Australia
Australian Government Department of Education
GPO Box 9880
Canberra ACT 2601
Australia
E-mail Address: nic@education.gov.au, qualsrecognition@education.gov.au
Website: https://www.education.gov.au/international-education/recognise-overseas-qualifications
Head of Centre: Jane Azurin, Director, Qualifications Recognition
Education
Overview of the Australian education system
The Commonwealth of Australia comprises eight states and territories:
- New South Wales
- Queensland
- South Australia
- Tasmania
- Victoria
- Western Australia
- Australian Capital Territory, and
- Northern Territory
There are three levels of Australian government:
- Australian (federal)
- state and territory, and
- local
Australian and state and territory governments are responsible for education and training.
School education
School education is for 13 years. Students commence school at around five years of age. The stages of school education are:
- primary school (Foundation Year to Year 6)
- secondary school (Years 7 to 10), and
- senior secondary school (Years 11 and 12)
Primary and secondary education are usually delivered through separate schools, although some schools offer Foundation Year to Year 12 education. Many secondary schools also include senior secondary school.
Postsecondary education
Postsecondary education is known as tertiary education. Tertiary education includes higher education and vocational education and training.
For more information, see Higher education (page 14),Vocational education and training (page 30), School education (page 50) of the Australia Country Education Profile (CEP).
A diagram of the Australian education system is below:
Australian Government Department of Education
The Department of Education contributes to Australia’s economic prosperity and social wellbeing by creating opportunities and driving better outcomes through access to quality education and learning.
Link(s): English
Tertiary Education Quality and Standards Agency (TEQSA)
TEQSA is Australia’s independent national quality assurance and regulatory agency for higher education, established under Australian law. Their purpose is to protect student interests and the reputation of Australia’s higher education sector through a proportionate, risk-reflective approach to quality assurance that supports diversity, innovation and excellence.Link(s): English
Australian Skills Quality Authority (ASQA)
ASQA is the national regulator for Australia’s vocational education and training sector (VET). Their purpose is to ensure quality education and training so that students, employers, governments and the community can have confidence in the integrity of qualifications issued by vocational education and training providers.
Link(s): English
The Australian Qualifications Framework (AQF)
The AQF is the national policy guide for regulated qualifications in the Australian education and training system. The AQF defines the essential characteristics, including the required learning outcomes, of the different types of qualifications issued across the senior secondary education, vocational education and training (VET) and higher education systems in Australia.
Link(s): English
National Information Centre (NIC) Information and Activities
Australia’s National Information Centre under the UNESCO qualifications recognition conventions, including the Tokyo Convention, is the Australian Government Department of Education.
The department has a policy advising and information provision role in the recognition of overseas qualifications. It also provides a suite of information products and services to support organisations to make quality decisions in the assessment of overseas qualifications.
This includes support to Australian state and territory governments that provide assessment advice on the comparability of an individual’s overseas qualification for general employment purposes within their respective jurisdictions. In limited circumstances, the department assesses overseas qualifications to support individuals seeking general employment. It also responds to enquiries for individuals seeking information on how to obtain recognition of their overseas qualification(s) in Australia.
More information can be found at www.internationaleducation.gov.au
Contact details
Head of Centre: Jane Azurin, Director, Qualifications Recognition Policy Section Australian Government Department of Education
Email Address: qualsrecognition@education.gov.au
NIC Strategies
The Tertiary Education Strategy sets out the government’s long-term direction for tertiary education. The strategy highlights the need for building international relationships for contributing to relevant skills, research and life outcomes. It focusses on ensuring New Zealand has an engaged tertiary education system, building out from strong connections with community, industry and global economies.
The Ministry of Education released an International Education Strategy in 2018 to support international education to thrive and provide economic, social and cultural wellbeing benefits for all New Zealand.
Ka Hikitia- Ka Hāpaitia, the Māori Education Strategy: Ka Hikitia is a cross agency strategy for the education sector. It sets out how government agencies and providers work together to advance the aspirations of Māori learners and their whānau, hapū and iwi (translated in English this equates to families, sub-tribes and extended kinship/tribes).
The Action Plan for Pacific Education maps the Government’s commitment to transforming outcomes for Pacific learners and families and signals how early learning services, schools and tertiary providers can achieve change for Pacific learners and their families.
Strategic Recovery Plan for International Education: In 2020 The Minister of Education announced a $51.6 million investment International Education Recovery Plan and funding to help reset New Zealand’s education sector. This is a long-term plan to support the rebuild, recovery and reset of the international education sector. It consists of three work-streams: the immediate response is to create sector stability, the second strengthens the international education system and the third focusses on transforming New Zealand’s international education approach for a more innovative, robust and sustainable future.
Response to COVID-19 disruptions: The COVID-19 pandemic has disrupted learning, teaching and assessment in many countries. In 2020 the New Zealand Qualifications Authority granted temporary approval to non-university education providers to deliver programmes online to current international students who are unable to return to New Zealand to continue their studies as a result of travel restrictions and border closures.
Tertiary education institutions planning to deliver offshore on a permanent basis i.e. to new international students are required to apply for permanent approval under the NZQA Offshore Delivery Rules.
Changes to the NCEA in 2020: Due to COVID-19 disruptions, secondary school students can earn additional NCEA credits during the 2020 school year, based on the credits they achieve through assessment. These are called Learning Recognition Credits. To gain NCEA Certificate Endorsement in 2020, students need 46 credits at Merit or Excellence levels, instead of the usual 50 credits.
In addition, 2020 NCEA exam dates, and submission dates for portfolio-based subjects, were moved to later in the year to provide students with more time for learning and preparation.
University Entrance credit requirements were also changed – students need 12 credits in three approved subjects, NCEA Level 3 and literacy and numeracy requirements to be awarded University Entrance.
Projects
Reviewing the NZQF: NZQA is currently reviewing the New Zealand Qualifications Framework (NZQF) to ensure it is fit for purpose and adapts to the future needs of learners, employers, iwi (extended kinship/tribe) and community.
Reform of Vocational Education: In 2020 legislative changes through the Education and Training Act 2020 took place to create a unified and cohesive vocational education and training system delivering skills that learners, employers and communities need to thrive. The changes are being implemented through a multi-year programme of reform to fully establish industry-governed Workforce Development Councils responsible for vocational skills leadership; and a unified, sustainable network of vocational education and training delivered by the New Zealand Institute of Skills and Technology.
NZQA’s role in implementing the Reform of Vocational Education will be to update the Rules and aligned quality assurance operations for the new Workforce Development Councils and New Zealand Institute of Skills and Technology.
Information about recognition of overseas qualifications
As the National Education Information Centre for New Zealand under the Lisbon Recognition Convention, NZQA provides information and resources about the recognition of overseas qualifications, including online application forms. The NZQA website offers information about the New Zealand education system and education systems in other countries, making connections with secondary and tertiary education for inbound and outbound students, their families, providers, government organizations and employers. The website also offers information about NZQA’s role in international education, and its role as an NEIC.
Find a standard and find a qualification
The NZQA website offers information about the standards and qualifications system that is publicly accessible and searchable for learners and providers. The “Find a qualification” section of the website allows any member of the public to search for a qualification in a specific subject of interest or level of the NZQF. The NZQA website also provides public information and guidance to providers on reviews of NZQF qualifications, the schedule of mandatory reviews of NZQF qualifications, and assessment practice resources.
The Directory of Directory of Assessment Standards (DAS) lists all quality assured unit and achievement standards, known collectively as ‘assessment standards. The DAS is listed on the NZQA website and can be searched according to domains of knowledge and level.
Qualifications referencing projects and organizations
NZQA has completed qualifications framework referencing arrangements with Australia, the European Union, Hong Kong and the Republic of Ireland. The purpose of these qualification referencing arrangements is to enable employment or admission to further education.
Organizations that have worked/are working with NZQA on qualifications referencing are:
- The Australian Department of Education and Training
- The Ministry of Education China and the Chinese Embassy
- The European Union (EU) and the European Commission
- The Hong Kong Education Bureau
- Quality and Qualifications Ireland
- The Malaysian Qualifications Agency (MQA)
- United Arab Emirates National Qualifications Authority
- The American Embassy and Consulate.
Higher Education Institutions (HEI) Landscape and Mobility
Higher education
Quality assurance in higher education is based on a strong partnership between the Australian Government, state and territory governments and the higher education sector.
Tertiary Education Quality and Standards Agency
The Tertiary Education Quality and Standards Agency (TEQSA) is the national regulator and quality assurance agency for the Australian higher education system, established under Australian law through the Tertiary Education Quality and Standards Agency Act 2011 (TEQSA Act). TEQSA also assures the quality of higher education (and some English language and foundation program) services to international students in Australia under the Education Services for Overseas Students Act 2000.
TEQSA provides national consistency in the regulation of higher education and maintains Australia’s reputation for high-quality education, across all registered institutions and modes of delivery. All higher education institutions that offer Australian Qualifications Framework (AQF) qualifications must meet quality standards through TEQSA’s registration and re-registration processes, as well as course accreditation and reaccreditation for education institutions without self-accrediting authority. TEQSA’s approach is underpinned by the three principles of regulatory necessity, reflecting risk, and proportionate regulation. This means that TEQSA’s approach to regulating higher education institutions differentiates between institutions based on their track record of compliance with the Higher Education Standards Framework.
Higher Education Standards Framework
The Higher Education Standards Framework is the benchmark against which TEQSA registers and evaluates higher education institutions. The Framework covers quality assurance matters such as teaching and learning, research, governance and administration.
A higher education institution must comply with the Framework to be registered with TEQSA as a higher education institution in Australia. TEQSA has the authority to enforce standards under the TEQSA Act.
For more information on TEQSA, see www.teqsa.gov.au.
Vocational education and training (VET)
The key elements of accreditation and quality assurance of the VET system are:
- national and state VET regulators
- quality delivery through the VET Quality Framework (VETQF) and the Australian Quality Training Framework (AQTF)
- quality training products through training packages and accredited courses
- a national register of VET institutions, qualifications and courses
The VETQF and AQTF provide national consistency for institution registration, monitoring and enforcement of quality standards.
National and state VET regulators
The Australian Skills Quality Authority (ASQA) is the national VET regulator authority, established under Australian law through the National Vocational Education and Training Regulator Act 2011. ASQA is responsible for regulating Registered Training Organisations (RTOs) in the Australian Capital Territory, New South Wales, Northern Territory, South Australia, Queensland and Tasmania.
Victoria and Western Australia have not referred their regulatory powers to ASQA, although, any RTO in these states that also operates in other states or territories, or enrols international students, is under the jurisdiction of ASQA. In Victoria and Western Australia, the state regulatory authorities continue in their roles.
ASQA quality assures the VET sector by implementing the Standards for RTOs, the Standards for VET Accredited Courses and the Education Services for Overseas Students Act 2000.
Prior to ASQA’s establishment, there was a VET regulatory authority in each state and territory that quality assured RTOs and accredited courses in their jurisdiction. Decisions made by these bodies in referring states and territories remain valid until they expire, or ASQA re-registers or re-accredits the RTO or course.
VET Quality Framework
VETQF was introduced under the National Vocational Education and Training Regulator Act 2011. Mirroring the AQTF (see below), the VETQF provides the basis for a nationally consistent, high quality VET sector. The VETQF includes standards for registration, monitoring and quality assurance of the VET sector and standards for accreditation. These include the:
- Standards for RTOs
- Fit and Proper Person Requirements
- Financial Viability Risk Assessment Requirements
- Data Provision Requirements
- Australian Qualifications Framework (AQF)
The VETQF is supported by the Standards for VET Accredited Courses, which identify course design quality standards that must be adhered to.
Australian Quality Training Framework (AQTF)
States that have not referred their registration and regulation powers to ASQA (i.e. Victoria and Western Australia) are required to meet the requirements of the AQTF.
The Australian Quality Training Framework (AQTF) is the national set of compliance Standards and Essential Conditions that the VET training provider must meet to become a Registered Training Provider (RTO).
The AQTF was developed collaboratively with the Australian Government, state and territory governments, industry and training organisations, to support a nationally consistent, high-quality VET sector. It comprises standards for registration, auditing, quality assurance and accreditation, including standards for:
- RTOs
- state and territory registering bodies
- state and territory accrediting bodies
- accredited courses
For more information about national and state VET regulators and quality assurance of the VET system, see www.asqa.gov.au (national), www.vrqa.vic.gov.au (Victoria) and www.tac.wa.gov.au (Western Australia).
National Register Higher Education Providers
The National Register of Higher Education Providers is the authoritative primary source of information on the status of registered higher education providers in Australia. The National Register can be used to search by provider or courses. The National Register is maintained by the Tertiary Education Quality and Standards Agency (TEQSA).
Link(s): English
International mobility
New Zealand attracts a wide range of international students, particularly from the Asia-Pacific region, due to its inquiry-style education delivery that enables critical and creative thought, working collaboratively, and a balance of academic and practical skills relevant to their future careers. New Zealand is ranked among the best three countries in the world for preparing students for the future according to a 2018 report by the Economist Intelligence Unit.
Inbound mobility
Inbound international education benefits New Zealand by enabling New Zealanders to live and learn alongside people from many cultures. It is an important contributor to New Zealand’s economy through its positive impact on tourism, regional growth, trade, diplomacy, as well as academic collaborations and innovation.
In 2019 there were a total of 104,620 international fee-paying students enrolled in primary, secondary and tertiary education, which comprised:
- 22,895 at primary or secondary schools
- 28,150 at universities
- 18,090 at polytechnics (now subsidiaries of NZIST)
- 10,065 at government funded PTEs
- 25,420 at non-government funded PTEs
Offshore delivery
Increasing numbers of international students are choosing to study New Zealand qualifications offshore, either directly online or in collaboration with providers in their home countries. To deliver New Zealand qualifications offshore tertiary education providers must apply to NZQA, or UNZ in the case of universities, for approval under the NZQA Offshore Delivery Rules. The NZQA Offshore Delivery Rules ensure any qualifications delivered offshore meet the same quality assurance requirements as qualifications delivered onshore.
Outbound mobility
In 2017, 6.4 per cent (4,767) of New Zealand university students undertook a period of overseas study. This is in line with the International Education Strategy goal for developing global citizens, providing opportunities for all students to making global connections through their studies.
Trends
Key source international education markets for inbound mobility
Between 2010 and 2015, the key source markets for international education in New Zealand changed. In 2010, three main source markets (China, India and Korea) made up 48 per cent of international student enrolments. In 2015 China and India made up 50 per cent of enrolments.
International student trends
The Ministry of Education’s Education Counts website offers statistical information about international education indicating trends over time.
- Overall international trends from 2003 to 2019 showed a steady increase in the numbers of international students studying in the schooling, secondary and tertiary education sectors.
- There was a small decline in international students’ numbers between 2007 – 2009 as the global financial crisis impacted student mobility decisions.
- Numbers of international fee-paying students in institutes of technology and polytechnics (now NZIST| Te Pūkenga subsidiaries) have shown the greatest growth from 13,190 in 2003 to 18,090 in 2019; international student numbers have increased by 4,900 over 16 years.
- Non-government funded private training establishments have experienced declining fee-paying international student numbers from 50,065 in 2003 to 25,420 in 2019, a reduction of 24,635 students.
- In 2019 there were 28,150 international students enrolled in universities. The year 2018 Universities New Zealand statistics show 42 per cent of international students in universities were enrolled in postgraduate qualifications and 16 per cent were studying at PhD level.
- From 2003 onwards fee-paying international student numbers have largely remained steady across the education sector.
For more information see Universities New Zealand Key Facts and Stats November 2018
Policies
NZQA Codes of Care for International and Domestic Students
NZQA is responsible for the administration of two Codes that address the pastoral care of both domestic and international students in higher education.
The Education (Pastoral Care of Domestic Tertiary Students) Interim Code of Practice 2019
This Code sets out the duty of pastoral care that all tertiary providers must have for domestic tertiary students and requirements for providers offering student accommodation.
The Education (Pastoral Care of Domestic Tertiary Students Interim Code of Practice 2019
The Code sets minimum standards of advice and care expected of Higher Education Institutions and schools with international students.
Immigration
Immigration New Zealand, as a function of the Ministry of Business, Innovation and Employment, sets the immigration policy for inbound international students.
Mobility projects/initiatives
The International Education Strategy for New Zealand 2018 – 2030
The initiative aims to create an environment where international education can thrive and offer socio-cultural and economic benefits for all New Zealand. It builds on New Zealand’s quality education system and focuses on delivering education outcomes for international students and cultivating global opportunities for domestic students and education institutions. The strategy has three overarching goals:
- delivering an excellent education and student experience
- achieving sustainable growth
- developing global citizens
Under goal three, developing global citizens, success will be actioned by:
- Developing an outbound mobility strategy including a review of student scholarships and exchanges
- Helping students to develop global competencies through delivery of national curricula
- Monitoring the effectiveness of the Centres for Asia-Pacific Excellence
- Providing leadership to the sector to enhance the international education experience
- Enhancing connections and learning with Pacific education systems to create education opportunities with Pacific Nations students in the region and in New Zealand
The Strategy is underpinned by the International Student Wellbeing Strategy and a commitment to maintaining the integrity of New Zealand’s immigration system.
