i. Learning to Learn

Globally, many school leavers and adult learners find navigating tertiary education’s bureaucratic maze vastly prohibitive. This complexity inserts itself through the questions of institutional legitimacy, financing, profession, vocation, and employability — all amidst the heavy task of learning.

Australia’s higher education system stands, in many ways, as an international example of robustness and standardisation. TEQSA (Tertiary Education Quality and Standards Agency) and ASQA (Australian Skills Quality Authority) provide world-class frameworks for accreditation and quality assurance. But these agencies were never designed to ease the heavy choice-burden saddling students across the country. Nor can it, arguably, clarify for employers the meaning of the degrees they accredit. It is, as I describe it, the airbag without the seatbelt.

This is the first of two parts. Here, I’ll guide you through the structures and 'airbag' of Australia’s higher education system. In the next, I propose three practical ‘seatbelt’ reforms to help students navigate the educational road with greater clarity and safety.

Layer 2. Professional Entry & Licensing*

For many professions, an additional practice-qualifying or regulatory credential is required for professional admission. This layer transforms an academic qualification into recognised workforce capability — allowing individuals to practise legally in their field (e.g. law, medicine, teaching).

Examples: 

Bachelor of Laws (LLB) → PLT (Practical Legal Training) → Admission to legal practice 

Graduate Diploma in Migration Law  → OMARA Capstone Exam → Registration as a migration agent 

Graduate Diploma in Education → AITSL/State Accreditation → Accredited school teacher

Bachelor of Medicine, Bachelor of Surgery (MBBS) + AMC registration → Practising physician

However, this can be often confusing for students. None of these are the only degree pathways to accreditation. In many fields, the pathway to professional recognition is both diverse and yet specific and rigid:

For instance, one may complete an AQF 8 Graduate Diploma in Engineering, yet still not qualify as a Professional Engineer. Why? Because most professional engineering certifications require an AQF 7–level accredited Bachelor's degree as the baseline entry point. This reveals a persistent disconnect between a qualification’s level, title, and actual outcome. Degrees may appear equivalent in seniority or difficulty but carry vastly different implications for professional rights and recognition.

To illustrate this are some examples of AQF 8-level engineering degrees offered by Australian Universities:

• Bachelor of Engineering Honours → 

Professional: An honours degree (4 years undergraduate) accredited by Engineers Australia; qualifies graduates for professional registration and practice.

• Graduate Diploma of Engineering  → 

Vocation: A competency-based qualification typically delivered by RTOs, designed for upskilling experienced tradespeople. Entry generally requires an AQF 3 trade certificate plus industry experience. Not accredited for professional engineering registration.

• Graduate Diploma of Engineering  Science → 

Academic-Adjacent: Prepares students for roles as engineering technologists, focusing on applied knowledge without meeting the competencies for full professional engineer accreditation.

• Graduate Certificate of Engineering Practice   → 

Bridging: A short postgraduate program offering practical upskilling in engineering subfields. It supports articulation into a Masters but does not independently qualify for professional engineering registration.

Layer 3. Post-Professional or Specialist Recognition

Some professions have a further layer of specialist or senior professional recognition, usually awarded through fellowships, specialist accreditations, or board certifications. These credentials often signify advanced expertise and may be required for leadership roles, niche specialisations, or high-status appointments.

Examples: 

Accredited Specialist in Family Law (via state or national Law Societies) 

Fellowships of medical colleges (e.g. FRACGP, FRACS) 

King’s or Senior Counsel (KC/SC) titles in the legal profession

These recognitions are typically governed by professional bodies and often require years of additional experience, exams, or peer review, rather than formal AQF qualifications.

iii. Picking a School

Degrees and certificates are delivered by four institution types, which differ in scope, governance, and regulatory oversight:

Registered Training Organisations (RTOs)
There are over 4,000 RTOs in Australia, delivering the vast majority of AQF 1–6 qualifications and many short-form training products. These include private colleges, industry-run providers, and TAFEs (Technical and Further Education institutions). Some RTOs are also dual-sector providers, registered with both ASQA and TEQSA.

• Regulated primarily by ASQA (Australian Skills Quality Authority) for vocational education and training (VET)

• Deliver AQF 1–6 qualifications: Certificates I–IV, Diplomas, and Advanced Diplomas

• Focus on skills-based, competency-driven, and often occupation-aligned training

• May partner with higher education providers or operate in a dual-sector capacity to deliver AQF 7–10 via separate legal entities

• Include TAFEs, which are public RTOs, and private RTOs, which range from niche training companies to large commercial providers

• Many offer accredited short courses, microcredentials, and workplace-specific programs outside formal AQF alignment

• RTOs cannot self-accredit; all qualifications and training products must be listed on training.gov.au and comply with national training packages

Institutes of Higher Education (IHEs)
There currently is 164 IHEs in Australia, 16 of which hold partial self-accreditation authority. These institutions are often more flexible and vocationally oriented in their course offerings and design (e.g. Kaplan Business School, William Angliss Institute of TAFE, Greystone Institute Pty Ltd).

• Non-university higher education providers, including business schools, theological colleges, and specialist institutions

• Regulated by TEQSA (Tertiary Education Quality and Standards Agency)

• Typically offer qualifications across AQF levels 5–9 (some also deliver AQF 1–4 via RTO partnerships or dual registration)

• Most courses require formal TEQSA approval, though some providers have limited pre-approval or self-accrediting powers

University Colleges (UCs)
There are 8 University Colleges in Australia (e.g. SAE Institute Pty Ltd, Excelsia College, National Institute of Dramatic Art), 3 of which have full self-accreditation authority.

• A transitional category recognised by TEQSA, positioned between IHEs and full Universities

• Typically smaller institutions with limited or emerging research capacity

• Some hold full self-accreditation (e.g. Moore Theological College, Alphacrucis University College), while others operate with partial authority

• Usually offer qualifications usually from AQF 5–9, though some may deliver AQF 10 qualifications such as professional doctorates, depending on scope.

Australian Universities
There are 43 universities in Australia (e.g. Avondale University, Swinburne University of Technology, and University of Divinity)

• Regulated by TEQSA and required to meet national research and scholarship standards

• Operate as either public (37) or private (6) institutions

• Most universities offer qualifications across AQF levels 5–10, with some involvement in AQF 1–4 through partnerships, dual registration, or integrated VET arms.

• All have self-accrediting authority, although some courses—particularly in VET or regulated professions—may still be accredited by TEQSA or ASQA.

Within Australia’s university system, several informal classifications exist based on institutional history and focus: 

• Sandstone Universities: Australia’s oldest institutions, typically established in the 19th century (e.g. University of Tasmania, University of Adelaide), known for research intensity and prestige. 

• Red Brick Universities: Mid-20th century institutions with strong ties to applied disciplines and expanding access to higher education (e.g. UNSW, Monash). 

• Verdant (Gumtree) Universities: Founded primarily in the 1960s and 1970s, typically located in suburban, bushland, or regional settings, with strong commitments to accessibility, teaching, and social reform (e.g. Flinders, La Trobe, Macquarie).

There are also formal university groupings based on research focus and institutional alignment:

• Group of Eight (Go8): A formal coalition of Australia’s leading research-intensive universities. It includes Sandstone and Red Brick institutions, as well as the Australian National University (ANU), which stands apart due to its founding as a national research university.

• Australian Technology Network (ATN): A group of innovation-focused universities with strong industry ties and practical learning approaches (e.g. RMIT,  UTS, Curtin University).

• Regional Universities Network (RUN): A coalition of primarily Verdant universities serving regional Australia, focused on accessibility, community impact, and regional development (e.g. University of New England, Southern Cross University, Central Queensland University).

• Innovative Research Universities (IRU): A collective of research-intensive institutions committed to inclusive education and addressing national and global challenges (e.g. Griffith University,, James Cook University).

iv.  Funding your Studies

Australia’s tertiary system is supported by a mix of public subsidies and income-contingent loans, depending on course type, institution, and student eligibility. Below is a breakdown of some of the key funding types:

Common Forms of Higher Education Funding

1. Commonwealth Supported Place (CSP)

What it is: A government subsidy that reduces the tuition cost for eligible domestic students in approved courses (mostly undergrad and some postgrad at public universities).
Student pays: Only the "student contribution" portion.
Often applies to: Most undergraduate degrees at public universities.

2. Higher Education Contribution Scheme - Higher Education Loan Program (HECS-HELP)

What it is: An income-contingent loan that covers the student contribution of a CSP.
Student pays: Contribution is deferred and repaid via the tax system.
Applies to: Only CSP students — you must be in a CSP to access HECS-HELP.

3. Full Education Expense - Higher Education Loan Program (FEE-HELP)

What it is: A loan scheme for full-fee-paying students at public or private providers (i.e., non-CSP).
Student pays: Full tuition via income-contingent loan (FEE-HELP).
Often applies to: IHEs, private universities, and some postgraduate coursework.

Additional Circumstantial Higher Education Funding

4. Overseas Study - Higher Education Loan Program (OS-HELP)

What it is: A loan to assist with expenses for students undertaking part of their Australian degree overseas.
Student uses: Loan funds for flights, insurance, accommodation, etc.
Applies to: Eligible undergraduate and postgraduate students in CSP places.

5. Student Amenities - Higher Education Loan Program (SA-HELP)

What it is: A loan that covers the student services and amenities fee charged by many institutions.
Student pays: Fee is deferred and repaid with other HELP debts.
Applies to: CSP and FEE-HELP students at eligible providers.

Vocational Education Funding

6. Vocational Education and Training Student Loans (VSL)

What it is: Government loan scheme for approved AQF 5+ vocational courses.
Student pays: Tuition through a capped loan; repayments are income-contingent.
Often applies to: RTOs, TAFEs, and dual-sector universities offering VET courses.

7. Australian Apprenticeship Support Loan (AASL)

What it is: A living-cost loan available to eligible apprentices in priority trades.
Bonus: 20% of the debt is waived if the apprenticeship is successfully completed.
Applies to: Registered apprentices; repaid through the tax system like other HELP debts.

8. State-Based Subsidised Education Programs

What it is: Regional or state-level funding for specific vocational qualifications (typically AQF 1–4, and some AQF 5).
Student pays: Lower or no tuition, depending on eligibility and program.
Often applies to: TAFEs and select subsidised RTOs (e.g. Smart and Skilled, Skills First).

Self-Funding Courses

9. Full-Fee (No Public Funding) 

What it is: Courses that receive no government subsidy or loan support.
Student pays: Entire fee upfront.
Often applies to: Non-AQF programs, microcredentials, short courses, and unaccredited training.

v. Conclusion

Australia's education system is amongst the most sophisticated in the world. But for the people it’s meant to serve — students — the system is a litter of acronyms, authorities, unclear paths and expectations. This guide has laid out some of the core structures, and how they’re regulated and recognised. 

Yet, even with all this information, students and employers are often left guessing what a qualification even means in practice. 

The foundations of the systems and regulations are good, but the accessibility needs serious improvement. In the upcoming Part II, I will propose three reforms that can be implemented now to better support students. This will re-centre tertiary education around its core mission: learning.

This is Part 1 of a two-part series on Australia's tertiary education system. Read Part 2: “The Three ‘Seatbelt’ Reforms” → [link soon]

*Degrees provided are incomplete, non-exhaustive, and provided for conceptual and illustrative purposes only. Course offerings, accreditation statuses, and provider registrations are subject to change. Always consult the official provider and the National Register for the most current and authoritative information regarding course availability, recognition, and delivery.