Understanding TEQSA and the AQF

Below are the explanations of what TEQSA, AQF, HESP, OLT and AQHE mean, including their impact. News and Publications includes TEQSA updates, AQF Explanations and Communiques from the Higher Education Standards panel.

About the Tertiary Education Quality and Standards Agency (TEQSA)?

The Tertiary Education Quality and Standards Agency (TEQSA) (opens in a new window) was established in mid-2011 as Australia’s regulatory and quality assurance agency for higher education.

TESQA’s primary aim is to ensure that students receive high quality education at any Australian higher education provider. This role was previously fulfilled by the Australian Universities Quality Agency (AUQA). All AUQA operations have now transferred to TEQSA.

For further information on the establishment of TEQSA please visit the Australian Government Higher Education Standards (opens in a new window) page.

TEQSA Impact

In addition to undertaking both compliance and quality assessments, TEQSA evaluates the performance of higher education providers against the new Higher Education Standards Framework, which includes the Australian Qualifications Framework (AQF), the national policy for regulated qualifications in Australian education and training.

As regulator, TEQSA decides whether a university meets acceptable standards, including those recommended by the AQF. It monitors the University’s performance against a set of Regulatory Risk Indicators and can intervene if it identifies any problems.

As a quality-assurance agency, TEQSA carries out sector-wide quality reviews; for example, in 2013 it will conduct reviews of English Language Proficiency, and Third Party Arrangements.

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About the Australian Qualifications Framework (AQF)?

The Australian Qualifications Framework (AQF) (opens in a new window) is the national policy for regulated qualifications in Australian education and training. It is recognised as part of the Higher Education Threshold Standards, and all higher education providers must comply with it, with regulation by TEQSA.

The aim of the AQF is ensure that higher education institutions deliver quality education outcomes that are equivalent to those offered in other institutions. The AQF ensures consistent naming, volumes of learning (e.g. in years of full-time study) and learning outcomes for VET and higher education awards.  It also provides clearer pathways to higher qualifications and recognition of prior learning, supports national and international mobility, and enables alignment with international frameworks of academic qualifications.

The AQF comprises:
  • minimum learning outcomes for each AQF level and qualification type
  • specifications for the application of the AQF in the accreditation and development of qualifications
  • policy requirements for:
    • organisations authorised to accredit AQF qualifications
    • organisations authorised to issue AQF qualifications
    • AQF qualifications and qualification pathways
  • policy requirements for the addition or removal of qualification types in the AQF
The most recent AQF policy came into effect on 1 July 2011. All higher education providers must comply with the AQF standards.

For further information on AQF please see the AQF explained (opens in a new window (PDF, 234Kb) document.

AQF Impact

All new courses must comply with the AQF standards. Continuing courses may be taught out provided all courses on offer (both new and continuing) are compliant by 1 January 2015.

AQF Levels

The AQF recommends a number of qualification standards to ensure that awards are equivalent across institutions. The policy outlines minimum admission criteria, standard of assessment during the course, provision of adequate learning resources, volumes of learning and standards of teaching.

The following table outlines the level structure as outlined in the AQF, where a level one award (Certificate 1) is the least study-intensive and a level 10 is the most study intensive (doctoral award).

    AQF qualification levels 
Qualification level Qualification name
Level 1 Certificate I
Level 2 Certificate II
Level 3 Certificate III
Level 4 Certificate IV
Level 5 Diploma
Level 6 Advanced Diploma or Associate Degree
Level 7 Bachelor Degree
Level 8 Bachelor (Honours) Degree or Graduate Certificate or Graduate Diploma
Level 9 Masters Degree (Coursework) or Masters Degree (Research) or Masters Degree (Extended)
Level 10 Doctoral Degree

AQF Terminology

Levels: indicators of relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement.

Volume of Learning: dimension of complexity associated with course level. Used to identify notional length of course (e.g. in years of full-time study).

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About the Higher Education Standards Panel (HESP)?

The Higher Education Standards Panel (HESP) (opens in a new window) develops and monitors the Higher Education Standards Framework that TEQSA regulates against. The Framework includes Provider Standards and Qualifications Standards, which are compulsory – they are known as the Threshold Standards. The HESP has released the Draft Standards for Course Design and Learning Outcomes (opens in a new window) for comment. Please note the closing date for comments is Tuesday 16 April 2013.

HESP Impact

The University must meet the Threshold Standards, which are legal requirements. This requires an all-of-institution response that can be reviewed by TEQSA.

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About the Office of Learning and Teaching (OLT)?

The Office of Learning and Teaching (OLT) (opens in a new window) is funded through the Federal Government's Promotion of Excellence in Learning and Teaching in Higher Education Program. It promotes and supports the enhancement of learning and teaching in higher education institutions. Like the former Australian Learning and Teaching Council (ALTC) it provides grants, awards, fellowships and secondments that promote innovations in learning and teaching, and recognise teaching excellence and programs that enhance student learning. It also commissions projects on issues of strategic significance to the higher education sector, contributing to policy development, encouraging collaboration and networking, and disseminating good practice in learning and teaching.

OLT Impact

UWS staff have been highly successful in achieving OLT awards and citations, including the Prime Minister’s Award for University Teacher of the Year.  The University also contributes to national OLT projects, notably the strategic priority project on A sector-wide model for assuring final year subject and program achievement standards through inter-university moderation.

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About the Advancing Quality in Higher Education (AQHE)?

The Advancing Quality in Higher Education (AQHE) initiative is based in the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE), which has taken on a range of responsibilities that were previously held by DEEWR.

Current priorities include:
  • Developing, testing and implementing the University Experience Survey (UES)
  • Working with Graduate Careers Australia to review and improve the Australian Graduate Survey
  • Continuing the development of the MyUniversity website
  • Providing funding for the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People

AQHE Impact

UWS will participate in the University Experience Survey and Australian Graduate Survey, and the survey results will contribute to our internal quality improvement processes.  UWS courses are listed on the MyUniversity website (opens in a new window).

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News and publications