• Assessment reform for the age of artificial intelligence

    TEQSA has published guiding principles and propositions to support the sector in considering the risks and opportunities of generative artificial intelligence (genAI).

    The paper, Assessment Reform for the Age of Artificial Intelligence (Assessment Reform Guiding Principles), draws on the combined guidance of leading Australian experts in artificial intelligence, assessment design and academic integrity in higher education. 

    The Assessment Reform Guiding Principles are provided to support staff and institutions to reflect on the integrity of their assessment regime and opportunities to incorporate genAI into their educational program. They are offered to help inform decision-making and action into the future and are not intended to be prescriptive.

    Following consultation in October, the final Assessment Reform Guiding Principles were launched by a panel of the lead authors at the TEQSA Conference on 23 November 2023.

    In October, TEQSA’s Chief Commissioner, Professor Peter Coaldrake, wrote to all higher education providers noting the significant risk genAI presents to academic integrity and advising TEQSA’s intention to seek assurance from providers that plans are in place to address this issue. All registered higher education providers are encouraged to review Professor Coaldrake’s letter.

    If you have an enquiry about the Assessment Reform Guiding Principles, please email integrityunit@teqsa.gov.au. 
     

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  • Fees and charges updated from 1 January 2024

    We’ve released our Cost Recovery Implementation Statement (CRIS) November 2023, which outlines our fees and charges for regulatory activity from 1 January 2024 onwards. 

    This updated version of the CRIS was developed following a review of how TEQSA’s new cost recovery model operated over the first 8 months of 2023, and important feedback gathered from our consultation with the higher education sector in September.

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  • Guidance note: Facilities and infrastructure

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    Documents

    Guidance note: Facilities and infrastructure  (MS Word, 163 KB)

    Guidance note: Facilities and infrastructure  (PDF, 230 KB)

    Providers should note that Guidance Notes are intended to provide guidance only. The definitive instruments for regulatory purposes remain the TEQSA Act and the Higher Education Standards Framework, as amended from time to time. 

    What do Facilities and Infrastructure encompass?

    In the context of the Higher Education Standards Framework (Threshold Standards) 2021 (Threshold Standards) facilities and infrastructure refer to the resources used for educational and research purposes.

    This Guidance Note will use the terms ‘facilities’ and ‘infrastructure’ interchangeably. However, if we were to define each separately:

    • ‘facilities’ refers to the learning environments, including both physical and digital learning environments, intended to promote and facilitate the learning outcomes and educational activities of students and staff.
    • ‘infrastructure’ refers to both physical and digital resources such as classrooms, lecture theatres, internet, e-learning/digital platforms and laboratories used by students and staff. 

    The primary obligations around facilities and infrastructure are found in Standard 2.1 of the Threshold Standards. The purpose of the relevant standards is to ensure a provider’s facilities and infrastructure are suitable for their educational and research activities.

    The specific learning resources used for a particular course of study are dealt with in Standard 3.3 of the Threshold Standards and are only considered briefly as part of this guidance note. Additional information about these resources is in the Learning Resources and Educational Support Guidance Note.

    Information about facilities and infrastructure related to placements and collaborative training arrangements, such as work integrated learning, are dealt with in greater detail in the Guidance Notes on Delivery with other parties and Work-integrated learning (WIL).

    What TEQSA will look for

    TEQSA considers relevant standards from the Threshold Standards in the context of facilities and infrastructure, among which most notably are:

    Part A: Standards for higher education providers

    Key considerations

    2.1.1 – 2.1.3: Facilities and Infrastructure
    • facilities and infrastructure are fit for their educational and research purposes
    • secure access to digital information and communication services is continuously available for all users
    • facilities are adaptable and can support both students and staff with additional needs
    • the learning environment supports academic interactions among students outside of formal teaching.

    2.3: Wellbeing and Safety
    • providers have a critical-incident policy and procedures covering potential risks associated with facilities such as fires, bomb threats, and hazardous building materials (e.g. asbestos)
    • facilities and infrastructure are accessible to those with accessibility needs
    • students and staff are provided information on the actions they can take to enhance safety on campus and online.

    3.3.2 and 3.3.4: Learning Resources and Educational Support
    • all users have timely access and training in the use of e-learning management systems, where such systems are adopted
    • students have access to learning support services consistent with the requirements of their course of study, their learning environment, and the needs of different student cohorts.

    5.4.2: Delivery with Other Parties
    • providers remain accountable for ensuring the delivery of parts of their course(s) through third party arrangements in Australia or overseas comply with the Threshold Standards, including the safety, security and adequacy of accommodation and opportunities for work-integrated learning
    • where facilities are shared by several providers (e.g. Study Hubs), an agreement exists to make explicit the roles and responsibilities of the parties to ensure compliance with the Threshold Standards.

    6.2.1(a)(i): Corporate Monitoring and Accountability
    • providers remain compliant with other legislative requirements, including ensuring facilities comply with legislation protecting students and staff against workplace health and safety risks
    • business continuity plans have been developed to mitigate potential disadvantage to students through changes to a provider’s operations. 
    7.3.3: Information Management
    • providers’ information systems maintain secure and confidential records
    • students and staff are made aware of providers cyber awareness strategies, including information about privacy, confidentiality, and the handling of data (including personal information)
    • procedures and policies are in place to address cyber security risks.

     

    Facilities and infrastructure are fit for purpose

    In the context of course design and learning outcomes, there is an expectation facilities and infrastructure are fit for the purposes of:

    • facilitating the educational and research activities of students and staff
    • promoting learning outcomes
    • safely accommodating the number of students and staff who need to use the resources.

    To demonstrate compliance with 2.1 of the Threshold Standards, providers should show their facilities and infrastructure facilitate and promote learning and research in a safe environment.

    This requirement extends to facilities where external placements are undertaken, such as community-based learning, fieldwork, and collaborative research environments where students may complete onsite training as part of a provider’s delivery arrangement with another party.

    In circumstances where arrangements have been made with third parties to deliver domestic or international fieldwork or clinical placements, providers are accountable for all aspects of course delivery and support, including monitoring, compliance and student wellbeing and safety. Providers should therefore implement practices and processes for assuring the facilities and infrastructure of third parties remain at expected standards.

    Access to digital information and communication services

    Standard 2.1.2 of the Threshold Standards requires providers to ensure its students and staff have continuous and secure access to adequate digital information and communication services.

    An exception to this requirement involves reasonable outages to a service where a provider has no direct control over the facilities and infrastructure. The provider’s response to the possibility of such events should be addressed in a risk management strategy or business continuity plan.

    TEQSA expects a provider to have adequate IT infrastructure and software resources to support student learning. This may include providing e-learning facilities, data storage of digital records/data collections, videoconferencing capabilities and email. Resources should be made available to all users, subject to normal after-hours limitations.

    A provider’s IT infrastructure should also support multiple demands, such as:

    • multiple instances of simultaneous videocalls
    • interactive digital learning platforms
    • the online submission of assessments
    • other high-traffic digital activities such as streaming.

    To protect its IT infrastructure, providers are encouraged to consider contemporary security controls and implement regular reviews to ensure their effectiveness, including:

    • offering anti-virus software to students and staff using personal devices
    • complex passwords, firewalls, and multifactor authentication. 

    Where providers offer online and hybrid learning, they must ensure their digital facilities and infrastructure (and those offered through third-parties) are accessible to students off campus, including to students studying internationally.

    Further information about facilities and infrastructure relating to record management system is included in the Information Management guidance note (under development).

    Supportive, safe, and inclusive learning environment

    The Threshold Standards require a provider to have a learning environment that allows students to interact academically outside of formal teaching.

    In offering such interactive spaces, providers should consider whether they offer adequate safety and a supportive learning environment for diverse student cohorts. Providers should also review their arrangements over time to ensure they meet the changing needs of student cohorts.

    TEQSA also recognises that recreational and social facilities are important for supporting interactions amongst students outside of formal learning (e.g. university clubs). However, the Threshold Standards do not introduce requirements specific to such facilities.

    Relevant Australian legislation

    Where it applies to a provider, any newly constructed education and training facilities must now have a certificate of approval under the Building Code of Australia (BCA). The BCA is contained in chapters 1 and 2 of the National Construction Code (NCC), and has been recognised in legislation in all states and territories.

    The BCA requirements should be read in conjunction with any other relevant national and state-based planning and building codes.

    Other relevant planning and building codes place obligations on providers to ensure their buildings are adequate for occupation and for their intended use. TEQSA may request documentation such as proof of occupancy when reviewing the capacity of facilities against student projections to determine if facilities are adequate.

    National and state-based equal opportunity and anti-discrimination legislation apply to student cohorts. Providers should ensure they are compliant with their legal obligations and where appropriate provide facilities such as prayer rooms.

    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).

    Key sections of National Code relevant to Facilities and Infrastructure are:

    • 6.7 – providers must ensure its staff are aware of the providers’ obligations under the ESOS framework. This includes being aware of obligations related to the adequacy of facilities.
    • 11.2.5 – the provider and any partner they engage to deliver a course or courses to overseas students has adequate staff and education resources. This includes facilities, equipment, learning and library resources and premises (as are needed) to deliver the course to the overseas students enrolled with the provider.
    • 11.2.6 – the number of overseas students proposed by the provider for the location, reflects the appropriateness of staff, resources, and facilities for the delivery of the course.

    Identified issues

    Within the context of the Threshold Standards, TEQSA has identified a range of issues which are indicative of risks to compliance for facilities and infrastructure.

    Fitness for purpose

    • facilities and infrastructure are not capable of supporting the number of students enrolled (e.g. students being unable to access laboratory equipment to complete course work outside of normal hours, and insufficient facilities for teaching staff to carry out their duties)
    • third parties delivering parts of a provider’s course, or offering affiliated accommodation services, lack suitable facilities and infrastructure for the student to achieve the learning outcomes of their course of study
    • providers are not cognisant of the facility and infrastructure requirements of their students when outsourcing to third parties. 

    Access to and security of digital information and communication services

    • there are inadequate digital information or communication services (e.g. infrastructure is not capable of supporting students studying remotely)
    • the provider does not seek to minimise system and service outages and downtimes
    • there is inadequate security on the provider’s digital information and communication services, leaving students and staff data vulnerable to cyber-attacks
    • student data is not collected, stored, used, disclosed, and disposed of within the requirements of relevant local, Commonwealth and applicable international legislation, or in accordance with relevant policies of the provider.

    Learning environment

    • the provider does not have learning environments where students can study and collaborate
    • the provider does not promote a safe environment or advise students and staff on steps they can take to stay safe and secure on campus, online and in third party accommodation services.

    Related resources

     

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  • #TEQSA23 session recordings now available

    Full-length recordings are now available of every session from the #TEQSA23 conference where a wealth of ideas and knowledge were shared about reshaping higher education.

    Session 1

    • Chair and introduction: Professor Peter Coaldrake AO, Chief Commissioner, TEQSA
    • Minister’s welcome address (The Hon Jason Clare MP, Minister for Education)
    • Panel: The shape of things to come - reflections from the Australian Universities Accord (Professor Mary O’Kane AC, Associate Professor David Perry, Tayla Roberts)

    Session 2

    • Chair: Adrienne Nieuwenhuis, Commissioner, TEQSA
    • Panel: Current issues for regulation in the higher education sector
      (Dr Mary Russell, Acting Chief Executive Officer, TEQSA (presenter); Saxon Rice, CEO, Australian Skills Quality Authority; Professor Theo Farrell, Deputy Vice-Chancellor, University of Wollongong; Bailey Riley, President, National Union of Students; Dr Saraid Billiards, CEO, Association of Australian Medical Research Institutes)

    Session 3

    • Chair: Stephen Somogyi, Commissioner, TEQSA 
    • Panel: Assessment reform for the age of artificial intelligence
      (Dr Helen Gniel, Director, Higher Education Integrity Unit, TEQSA (speaker and panel chair); Associate Professor Jason Lodge, The University of Queensland; Professor Rowena Harper, Deputy Vice-Chancellor (Education), Edith Cowan University; Leo Shchurov, Computer Science student, University of Technology Sydney; Raphaella Revis, Law and IT student, University of Technology Sydney)

    Session 4

    • Chair: Professor Joan Cooper, Commissioner, TEQSA 
    • Presentation: Skills for the future: what the data tells us (David Turvey, Acting Commissioner, Jobs and Skills Australia)
    • Presentation: Latest insights from QILT with a focus on student employability data (Lisa Bolton, Director, QILT Research and Strategy)
    • Presentation: Higher education: Looking forward (Professor Marnie Hughes-Warrington AO, Standing Acting Vice Chancellor and Deputy Vice Chancellor Research and Enterprise, University of South Australia)

    Access the recordings  (opens in YouTube)

    #TEQSA23 photo gallery
     

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  • RHEP invoices issued

    TEQSA has today issued the 2024 Registered Higher Education Provider (RHEP) charge invoice and notice.

    As part of TEQSA’s cost recovery phase-in arrangements, this year providers have been charged 50% of the RHEP base component, up from 20% in 2023.

    This is the first year any providers will be invoiced for the compliance component of the RHEP charge.  

    This component of the charge applies in relation to compliance activities, relevant only to a specific provider, commenced after 1 January 2023. Providers are required to pay for each relevant compliance-related activity undertaken in the previous calendar year.

    If you are a higher education provider and have not yet received your invoice, or have any further questions, please email costrecovery@teqsa.gov.au.

    More information about the RHEP charge and TEQSA’s fees and charges

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  • What is academic integrity? (Portuguese) – O que é a integridade acadêmica?

    Integridade acadêmica

    Integridade acadêmica é:

    ‘a expectativa de que os professores, estudantes, pesquisadores e todos os membros da comunidade acadêmica ajam honestamente, de forma justa, com respeito e com responsabilidade.’ 

    A violação da integridade acadêmica também é conhecida como ‘má conduta acadêmica’ ou ‘desonestidade acadêmica’.

    Espera-se que todos os estudantes de ensino superior na Austrália mantenham sua integridade acadêmica durante seus estudos. Uma maneira importante de manter sua integridade acadêmica é entrar em contato com seus professores ou sua escola se estiver com problemas nos estudos e trabalhar com eles para encontrar soluções.

    O estudo e a aprendizagem fornecem o conhecimento esperado de um graduado de seu curso, mas qualquer forma de fraude pode fazer com que você deixe de adquirir conhecimentos e práticas profissionais importantes que você precisa para seu sucesso em sua futura carreira.

    Protegendo sua reputação

    Os estudantes fazem parte de uma comunidade de aprendizagem durante seus estudos. Ações que comprometem a integridade acadêmica de seu curso ou instituição podem afetar sua reputação futuramente. Por exemplo, se você for pego trapaceando durante seus estudos, os órgãos profissionais podem se recusar a registrá-lo.

    Evitando criminosos

    Manter a integridade acadêmica também o protege de criminosos.

    Serviços comerciais de fraude são ilegais na Austrália. 

    Os estudantes que usam serviços ilegais de fraude para comprar uma redação, notas de estudo ou para que alguém faça uma prova em seu lugar, também correm risco de serem chantageados. Operadores de serviços ilegais de fraude podem ameaçar denunciar o estudante para a universidade ou futuro empregador a menos que ele pague uma grande quantia de dinheiro – às vezes anos após a fraude ocorrer.

    Comportamentos que promovem a integridade acadêmica

    Tick mark in jigsaw piece

    Você pode promover a integridade acadêmica1:

    • reconhecendo de onde veio a informação que você usou, citando ou referenciando claramente a fonte
    • fazendo suas próprias provas e apresentando seus próprios trabalhos
    • relatando as conclusões das pesquisas de forma precisa e obedecendo às políticas de pesquisa
    • usando as informações adequadamente, de acordo com as leis de direitos autorais e privacidade 
    • agindo de forma ética ou fazendo a “coisa certa”, mesmo quando está com dificuldades.

    Se estiver com algum problema que pode afetar seu desempenho acadêmico, é melhor conversar com seu professor, tutor ou coordenador de curso.

    Comportamentos que comprometem a integridade acadêmica

    Cross mark in jigsaw piece

    Uma variedade de comportamentos estudantis pode comprometer a integridade acadêmica. Algumas vezes, os estudantes acreditam equivocadamente que esses comportamentos são comuns ou que não têm consequências. Isso não é verdade. Penalidades consideráveis podem ser aplicadas pela violação da integridade acadêmica (veja Penalidades para a violação da integridade acadêmica abaixo para mais informações).

    Comportamentos que comprometem ou violam a integridade acadêmica incluem2: 

    Plágio

    Enviar um trabalho que não foi feito por você sem reconhecer, citar ou mencionar a fonte original do trabalho é conhecido como plágio. Não importa se você faz isso acidentalmente ou de propósito, se você muda algumas palavras para torná-las suas ou se simplesmente copia e cola. Quando você usa os pensamentos e ideias de outra pessoa, você deve citar o material original.

    Reciclar ou reenviar um trabalho

    Reciclar consiste em enviar (ou reenviar) um trabalho que já foi avaliado, sem a permissão de seu professor. Por exemplo, apresentar um relatório que foi avaliado em uma matéria em seu primeiro ano como parte do trabalho de uma matéria do terceiro ano. Se você está trabalhando em cima de um trabalho anterior, você deve primeiro conversar com seu professor.

    Fabricar informações

    Fabricar informações consiste em inventar informações para atividades de avaliação baseadas em pesquisa, tais como dados experimentais ou entrevistas. Também pode incluir inventar fontes de dados, provas ou ideias, citando publicações incorretas ou que simplesmente não existem.

    Colusão

    A colusão consiste na cooperação ilegal com um ou mais estudantes para concluir um trabalho para avaliação. Isso é diferente de fazer trabalhos em grupo definidos por seus professores. Alguns exemplos de cooperação ilegal incluem trabalhar com um amigo ou grupo de amigos para escrever um artigo ou relatório que deveria ser feito individualmente. Também inclui o compartilhamento de perguntas e respostas de testes e provas com outros estudantes, bem como trabalhos escritos, como relatórios e redações. A cooperação ilegal pode beneficiar injustamente um estudante ou grupo de estudantes em detrimento de outros. Os estudantes também nunca devem compartilhar seus trabalhos com outros, pois há um risco de que a pessoa com a qual você compartilha inclua seu trabalho em um serviço ilegal de fraude ou o compartilhe com outras pessoas.

    Trapacear em provas

    Trapacear em provas inclui:

    • escrever 'colas' em seu corpo ou materiais que você leva para a sala de provas
    • tentar colar de outros estudantes
    • se comunicar com outros estudantes ou pessoas fora da sala de provas durante a realização da prova
    • usar aparelhos eletrônicos para acessar informações referentes à prova durante sua realização
    • levar itens proibidos, como calculadoras ou livros não autorizados para a realização das provas.

    Compra de trabalhos e falsidade ideológica

    A compra de trabalhos é um tipo de fraude comercial ilegal. Ela envolve contratar alguém para fazer parte ou todo o seu trabalho e depois apresentar o trabalho como se você mesmo o tivesse feito. Também pode incluir pedir para que alguém faça uma prova em seu lugar ou escreva um artigo, relatório ou outro tipo de trabalho, o que às vezes é conhecido como 'escrita fantasma'. 

    Ações que apoiem serviços ilegais de compra de trabalho também são consideradas violações da integridade acadêmica. Isso inclui a inserção de simulados, apresentações de slides de aulas e questões de prova a 'notas de estudo'.

    Penalidades para a violação da integridade acadêmica

    Penalties icon

    Os estudantes podem enfrentar uma série de penalidades para a violação da integridade acadêmica, comumente chamada de “má conduta acadêmica” ou “desonestidade acadêmica”. Os estudantes pensam que raramente serão pegos. No entanto, as pesquisas mostram que os professores e as instituições de ensino podem detectar violações da integridade acadêmica e os estudantes que estejam agindo de forma errada podem ser pegos3. E as formas de detectar fraudes estão em constante melhoria.

    As penalidades para a violação da integridade acadêmica podem incluir:

    • ter que repetir uma avaliação ou uma disciplina
    • ser reprovado na avaliação, disciplina ou curso
    • ser expulso da instituição de ensino, o que pode impactar seu visto de estudante
    • responder a acusações criminais.

    Além do risco de penalidades acadêmicas e criminais, ser pego violando a integridade acadêmica pode impactar sua futura carreira e seu relacionamento com outros estudantes, com a família e com amigos. Também pode ocasionar perda financeira ou cancelamento do seu visto de estudante.

    Procurando ajuda

    Help icon

    Caso tenha dúvidas sobre a integridade acadêmica ou precise de orientações e apoio para técnicas de estudo, converse com sua instituição de ensino. Seus professores ou o coordenador do seu curso são um bom lugar para começar.

    Se você for acusado de ter violado a integridade acadêmica, você deve tratar esse assunto com seriedade. Sua instituição de ensino deve ter políticas e procedimentos claros em relação à disciplina, reclamações e recursos de estudantes. Você deve ler essas políticas e também pode procurar os serviços de apoio e defesa da associação estudantil, caso haja uma em sua instituição de ensino.

    A próxima seção (Identificando, evitando e denunciando serviços ilegais de fraude) descreve as razões para evitar aceitar ajuda de sites ou serviços anunciados em redes sociais, pois eles podem ser serviços ilegais de fraude.

    Observações

    1. Definições adaptadas do material desenvolvido pela La Trobe University.
    2. Definições adaptadas do material desenvolvido pela The University of Sydney.
    3. Dawson, P. & Sutherland-Smith, W. (2017). Can markers detect contract cheating? Results from a pilot study, Assessment and Evaluation in Higher Education.

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  • TEQSA information request: AI risk mitigation

    Our Chief Commissioner, Professor Peter Coaldrake AO, has written to all higher education providers advising that TEQSA will issue a request for information (RFI) in June 2024. This request will ask providers to submit a credible institutional action plan, oversighted by the appropriate governance mechanisms, addressing the risk gen AI poses to the assurance of learning attainment. Providers will be asked to respond to the RFI in July 2024.

    Providers are invited to a webinar on Thursday 21 March at 2pm (AEDT), to find out more about the RFI process and ask TEQSA any questions. 

    Webinar video

    TEQSA is also holding a webinar for organisations involved in professional accreditation. This webinar will be held on Monday 25 March at 2pm.

    Information to assist providers in responding to the RFI is also available on our dedicated Artificial Intelligence Request for Information webpage, including key considerations for this RFI and FAQs.

    Questions may be directed to: integrityunit@teqsa.gov.au.

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  • TEQSA provider survey report and response 2023

    Body

    TEQSA’s annual stakeholder consultation has been conducted each year since 2015-16 to gain insights into stakeholder views on the agency, its regulatory output and approach to risk. The annual survey also informs strategic initiatives in relation to continuous improvement, sector-wide risk management and stakeholder engagement. The results of past surveys have informed targets within the Regulator Performance Framework and TEQSA’s Corporate Plan as a measure of meeting key objectives.

    Due to the significant challenges that TEQSA-regulated entities were facing in 2020 with the COVID-19 pandemic, stakeholder consultations were conducted via focus groups with institution peak bodies only.

    The stakeholder consultation returned in 2021 via an online survey with providers. Through this mechanism, TEQSA seeks to gain insights into provider views on the agency’s performance, in addition to potential and/or emerging sector-wide risks.

    TEQSA engaged JWS Research as an independent market research provider to conduct and analyse results of their annual stakeholder survey.

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    tom.hewitt-mcmanus

  • Provider questions – Undergraduate Certificate course accreditations

    TEQSA has been responding to provider queries regarding the renewal of Undergraduate Certificate course accreditations.

    Background

    The Undergraduate Certificate was added to the AQF Second Edition January 2013 as a qualification to upskill workers displaced by COVID-19. Addendum 4 provides:

    • The Undergraduate Certificate specifications are available for use from May 2020 until 30 June 2025.
    • Issuing organisations must not issue an Undergraduate Certificate qualification after 30 June 2025, unless the qualification type is extended by Education and Skills Ministers from the Australian, State and Territory Governments.
    • Issuing organisations that are compliant with the Australian Qualifications Framework Second Edition January 2013 are deemed compliant with this addendum and are able to use the Undergraduate Certificate specification from May 2020 to 30 June 2025, unless the qualification type is extended by Education and Skills Ministers.

    Action providers should take

    While TEQSA expects providers will continue to monitor all their accredited courses, at least on an annual basis, no action on renewal of accreditation is required at this stage for Undergraduate Certificates that have 30 June 2025 expiry dates.

    This is because TEQSA is unable to renew an Undergraduate Certificate accreditation unless Education and Skills Ministers from the Australian, State and Territory Governments extend these qualifications.

    If the Education and Skills Ministers decide to extend the qualifications, TEQSA will determine a shorter period for the submission of renewal applications, pursuant to s55(1)(b) of the TEQSA Act. Should this occur, we will be in touch with providers about the process for renewal of accreditation.

    TEQSA expects providers to inform students who are enrolled, or planning to enrol, in an Undergraduate Certificate of the limited nature of this qualification. If the Undergraduate Certificate qualification is not extended, students will need to complete their studies and have their awards conferred by 30 June 2025.

    Please note that these limitations and advice only applies to Undergraduate Certificates. Graduate Certificates should be renewed per the usual process and within statutory timelines.

    Action TEQSA is taking

    We’re continuing to engage with the Commonwealth Department of Education about this matter and will provide updates to the sector once a decision has been made by Education and Skills Ministers from the Australian, State and Territory Governments.

    In addition to sharing this information with providers, TEQSA has also updated the Frequently Asked Questions on our website.

    Further information

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