{ "entity_id": "O-000830", "folder": "Tertiary-Education-Quality-and-Standards-Agency", "name": "Tertiary Education Quality and Standards Agency", "type": "Non-corporate Commonwealth Entity", "jurisdiction": "Commonwealth", "portfolio": "Education", "website": "http://www.teqsa.gov.au", "data_status": "partial", "completeness": { "has_strategy_brief": true, "has_strategy_structured": true, "has_vision": false, "has_kpi_targets": true, "has_kpi_results": false, "has_strategy_overview": true, "has_legislation_text": true, "has_legislation_structured": false, "has_global_initiatives_text": true, "has_ideas": true, "has_artifacts": true, "n_ideas": 12, "n_legislation": 0, "n_artifacts": 7, "n_kpi_targets": 3, "n_kpi_results": 0, "n_outcomes": 3, "verified_own_data": true }, "strategy_profile": { "status": "needs_review", "confidence": "medium", "summary": "foster increased collaboration and coordination between the 2 agencies, including collaboration on sector messaging where appropriate", "official_site_url": "http://www.teqsa.gov.au", "source_documents": [ { "type": "strategie", "title": "Download the Dual sector regulatory strategy", "url": "https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf", "period": "2025", "confidence": "medium" }, { "type": "corporate_plan", "title": "Corporate Plan", "url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "period": "2025", "confidence": "high" } ], "purpose": null, "vision": null, "strategic_priorities": [ { "title": "foster increased collaboration and coordination between the 2 agencies, including collaboration on sector messaging wher", "description": "foster increased collaboration and coordination between the 2 agencies, including collaboration on sector messaging where appropriate", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 7, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7" }, { "title": "seek opportunities to reduce duplication of effort and improve consistency across the 2 agencies", "description": "seek opportunities to reduce duplication of effort and improve consistency across the 2 agencies", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 7, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7" }, { "title": "streamline regulatory approaches where practical and possible under legislation", "description": "streamline regulatory approaches where practical and possible under legislation", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 7, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7" }, { "title": "enhance engagement with dual sector providers, building greater trust in the regulatory system", "description": "enhance engagement with dual sector providers, building greater trust in the regulatory system", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 7, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7" }, { "title": "incentivise high performance by dual sector providers to encourage consistently high standards of academic and corporate", "description": "incentivise high performance by dual sector providers to encourage consistently high standards of academic and corporate governance", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 7, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7" } ], "values": [ { "name": "foster increased collaboration and coordination", "description": "", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": null }, { "name": "seek opportunities to reduce duplication of effort", "description": "", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": null }, { "name": "streamline regulatory approaches", "description": "", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": null }, { "name": "enhance engagement with dual sector providers", "description": "", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": null }, { "name": "incentivise high performance", "description": "", "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": null } ], "outcomes": [ { "name": "Outcome 1: Regulatory burden reduction", "description": "Reduction of regulatory burden for providers: administrative costs (making applications, keeping and providing records) by reducing the need for requests for information (RFIs); delay costs (approval) of awaiting decisions by increasing assessment efficiency.", "activities": [ "mature existing inter-agency working groups, and where necessary create new working groups to better facilitate data sharing in key areas, including ESOS, risk intelligence, regulation of transnational education, and provider registration and renewal", "improve data-sharing protocols between ASQA and TEQSA regarding key regulatory and compliance activities." ], "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 4, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=4" }, { "name": "Outcome 2: Alignment of evidence requirements", "description": "Reduction of regulatory burden for providers: administrative costs (making applications, keeping and providing records, notifying regulator) by reducing the need for/complexity of RFIs, reporting; substantive compliance costs (professional services, training) by simplifying audit/review scoping, improving consistency of requirements; delay costs (application, approval) by helping providers to more easily and consistently evidence compliance.", "activities": [ "review and more closely align evidence requirements and application guidance for similar application-based assessments (CRICOS registration, initial registration/market entry, etc.)", "more closely align annual reporting obligations." ], "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 5, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=5" }, { "name": "Outcome 3: Maturity in corporate and academic governance", "description": "Reduction of regulatory burden for providers: administrative costs (making applications) by clarifying regulator expectations, establishing shared guidance on key topics; substantive compliance costs (operation, training) by helping providers better target improvement, simplifying evidencing of compliance; delay costs (application, approval) of preparing applications and awaiting decisions by helping providers to more easily and consistently evidence good corporate and academic governance.", "activities": [ "support dual sector providers to build capability in corporate governance including identifying, managing and controlling risks", "support dual sector providers to build capability in oversight, quality assurance and continuous improvement of academic operations", "develop joint guidance (ASQA and TEQSA) to help dual sector providers mature corporate and academic governance." ], "source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "source_page": 6, "source_deep_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=6" } ], "performance_measures": [ { "code": "CCE01", "measure": "Reduction of regulatory burden", "target": "Reduction of administrative, substantive compliance, and delay costs", "latest_result": "", "status": "", "target_source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "target_source_page": 4, "result_source_url": "", "result_source_page": null }, { "code": "CCE02", "measure": "Alignment of evidence requirements", "target": "Simplification of audit/review scoping, improving consistency of requirements", "latest_result": "", "status": "", "target_source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "target_source_page": 5, "result_source_url": "", "result_source_page": null }, { "code": "CCE03", "measure": "Maturity in corporate and academic governance", "target": "Helping providers better target improvement, simplifying evidencing of compliance", "latest_result": "", "status": "", "target_source_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "target_source_page": 6, "result_source_url": "", "result_source_page": null } ], "document_alignment_terms": { "must_support": [ "foster increased collaboration and coordination between the 2 agencies, including collaboration on sector messaging where appropriate", "seek opportunities to reduce duplication of effort and improve consistency across the 2 agencies", "streamline regulatory approaches where practical and possible under legislation", "enhance engagement with dual sector providers, building greater trust in the regulatory system", "incentivise high performance by dual sector providers to encourage consistently high standards of academic and corporate governance" ], "watch_terms": [ "Reduction of regulatory burden", "Alignment of evidence requirements", "Maturity in corporate and academic governance" ], "avoid_claiming_without_evidence": [] }, "review_note": "Structured strategy exists but is incomplete." }, "strategy_brief_md": "# Tertiary Education Quality and Standards Agency — Strategy Brief\n\n**Reporting period**: 2024-25\n**Corporate plan in force**: 2025-26\n**Corporate Plan**: [2025-26](https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)\n\n## Government priorities for this department\n\n- foster increased collaboration and coordination between the 2 agencies, including collaboration on sector messaging where appropriate [[CP p.7](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=7)]\n- seek opportunities to reduce duplication of effort and improve consistency across the 2 agencies [[CP p.7](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=7)]\n- streamline regulatory approaches where practical and possible under legislation [[CP p.7](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=7)]\n- enhance engagement with dual sector providers, building greater trust in the regulatory system [[CP p.7](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=7)]\n- incentivise high performance by dual sector providers to encourage consistently high standards of academic and corporate governance [[CP p.7](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=7)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=7)]\n\n## Outcomes\n\n### Outcome 1: Regulatory burden reduction\nReduction of regulatory burden for providers: administrative costs (making applications, keeping and providing records) by reducing the need for requests for information (RFIs); delay costs (approval) of awaiting decisions by increasing assessment efficiency. [[CP p.4](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=4)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=4)]\n\n**Key activities:**\n- mature existing inter-agency working groups, and where necessary create new working groups to better facilitate data sharing in key areas, including ESOS, risk intelligence, regulation of transnational education, and provider registration and renewal\n- improve data-sharing protocols between ASQA and TEQSA regarding key regulatory and compliance activities.\n\n### Outcome 2: Alignment of evidence requirements\nReduction of regulatory burden for providers: administrative costs (making applications, keeping and providing records, notifying regulator) by reducing the need for/complexity of RFIs, reporting; substantive compliance costs (professional services, training) by simplifying audit/review scoping, improving consistency of requirements; delay costs (application, approval) by helping providers to more easily and consistently evidence compliance. [[CP p.5](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=5)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=5)]\n\n**Key activities:**\n- review and more closely align evidence requirements and application guidance for similar application-based assessments (CRICOS registration, initial registration/market entry, etc.)\n- more closely align annual reporting obligations.\n\n### Outcome 3: Maturity in corporate and academic governance\nReduction of regulatory burden for providers: administrative costs (making applications) by clarifying regulator expectations, establishing shared guidance on key topics; substantive compliance costs (operation, training) by helping providers better target improvement, simplifying evidencing of compliance; delay costs (application, approval) of preparing applications and awaiting decisions by helping providers to more easily and consistently evidence good corporate and academic governance. [[CP p.6](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=6)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=6)]\n\n**Key activities:**\n- support dual sector providers to build capability in corporate governance including identifying, managing and controlling risks\n- support dual sector providers to build capability in oversight, quality assurance and continuous improvement of academic operations\n- develop joint guidance (ASQA and TEQSA) to help dual sector providers mature corporate and academic governance.\n\n## Values and principles\n\n- foster increased collaboration and coordination\n- seek opportunities to reduce duplication of effort\n- streamline regulatory approaches\n- enhance engagement with dual sector providers\n- incentivise high performance\n\n## What they will measure themselves on this year (targets from 2025-26 corporate plan)\n\n| Code | Measure | Target | Source |\n|---|---|---|---|\n| CCE01 | Reduction of regulatory burden | Reduction of administrative, substantive compliance, and delay costs | [CP p.4](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=4)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=4) |\n| CCE02 | Alignment of evidence requirements | Simplification of audit/review scoping, improving consistency of requirements | [CP p.5](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=5)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=5) |\n| CCE03 | Maturity in corporate and academic governance | Helping providers better target improvement, simplifying evidencing of compliance | [CP p.6](https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf#page=6)(https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf#page=6) |", "strategy_overview_evidence_md": null, "internal_strategy_evidence_md": "# Tertiary Education Quality and Standards Agency - Strategy, Performance, and Operating Profile\n\n**Generated at**: 2026-05-09T21:59:53.149522+00:00\n**Entity ID**: O-000830\n**Entity type**: Non-corporate Commonwealth Entity\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n**Website**: http://www.teqsa.gov.au\n\n> Draft generated from scraped source material. Treat this as an evidence pack for editorial review, not a final judgement.\n\n## Source Coverage\n\n| Source type | Count |\n|---|---:|\n| global-intelligence | 3 |\n| other-pdfs | 5 |\n| pages | 30 |\n| strategies | 1 |\n\n## Executive Readout\n\n### Purpose\n\n- Regulatory landscape 8\nVET and ASQA 8\nHigher education and TEQSA 9\nDifferences between VET and higher education 9\nDiffering standards, educational outcomes, and risks 9\nDiffering approaches to course accreditation 10\nSimilarities between VET and higher education 11\nSimilar challenges 11\nThe ESOS Framework 12\nRelated concepts of corporate and academic governance 12\nIntersection of VET and higher education 13\nProvider perspective 13\nRegulator perspective 14\nOther regulatory requirements 14\n5.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- The strategy’s vision is to reduce regulatory burden via the following key objectives:\n• foster increased collaboration and coordination between the 2 agencies, including\ncollaboration on sector messaging where appropriate\n• seek opportunities to reduce duplication of effort and improve consistency across the 2 agencies\n• streamline regulatory approaches where practical and possible under legislation\nDual sector regulatory strategy 4\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- [Page 13]\nHigher education\nIn contrast, higher education providers are required to deliver courses with learning outcomes\nthat encompass discipline-related requirements, are professionally recognised where\nappropriate, and include broader knowledge and skills outcomes (Standards 1.4.1, 1.4.2 of the\nHigher Education Standards Framework (Threshold Standards) 2021).\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Table 1: Summary data of dual sector providers’ higher education provider category and SAA status\nCurrent dual sector providers: TEQSA provider category and SAA status Total\nUniversities (full SAA) 15\nUniversity Colleges (full SAA) 1\nUniversity Colleges (partial SAA) 1\nInstitutes of Higher Education (partial SAA) 6\nInstitutes of Higher Education (no SAA) 34\nTOTAL dual sector providers 57\nSimilarities between VET and higher education\nSimilar challenges\nWhile the VET and higher education sectors differ in many ways, from a provider perspective\nthere are many similarities in the operating environment common to both, including:\n• pressures on financial sustainability\n• competition for students\n• scrutiny of quality of education and student outcomes\n• adapting to rapidly evolving technologies and stakeholder expectations\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n\n### Role and Functions\n\n- That:\nsufficient staff are employed to manage the volume and complexity of complaints the provider typically receives\nstaff allocated to handle, and those responsible for making decisions about, student grievances and complaints have appropriate training, including in:\ntrauma-informed and person-centred practice\nsupporting culturally and racially marginalised persons\n5\nthe provider’s policies and procedures around complaints-handling\nif their role requires, administrative decision making.\nthe early resolution of complaints is supported through triaging and appropriate empowering of staff with responsibilities to handle grievances and complaints\nthe transfer of complaints casework between staff is minimised\n Source: `pages/announcements-index__22.html (http://www.teqsa.gov.au/how-we-regulate/statements-regulatory-expectations/statement-regulatory-expectations-student-grievance-and-complaint-mechanisms)`\n- Higher education AQF levels\nHigher education AQF levels span levels 5-10 and include:\nAQF level\nQualification\nDegree level\nRegulatory responsibility\n10\nHigher Doctoral Degree * ^\nPostgraduate\nTEQSA\n10\nDoctoral Degree * ^\nPostgraduate\nTEQSA\n9\nMasters Degree (Research) * ^\nPostgraduate\nTEQSA\n9\nMasters Degree (Coursework) *\nPostgraduate\nTEQSA\n9\nMasters Degree (Extended) *\nPostgraduate\nTEQSA\n8\nGraduate Diploma *\nPostgraduate\nTEQSA\n8\nGraduate Certificate *\nPostgraduate\nTEQSA\n8\nBachelor Honours Degree\nUndergraduate\nTEQSA\n7\nBachelor Degree\nUndergraduate\nTEQSA\n6\nAssociate Degree\nUndergraduate\nTEQSA/ASQA\n6\nAdvanced Diploma\nUndergraduate\nTEQSA/ASQA\n5\nDiploma\nUndergraduate\nTEQSA/ASQA\n* = Higher degrees, also known as postgraduate degrees/qualifications.\n^ = Higher degrees by research\nFor a breakdown of each AQF level,\nvisit the AQF levels webpage\n.\n Source: `pages/strategies-index__02.html (http://www.teqsa.gov.au/how-we-regulate/acts-and-standards/australian-qualifications-framework)`\n- Authority\nThe Accountable Authority authorises the Committee, following its role and responsibilities,\nto:\n• obtain any information it requires from any official or external party (subject to any legal\nobligation to protect information)\n• discuss any matters with the ANAO, or other external parties (subject to confidentiality\nconsiderations)\n• request the attendance of any official, including the CEO and the Commissioners, at\nCommittee meetings\nPage 1 of 8 Version 5\n Source: `other-pdfs/audit-risk-committee-charter.pdf (http://www.teqsa.gov.au/sites/default/files/2022-11/audit-risk-committee-charter.pdf?v=1597967959)`\n- Appendices 38\nAppendix A: ASQA and TEQSA – regulator profiles 38\nAppendix B: Evaluation criteria 41\nReduction of regulatory burden 41\nBenefit to effective risk-based regulation 41\nOverall benefit 43\nResource intensity 44\nTimeframe 44\nDependencies and enhancements 44\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Media releases\n2025\nDate\nMedia release\n8 January 2025\nTEQSA registers Australian College of Theology as an Australian University\n2024\nDate\nMedia release\n18 November 2024\nTEQSA registers Excelsia College as a University College\n8 October 2024\nTEQSA commences legal proceedings against Chegg\n2023\nDate\nMedia release\n7 July 2023\nTEQSA registers Sydney College of Divinity as a University College\n20 April 2023\nNew TEQSA training course to help academic and professional staff detect and deter contract cheating\n2022\nDate\nMedia release\n19 October 2022\nInternational launch of Global Academic Integrity Network (GAIN)\n13 October 2022\nTEQSA disrupts access to another 110 illegal academic cheating websites\n7 October 2022\nTEQSA registers Australian College of Theology as University College\n31 January 2022\nAlphacrucis College registered as Australia's fourth University College\n2021\nDate\nMedia release\n Source: `pages/news-latest.html (http://www.teqsa.gov.au/about-us/news-and-events/media-centre)`\n- Under the HES Framework, providers must:\nensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))\npromote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)\nhave a critical incident policy and readily accessible procedures (standard 2.3.5)\ntake preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)\nexercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).\n Source: `pages/strategies-index__05.html (http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security)`\n\n### Strategic Priorities\n\n- Deliverables\nThe Student Advisory Panel will deliver 3-4 risk profiles and feedback on materials presented\nby TEQSA.\n• Feedback to TEQSA on a range of materials such as compliance priorities and educative\nmaterials.\n• 3 or 4 sector-wide risk profiles that provide:\n> a description of the selected risks and their source\n> forecasted harms to student experience, safety and wellbeing or quality of higher\neducation in Australia posed by the risks\n> suggestions for guidance TEQSA could give to higher education to mitigate the harm to\nstudents posed by the risks.\n Source: `other-pdfs/student-advisory-panel-terms-of-reference.pdf (https://www.teqsa.gov.au/sites/default/files/2026-04/student-advisory-panel-terms-of-reference.pdf)`\n- She led the national admissions transparency of higher education strategic priority on behalf of the Higher Education Standards Panel from 2017 to 2025.\n Source: `pages/leadership.html (http://www.teqsa.gov.au/about-us/teqsa-overview/our-leadership-and-organisation)`\n- Appendices 38\nAppendix A: ASQA and TEQSA – regulator profiles 38\nAppendix B: Evaluation criteria 41\nReduction of regulatory burden 41\nBenefit to effective risk-based regulation 41\nOverall benefit 43\nResource intensity 44\nTimeframe 44\nDependencies and enhancements 44\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- However, these opportunities are attractive in terms of potential reduction of regulatory\nburden and benefit to effective risk-based regulation across the sector, and worth noting\nas possible long-term strategic priorities, which ASQA and TEQSA may seek additional\nresources for, and plan towards.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Media releases\n2025\nDate\nMedia release\n8 January 2025\nTEQSA registers Australian College of Theology as an Australian University\n2024\nDate\nMedia release\n18 November 2024\nTEQSA registers Excelsia College as a University College\n8 October 2024\nTEQSA commences legal proceedings against Chegg\n2023\nDate\nMedia release\n7 July 2023\nTEQSA registers Sydney College of Divinity as a University College\n20 April 2023\nNew TEQSA training course to help academic and professional staff detect and deter contract cheating\n2022\nDate\nMedia release\n19 October 2022\nInternational launch of Global Academic Integrity Network (GAIN)\n13 October 2022\nTEQSA disrupts access to another 110 illegal academic cheating websites\n7 October 2022\nTEQSA registers Australian College of Theology as University College\n31 January 2022\nAlphacrucis College registered as Australia's fourth University College\n2021\nDate\nMedia release\n Source: `pages/news-latest.html (http://www.teqsa.gov.au/about-us/news-and-events/media-centre)`\n- Under the HES Framework, providers must:\nensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))\npromote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)\nhave a critical incident policy and readily accessible procedures (standard 2.3.5)\ntake preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)\nexercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).\n Source: `pages/strategies-index__05.html (http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security)`\n- The FWO’s investigations to date demonstrate that the lack of certainty\nregarding future engagement, particularly for casual academic staff, has led to a culture where\nwww.fairwork.gov.au | Fair Work Infoline: 13 13 94 | ABN: 43 884 188 232\nOFFICIAL: Sensitive\n Source: `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf (https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43)`\n- Where practical, optimise alignment of ASQA’s and TEQSA’s\nregulatory strategies\nReduction of Benefit to Overall benefit Resource Indicative\nregulatory effective intensity timeframe\nburden risk-based\nregulation\nHigh High High High 4-5 years\nThe regulatory strategies underpinning ASQA’s and TEQSA’s work necessarily differ in their\nregulatory objectives, compliance priorities and approaches to managing key risks due to the\nunique features of each sector.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- [pages 31,32,33,34]\necessarily differ in their\nregulatory objectives, compliance priorities and approaches to managing key risks due to the\nunique features of each sector.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Optimise the alignment of key legislation\nReduction of Benefit to Overall benefit Resource Indicative\nregulatory effective intensity timeframe\nburden risk-based\nregulation\nHigh High High High 4-5 years\nThe legislative frameworks underpinning ASQA’s and TEQSA’s work necessarily differ in\ntheir structure, language and priorities due to the unique features of each sector.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n\n## KPIs, Targets, and Where They Are At\n\n- [pages 23,24,25,26]\nonsumable across agencies, by making that data more similar in form and content (see\nOpportunity 2: Where practical, optimise the alignment of evidence requirements for similar\nassessments while maintaining regulatory effectiveness, p.21)\n• as an interim measure, leveraging shared government systems such as GovTeams for\ntransfer of files between the agencies, and given both agencies’ systems use of Azure\nCloud, this may represent another avenue to explore for file transfer.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Appendices 38\nAppendix A: ASQA and TEQSA – regulator profiles 38\nAppendix B: Evaluation criteria 41\nReduction of regulatory burden 41\nBenefit to effective risk-based regulation 41\nOverall benefit 43\nResource intensity 44\nTimeframe 44\nDependencies and enhancements 44\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Media releases\n2025\nDate\nMedia release\n8 January 2025\nTEQSA registers Australian College of Theology as an Australian University\n2024\nDate\nMedia release\n18 November 2024\nTEQSA registers Excelsia College as a University College\n8 October 2024\nTEQSA commences legal proceedings against Chegg\n2023\nDate\nMedia release\n7 July 2023\nTEQSA registers Sydney College of Divinity as a University College\n20 April 2023\nNew TEQSA training course to help academic and professional staff detect and deter contract cheating\n2022\nDate\nMedia release\n19 October 2022\nInternational launch of Global Academic Integrity Network (GAIN)\n13 October 2022\nTEQSA disrupts access to another 110 illegal academic cheating websites\n7 October 2022\nTEQSA registers Australian College of Theology as University College\n31 January 2022\nAlphacrucis College registered as Australia's fourth University College\n2021\nDate\nMedia release\n Source: `pages/news-latest.html (http://www.teqsa.gov.au/about-us/news-and-events/media-centre)`\n- Under the HES Framework, providers must:\nensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))\npromote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)\nhave a critical incident policy and readily accessible procedures (standard 2.3.5)\ntake preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)\nexercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).\n Source: `pages/strategies-index__05.html (http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security)`\n- The FWO’s investigations to date demonstrate that the lack of certainty\nregarding future engagement, particularly for casual academic staff, has led to a culture where\nwww.fairwork.gov.au | Fair Work Infoline: 13 13 94 | ABN: 43 884 188 232\nOFFICIAL: Sensitive\n Source: `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf (https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43)`\n- [pages 1,2,3,4,5]\n[Page 1]\nDual sector regulatory\nstrategy\nVersion 1.0\n9 September 2025\ni\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Dual sector provider profile 6\nOverall provider registrations 6\nCRICOS providers 6\nDual sector providers 6\nStudents 6\n4.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Regulatory landscape 8\nVET and ASQA 8\nHigher education and TEQSA 9\nDifferences between VET and higher education 9\nDiffering standards, educational outcomes, and risks 9\nDiffering approaches to course accreditation 10\nSimilarities between VET and higher education 11\nSimilar challenges 11\nThe ESOS Framework 12\nRelated concepts of corporate and academic governance 12\nIntersection of VET and higher education 13\nProvider perspective 13\nRegulator perspective 14\nOther regulatory requirements 14\n5.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Key opportunities for regulatory harmonisation 18\nOpportunity 1: Better facilitate information sharing and collaboration in key areas 18\nOpportunity 2: Where practical, optimise the alignment of evidence requirements\nfor similar assessments while maintaining regulatory effectiveness 21\nOpportunity 3: Support dual sector providers to mature corporate and\nacademic governance 24\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Other initiatives to improve tertiary harmonisation and reduce regulatory burden 34\nOther government initiatives 34\nImproving student mobility between vocational and higher education 34\nMicrocredentials 34\nData assets 34\nProvider initiatives 35\nCase study: Central Queensland University (CQU) 35\nCase study: TAFE South Australia (TAFE SA) 36\n9.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- The Government’s 2024-25 budget committed $27.7 million to implement a series of tertiary\nharmonisation measures, including, improving regulatory approaches for dual sector\nproviders, facilitating better student pathways between VET and higher education, and\nimproving the evidence base of students’ movements between sectors through better data\ncollection.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Overall provider registrations\n• As of 31 March 2025, according to the ASQA Regulation Report - Quarters 1 – 3 (July 2024 -\nMarch 2025) (Regulation Report) there are 3,843 ASQA-regulated RTOs.\n• As of 11 June 2025, according to the National Register there are 211 TEQSA-registered\nproviders (142 registered, 69 ongoing pending renewal).\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- CRICOS providers\n• As of 31 March 2025, according to the ASQA Regulation Report there are 1,041 ASQA-regulated\nRTOs registered on CRICOS.\n• As of 11 June 2025, according to the Provider Registration and International Student\nManagement System (PRISMS), there are 188 TEQSA-registered providers registered on\nCRICOS.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Dual sector providers\nAs of 11 June 2025, according to the National Register and training.gov.au, 57 of these providers\nare dual sector providers, 52 of which have ASQA and/or TEQSA CRICOS registration, making up:\n• 1.5% of ASQA-regulated RTOs or 3.9% (41) of ASQA-regulated RTOs registered on CRICOS.\n• 27% of TEQSA-registered providers or 27.7% of TEQSA-registered providers registered on\nCRICOS.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n\n## Key Metrics\n\n| Values found | Evidence | Source |\n|---|---|---|\n| $27.7 million, 27.7 million | The Government’s 2024-25 budget committed $27.7 million to implement a series of tertiary\nharmonisation measures, including, improving regulatory approaches for dual sector\nproviders, facilitating better student pathways between VET and higher education, and\nimproving the evidence base of students’ movements between sectors through better data\ncollection. | `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)` |\n| 12 staff | An opportunity with moderate resource intensity is anticipated to\nrequire significant work effort by 4-12 staff (for example by up to 2 teams\nModerate\nacross the 2 agencies), and/or a moderate commitment of material\nresources. | `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)` |\n| 4 staff | [Page 47]\nResource intensity\nIn this analysis:\nResource Description\nintensity\nAn opportunity with low resource intensity is anticipated to require\nLow significant work effort by 2-4 staff, and/or a small commitment of\nmaterial resources. | `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)` |\n| 12 staff | An opportunity with high resource intensity is anticipated to require\nsignificant work effort by over 12 staff (for example by several teams\nHigh\nacross the 2 agencies), and/or a significant commitment of material\nresources. | `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)` |\n| $27.7 million, 27.7 million | The Government’s 2024-25 budget committed $27.7 million to implement a series of tertiary\nharmonisation measures, including, improving regulatory approaches for dual sector\nproviders, facilitating better student pathways between VET and higher education, and\nimproving the evidence base of students’ movements between sectors through better data\ncollection. | `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)` |\n\n## Key Achievements\n\n- HESF Domain 1: Student participation and attainment\nScope and intent of the Domain\nThis Domain (Sections 1.1-1.5) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nthe basis for admission of students to a course of study, including requirements for adequate academic preparation for the course and formal explicit contractual arrangements between the provider and students\nassessment of credit granted for prior learning is consistent with the credit and recognition of prior learning policy in the Australian Qualifications Framework (AQF)\nassurance that any credit granted for prior learning does not disadvantage the student concerned or compromise the integrity of the course of study\n Source: `pages/strategies-index__10.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-1-student-participation-and-attainment)`\n- Number of employees: 254 109\nNumber of providers regulated: 3,843 211\nTypes of providers regulated: Responsible for regulating approximately 90% of Responsible for regulating and assuring the\nAustralian vocational education and training (VET) quality of all providers of higher education in\nproviders, including: Australia.\n• Training providers that deliver VET The Australian higher education sector includes:\nqualifications and courses to students in\n• Public and private universities\nAustralia or offer Australian qualifications\n• Australian branches of overseas universities\noverseas\n• University colleges\n• Providers that deliver VET courses to overseas\nstudents studying in Australia on student visas • Institutes of higher education.\n• Certain providers that deliver English Language\nIntensive Courses for Overseas Students\nTEQSA is also the ESOS agency for:\n(ELICOS).\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- HESF Domain 3: Teaching\nScope and intent of the Domain\nThis Domain (Sections 3.1-3.3) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nspecific requirements for the specification of the course design and requirements for engagement with advanced knowledge and inquiry, current knowledge, theoretical frameworks and concepts, related scholarship and emerging ideas\ncoherent achievement of learning outcomes and professional accreditation of a course of study if applicable\nsufficiency of staffing, capability of teaching staff, student access to staff\nthe nature, appropriateness, quality and level of access to learning resources that are specific to the course of study.\n Source: `pages/strategies-index__12.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-3-teaching)`\n- Appendices 38\nAppendix A: ASQA and TEQSA – regulator profiles 38\nAppendix B: Evaluation criteria 41\nReduction of regulatory burden 41\nBenefit to effective risk-based regulation 41\nOverall benefit 43\nResource intensity 44\nTimeframe 44\nDependencies and enhancements 44\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Building on existing collaboration across the two agencies, ASQA and TEQSA have identified 3 key\nopportunities for a harmonisation program that can be commenced with minimal or no lead time\nand implemented within approximately 3 years, that represents potential reductions in regulatory\nburden to providers, and is beneficial to risk-based regulation, along with other benefits:\nOpportunity 1: Better facilitate information sharing and collaboration in key areas\nImplementation\n• mature existing inter-agency working groups, and where necessary create new working\ngroups to better facilitate data sharing in key areas, including ESOS, risk intelligence,\nregulation of transnational education, and provider registration and renewal\n• improve data-sharing protocols between ASQA and TEQSA regarding key regulatory and\ncompliance activities.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Media releases\n2025\nDate\nMedia release\n8 January 2025\nTEQSA registers Australian College of Theology as an Australian University\n2024\nDate\nMedia release\n18 November 2024\nTEQSA registers Excelsia College as a University College\n8 October 2024\nTEQSA commences legal proceedings against Chegg\n2023\nDate\nMedia release\n7 July 2023\nTEQSA registers Sydney College of Divinity as a University College\n20 April 2023\nNew TEQSA training course to help academic and professional staff detect and deter contract cheating\n2022\nDate\nMedia release\n19 October 2022\nInternational launch of Global Academic Integrity Network (GAIN)\n13 October 2022\nTEQSA disrupts access to another 110 illegal academic cheating websites\n7 October 2022\nTEQSA registers Australian College of Theology as University College\n31 January 2022\nAlphacrucis College registered as Australia's fourth University College\n2021\nDate\nMedia release\n Source: `pages/news-latest.html (http://www.teqsa.gov.au/about-us/news-and-events/media-centre)`\n- Under the HES Framework, providers must:\nensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))\npromote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)\nhave a critical incident policy and readily accessible procedures (standard 2.3.5)\ntake preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)\nexercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).\n Source: `pages/strategies-index__05.html (http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security)`\n- There will be no impact for in-progress assessment that are completed before 1 July 2021.\n Source: `pages/strategies-index__08.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/overview-changes)`\n- The FWO’s investigations to date demonstrate that the lack of certainty\nregarding future engagement, particularly for casual academic staff, has led to a culture where\nwww.fairwork.gov.au | Fair Work Infoline: 13 13 94 | ABN: 43 884 188 232\nOFFICIAL: Sensitive\n Source: `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf (https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43)`\n- [Page 39]\nCase study: TAFE South Australia (TAFE SA)\nTAFE SA: Effective strategies and approaches to building self-\nassurance across the whole of institution\nIn 2024, TAFE SA delivered tertiary education to approximately 40,000 students.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- In relation to Standard 7.2.3, where applicable, we will expect a provider to be able to describe, and illustrate by example, the mechanisms that are in place to monitor achievement of statutory obligations in relation to the\nEducation Services for Overseas Students Act 2000\nand the\nNational Code of Practice for Providers of Education and Training to Overseas Students 2018\nin relation to international students.\n Source: `pages/strategies-index__16.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-7-representation-information-and-information-management)`\n- Achievement of Paragraph 7.3.3b will require identification of the policies, processes and practices in sufficient detail for us to be satisfied that this Standard is met and that predictable risks are being mitigated as far as is reasonably possible for the nature and scale of the provider’s operations - including the onus on the provider to issue qualifications legitimately (as required by Paragraph 6.2.1h).\n Source: `pages/strategies-index__16.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-7-representation-information-and-information-management)`\n\n## Key Issues, Risks, and Recommendations\n\n- Table 1: Summary data of dual sector providers’ higher education provider category and SAA status\nCurrent dual sector providers: TEQSA provider category and SAA status Total\nUniversities (full SAA) 15\nUniversity Colleges (full SAA) 1\nUniversity Colleges (partial SAA) 1\nInstitutes of Higher Education (partial SAA) 6\nInstitutes of Higher Education (no SAA) 34\nTOTAL dual sector providers 57\nSimilarities between VET and higher education\nSimilar challenges\nWhile the VET and higher education sectors differ in many ways, from a provider perspective\nthere are many similarities in the operating environment common to both, including:\n• pressures on financial sustainability\n• competition for students\n• scrutiny of quality of education and student outcomes\n• adapting to rapidly evolving technologies and stakeholder expectations\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- [Page 2]\nOFFICIAL\nEXPECTATION EXAMPLES OF EVIDENCE AVAILABLE EXAMPLE EXPLANATION SUMMARY OF\nRELEVANCE OF EVIDENCE\n1\n• Governing body meeting minutes covering • The meeting minutes demonstrate that the\nThe provider’s governing body obtains discussion of an external audit report relating provider’s governing body obtained and\nindependent advice as is necessary to to a payroll systems audit (copy of report considered an external auditor’s view on the\nidentify and address potential risks related available). appropriateness and effectiveness of the\nto obligations under workplace laws, provider’s payroll system.\nincluding the risk of wage underpayment\ndue to issues in payroll, employment and\nadministrative systems.\n Source: `other-pdfs/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf (https://www.teqsa.gov.au/sites/default/files/2025-12/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf)`\n- Regulatory landscape 8\nVET and ASQA 8\nHigher education and TEQSA 9\nDifferences between VET and higher education 9\nDiffering standards, educational outcomes, and risks 9\nDiffering approaches to course accreditation 10\nSimilarities between VET and higher education 11\nSimilar challenges 11\nThe ESOS Framework 12\nRelated concepts of corporate and academic governance 12\nIntersection of VET and higher education 13\nProvider perspective 13\nRegulator perspective 14\nOther regulatory requirements 14\n5.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- [pages 1,2,3]\n[Page 1]\nAudit and Risk Committee Charter\nThe Commissioners collectively are the Accountable Authority for TEQSA.\n Source: `other-pdfs/audit-risk-committee-charter.pdf (http://www.teqsa.gov.au/sites/default/files/2022-11/audit-risk-committee-charter.pdf?v=1597967959)`\n- [pages 6,7,8]\nt coverage\n• review TEQSA-specific and relevant cross-TEQSA external performance audit reports\nand monitor TEQSA management’s response and implementation of audit\nrecommendations\n• provide advice to the Accountable Authority on action to be taken on significant issues\nraised in relevant ANAO reports or better practice guides\n• meet privately with the ANAO at least once per year.\n Source: `other-pdfs/audit-risk-committee-charter.pdf (http://www.teqsa.gov.au/sites/default/files/2022-11/audit-risk-committee-charter.pdf?v=1597967959)`\n- Appendices 38\nAppendix A: ASQA and TEQSA – regulator profiles 38\nAppendix B: Evaluation criteria 41\nReduction of regulatory burden 41\nBenefit to effective risk-based regulation 41\nOverall benefit 43\nResource intensity 44\nTimeframe 44\nDependencies and enhancements 44\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- In particular, the governing body can assure itself and demonstrate that:\nemployees are paid correctly, in accordance with the terms of the provider’s industrial agreements\nit has considered any necessary independent advice for informed and competent decision making about meeting its obligations under workplace laws\nany recommendations from reviews or audits related to obligations under workplace laws have been considered and, where necessary, are being effectively actioned\nall delegated offices or committees responsible for ensuring compliance with obligations under workplace laws report clearly and regularly to the governing body\nthere are mechanisms to ensure formal complaints regarding compliance with workplace laws can be received from staff, students or unions and action taken to address underlying causes\n Source: `pages/announcements-index__21.html (http://www.teqsa.gov.au/how-we-regulate/statements-regulatory-expectations/statement-regulatory-expectations-compliance-workplace-obligations)`\n- Under the HES Framework, providers must:\nensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))\npromote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)\nhave a critical incident policy and readily accessible procedures (standard 2.3.5)\ntake preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)\nexercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).\n Source: `pages/strategies-index__05.html (http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security)`\n- The Accountable\nAuthority has established an Audit and Risk Committee in compliance with section 45 of the\nPublic Governance, Performance and Accountability Act 2013 (PGPA Act) and PGPA Rule\nsection 17 Audit Committees for Commonwealth Entities.\n Source: `other-pdfs/audit-risk-committee-charter.pdf (http://www.teqsa.gov.au/sites/default/files/2022-11/audit-risk-committee-charter.pdf?v=1597967959)`\n- For instance, inadequate reporting to and oversight by governing boards\nincluding audit and risk committees, resulting in a single point of failure.\n No systems for identifying compliance risk, such as reporting on payroll issues or complaints\nto identify red flags, areas for audit or trends.\n Source: `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf (https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43)`\n- To that end, we would propose the following as features of good\ncorporate governance models:\n Risk frameworks and risk appetite statements that include payroll compliance are developed and\nrigorously applied in practice and incorporate a direct line of sight between what occurs at a\nworkplace level and at a corporate governance level;\n A strong culture of internal challenge where internal audit teams are regularly including workplace\nrelations and payroll compliance as part of their program;\n Processes in place which encourage Boards and/or Committees being notified of compliance risks\nthat are occurring at the school level.\n Source: `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf (https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43)`\n- In particular, the governing body\ncan assure itself and demonstrate that:\na. employees are paid correctly, in accordance with the terms of the provider’s\nindustrial agreements\nb. it has considered any necessary independent advice for informed and competent\ndecision making about meeting its obligations under workplace laws\nc. any recommendations from reviews or audits related to obligations under workplace\nlaws have been considered and, where necessary, are being effectively actioned\nd. all delegated offices or committees responsible for ensuring compliance with\nobligations under workplace laws report clearly and regularly to the governing body\ne. there are mechanisms to ensure formal complaints regarding compliance with\nworkplace laws can be received from staff, students or unions and action taken to\naddress underlying causes\nf.\n Source: `other-pdfs/statement-regulatory-expectations-compliance-workplace-obligations.pdf (https://www.teqsa.gov.au/sites/default/files/2025-05/statement-regulatory-expectations-compliance-workplace-obligations.pdf)`\n- [pages 14,15,16]\noperating environment common to both, including:\n• pressures on financial sustainability\n• competition for students\n• scrutiny of quality of education and student outcomes\n• adapting to rapidly evolving technologies and stakeholder expectations\n• addressing complex issues related to student mental health, well-being and safety\n• responding to complex regulatory ecosystems\n• managing risks relating to the provision of international education such as visa integrity\n• in recent years, the impact of the COVID-19 pandemic on the enrolment numbers and\nfinancial stability of providers across both sectors.\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Achievement of Paragraph 7.3.3b will require identification of the policies, processes and practices in sufficient detail for us to be satisfied that this Standard is met and that predictable risks are being mitigated as far as is reasonably possible for the nature and scale of the provider’s operations - including the onus on the provider to issue qualifications legitimately (as required by Paragraph 6.2.1h).\n Source: `pages/strategies-index__16.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-7-representation-information-and-information-management)`\n\n## Corporate Values and Operating Culture\n\n- Media releases\n2025\nDate\nMedia release\n8 January 2025\nTEQSA registers Australian College of Theology as an Australian University\n2024\nDate\nMedia release\n18 November 2024\nTEQSA registers Excelsia College as a University College\n8 October 2024\nTEQSA commences legal proceedings against Chegg\n2023\nDate\nMedia release\n7 July 2023\nTEQSA registers Sydney College of Divinity as a University College\n20 April 2023\nNew TEQSA training course to help academic and professional staff detect and deter contract cheating\n2022\nDate\nMedia release\n19 October 2022\nInternational launch of Global Academic Integrity Network (GAIN)\n13 October 2022\nTEQSA disrupts access to another 110 illegal academic cheating websites\n7 October 2022\nTEQSA registers Australian College of Theology as University College\n31 January 2022\nAlphacrucis College registered as Australia's fourth University College\n2021\nDate\nMedia release\n Source: `pages/news-latest.html (http://www.teqsa.gov.au/about-us/news-and-events/media-centre)`\n- Its findings provide a baseline for enhancing service delivery and effectiveness.\nmini-card, small-h-img\ntrue\nsec-spacing\nsection-none\nsec-spacing-bottom\nsection-padding-between\nstyle\ndefault\nCONNECT\nWITH US\nfalse\nX\nlp-x\nhttps://x.com/wbg_gov\nSubscribe to our monthly newsletter\nWorld Bank Governance Global Department\nThe latest news, publications, and events on institutions, good governance, GovTech, open government, procurement, anticorruption, public finance, accountability & more.\nfalse\nGovernance Update|SVC123\nfalse\nTopic Expert\nArturo Herrera\nhttps://www.worldbank.org/en/about/people/a/arturo-herrera-gutierrez\ndefault alt\nDirector, Governance Global Department, World Bank\nmini-card\nmini-card\nView All Experts\nGovernance Contact\nLara Saade\nlsaade@worldbank.org\nsec-swoosh\nsec-swoosh-type11\nstyle\ngrid, bg-neutrals-20, stay-connected\nsec-spacing\nsection-none\nsec-spacing-bottom\n Source: `global-intelligence/source-text/association-worldbank.org-governance.txt`\n- Under the HES Framework, providers must:\nensure that information systems and records are maintained, securely and confidentially to prevent unauthorised or fraudulent access to private or sensitive information (paragraph 7.3.3(b))\npromote and foster a safe environment, including by advising students and staff on actions they can take to enhance safety and security online (standard 2.3.4)\nhave a critical incident policy and readily accessible procedures (standard 2.3.5)\ntake preventative action to mitigate foreseeable risks to academic and research integrity (standard 5.2.2)\nexercise due diligence to identify, prevent, and manage risks within a provider’s remit of operations (domain 6).\n Source: `pages/strategies-index__05.html (http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security)`\n- In relation to Standard 7.3.3d, we will require a description of the systems, processes and reporting that support achievement of this Standard (and support the corporate accountability of the governing body in this respect [Standard 6.1.1]).\n Source: `pages/strategies-index__16.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-7-representation-information-and-information-management)`\n- Key opportunities for regulatory harmonisation 18\nOpportunity 1: Better facilitate information sharing and collaboration in key areas 18\nOpportunity 2: Where practical, optimise the alignment of evidence requirements\nfor similar assessments while maintaining regulatory effectiveness 21\nOpportunity 3: Support dual sector providers to mature corporate and\nacademic governance 24\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Table 1: Summary data of dual sector providers’ higher education provider category and SAA status\nCurrent dual sector providers: TEQSA provider category and SAA status Total\nUniversities (full SAA) 15\nUniversity Colleges (full SAA) 1\nUniversity Colleges (partial SAA) 1\nInstitutes of Higher Education (partial SAA) 6\nInstitutes of Higher Education (no SAA) 34\nTOTAL dual sector providers 57\nSimilarities between VET and higher education\nSimilar challenges\nWhile the VET and higher education sectors differ in many ways, from a provider perspective\nthere are many similarities in the operating environment common to both, including:\n• pressures on financial sustainability\n• competition for students\n• scrutiny of quality of education and student outcomes\n• adapting to rapidly evolving technologies and stakeholder expectations\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)`\n- Governance and accountability\nExpectations for governance and accountability include the following:\na management culture that prioritises and resources complaints handling and values complaint data is promoted, with senior leaders demonstrating a firm commitment to review, design, manage and deliver processes and policies to improve grievance and complaint mechanisms\nthe governing body assures itself that the provider (and contracted third parties) meet the current expectations and their obligations around student grievance and complaint management and maintaining the wellbeing of staff (including staff involved in complaints-handling)\nthe governing body reviews a report of de-identified complaints data at least once every 6 months and can assure itself that any underlying causes of identified trends or issues are being adequately addressed.\n Source: `pages/announcements-index__22.html (http://www.teqsa.gov.au/how-we-regulate/statements-regulatory-expectations/statement-regulatory-expectations-student-grievance-and-complaint-mechanisms)`\n- Overview of changes\nContextual overview of the HES Framework 2021\nHESF Domain 1: Student participation and attainment\nHESF Domain 2: Learning environment\nHESF Domain 3: Teaching\nHESF Domain 4: Research and research training\nHESF Domain 5: Institutional quality assurance\nHESF Domain 6: Governance and accountability\nHESF Domain 7: Representation, information and information management\nEarlier versions\nThe HES Framework was first published in 2011 and revised in 2015.\n Source: `pages/strategies-index.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021)`\n\n## Global Ideas and Case Study Inputs\n\nGlobal source texts are available for later idea synthesis:\n- `global-intelligence/source-text/association-worldbank.org-governance.txt`\n- `global-intelligence/source-text/consulting-deloitte.com-government-public.txt`\n- `global-intelligence/source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt`\n\n## Source Artifacts Used\n\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf` - strategies - https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf\n- `pages/about.html` - pages - http://www.teqsa.gov.au/about-us/contact-us/raising-complaint-or-concern\n- `pages/announcements-index.html` - pages - http://www.teqsa.gov.au/about-us/reporting-and-accountability/ai-transparency-statement\n- `pages/announcements-index__17.html` - pages - https://www.teqsa.gov.au/about-us/reporting-and-accountability/ai-transparency-statement\n- `pages/announcements-index__18.html` - pages - http://www.teqsa.gov.au/about-us/reporting-and-accountability/ai-transparency-statement\n- `pages/announcements-index__19.html` - pages - http://www.teqsa.gov.au/about-us/fees-and-charges/teqsas-cost-recovery-implementation-statement\n- `pages/announcements-index__20.html` - pages - http://www.teqsa.gov.au/how-we-regulate/statements-regulatory-expectations\n- `pages/announcements-index__21.html` - pages - http://www.teqsa.gov.au/how-we-regulate/statements-regulatory-expectations/statement-regulatory-expectations-compliance-workplace-obligations\n- `pages/announcements-index__22.html` - pages - http://www.teqsa.gov.au/how-we-regulate/statements-regulatory-expectations/statement-regulatory-expectations-student-grievance-and-complaint-mechanisms\n- `pages/homepage.html` - pages - http://www.teqsa.gov.au\n- `pages/leadership.html` - pages - http://www.teqsa.gov.au/about-us/teqsa-overview/our-leadership-and-organisation\n- `pages/news-latest.html` - pages - http://www.teqsa.gov.au/about-us/news-and-events/media-centre\n- `pages/strategies-index.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021\n- `pages/strategies-index__00.html` - pages - https://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021\n- `pages/strategies-index__01.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021\n- `pages/strategies-index__02.html` - pages - http://www.teqsa.gov.au/how-we-regulate/acts-and-standards/australian-qualifications-framework\n- `pages/strategies-index__03.html` - pages - http://www.teqsa.gov.au/how-we-regulate/compliance-monitoring-approach/compliance-monitoring-framework\n- `pages/strategies-index__04.html` - pages - http://www.teqsa.gov.au/how-we-regulate/dual-sector-regulatory-strategy\n- `pages/strategies-index__05.html` - pages - http://www.teqsa.gov.au/guides-resources/compliance-focus/compliance-focus-cyber-security\n- `pages/strategies-index__06.html` - pages - http://www.teqsa.gov.au/guides-resources/resources/cyber-security\n- `pages/strategies-index__07.html` - pages - http://www.teqsa.gov.au/cricos-and-elicos/what-esos-framework\n- `pages/strategies-index__08.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/overview-changes\n- `pages/strategies-index__09.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/contexual-overview\n- `pages/strategies-index__10.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-1-student-participation-and-attainment\n- `pages/strategies-index__11.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-2-learning-environment\n- `pages/strategies-index__12.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-3-teaching\n- `pages/strategies-index__13.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-4-research-and-research-training\n- `pages/strategies-index__14.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-5-institutional-quality-assurance\n- `pages/strategies-index__15.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-6-governance-and-accountability\n- `pages/strategies-index__16.html` - pages - http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-7-representation-information-and-information-management\n- `pages/taskforces-index.html` - pages - http://www.teqsa.gov.au/students/student-advisory-panel\n- `global-intelligence/source-text/association-worldbank.org-governance.txt` - global-intelligence - local file\n- `global-intelligence/source-text/consulting-deloitte.com-government-public.txt` - global-intelligence - local file\n- `global-intelligence/source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt` - global-intelligence - local file\n- `other-pdfs/audit-risk-committee-charter.pdf` - other-pdfs - http://www.teqsa.gov.au/sites/default/files/2022-11/audit-risk-committee-charter.pdf?v=1597967959\n- `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf` - other-pdfs - https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43\n- `other-pdfs/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf` - other-pdfs - https://www.teqsa.gov.au/sites/default/files/2025-12/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf\n- `other-pdfs/statement-regulatory-expectations-compliance-workplace-obligations.pdf` - other-pdfs - https://www.teqsa.gov.au/sites/default/files/2025-05/statement-regulatory-expectations-compliance-workplace-obligations.pdf\n- `other-pdfs/student-advisory-panel-terms-of-reference.pdf` - other-pdfs - https://www.teqsa.gov.au/sites/default/files/2026-04/student-advisory-panel-terms-of-reference.pdf\n\n## Gaps To Fix\n\n- No corporate plan text source found.\n- No annual report text source found.", "legislation_md": "# Tertiary Education Quality and Standards Agency - Acts and Legislation Discovery\n\n**Generated at**: 2026-05-09T20:56:22.999417+00:00\n**Entity ID**: O-000830\n**Jurisdiction**: Commonwealth\n**Portfolio**: Education\n\n> This is an evidence-based discovery list from scraped department material. A mention does not always mean the department administers the legislation; high-confidence and official register links should be reviewed.\n\n## Summary\n\n- Source files scanned: 36\n- Unique legislation references found: 20\n\n| Type | Count |\n|---|---:|\n| Act | 16 |\n| Determination | 4 |\n\n## Legislation References\n\n### Tertiary Education Quality and Standards Agency Act 2011\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 6\n**Register search**: https://www.legislation.gov.au/search?query=Tertiary+Education+Quality+and+Standards+Agency+Act+2011\n\n**Sources**:\n- `pages/leadership.html`\n- `pages/strategies-index__03.html`\n- `pages/strategies-index__07.html`\n- `pages/strategies-index__09.html`\n- `pages/strategies-index__11.html`\n\n**Evidence contexts**:\n- h the\nPublic Governance, Performance and Accountability Act 2013\nand\nPGPA Rule\n.\nView the Audit and Risk Committee Charter\nHigher Education Standards Panel\nThe Higher Education Standards Panel (HESP) is an expert statutory advisory body, established under the\nTertiary Education Quality and Standards Agency Act 2011\n(TEQSA Act), with responsibility related to the standards for delivery of higher education in Australia.\nHESP is independent of TEQSA.\nLearn more about HESP\n(external website)\nLast updated:\n14 Oct 2025\n Source: `pages/leadership.html`\n- ing Framework supports our regulatory oversight of providers’ compliance and enhances community confidence that the quality of Australian higher education is maintained.\nThe framework assists TEQSA to perform its core regulatory functions and powers under the\nTertiary Education Quality and Standards Agency Act 2011\n,\nEducation Services for Overseas Students Act 2000\nand subordinate legislation and is informed by our statements about our\nApproach to Quality Assurance and Regulation\nand\nCompliance and Enforcement\n.\nFigure 1: Key elements of TEQSA’s compliance monitoring c\n Source: `pages/strategies-index__03.html`\n- eas Students (CRICOS). In addition, all courses approved for delivery to overseas students are published on CRICOS.\nTEQSA's role as regulator and ESOS agency\nUnder the ESOS Act, TEQSA is the ESOS agency for:\nall higher education providers registered under the\nTertiary Education Quality and Standards Agency Act 2011\n(TEQSA Act)\nEnglish Language Intensive Course for Overseas Students (ELICOS) courses delivered by, or in entry arrangements with, registered higher education providers\nall providers of Foundation Programs.\nAny provider seeking to deliver education in these ar\n Source: `pages/strategies-index__07.html`\n- h to regulation. The HES Framework replaced the\nHigher Education Standards Framework (Threshold Standards) 2015\nfor regulatory purposes on 1 July 2021.\nThis overview is not part of the HES Framework and simply provides a contextual overview. Together with the\nTertiary Education Quality and Standards Agency Act 2011\n, the TEQSA Quality of Research Determination 2021 (to be finalised) and the\nTEQSA Fit and Proper Person Determination 2018\n, the HES Framework is the definitive set of requirements for Australian higher education providers. In seeking to interpret the Standa\n Source: `pages/strategies-index__09.html`\n- n apply themselves for the internal monitoring, quality assurance and quality improvement of their higher education activities.\nIntroduction to the HES Framework\nRegulatory Principles\nOur regulatory approach will continue to be guided by the provisions of the\nTertiary Education Quality and Standards Agency Act 2011\n(TEQSA Act) as amended from time to time, including the objects (Section 3) and the three basic principles for regulation (Section 13):\nthe principle of regulatory necessity\nthe principle of reflecting risk, and\nthe principle of proportionate regulation.\nForm\n Source: `pages/strategies-index__09.html`\n\n### Education Services for Overseas Students Act 2000\n\n**Type**: Act\n**Confidence**: high\n**Mentions**: 3\n**Register search**: https://www.legislation.gov.au/search?query=Education+Services+for+Overseas+Students+Act+2000\n\n**Sources**:\n- `pages/strategies-index__03.html`\n- `pages/strategies-index__07.html`\n- `pages/strategies-index__16.html`\n\n**Evidence contexts**:\n- s’ compliance and enhances community confidence that the quality of Australian higher education is maintained.\nThe framework assists TEQSA to perform its core regulatory functions and powers under the\nTertiary Education Quality and Standards Agency Act 2011\n,\nEducation Services for Overseas Students Act 2000\nand subordinate legislation and is informed by our statements about our\nApproach to Quality Assurance and Regulation\nand\nCompliance and Enforcement\n.\nFigure 1: Key elements of TEQSA’s compliance monitoring cycle\nThe framework is reviewed by TEQSA’s Commission\n Source: `pages/strategies-index__03.html`\n- dents\n(CRICOS) and the\nProvider Registration and International Student Management System\n(PRISMS).\nThe Education Services for Overseas Students (ESOS) Act\nAll providers delivering courses to overseas students in Australia must apply for registration under the\nEducation Services for Overseas Students Act 2000\n(ESOS Act). Under the ESOS Act, overseas students are defined as students who hold a student visa to study in Australia. The ESOS Act protects all overseas and intending overseas students studying at Australian schools, registered training organisations, and\n Source: `pages/strategies-index__07.html`\n- rmation required by Section 7.2).\nIn relation to Standard 7.2.3, where applicable, we will expect a provider to be able to describe, and illustrate by example, the mechanisms that are in place to monitor achievement of statutory obligations in relation to the\nEducation Services for Overseas Students Act 2000\nand the\nNational Code of Practice for Providers of Education and Training to Overseas Students 2018\nin relation to international students.\nIn relation to Standard 7.2.4, we will expect to see that any formal offer made to students contains warnings of potenti\n Source: `pages/strategies-index__16.html`\n\n### Tertiary Education Quality and Standards Act 2011\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 2\n**Register search**: https://www.legislation.gov.au/search?query=Tertiary+Education+Quality+and+Standards+Act+2011\n\n**Sources**:\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n**Evidence contexts**:\n- ders greater flexibility and responsiveness and enhances speed to\nmarket. Two TAFEs participated in the pilot (Bendigo Kangan Institute and TAFE NSW), along\nwith a dual sector provider (Central Queensland University).\nHigher education\nIn higher education, the Tertiary Education Quality and Standards Act 2011, the Threshold\nStandards and relevant state-based university acts of establishment, allow for providers to\nobtain partial or full self-accrediting authority (SAA), with differing expectations associated with\nthe different provider categories:\nDual sector regu\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n- y program for entry into a higher education\ninstitution\n• Training providers in Victoria and Western Australia\nthat do not offer any online course or courses for\ninterstate and overseas students.\nLegislative and Regulatory • Establishing legislation (above) • Tertiary Education Quality and Standards Act 2011\nFrameworks:\n• Vocational education and training (VET) Quality • Higher Education Standards Framework (Threshold\nFramework Standards) 2021\n• Standards for VET accredited courses • Education Services for Overseas Students Framework\n• Education Services for Over\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n### Australia. The Education Services for Overseas Students Act 2000\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Australia.+The+Education+Services+for+Overseas+Students+Act+2000\n\n**Sources**:\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n**Evidence contexts**:\n- ive instruments that support ASQA and TEQSA, the\nEducation Services for Overseas Students (ESOS) Framework applies in the same way to both\nhigher education and VET.\nThe ESOS Framework is a legislative framework that protects the rights of overseas students in\nAustralia. The Education Services for Overseas Students Act 2000 (ESOS Act) and the National\nCode of Practice for Providers of Education and Training to Overseas Students 2018 (National\nCode 2018) provide guidelines to ensure that overseas students receive quality education and\nsupport services, including information on th\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n### Higher Education Legislation Amendment (Provider Category Standards and Other Measures) Act 2021\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Higher+Education+Legislation+Amendment+%28Provider+Category+Standards+and+Other+Measures%29+Act+2021\n\n**Sources**:\n- `pages/strategies-index__08.html`\n\n**Evidence contexts**:\n- e Federal Register of Legislation.\nThis is the first update to the Threshold Standards since 2015.\nThe Threshold Standards were revised in response to the review of the Provider Category Standards conducted in 2019. The\nHigher Education Legislation Amendment (Provider Category Standards and Other Measures) Act 2021\ngave effect to the Australian Government’s decision to implement all 10 recommendations arising from this review.\nThe updated Threshold Standards, which incorporate the revised provider categories\ncame into effect from 1 July 2021\n.\nFurther amendments to Thre\n Source: `pages/strategies-index__08.html`\n\n### Higher Education Support Act 2003\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Higher+Education+Support+Act+2003\n\n**Sources**:\n- `pages/announcements-index__22.html`\n\n**Evidence contexts**:\n- iders will actively work to demonstrate self-assurance in line with the expectations.\nTEQSA acknowledges that some providers may have additional obligations under the:\nNational Code of Practice for Providers of Education and Training to Overseas Students 2018\nHigher Education Support Act 2003\nHigher Education Provider Guidelines 2023\nTEQSA’s regulatory approach\nTEQSA expects all higher education providers to review their student grievance and complaint mechanisms and implement necessary improvements. As part of their review process, providers shou\n Source: `pages/announcements-index__22.html`\n\n### National Vocational Education and Training and Standards Agency Act 2011\n\n**Type**: Act\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=National+Vocational+Education+and+Training+and+Standards+Agency+Act+2011\n\n**Sources**:\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n**Evidence contexts**:\n- igher education in\nAustralia.\nEstablishment: ASQA was established on 1 July 2011 through the TEQSA was also established in 2011, through the\nenactment of the: Commonwealth government’s corporations powers,\nand the enactment of the Tertiary Education Quality\n• National Vocational Education and Training\nand Standards Agency Act 2011 (TEQSA Act).\nRegulator Act 2011\n• National Vocational Education and Training\nRegulator (Consequential Amendments) Act 2011\n• National Vocational Education and Training\nRegulator (Transitional Provisions) Act 2011.\nRegulatory powers for VET were referred to AS\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n### Provider Category Standards Quality of Research Determination 2021\n\n**Type**: Determination\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Provider+Category+Standards+Quality+of+Research+Determination+2021\n\n**Sources**:\n- `pages/strategies-index__08.html`\n\n**Evidence contexts**:\n- at permitted use of the word ‘university’, must achieve the benchmarks set out B1.3 within particular time frames.\nMore information\nProvider Category Standards reform implementation\nInformation for providers about TEQSA’s approach for implementing the updated Provider Category Standards\nQuality of Research Determination 2021\nThis legislative instrument complements new research quality criteria included in the\nHigher Education Standards Framework (Threshold Standards) 2021\nfor the ‘Australian University’ category. It provides clarity around the research quality indicators that TEQ\n Source: `pages/strategies-index__08.html`\n\n### TEQSA Quality of Research Determination 2021\n\n**Type**: Determination\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=TEQSA+Quality+of+Research+Determination+2021\n\n**Sources**:\n- `pages/strategies-index__09.html`\n\n**Evidence contexts**:\n- n Standards Framework (Threshold Standards) 2015\nfor regulatory purposes on 1 July 2021.\nThis overview is not part of the HES Framework and simply provides a contextual overview. Together with the\nTertiary Education Quality and Standards Agency Act 2011\n, the TEQSA Quality of Research Determination 2021 (to be finalised) and the\nTEQSA Fit and Proper Person Determination 2018\n, the HES Framework is the definitive set of requirements for Australian higher education providers. In seeking to interpret the Standards, providers should read the HES Framework in the\n Source: `pages/strategies-index__09.html`\n\n### Tertiary Education Quality and Standards Agency Fit and Proper Person Determination 2018\n\n**Type**: Determination\n**Confidence**: medium\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Tertiary+Education+Quality+and+Standards+Agency+Fit+and+Proper+Person+Determination+2018\n\n**Sources**:\n- `pages/strategies-index__15.html`\n\n**Evidence contexts**:\n- se reviews and evidence of improvements arising, or planned to arise, from them. In addition, we will also need to be satisfied that arrangements to meet contingencies including cessation as a provider are available and likely to be effective.\nReference point\nTertiary Education Quality and Standards Agency Fit and Proper Person Determination 2018.\n6.2 Corporate Monitoring and Accountability\nThis Section of the Standards specifies a series of critical accountabilities that the provider must be able to demonstrate, and that the governing body, as part of its governance role, must be able to satisfy itse\n Source: `pages/strategies-index__15.html`\n\n### Fair Work Act 2009\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 2\n**Register search**: https://www.legislation.gov.au/search?query=Fair+Work+Act+2009\n\n**Sources**:\n- `pages/announcements-index__21.html`\n- `other-pdfs/statement-regulatory-expectations-compliance-workplace-obligations.pages.jsonl`\n\n**Evidence contexts**:\n- pectations: Compliance with workplace obligations\n(PDF, 180 KB)\nThis statement sets out TEQSA’s regulatory expectations of registered higher education providers to ensure they are meeting their obligations under workplace laws (as defined in section 12 of the\nFair Work Act 2009\n) to their staff.\nIn particular, TEQSA expects that all providers will pay their staff correctly and comply with workplace laws and their industrial agreements.\nThe regulatory expectations outlined in this document focus on providers’ governance oversight and\n Source: `pages/announcements-index__21.html`\n- ons: Compliance\nwith workplace obligations\nMay 2025\ni\n\n[page 2]\nThis statement sets out TEQSA’s regulatory expectations of registered\nhigher education providers to ensure they are meeting their obligations\nunder workplace laws (as defined in section 12 of the Fair Work Act 2009)\nto their staff.\nIn particular, TEQSA expects that all providers will pay their staff correctly and comply with\nworkplace laws and their industrial agreements.\nThe regulatory expectations outlined in this document focus on providers’ governance\noversight and\n Source: `other-pdfs/statement-regulatory-expectations-compliance-workplace-obligations.pages.jsonl`\n\n### Public Governance, Performance and Accountability Act 2013\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 2\n**Register search**: https://www.legislation.gov.au/search?query=Public+Governance%2C+Performance+and+Accountability+Act+2013\n\n**Sources**:\n- `pages/leadership.html`\n- `other-pdfs/audit-risk-committee-charter.pages.jsonl`\n\n**Evidence contexts**:\n- Regulatory Operations and senior managers. ELT is responsible for the management of our regulatory business, corporate processes and people.\nOrganisation structure\nAudit and Risk Committee\nWe have established an Audit and Risk Committee in compliance with the\nPublic Governance, Performance and Accountability Act 2013\nand\nPGPA Rule\n.\nView the Audit and Risk Committee Charter\nHigher Education Standards Panel\nThe Higher Education Standards Panel (HESP) is an expert statutory advisory body, established under the\nTertiary Education Quality and Standards Agency Act 2011\n(TEQSA\n Source: `pages/leadership.html`\n- [page 1]\nAudit and Risk Committee Charter\nThe Commissioners collectively are the Accountable Authority for TEQSA. The Accountable\nAuthority has established an Audit and Risk Committee in compliance with section 45 of the\nPublic Governance, Performance and Accountability Act 2013 (PGPA Act) and PGPA Rule\nsection 17 Audit Committees for Commonwealth Entities.\nRole\nThe Committee’s role is to provide independent assurance to the Accountable Authority on\nTEQSA’s financial and performance reporting responsibilities, risk oversight and\nmana\n Source: `other-pdfs/audit-risk-committee-charter.pages.jsonl`\n\n### Competition and Consumer Act 2010\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Competition+and+Consumer+Act+2010\n\n**Sources**:\n- `pages/strategies-index__16.html`\n\n**Evidence contexts**:\n- ys have an interest in reviewing the management of complaints and misconduct (Paragraph 7.3.3c), irrespective of the capability of a provider’s information management systems.\nReference points\nAustralian Government, Australian Consumer Laws (Schedule 2 of the\nCompetition and Consumer Act 2010)\nand the\nTrade Practices Act 1974\nAustralian Government\n, National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2018\nAustralian Government,\nPrivacy Act (1988)\nand the Australian Privacy Principles\n Source: `pages/strategies-index__16.html`\n\n### Notifiable Data Breaches Scheme and the Security of Critical Infrastructure Act 2018\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Notifiable+Data+Breaches+Scheme+and+the+Security+of+Critical+Infrastructure+Act+2018\n\n**Sources**:\n- `pages/strategies-index__05.html`\n\n**Evidence contexts**:\n- , academic and research integrity, and possible reputational damage.\nOur focus\nOur key focus was on the providers’ response to cyber security incidents, including:\nwhether the provider met its legal and regulatory obligations, for example, reporting under the\nNotifiable Data Breaches Scheme\nand the\nSecurity of Critical Infrastructure Act 2018\nhow the incident was detected and whether the detection was through routine monitoring\nwhat the provider did to identify the extent of the problem, minimise the impact and mitigate further or future risks\nwhether actions taken in response to the incident were\n Source: `pages/strategies-index__05.html`\n\n### TEQSA Act). Regulator Act 2011\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=TEQSA+Act%29.+Regulator+Act+2011\n\n**Sources**:\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n**Evidence contexts**:\n- y 2011 through the TEQSA was also established in 2011, through the\nenactment of the: Commonwealth government’s corporations powers,\nand the enactment of the Tertiary Education Quality\n• National Vocational Education and Training\nand Standards Agency Act 2011 (TEQSA Act).\nRegulator Act 2011\n• National Vocational Education and Training\nRegulator (Consequential Amendments) Act 2011\n• National Vocational Education and Training\nRegulator (Transitional Provisions) Act 2011.\nRegulatory powers for VET were referred to ASQA\nby the states when it was est\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n### TEQSA Fit and Proper Person Determination 2018\n\n**Type**: Determination\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=TEQSA+Fit+and+Proper+Person+Determination+2018\n\n**Sources**:\n- `pages/strategies-index__09.html`\n\n**Evidence contexts**:\n- s on 1 July 2021.\nThis overview is not part of the HES Framework and simply provides a contextual overview. Together with the\nTertiary Education Quality and Standards Agency Act 2011\n, the TEQSA Quality of Research Determination 2021 (to be finalised) and the\nTEQSA Fit and Proper Person Determination 2018\n, the HES Framework is the definitive set of requirements for Australian higher education providers. In seeking to interpret the Standards, providers should read the HES Framework in the first instance.\nContext of the HES Framework\nAs illustrated below, the H\n Source: `pages/strategies-index__09.html`\n\n### Trade Practices Act 1974\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Trade+Practices+Act+1974\n\n**Sources**:\n- `pages/strategies-index__16.html`\n\n**Evidence contexts**:\n- ment of complaints and misconduct (Paragraph 7.3.3c), irrespective of the capability of a provider’s information management systems.\nReference points\nAustralian Government, Australian Consumer Laws (Schedule 2 of the\nCompetition and Consumer Act 2010)\nand the\nTrade Practices Act 1974\nAustralian Government\n, National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2018\nAustralian Government,\nPrivacy Act (1988)\nand the Australian Privacy Principles\nAustralian Government (July 2009),\n Source: `pages/strategies-index__16.html`\n\n### Training Regulator (Consequential Amendments) Act 2011\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Training+Regulator+%28Consequential+Amendments%29+Act+2011\n\n**Sources**:\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n**Evidence contexts**:\n- mmonwealth government’s corporations powers,\nand the enactment of the Tertiary Education Quality\n• National Vocational Education and Training\nand Standards Agency Act 2011 (TEQSA Act).\nRegulator Act 2011\n• National Vocational Education and Training\nRegulator (Consequential Amendments) Act 2011\n• National Vocational Education and Training\nRegulator (Transitional Provisions) Act 2011.\nRegulatory powers for VET were referred to ASQA\nby the states when it was established as the\nnational regulator. Victoria and Western Australia\nchose to retain power to\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n### Training Regulator (Transitional Provisions) Act 2011\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=Training+Regulator+%28Transitional+Provisions%29+Act+2011\n\n**Sources**:\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n**Evidence contexts**:\n- ality\n• National Vocational Education and Training\nand Standards Agency Act 2011 (TEQSA Act).\nRegulator Act 2011\n• National Vocational Education and Training\nRegulator (Consequential Amendments) Act 2011\n• National Vocational Education and Training\nRegulator (Transitional Provisions) Act 2011.\nRegulatory powers for VET were referred to ASQA\nby the states when it was established as the\nnational regulator. Victoria and Western Australia\nchose to retain power to accredit courses, creating\njurisdictional and regulatory complexity.\nCommonwealth Governm\n Source: `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl`\n\n### University of Melbourne Act 2009\n\n**Type**: Act\n**Confidence**: low\n**Mentions**: 1\n**Register search**: https://www.legislation.gov.au/search?query=University+of+Melbourne+Act+2009\n\n**Sources**:\n- `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pages.jsonl`\n\n**Evidence contexts**:\n- nabling legislation provides for the establishment of these governing bodies, with some including\nthat the body has the responsibility of approving and monitoring systems of control and accountability\nof the university (for example, see section 8(3)(e) of the University of Melbourne Act 2009 (Cth)). We\nalso note that Standard 6.2.1.a of the Threshold Standards provides that the provider is to\ndemonstrate, and the governing body is to assure itself, that the provider is operating effectively and\nPage 2 of 4\nOFFICIAL: Sensitive\n\n[page 3]\nOFFICIAL:\n Source: `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pages.jsonl`\n\n## Files Scanned\n\n- `pages/about.html` (page)\n- `pages/announcements-index.html` (page)\n- `pages/announcements-index__17.html` (page)\n- `pages/announcements-index__18.html` (page)\n- `pages/announcements-index__19.html` (page)\n- `pages/announcements-index__20.html` (page)\n- `pages/announcements-index__21.html` (page)\n- `pages/announcements-index__22.html` (page)\n- `pages/homepage.html` (page)\n- `pages/leadership.html` (page)\n- `pages/news-latest.html` (page)\n- `pages/strategies-index.html` (page)\n- `pages/strategies-index__00.html` (page)\n- `pages/strategies-index__01.html` (page)\n- `pages/strategies-index__02.html` (page)\n- `pages/strategies-index__03.html` (page)\n- `pages/strategies-index__04.html` (page)\n- `pages/strategies-index__05.html` (page)\n- `pages/strategies-index__06.html` (page)\n- `pages/strategies-index__07.html` (page)\n- `pages/strategies-index__08.html` (page)\n- `pages/strategies-index__09.html` (page)\n- `pages/strategies-index__10.html` (page)\n- `pages/strategies-index__11.html` (page)\n- `pages/strategies-index__12.html` (page)\n- `pages/strategies-index__13.html` (page)\n- `pages/strategies-index__14.html` (page)\n- `pages/strategies-index__15.html` (page)\n- `pages/strategies-index__16.html` (page)\n- `pages/taskforces-index.html` (page)\n- `other-pdfs/audit-risk-committee-charter.pages.jsonl` (pdf_pages)\n- `other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pages.jsonl` (pdf_pages)\n- `other-pdfs/statement-regulatory-expectations-compliance-workplace-obligations.pages.jsonl` (pdf_pages)\n- `other-pdfs/student-advisory-panel-terms-of-reference.pages.jsonl` (pdf_pages)\n- `other-pdfs/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pages.jsonl` (pdf_pages)\n- `strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pages.jsonl` (pdf_pages)", "global_initiatives_md": "# Global Ideas Input - Tertiary Education Quality and Standards Agency\n\nUse the source text files in this folder to produce implementable ideas for Australia.\n\nFor each idea, separate:\n- large structural reforms\n- small/cheap operational changes\n- overseas case-study evidence\n- university/research support\n- consulting/association trend support\n- implementation steps in the Australian context\n- risks, prerequisites, and likely owner\n\n## Sources\n\n- [association] World Bank Governance Global Practice - https://www.worldbank.org/en/topic/governance - `source-text/association-worldbank.org-governance.txt`\n- [consulting] Deloitte Government and Public Services - https://www.deloitte.com/global/en/Industries/government-public.html - `source-text/consulting-deloitte.com-government-public.txt`\n- [university] Harvard Kennedy School Ash Center - https://ash.harvard.edu/ - `source-text/university-ash.harvard.edu-Harvard-Kennedy-School-Ash-Center.txt`", "strategy": { "reporting_period": "2024-25", "corporate_plan_period": "2025-26", "vision": null, "vision_source_page": null, "purposes": null, "purposes_source_page": null, "how_we_deliver": null, "how_we_deliver_source_page": null, "government_priorities": [ { "text": "foster increased collaboration and coordination between the 2 agencies, including collaboration on sector messaging where appropriate", "source_page": 7 }, { "text": "seek opportunities to reduce duplication of effort and improve consistency across the 2 agencies", "source_page": 7 }, { "text": "streamline regulatory approaches where practical and possible under legislation", "source_page": 7 }, { "text": "enhance engagement with dual sector providers, building greater trust in the regulatory system", "source_page": 7 }, { "text": "incentivise high performance by dual sector providers to encourage consistently high standards of academic and corporate governance", "source_page": 7 } ], "outcomes": [ { "name": "Outcome 1: Regulatory burden reduction", "description": "Reduction of regulatory burden for providers: administrative costs (making applications, keeping and providing records) by reducing the need for requests for information (RFIs); delay costs (approval) of awaiting decisions by increasing assessment efficiency.", "key_activities": [ "mature existing inter-agency working groups, and where necessary create new working groups to better facilitate data sharing in key areas, including ESOS, risk intelligence, regulation of transnational education, and provider registration and renewal", "improve data-sharing protocols between ASQA and TEQSA regarding key regulatory and compliance activities." ], "source_page": 4 }, { "name": "Outcome 2: Alignment of evidence requirements", "description": "Reduction of regulatory burden for providers: administrative costs (making applications, keeping and providing records, notifying regulator) by reducing the need for/complexity of RFIs, reporting; substantive compliance costs (professional services, training) by simplifying audit/review scoping, improving consistency of requirements; delay costs (application, approval) by helping providers to more easily and consistently evidence compliance.", "key_activities": [ "review and more closely align evidence requirements and application guidance for similar application-based assessments (CRICOS registration, initial registration/market entry, etc.)", "more closely align annual reporting obligations." ], "source_page": 5 }, { "name": "Outcome 3: Maturity in corporate and academic governance", "description": "Reduction of regulatory burden for providers: administrative costs (making applications) by clarifying regulator expectations, establishing shared guidance on key topics; substantive compliance costs (operation, training) by helping providers better target improvement, simplifying evidencing of compliance; delay costs (application, approval) of preparing applications and awaiting decisions by helping providers to more easily and consistently evidence good corporate and academic governance.", "key_activities": [ "support dual sector providers to build capability in corporate governance including identifying, managing and controlling risks", "support dual sector providers to build capability in oversight, quality assurance and continuous improvement of academic operations", "develop joint guidance (ASQA and TEQSA) to help dual sector providers mature corporate and academic governance." ], "source_page": 6 } ], "values": [ "foster increased collaboration and coordination", "seek opportunities to reduce duplication of effort", "streamline regulatory approaches", "enhance engagement with dual sector providers", "incentivise high performance" ], "values_framework_name": null, "kpi_targets_2025_26": [ { "code": "CCE01", "measure": "Reduction of regulatory burden", "target": "Reduction of administrative, substantive compliance, and delay costs", "source_page": 4 }, { "code": "CCE02", "measure": "Alignment of evidence requirements", "target": "Simplification of audit/review scoping, improving consistency of requirements", "source_page": 5 }, { "code": "CCE03", "measure": "Maturity in corporate and academic governance", "target": "Helping providers better target improvement, simplifying evidencing of compliance", "source_page": 6 } ], "kpi_results_2024_25": [], "_source_urls": { "annual_report_url": "", "corporate_plan_url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf" } }, "ideas": [ { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Regulation & Policy", "scale": "small", "title": "Regulatory burden scan for forms, guidance, and reporting", "idea": "Identify the top 10 highest-friction reporting obligations and simplify guidance, forms, or evidence requirements.", "quote": "Where practical, optimise alignment of ASQA’s and TEQSA’s\nregulatory strategies\nReduction of Benefit to Overall benefit Resource Indicative\nregulatory effective intensity timeframe\nburden risk-based\nregulation\nHigh High High High 4-5 years\nThe regulatory strategies underpinning ASQA’s and TEQSA’s work necessarily differ in their\nregulatory objectives, compliance priorities and approaches to managing key risks due to the\nunique features of each sector.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Regulation & Policy", "scale": "large", "title": "Adaptive regulation program with live feedback loops", "idea": "Create an adaptive regulation model using sandboxes, industry data, risk scoring, and regular rule updates.", "quote": "Where practical, optimise alignment of ASQA’s and TEQSA’s\nregulatory strategies\nReduction of Benefit to Overall benefit Resource Indicative\nregulatory effective intensity timeframe\nburden risk-based\nregulation\nHigh High High High 4-5 years\nThe regulatory strategies underpinning ASQA’s and TEQSA’s work necessarily differ in their\nregulatory objectives, compliance priorities and approaches to managing key risks due to the\nunique features of each sector.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Regulated entities / policy teams", "source": "strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Risk & Assurance", "scale": "small", "title": "Recommendation tracker for audits, reviews, and inquiries", "idea": "Publish a single internal tracker for audit/review recommendations, owners, due dates, and implementation evidence.", "quote": "[Page 2]\nOFFICIAL\nEXPECTATION EXAMPLES OF EVIDENCE AVAILABLE EXAMPLE EXPLANATION SUMMARY OF\nRELEVANCE OF EVIDENCE\n1\n• Governing body meeting minutes covering • The meeting minutes demonstrate that the\nThe provider’s governing body obtains discussion of an external audit report relating provider’s governing body obtained and\nindependent advice as is necessary to to a payroll systems audit (copy of report considered an external auditor’s view on the\nidentify and address potential risks related available). appropriateness and effectiveness of the\nto obligations under workplace laws, provider’s payroll system.\nincluding the risk of wage underpayment\ndue to issues in payroll, employment and\nadministrative systems.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "other-pdfs/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf (https://www.teqsa.gov.au/sites/default/files/2025-12/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Risk & Assurance", "scale": "large", "title": "Integrated assurance and lessons-learned system", "idea": "Create an assurance system that connects audit findings, risk registers, delivery reviews, and investment decisions.", "quote": "[Page 2]\nOFFICIAL\nEXPECTATION EXAMPLES OF EVIDENCE AVAILABLE EXAMPLE EXPLANATION SUMMARY OF\nRELEVANCE OF EVIDENCE\n1\n• Governing body meeting minutes covering • The meeting minutes demonstrate that the\nThe provider’s governing body obtains discussion of an external audit report relating provider’s governing body obtained and\nindependent advice as is necessary to to a payroll systems audit (copy of report considered an external auditor’s view on the\nidentify and address potential risks related available). appropriateness and effectiveness of the\nto obligations under workplace laws, provider’s payroll system.\nincluding the risk of wage underpayment\ndue to issues in payroll, employment and\nadministrative systems.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / assurance teams", "source": "other-pdfs/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf (https://www.teqsa.gov.au/sites/default/files/2025-12/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Regulatory capture", "Over-automation of judgement" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Data & Performance", "scale": "small", "title": "KPI evidence register with named owners", "idea": "Create a simple register mapping each KPI to source data, owner, frequency, target, and last result.", "quote": "The Government’s 2024-25 budget committed $27.7 million to implement a series of tertiary\nharmonisation measures, including, improving regulatory approaches for dual sector\nproviders, facilitating better student pathways between VET and higher education, and\nimproving the evidence base of students’ movements between sectors through better data\ncollection.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Data & Performance", "scale": "large", "title": "Outcome dashboard linking budget, delivery, and public impact", "idea": "Build a public-facing outcome dashboard showing spend, outputs, outcomes, and delivery confidence.", "quote": "The Government’s 2024-25 budget committed $27.7 million to implement a series of tertiary\nharmonisation measures, including, improving regulatory approaches for dual sector\nproviders, facilitating better student pathways between VET and higher education, and\nimproving the evidence base of students’ movements between sectors through better data\ncollection.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Executives / Parliament / public", "source": "strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf (https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Staff Productivity", "scale": "small", "title": "Reusable briefing and summary assistant for internal documents", "idea": "Create controlled templates for summarising reports, submissions, minutes, and ministerial briefs.", "quote": "HESF Domain 3: Teaching\nScope and intent of the Domain\nThis Domain (Sections 3.1-3.3) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nspecific requirements for the specification of the course design and requirements for engagement with advanced knowledge and inquiry, current knowledge, theoretical frameworks and concepts, related scholarship and emerging ideas\ncoherent achievement of learning outcomes and professional accreditation of a course of study if applicable\nsufficiency of staffing, capability of teaching staff, student access to staff\nthe nature, appropriateness, quality and level of access to learning resources that are specific to the course of study.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "APS staff / executives", "source": "pages/strategies-index__12.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-3-teaching)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Sensitive information leakage", "Inconsistent quality of generated drafts" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Staff Productivity", "scale": "large", "title": "Department-wide knowledge and briefing platform", "idea": "Build a secure knowledge platform that lets staff search, summarise, and cite approved departmental material.", "quote": "HESF Domain 3: Teaching\nScope and intent of the Domain\nThis Domain (Sections 3.1-3.3) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nspecific requirements for the specification of the course design and requirements for engagement with advanced knowledge and inquiry, current knowledge, theoretical frameworks and concepts, related scholarship and emerging ideas\ncoherent achievement of learning outcomes and professional accreditation of a course of study if applicable\nsufficiency of staffing, capability of teaching staff, student access to staff\nthe nature, appropriateness, quality and level of access to learning resources that are specific to the course of study.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "APS staff / executives", "source": "pages/strategies-index__12.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-3-teaching)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Sensitive information leakage", "Inconsistent quality of generated drafts" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Citizen Services", "scale": "small", "title": "Plain-language service pages and proactive status updates", "idea": "Rewrite high-volume pages and letters into plain language, add status notifications, and measure contact reduction.", "quote": "HESF Domain 2: Learning environment\nScope and intent of the Domain\nThis Domain (Sections 2.1-2.4) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nthe nature, access to and fitness for purpose of the learning environment under the control of the provider (without presupposing any particular model of participation or delivery), diversity of participation and the wellbeing of staff and students\naccess to effective mechanisms to address students’ grievances should they arise.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "pages/strategies-index__11.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-2-learning-environment)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Citizen Services", "scale": "large", "title": "Single front door for life-event based services", "idea": "Bundle services around life events so citizens can complete related steps across agencies in one journey.", "quote": "HESF Domain 2: Learning environment\nScope and intent of the Domain\nThis Domain (Sections 2.1-2.4) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nthe nature, access to and fitness for purpose of the learning environment under the control of the provider (without presupposing any particular model of participation or delivery), diversity of participation and the wellbeing of staff and students\naccess to effective mechanisms to address students’ grievances should they arise.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / service users", "source": "pages/strategies-index__11.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-2-learning-environment)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Citizen Participation", "scale": "small", "title": "Consultation feedback summaries with response tracking", "idea": "Summarise consultation submissions by theme and publish what changed in response.", "quote": "HESF Domain 2: Learning environment\nScope and intent of the Domain\nThis Domain (Sections 2.1-2.4) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nthe nature, access to and fitness for purpose of the learning environment under the control of the provider (without presupposing any particular model of participation or delivery), diversity of participation and the wellbeing of staff and students\naccess to effective mechanisms to address students’ grievances should they arise.", "impact": "High", "effort": "Low", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "pages/strategies-index__11.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-2-learning-environment)", "implementation": [ "Pick one high-volume process or document family.", "Name an owner and baseline current volume, time, cost, and satisfaction.", "Run a 4-8 week pilot with clear before/after metrics.", "Publish lessons and decide whether to scale." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] }, { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "category": "Citizen Participation", "scale": "large", "title": "Always-on policy participation platform", "idea": "Create a standing participation platform where citizens and stakeholders can propose, vote, and track ideas.", "quote": "HESF Domain 2: Learning environment\nScope and intent of the Domain\nThis Domain (Sections 2.1-2.4) of the\nHigher Education Standards Framework (Threshold Standards) 2021\n(HES Framework) encompasses:\nthe nature, access to and fitness for purpose of the learning environment under the control of the provider (without presupposing any particular model of participation or delivery), diversity of participation and the wellbeing of staff and students\naccess to effective mechanisms to address students’ grievances should they arise.", "impact": "Very High", "effort": "High", "proof": "Evidence-backed", "beneficiaries": "Citizens / stakeholders / policy teams", "source": "pages/strategies-index__11.html (http://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021/hesf-domain-2-learning-environment)", "implementation": [ "Create a senior responsible owner and cross-functional delivery team.", "Map legislation, data, privacy, procurement, cyber, and workforce constraints.", "Co-design with users and frontline staff before technology selection.", "Stage delivery through pilots, benefits tracking, and public reporting." ], "risks": [ "Privacy and data quality", "Change fatigue", "Unclear accountability", "Digital exclusion", "Low public trust if feedback is not acted on" ] } ], "legislation_administered": [], "artifacts": [ { "category": "strategies", "year": "2025", "url": "https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf", "file": "strategies/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf", "bytes": 4751819, "link_text": "Download the Dual sector regulatory strategy" }, { "category": "other-pdfs", "year": "2022", "url": "http://www.teqsa.gov.au/sites/default/files/2022-11/audit-risk-committee-charter.pdf?v=1597967959", "file": "other-pdfs/audit-risk-committee-charter.pdf", "bytes": 224833, "link_text": "View the Audit and Risk Committee Charter" }, { "category": "other-pdfs", "year": "2026", "url": "https://www.teqsa.gov.au/sites/default/files/2026-04/student-advisory-panel-terms-of-reference.pdf", "file": "other-pdfs/student-advisory-panel-terms-of-reference.pdf", "bytes": 251119, "link_text": "Terms of reference" }, { "category": "other-pdfs", "year": "2025", "url": "https://www.teqsa.gov.au/sites/default/files/2025-05/statement-regulatory-expectations-compliance-workplace-obligations.pdf", "file": "other-pdfs/statement-regulatory-expectations-compliance-workplace-obligations.pdf", "bytes": 174630, "link_text": "Statement of Regulatory Expectations: Compliance with workplace obligations" }, { "category": "other-pdfs", "year": "2023", "url": "https://www.aph.gov.au/-/media/Estimates/eet/bud2324/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsman.pdf?la=en&hash=9CE5F1DBCB8C2C5519CA205D5429D0491DC58A43", "file": "other-pdfs/Letter_to_Prof_OKane_Universities_Accord_Panel_8_May_2023_from_Fair_Work_Ombudsm.pdf", "bytes": 791564, "link_text": "poor governance arrangements" }, { "category": "other-pdfs", "year": "2025", "url": "https://www.teqsa.gov.au/sites/default/files/2025-12/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf", "file": "other-pdfs/TEQSA-index-of-evidence-guide-SRE-compliance-workplace-obligations-web.pdf", "bytes": 222319, "link_text": "index of evidence guidance" }, { "category": "corporate-plans", "year": "2025", "url": "https://www.teqsa.gov.au/sites/default/files/2025-08/corporate-plan-2025-29.pdf", "file": "corporate-plans/2025.pdf", "bytes": 15106048, "link_text": "Corporate Plan" } ], "_meta": { "snapshot_built_at": "2026-05-13T11:03:06+00:00", "strategy_brief_meta": { "model": "nova-micro", "folder": "Tertiary-Education-Quality-and-Standards-Agency", "annual_report": { "file": null, "url": "", "year": null }, "corporate_plan": { "file": "strategies\\dual-sector-regulatory-strategy-ASQA-TEQSA.txt", "url": "https://www.teqsa.gov.au/sites/default/files/2025-09/dual-sector-regulatory-strategy-ASQA-TEQSA.pdf", "year": null }, "usage": { "input_tokens": 10762, "output_tokens": 1023, "total_tokens": 11785, "model": "nova-micro" }, "cost_usd": 0.0005198900000000001, "elapsed_seconds": 5.29, "generated_at": "2026-05-13T10:33:49+00:00" }, "ideas_manifest": { "entity_id": "O-000830", "entity_name": "Tertiary Education Quality and Standards Agency", "folder_name": "Tertiary-Education-Quality-and-Standards-Agency", "generated_at": "2026-05-09T23:05:10.221714+00:00", "idea_count": 12, "markdown": "ideas/Tertiary-Education-Quality-and-Standards-Agency_ideas.md", "jsonl": "ideas/ideas.jsonl", "inputs": [ "Tertiary-Education-Quality-and-Standards-Agency_strategy-overview.md", "strategy-evidence.json", "global-intelligence/source-manifest.json" ] }, "global_intel_meta": null } }