Lima – Perú, 2015 Buenas prácticas para el aseguramiento de la calidad de le educación superior Ms Liz Pearse Tertiary Education Quality and Standards Agency, Australia

Lima – Perú, 2015

The evolution of TEQSA The Australian experience

Lima – Perú, 2015  expansion of higher education  risk focus  diversification  relationship to funding  student, employer and public engagement  outcomes vs inputs (student sexperience) International quality trends

Lima – Perú, 2015  TEQSA - standards-based, risk-based  a national, consistent regulatory approach to test compliance against standards  risk framework and risk indicators to guide assessment  ongoing streamlining to cut red tape Australia’s response

Lima – Perú, 2015 Australian higher education providers

Lima – Perú, 2015 Students (2013) Domestic International Total = 996,759 Total = 333,820 Population: 23 mil Main language: English Australian born abroad: 28%

Lima – Perú, 2015  State Government Accreditation Agencies Jurisdictional regulation – local legislation National Protocols Some mutual recognition Predominantly for non university sector  Australian Universities Quality Agency Fitness for Purpose quality audit Quality systems focus Non regulatory Regulatory framework prior to TEQSA

Lima – Perú, 2015 “Given that the standards required in universities underpin quality across the rest of the higher education system, it is imperative that the Australian community has confidence in the standards of its universities and that there is a transparent, national system in place to assure these same standards are required of all providers of higher education.” (Bradley et al, 2008, Review of Australian Higher Education: Final Report, p.115) Review of Australia’s higher education system

Lima – Perú, 2015  29 January 2012, TEQSA assumed its full regulatory powers What changed?  9 state government regulators’ powers, as well as AUQA, were assumed by a single, independent, national regulator  all higher education providers are regulated by TEQSA, including universities  one set of Standards apply to all providers Enter TEQSA

Lima – Perú, 2015  ensure national consistency using a standards-based quality framework  protect and enhance Australia’s reputation for quality higher education  protect students undertaking higher education  ensure that students have access to accurate information relating to higher education  encourage and promote a higher education system that is appropriate to meet Australia’s social and economic needs TEQSA’s objects

Lima – Perú, 2015  Threshold standards made by Minister on advice from independent panel cover registration, course accreditation, qualifications, provider category  Risk analysis annual data collection and assessment provider history and track record  Emphasis on promoting culture of self-assurance A Standards and risk-based framework

Lima – Perú, 2015  further developed risk-differentiated framework for determining level of focus on each provider  implemented ‘core +’ process and extended this to course accreditation/ re-accreditation  initial registration remains a ‘high front gate’, assessed against all standards  deeper sector engagement in policy e.g. provider workshops, roundtables TEQSA’s evolving regulatory and QA processes

Lima – Perú, 2015 Key Areas Covered in Risk Assessments

Lima – Perú, 2015 Sector risk profile  nearly two thirds of Australian higher education providers are low risk overall  providers assessed as having higher risk are monitored closely

Lima – Perú, 2015 Assessment framework HE delivery history RAF Risk Indicators TEQSA’s level of confidence in the provider Registration and accreditation assessments Ad hoc compliance assessments Regulatory decisions Compliance history Inputs to risk rating TEQSA risk assessment May modify risk assessment, regulatory assessment scope, and regulatory outcomes Three regulatory principles apply to everything TEQSA does

Lima – Perú, 2015  further developed risk-differentiated framework for determining level of focus on each provider  implemented ‘core +’ process and extended this to course accreditation/ re-accreditation  initial registration remains a ‘high front gate’, assessed against all standards  deeper sector engagement in policy e.g. provider workshops, roundtables TEQSA’s evolving regulatory and QA processes

Lima – Perú, 2015

Our approach: tailored assessment + Core: Assessment of a core set of standards Student outcomes & support Internal systems for assurance Extension: Assessment of targeted areas based on risk and history e.g. financial e.g. third party e.g. scholarship Extension based on: Moderate or high risk to students or financial position Unresolved regulatory issues Limited or no history with TEQSA

Lima – Perú, 2015  new set of standards developed  strong student focus – follows student ‘life cycle’  encourage providers to self assure – framework for internal monitoring New standards for higher education

Lima – Perú, 2015  providers with applications due in the ‘space between’ old and new will have early discussions with TEQSA case managers  in early 2016 TEQSA will: hold workshops for providers update guidance notes revise application forms TEQSA’s role in transition

Lima – Perú, 2015  reduced focus on cyclical assessment processes  enhanced sector analysis, gathering of market intelligence and general oversight  expanded guidance and support for providers  development of strategies and tools for targeted, graduated follow-up to risk assessments Going forward

Lima – Perú, 2015 Gracias Further information?