lima – perú, 2015 buenas prácticas para el aseguramiento de la calidad de le educación superior...
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The evolution of TEQSA The Australian experienceTRANSCRIPT
Lima – Perú, 2015
Buenas prácticas para el aseguramiento de la calidad
de le educación superiorMs Liz Pearse
Tertiary Education Quality and Standards Agency, Australia
Lima – Perú, 2015
Lima – Perú, 2015
The evolution of TEQSAThe 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 powersWhat 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
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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
Lima – Perú, 2015
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? http://www.teqsa.gov.au