The government is now operating in accordance with caretaker conventions, pending the outcome of the 2025 federal election.
The National Register is the authoritative source of information on the status of registered higher education providers in Australia. You can search by provider or course.
| Provider category | SAA* | Non-SAA | Total |
|---|---|---|---|
| Australian University | 44 | 0 | 44 |
| Institute of Higher Education | 15 | 143 | 158 |
| University College | 8 | 0 | 8 |
| Total providers | 67 | 143 | 210 |
*SAA = Self-accrediting Authority (a provider can self-accredit some or all of its courses)
Seeking sector feedback on draft guidance note
TEQSA has commenced consultation with the sector on the draft Guidance Note: Research requirements for Australian universities. Feedback should be submitted via TEQSA's website by 5pm (AEST) on Wednesday 7 September 2022.
These resources have information about the COVID-19 pandemic for students, including links to the Department of Education, Smartraveller and the Department of Health and Aged Care.
This Domain (Sections 1.1-1.5) of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework) encompasses:
TEQSA will need to be satisfied that students who are admitted are equipped to succeed in their chosen course of study (e.g. level of academic preparation, learning skills, proficiency in English) and that ill-prepared students are not knowingly admitted. Factors taken into account in selection (such as prior qualifications or the use of the Australian Tertiary Admission Rank [ATAR]), and all information needed by students before applying for a course must be disclosed transparently (see also Domain 7 – Representation, Information and Information Management). Students must be able to readily access all information needed for them to estimate realistic prospects for admission to each course.
Prospective students must be made aware of any inherent requirements for undertaking a course, or parts of a course, that may affect those students in special circumstances or with special needs (such as a particular type of practicum), especially where a course of study leads to a qualification that may lead to registration as a professional practitioner by a registering authority. On a related topic, where a course must be accredited by a professional body as a requirement of professional registration of graduates (particularly where registration is required by law), this accreditation must be obtained and sustained, as required by Standard 3.1.5. Information about the current accreditation status must be made available to prospective and current students, as required by Section 7.2.
Where individual students or cohorts are initially at some known risk of not succeeding (e.g. those engaged in an initiative that is targeting an educationally disadvantaged group of students), such risks need to be not only identified but also managed, for example, by targeted support. Relevant evidence at the provider level will include organisational policies and procedures, while at the course level, specific selection criteria should be included in course documentation.
We will also need to be satisfied that the provider’s arrangements with students are based on adequate disclosure and informed choice, particularly on key matters such as fees and charges, specific obligations placed on students, arrangements and implications for withdrawal from enrolment and particular obligations for international students where applicable. Providers seeking help in assessing overseas qualifications may refer to the Australian Government’s Country Education Profiles, available on a subscription basis.
TEQSA supports granting of credit for prior learning, and will need to be satisfied that this is guided by institutionally approved policies and evidence-based procedures that are applied transparently and consistently, with explicit (written) outcomes for credit decisions provided to students. The relevant policy framework is required by Section 7.2. We expect providers to take a positive attitude to the award of credit wherever practicable, but we must also be satisfied that the granting of credit will not disadvantage students (e.g. by admitting students who are insufficiently prepared to undertake the level of higher education required) or diminish the integrity of the qualification awarded. This could occur, for example, where the award of credit would result in a disproportionate amount of the program representing levels of education/experience below that of the qualification offered, such as a Masters degree program comprising, in effect, predominantly undergraduate content.
TEQSA expects a provider to be able to demonstrate that students are not only assisted in their transition into their course of study but also that the arrangements for transition are sensitive to the needs of particular cohorts of students, including:
Early assessment of progress, early detection of students at risk of poor progress and targeted support programs are given high priority by the Standards for all courses of study (this includes research training where offered).
The Standards also require a registered provider to be able to demonstrate and internally report rates of retention, progression and completion for all cohorts of students over time (as a basis for detailed analysis and improvement, as also required in Domain 5) and we will expect to see reports containing the relevant data and analyses (typically in relation to Domain 5, in the case of registered providers) including analysis of the factors that might be driving any variations. New applicants should be able to demonstrate that they have made provision for such monitoring and reporting.
The Standards in this Section present detailed requirements for the specification and assessment of learning outcomes and include a requirement for credible external referencing of the outcomes against national and international comparators, for example, by comparing the provider’s learning outcomes and methods of assessment with those of comparable programs at a reputable Australian higher education provider and (for learning outcomes) an international higher education provider. TEQSA will need to be satisfied that the processes of course accreditation employed by self-accrediting providers meet these Standards and, in the case of non-self-accrediting providers, the providers will need to demonstrate to our satisfaction that the requirements of the Standards have been met for each course. In practice, learning outcomes and methods of assessment are likely to be considered in conjunction with the overall design of the course of study (see Domain 3 [and Domain 4 if research training is undertaken]).
In particular, we will seek to confirm that the specified learning outcomes are consistent with the Australian Qualifications Framework (AQF) level of the higher education qualification offered and that student achievement of the course learning outcomes is credibly assessed, whether through:
To demonstrate that the course is designed in a way that these Standards are met will require at a minimum, some form of mapping of where expected course learning outcomes are taught, practised and assessed and how they are aligned with unit learning outcomes and assessment. We may engage external discipline experts to assist in its deliberations about learning outcomes and assessment and may also have regard to an accreditation of the course of study by a professional body where applicable. The expected learning outcomes for research training (1.4.5–1.4.7) only apply where research training is offered through higher degrees by research.
The Standards in this Section provide detailed specifications for the issuance of qualifications, the way they are certified and secured and the records of attainment that are available to students. The issuance of qualifications links to the corporate responsibility of the provider to issue qualifications legitimately (see Paragraph 6.2.1h). TEQSA has a particular interest in the onus the Standards in this Section place on the provider to ensure that any qualification awarded within the Australian Qualification Framework (AQF) is positioned at a level that corresponds with the level of the AQF it purports to meet.
Once a provider has demonstrated that it is able to manage the issue of qualifications competently and legitimately, we may give less emphasis to the administrative process but will remain concerned that course(s) of study are appropriate to the level of qualification issued (see also 1.4.1). In the case of self-accrediting providers, we will need to be satisfied about the adequacy of internal approval processes to meet this requirement, and may test selected course documentation in a sample of courses.
Providers should take steps to ensure the security of digital records and certification of qualifications.
The following guidance notes can be accessed at our Guidance notes page, or from the links below:
You should always check with your provider about support services available to you. We’ve compiled this list to help students access information about other services that can help them.
Resources and links in this section are for student visa holders studying in Australia.
Australian law requires all higher education providers to be TEQSA registered.
Anyone who is not registered with TEQSA who advertises higher education is known as an unregistered entity.
Unregistered entities pose a risk to students and the integrity of Australian higher education.
These risks include:
The National Register has details of all TEQSA registered providers in Australia.
If you are studying at an unregistered entity
This entity is not registered to offer a higher education. You will not be awarded a higher education qualification on completion of your study. If you believe you have been misled, your local state and territory consumer protection agency can provide you with information about your rights.
If the higher education provider you are considering is not listed on the National Register, report it via our online form.
There are a range of regulatory responses that we may take. Our response will depend on the type of entity, whether it is within our remit and whether there is a breach of the TEQSA Act.
Usually, we will engage with the unregistered entity and ask them to take action to address our concerns.
If they do not take appropriate action, we may publish their details on the TEQSA website.
The entities listed below are not registered with TEQSA. This means that they are not able to offer or confer higher education awards in Australia.
We have published the details of these unregistered entities to inform students1.
| Name of entity | Course(s) advertised | Entity’s website(s) | Date details of entity published on TEQSA website |
|---|---|---|---|
| Business Name: College for Educational and Clinical Art Therapy |
Diploma in Educational and Clinical Art Therapy | arttherapycourses.com.au | 21 December 2021 |
| Business name: International College of Celebrancy |
|
www.collegeofcelebrancy.com.au www.celebrancy.com iccdiplomas.com |
21 December 2021 |
|
Business name: |
|
www.royalart.com.au | 21 December 2021 |
Entity details will remain published on this webpage until TEQSA considers that the risks are mitigated.
TEQSA welcomes the Australian National Audit Office’s performance audit report on its regulation of higher education.
The ANAO audit report found that TEQSA’s regulatory activities were effective or largely effective in all but one element of the audit. These findings confirm that TEQSA is meeting its purpose under the TEQSA Act to regulate higher education according to the principles of regulatory necessity, risk and proportionality.
Importantly, the overwhelming success of the Australian higher education sector since TEQSA’s regulatory functions commenced in 2011-2012, provides strong evidence of the effectiveness of the agency’s work to protect student interests, and safeguard the quality and reputation of Australian higher education.
TEQSA accepts all five recommendations, in relation to its compliance and enforcement activities, and notes that work was already underway or planned to make improvements in these areas. This includes strengthening TEQSA’s existing compliance monitoring framework, improvements to the planning of compliance assessments, and ensuring the timely assessment of material submitted by providers.
TEQSA has also implemented processes for consistent handling of material change notifications and reporting of compliance activity, with a full regulatory operations report to be published in July 2020.
“As a relatively new agency, TEQSA welcomes its first performance audit report by the Australian National Audit Office, and its findings and recommendations,” said Professor Nick Saunders, TEQSA Chief Commissioner.
“We recognise there is more work to be done, and TEQSA is committed to continuing to work with the sector to protect student interests and the world class quality and reputation of Australian higher education.”
“TEQSA would like to thank the ANAO audit team for their work and the diligent, constructive and professional manner in which the audit was conducted.”
In its latest step to support the sector during the coronavirus (COVID-19) pandemic, TEQSA is publishing a suite of online learning resources for providers to assist the sector’s transition to online learning, and is calling for the sector to contribute.
“TEQSA is proud to draw together the expert resources from within our sector, and share them with providers to support online delivery of higher education,” said Professor Nick Saunders, TEQSA Chief Commissioner and Acting CEO.
“TEQSA is aware that many providers, particularly independent providers, have made the transition to online delivery with little support and few resources, and we commend their adaptability and resilience. We also commend the sector more broadly, for its commitment to continuing to uphold the Higher Education Standards during the challenges presented by the pandemic.”
“This online learning resource is a work in progress, and we invite further contributions to help it to grow.”
To date, the resources cover a range of topics related to online learning, from getting started and helping workforces to work online, to student experiences and assessment integrity.
“We appreciate that not all resources will be relevant to every provider, so we’ve presented them in an accessible way which is easy to peruse,” said Professor Saunders.
“TEQSA is committed to working in partnership with the sector, and this endures in ordinary, and extraordinary, circumstances.”
Michelle Alexander, Assistant Director, Communications: comms@teqsa.gov.au, 0437 143 012
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