Section ¶ · The reference shelf
The Threshold Standards, explained.
The Higher Education Standards Framework (Threshold Standards) 2021 is the legislative instrument - made under section 58(1) of the TEQSA Act 2011 - that sets the minimum acceptable requirements for providing higher education in or from Australia. Here it is, domain by domain, in plain English.
The seven domains.
Part A applies to every provider registered under the TEQSA Act. Standard titles below are quoted exactly from the instrument; the summaries are our plain-English editorial paraphrases — always cite the numbered standard, and let the instrument prevail.
Student Participation and Attainment
Part A · Domain 1- 1.1Admission
- Admissions policies must be documented and applied fairly, admitted students must have the academic preparation and English proficiency for their intended study, and students must be informed of rights, obligations and charges before fees are accepted.
- 1.2Credit and Recognition of Prior Learning
- Prior learning is assessed consistently with the AQF credit/RPL policy and granted only where students are not disadvantaged and the integrity of the course and qualification is maintained.
- 1.3Orientation and Progression
- Orientation is tailored to cohorts (including international students); at-risk students are identified and referred to support; retention, progression and completion trends are monitored.
- 1.4Learning Outcomes and Assessment
- Expected learning outcomes are specified per course, consistent with the AQF level and field; assessment must confirm all outcomes are achieved, with independent examination of research outputs.
- 1.5Qualifications and Certification
- Qualifications are awarded only when course requirements are met; certification documents (testamur, record of results, AHEGS) must be secure, traceable and protected against fraud.
Learning Environment
Part A · Domain 2- 2.1Facilities and Infrastructure
- Facilities, including placement sites, are fit for purpose and scaled to student and staff numbers, with continuously available electronic information access.
- 2.2Diversity and Equity
- Policies and teaching create equivalent opportunity for success across a diverse student body, with specific consideration for Aboriginal and Torres Strait Islander peoples.
- 2.3Wellbeing and Safety
- Students have timely access to emergency, health, counselling, advocacy and welfare services; a safe environment and a critical-incident policy are maintained.
- 2.4Student Grievances and Complaints
- Complaints and appeals are resolved fairly and without reprisal, with confidentiality, independent advice and third-party review, and decisions communicated in writing.
Teaching
Part A · Domain 3- 3.1Course Design
- Each course design is fully specified - structure, duration, modes, entry requirements, outcomes, assessment and pathways - engaging advanced knowledge and current scholarship.
- 3.2Staffing
- Staffing is sufficient for educational needs; teaching staff hold discipline knowledge, contemporary teaching skills and a qualification at least one level higher than the course, or equivalent experience.
- 3.3Learning Resources and Educational Support
- Learning resources are current, accessible when needed and present no unexpected barriers or costs; learning support matches the course, mode and cohort.
Research and Research Training
Part A · Domain 4- 4.1Research
- Research runs under a policy framework covering ethical conduct, IP, partnerships, publication and misconduct resolution, overseen by suitably qualified staff.
- 4.2Research Training
- Research training defines student and supervisor rights and responsibilities; students are admitted only where a suitable research environment and continuing supervision exist.
Institutional Quality Assurance
Part A · Domain 5- 5.1Course Approval and Accreditation
- All courses are approved - or internally accredited where self-accrediting authority is held - through peak academic governance, with independent academic scrutiny.
- 5.2Academic and Research Integrity
- Policies promote academic and research integrity, mitigate risks such as plagiarism and fabrication, and preserve integrity in arrangements with other parties.
- 5.3Monitoring, Review and Improvement
- Accredited courses undergo comprehensive review at least every seven years, overseen by peak academic governance with external referencing and benchmarking.
- 5.4Delivery with Other Parties
- Work-integrated learning and any delivery through third parties are quality assured - and the registered provider remains accountable for HESF compliance.
Governance and Accountability
Part A · Domain 6- 6.1Corporate Governance
- A formally constituted governing body with independent members exercises competent oversight, commissions an independent review of its effectiveness at least every seven years, and upholds freedom of speech and academic freedom.
- 6.2Corporate Monitoring and Accountability
- The provider demonstrates it operates effectively and sustainably - financial viability, audited statements, risk management, tuition safeguards and prompt corrective action.
- 6.3Academic Governance
- Processes and structures achieve effective academic oversight of teaching, learning, research and research training, and advise the corporate governing body; students can participate.
Representation, Information and Information Management
Part A · Domain 7- 7.1Representation
- Representation of the provider, its offerings and charges - directly or via agents - must be accurate and not misleading; courses are not described as accredited until accreditation is obtained.
- 7.2Information for Prospective and Current Students
- Accurate, timely and accessible information supports informed decisions; advice to student-visa holders must meet statutory requirements.
- 7.3Information Management
- A public repository holds current provider information; information systems securely maintain enrolment, progression and completion records and demonstrate HESF compliance.
The provider categories.
Part B categorises provider types and governs self-accrediting authority. All providers must meet Part A and satisfy the Institute of Higher Education criteria to gain TEQSA registration; each provider’s category appears on the National Register of Higher Education Providers.
Institute of Higher Education
The baseline registered category. Must meet Part A, hold a clearly articulated higher education purpose with a commitment to freedom of speech and academic freedom, offer at least one accredited course, and display its TEQSA Provider Identification and category on public material.
University College
Institute criteria plus mature development and a compliance track record; authority to self-accredit at least 70% of total courses at application; at least five years’ successful delivery; systematic support for scholarship. The title must never be abbreviated to “University”.
Australian University
Self-accrediting across its fields, delivering undergraduate and postgraduate courses in at least three broad fields of education (fewer if specialised), delivering Doctoral Degrees (Research), and undertaking research at or above world standard within phased timeframes.
Overseas University
Delivers at least one overseas higher education qualification in Australia, is recognised as a university by its home-country authority to a standing acceptable to TEQSA, and meets criteria equivalent to the Australian University category.
Also in Part B
- B2 — Criteria for Seeking Self-Accrediting Authoritys.45(1) TEQSA Act
- Providers apply to TEQSA for Unlimited or Limited self-accrediting authority. Requirements include consistent Part A compliance, a five-year track record of accreditation applications found to meet Part A with no outstanding conditions, and at least one completed cycle of review and improvement.
- B3 — Transitional StandardsPart B3
- TEQSA determines the appropriate provider category for each registered provider on commencement; providers entering the Australian University category on transition must meet the research benchmarks within the prescribed five- and ten-year timeframes.
Adjacent regimes and the Act’s levers.
Precision matters in this sector. These instruments travel with the HESF but are not part of it — and our reporting never blurs them.
ESOS, National Code, CRICOS
The Education Services for Overseas Students Act 2000, the National Code of Practice 2018, CRICOS registration and the ELICOS Standards regulate overseas-student delivery. HESF 7.2 requires that advice to student-visa holders meets these statutory requirements - but they are not HESF sections.
TCSI (formerly HEIMS)
The Tertiary Collection of Student Information is the government data-reporting system under the Higher Education Support Act 2003. A reporting obligation distinct from the HESF - though HESF 7.3 requires the underlying student records that feed it.
TEQSA Act levers
Registration is sought under s.18(1), change of category under s.38, self-accrediting authority under s.45(1) - and the Threshold Standards themselves are made under s.58(1). Regulatory decisions belong to TEQSA; the Framework is the benchmark they are assessed against.
A note from the deskHow to read this page
Standard and category titles are quoted exactly from the instrument (Compilation No. 1, compiled 9 December 2021). The summaries are editorial plain-English paraphrases for orientation, not legal or regulatory advice; for any compliance decision, work from the instrument itself and the numbered standard. The full defined-terms glossary lives in Sector Tools & Resources.
The sector’s desk, delivered to yours.
Subscribe for editions, briefings and regulatory intelligence as they publish — or put your organisation in front of the sector’s decision-makers.