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 understands the uniqueness of each provider’s circumstances and therefore offers the following case studies and resources as examples of approaches being taken, both in Australia and beyond, for consideration. The resources on this page are not intended as guidance but rather seek to share approaches and practice.

TEQSA’s provider portal is unavailable

3 July 2026

In April, TEQSA became aware of potential cyber security vulnerabilities to the provider portal. While no data breach has occurred, we took immediate action to ensure the security of providers’ information by taking the provider portal offline.

Following investigations, and with consideration for the impact on providers, TEQSA has made the decision not to reinstate the provider portal. Work to deliver a long-term solution, which will reinstate automated processes for providers, is well progressed and we expect to have more information to share in the coming months.

Meanwhile, process changes are in place and have been developed, as much as possible, to minimise the impact on providers.

We appreciate your patience and cooperation as we continue this important work and we remain committed to maintaining the security and integrity of provider information. 

Details of process changes for providers are provided below.

Changes to processes for providers

The following process changes have been developed, as much as possible, to minimise the impact on providers. 

These changes include extending the submission date for all upcoming applications to renew course accreditation. If your institution is affected, a member of our Courses team will contact you. We kindly ask that you pause the preparation of your renewal submission while we work to contact all affected providers. 

For all other applications and requests, where email is not available, secure alternate arrangements are in place:

• reporting against conditions, or responding to requests for information – reach out to the TEQSA assessment team specified in the request
• commencing an application for re-registration, course accreditation, or CRICOS operational assessments:
  • Email CRM@teqsa.gov.au specifying the type of application you wish to make. Please include your provider name and provider ID.
  • TEQSA will create a new SIGBOX folder for each application or request for information, and will send an email with an application number and a link providing access to the SIGBOX folder to the authorised portal administrator
  • The SIGBOX link may be shared by the administrator with other users in your organisation who are submitting information to TEQSA. Please note that TEQSA will create new SIGBOX folders for each application or request for information.
• For all other queries, please contact the Enquiries Management team at providerenquiries@teqsa.gov.au.
   

Using SIGBOX

A SIGBOX user guide is available for providers.

Frequently asked questions

Is my data safe? Yes. TEQSA has taken this action as a precaution and in line with our commitment to safeguarding provider data. No data breach has occurred. Ensuring the protection of information is a high priority for TEQSA, and we want to be confident the controls we have in place are of the highest standard.

When will the Provider Portal be reinstated? The portal will be unavailable until further notice. SIGBOX is currently being used for file transfers, to support regulatory assessments, and TEQSA is working on additional solutions. We will provide more information as this work progresses.

How will the unavailability of the Provider Portal impact my submission deadlines? To ensure TEQSA’s regulatory assessment work continues, we are currently using SIGBOX for file transfers. SIGBOX is a secure Australian-based file-sharing site, used by several Australian government agencies. A user guide to SIGBOX is available.

TEQSA will work with providers to support the continuation of application and assessment processes. If you are concerned about the impact this unexpected closure may cause on an upcoming assessment, please contact the appropriate assessment team noted on the key provider contacts page of our website.

Additional support

If you require further support, or have additional questions, please contact our Enquiries Management team at providerenquiries@teqsa.gov.au. 
 

We engage across the higher education sector to help foster a shared understanding of our role and regulatory approach, encourage a culture of provider self-assurance and increase our transparency.

We engage, consult and collaborate with a range of stakeholders to:

• build a common understanding about our role, how we regulate and what to expect from us
• help providers understand and maintain their responsibilities under the Threshold Standards
• gain input into changes to our regulatory approach
• gather intelligence to inform our understanding of regulatory risk
• design regulatory approaches that are well-informed and provide clear support for providers to self-assure and continuously improve.

This engagement is an essential part of our regulatory approach.

Our stakeholders

Our approach focuses on building long-term relationships with stakeholders including:

• Australian, state and territory government departments and agencies
• individual higher education providers
• peak body representatives for higher education providers
• professional accreditation bodies
• students
• TEQSA external experts
• international partners

Our stakeholder engagement activities

Annual TEQSA Conference

Our annual conference brings together stakeholders from across the higher education sector to explore emerging issues, share knowledge and support quality assurance across the sector.

TEQSA Talks webinars

Our webinars are designed to help inform the sector about our regulatory work, quality assurance matters and current and emerging sector risks. Held two to three times a year, the TEQSA Talks webinars invite providers and other stakeholders to ask us questions. Registrations are required for this free webinar series.

All webinars are recorded and uploaded to our website.

Consultations

TEQSA regularly consults with stakeholders about a range of regulatory and quality assurance matters.

Surveys

TEQSA undertakes surveys to seek feedback on our work and regulatory, including our Stakeholder Survey for Higher Education Providers.

Presentations

TEQSA regularly attends and presents at a range of events and forums each year. Our presentations cover a broad range of popular topics impacting the higher education sector.

Please use this form to request a presentation or speaker from TEQSA.

International engagement and projects

We work closely with international higher education quality assurance and regulatory agencies and participate in global forums. TEQSA is presently developing a new international engagement strategy. To find out more, please email comms@teqsa.gov.au.

International engagement

At TEQSA, our values underpin our mindset and behaviour, supporting us to achieve our purpose and reflecting our awareness of our role as Australia’s independent national quality assurance and regulatory agency for higher education.

Our values describe who we are as a regulator, guiding how we conduct ourselves and work with our stakeholders to enact our regulatory authority.

Along with other guiding statements such as our regulatory principles, policies and guidance notes, our values enable our stakeholders to understand what they can expect when interacting with us.

Our values reflect the Australian Public Sector (APS) Values and Code of Conduct and, in practice, create a positive culture in which we can perform efficiently and effectively as the national higher education regulatory and quality assurance agency for the benefit of all Australians.

These values provide a foundation for best practice and support us to go beyond, to ensure we are well-positioned to serve students, providers and and the wider community.

Trust

We have confidence in each other to do our best. We encourage open and honest conversations that focus on the issue not the person. We promote a supportive and safe workplace environment.

Respect

We approach every situation with kindness, compassion, and an open mindset. We value people, the range of views and experience they bring and the work they undertake.

Accountability

We hold ourselves and each other accountable for our actions, how we work together and the quality of what we deliver. We gather feedback, reflect and act on opportunities for improvement.

Collaboration

We draw on our collective strength by encouraging each other to contribute to the achievement of shared objectives. We provide context and information to help others succeed.

In the course of official duties, the agency head of TEQSA received the following gifts and/or benefits where the value exceeds the stipulated threshold of $AUD100.00 (excluding GST).

2025-26 financial year

1 April to 30 June 2026

• Nil

1 January to 31 March 2026

• Nil

1 October to 31 December 2025

• Nil

1 July to 30 September 2025

• Nil

Previous years

18 October 2019 to 30 June 2025

13 July 2026

What?

TEQSA and ASQA are aware of concerns that some advertising by registered providers appears inconsistent with the intent of the ban on the payment of education agent commissions in relation to onshore transfers.

Both agencies view any attempts by providers or education agents to bypass this restriction as unacceptable and providers who are not adequately managing these risks or not meeting the relevant Standards may be subject to a compliance assessment and/or regulatory action.

Why?

The ban is intended to remove incentives for unscrupulous education agents to facilitate unnecessary onshore transfers that may not be in a student’s best interests. It is an important integrity measure that supports quality and transparency in the international education sector and helps protect Australia’s reputation for high-quality education.

Our concerns

TEQSA and ASQA are concerned about:

• referral, recruitment or incentive arrangements that preserve commission-based behaviour
• business practices that encourage and facilitate unnecessary transfers of students from other providers
• providers lacking robust oversight of the performance and behaviour of education agents
• providers failing to declare their arrangements with third parties facilitating student transfers
• improper management of data around agent activities and student enrolment, including inaccurate or delayed reporting
• weak governance, controls, monitoring or recordkeeping practices around recruitment and student enrolment
• providers with poor risk management practices in respect of accepting higher risk students who have transferred from another provider and do not appear to be academically prepared for their new course.

Our expectations

TEQSA and ASQA expect providers to take active steps to ensure their arrangements, practices and controls are consistent with the new definition of ‘education agent’ and with the ban on the payment of education agent commissions in relation to onshore overseas student transfers.

TEQSA and ASQA expect providers:

• not pay, offer or facilitate commissions connected to onshore overseas student transfers
• review agreements, incentives and referral arrangements with education agents and third parties
• closely monitor advertising and recruitment practices to ensure they are not promoting transfer activity in a way that circumvents the restriction on the payment of agent commissions
• ensure that all parties facilitating onshore transfers are transparent in their dealings with students
• exercise effective governance oversight so boards and senior management are accountable, and that risks are understood and managed effectively
• have robust admissions processes in place that ensure decisions to accept students transferring are in students’ best interests, and that the student has sufficient qualifications to enter the course
• be able to demonstrate compliance with the ESOS Framework through clear policies, controls, assurance and recordkeeping.

It is therefore a priority that all higher education and VET providers, and their governing bodies, focus on these issues as a priority.

Relevant standards for providers

In delivering courses to overseas students, the following legislative frameworks apply to higher education providers:

• Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards)
• Education Services for Overseas Students (ESOS) Framework.

The following legislative frameworks apply to VET providers:

• National Vocational Education and Training Regulator (Outcome Standards for Registered Training Organisations) Instrument 2025
• National Vocational Education and Training Regulator (Compliance Standards for NVR Registered Training Organisations and Fit and Proper Person Requirements) Instrument 2025
• National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code).

Undertaking a check

Providers need to be able to demonstrate, through robust governance oversight, that their arrangements, practices and controls are consistent with the recent changes to the National Code preventing the payment of education agent commissions in relation to onshore overseas student transfers.

In support of this, TEQSA and ASQA expect all providers to undertake a check of their current processes and practices. This may include, but is not limited to:

• review your agreements, incentives and referral arrangements with education agents and other third parties
• check what your education agents and third parties are promoting in the market, including advertising relating to onshore transfers, and ensure these arrangements are subject to robust oversight
• review admissions, recruitment and transfer practices to ensure they do not facilitate or encourage conduct that circumvents the ban
• ensure decision-making about overseas student transfers is consistent with students’ best interests and the intent of the legislation
• ensure your academic, corporate and governing boards are aware of these risks and the controls in place to manage them
• be able to demonstrate compliance through clear policies, monitoring, assurance and recordkeeping.

Providers who are not adequately managing these risks or not meeting the relevant Standards may be subject to a compliance assessment and/or regulatory action.

TEQSA and ASQA will rely on having communicated this sector alert with an expectation that providers will take action as outlined above in any subsequent compliance assessment or regulatory action that is undertaken.

Raising concerns

TEQSA and ASQA take concerns raised about the quality of student outcomes and experiences seriously. You can report a concern:

• To ASQA on VET providers via ASQA’s VET Tip-Off Line
• To TEQSA on higher education providers via TEQSA’s complaint/concern process.

Related resources

All providers

• Changes to the legislative framework for overseas students - Department of Education, Australian Government
• Changes to requirements around education agents and commissions
• Ban on the payment of agent commissions for onshore transfers - Department of Education, Australian Government.

Mary Russell
Chief Executive Officer
Tertiary Education Quality and Standards Agency

Saxon Rice
Chief Executive Officer
Australian Skills Quality Authority