of retention, progression and completion of student cohorts through courses of study are monitored to enable review and improvement.

    Standard 7.1.1:
    Representation of the higher education provider, its educational offerings and charges, whether directly or through agents or other parties, is accurate and not misleading.

    Standard 7.1.4:
    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.

    Standard 7.1.5:
    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.

    National Code of Practice for Providers of Education and Training to Overseas Students 2018

    Standard 4.1:
    The registered provider must enter into a written agreement with each education agent it engages to formally represent it, and enter and maintain the education agent’s details in PRISMS.

    Standard 4.2: 
    The written agreement must outline:

    • 4.2.1  the responsibilities of the registered provider, including that the registered provider is responsible at all times for compliance with the ESOS Act and National Code 2018
    • 4.2.2 the registered provider’s requirements of the agent in representing the registered provider as outlined in Standard 4.3
    • 4.2.3 the registered provider’s processes for monitoring the activities of the education agent in representing the provider, and ensuring the education agent is giving students accurate and up-to-date information on the registered provider’s services
    • 4.2.4 the corrective action that may be taken by the registered provider if the education agent does not comply with its obligations under the written agreement including providing for corrective action outlined in Standard 4.4
    • 4.2.5 the registered provider’s grounds for termination of the registered provider’s written agreement with the education agent, including providing for termination in the circumstances outlined in Standard 4.5
    • 4.2.6  the circumstances under which information about the education agent may be disclosed by the registered provider and the Commonwealth or state or territory agencies.

    Standard 4.3:
    A registered provider must require its education agent to:

    • 4.3.1 declare in writing and take reasonable steps to avoid conflicts of interests with its duties as an education agent of the registered provider
    • 4.3.2 observe appropriate levels of confidentiality and transparency in their dealings with overseas students or intending overseas students
    • 4.3.3 act honestly and in good faith, and in the best interests of the student
    • 4.3.4 have appropriate knowledge and understanding of the international education system in Australia, including the Australian International Education and Training Agent Code of Ethics.

    Standard 4.4:
    Where the registered provider becomes aware that, or has reason to believe, the education agent or an employee or subcontractor of that education agent has not complied with the education agent’s responsibilities under standards 4.2 and 4.3, the registered provider must take immediate corrective action.

    Standard 4.5:
    Where the registered provider becomes aware, or has reason to believe, that the education agent or an employee or subcontractor of the education agent is engaging in false or misleading recruitment practices, the registered provider must immediately terminate its relationship with the education agent, or require the education agent to terminate its relationship with the employee or subcontractor who engaged in those practices.

    Standard 4.6:
    The registered provider must not accept students from an education agent if it knows or reasonably suspects the education agent to be:

    • 4.6.1 providing migration advice, unless that education agent is authorised to do so under the Migration Act
    • 4.6.2  engaged in, or to have previously engaged in, dishonest recruitment practices, including the deliberate attempt to recruit a student where this clearly conflicts with the obligations of registered providers under Standard 7 (Overseas student transfers)
    • 4.6.3 facilitating the enrolment of a student who the education agent believes will not comply with the conditions of his or her visa
    • 4.6.4 using PRISMS to create CoEs for other than bona fide students.

    Further information

    Last updated:

  • Gen AI knowledge hub

    These resources aim to assist higher education providers and their staff to meet new challenges and benefit from opportunities afforded by advances in generative artificial intelligence (gen AI). In addition to resources developed by TEQSA, we have also included good practice advice from other sources.

    This area is rapidly changing and evolving. If you have developed or found a useful resource you wish to share, please let us know via our webform.

    Last updated:

  • APS employee census

    Body

    The APS Employee Census is an annual survey that collects confidential information from our staff on important workplace issues.

    It provides insight into employees’ views about the Australian Public Service (APS), TEQSA, and our workplace. The Census results help target strategies to build workplace capability now and in the future.

    Learn more about the APS employee census on the Australian Public Service Commission website.

    Why the APS Employee Census is important

    Our TEQSA values of trust, respect, accountability and collaboration underpin our mindset and behaviour, supporting us to achieve our purpose.

    These values drive the work we do because we believe they lead to quality outcomes for our sector and for best practice regulation.

    It is important for us to check in with our people and listen to what they have to say. 

    The APS Employee Census results provide a valuable insight into our employees. It highlights opportunities to continue to innovate and improve how we work.

    APS Employee Census results

    Census Action Plan

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    Publication type

  • Gen AI – academic integrity and assessment reform

    This page contains resources to support institutions, staff and students in considering the potential impacts and benefits generative artificial intelligence (gen AI) tools pose for teaching, learning and assessment.

    TEQSA resources
    From the sector
    International
    Last updated:

    Related links

  • Gen AI – Government and industry bodies advice and resources

    This page contains resources, advice and consultations on generative artificial intelligence (gen AI) use from governments and industry bodies in Australia and overseas.

    TEQSA resources
    Australian government resources

    AI in research

    Australian industry bodies
    International
    Last updated:

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