Types of Higher Education Institutions

1 : University


2 : Non self-accrediting higher education institution


3 : Higher education institution

topPre-Higher Education System

Age of

entry:6

exit:16

Structure of School System

Pre-Primary :Pre-Primary

Length of program:2

Age level from:3

Age level to:5


Primary :Primary

Length of program:6

Age level from:6

Age level to:12


Secondary :Secondary

Length of program:6

Age level from:12

Age level to:18

Certificate/Diploma awarded at end:Senior Secondary Certificate of Education (exact name differs in each state and territory).

Description of School System

School education lasts for 13 years and is compulsory between the ages of 6 and 16 (Year 1 to 10). It includes a preparatory year, primary school for 6 or 7 years and secondary school for 5 or 6 years (including 2 years of senior secondary school). State and territory governments are responsible for school education policies and practices on organisation of schooling, curriculum, course accreditation, student assessment, grading and certification. Curriculum and assessment is underpinned by the 1999 National Goals for Schooling in the Twenty first Century which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The 2008 Melbourne Declaration on Educational Goals for Young Australians focuses on improving excellence in school education and implementation of a national curriculum in school education.
The Australian Government provides support through funding, policy development, targeted programmes research and analysis of education issues. Schools include government schools, non government schools including religious schools and schools based on educational philosophies such as Montessori and Steiner. All non government schools are registered with the state or territory government education department. The curriculum is generally similar to government schools and government requirements must be met. Assessment methods include projects, assignments, group research and investigation, oral presentations, classroom tests and classroom participation. Assessment may also include school wide examinations. State or territory wide external examinations may also be conducted. In Year 11 and 12, the most common methods for senior secondary evaluation include external examination, moderated school based assessment, non moderated school based assessment and external scaling tests.

topHigher Education System

Structure

Higher education in Australia refers to university and non university higher education institutions which award degree or sub degree qualifications based on the Australian Qualifications Framework. Australia has self accrediting public and private universities, self accrediting higher education institutions, and accredited higher education institutions. Universities and other self accrediting higher education institutions are established or recognised under state and territory or Commonwealth legislation. Non self accrediting higher education institutions and their programmes are accredited by state and territory government authorities. The Australian Qualifications Framework register lists self accrediting institutions and links to lists of non self accrediting institutions in each state and territory (http://www.aqf.edu.au/register/aqf-register/). Universities are autonomous multidisciplinary institutions that are responsible for their own management structure, budgets, resource allocation, staff, student enrolments, accreditation of qualifications, quality assurance and curriculum. Australia also has around 170 higher education institutions accredited by state and territory authorities to offer higher education courses. Non university higher education institutions tend to offer programmes in only one or two fields of study. The Australian Government is responsible for higher education policy and finance through the Department of Education. State and territory governments have legislative responsibility. Consultation between the Australian Government and the states and territories occurs at Ministerial level through the Ministerial Council for Tertiary Education and Employment (MCTEE), and at an official level through the Joint Committee on Higher Education (JCHE), which advises the MCTEE on higher education matters. Higher education students in Australia are subject to a range of fees. There are several financial support options available to students. Australian students can undertake higher education studies at an approved Australian higher education provider as a Commonwealth supported student. Students pay a subsidised student contribution for their education, but the Government pays for the majority of costs.

Laws/Decrees

Higher Education Support Act (2003)

Description:Regulation of Australian Government provision of funding to universities and approved private higher education providers


Education Services for Overseas Students (ESOS) Act 2000 (updated 2010) (2000)

Description:Consumer protection and regulation of education and training services to international students.


University Establishment Acts and Higher Education Acts in each State and Territory

Description:State or Territory legislation to establish universities and regulate their name.

Languages of Instruction

English

Stages of Higher Education

Non-university level : Vocational Education and Training (VET)

Description:Australia's vocational education and training (VET) system is founded on a partnership between governments and industry. Representatives of industry groups and employers play a central role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce. Vocational education and training qualifications focus on competency in occupational skills. The Australian Qualifications Framework recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied. VET programmes that lead to qualifications are developed through the National Skills Framework. The framework ensures quality delivery through the Australian Quality Training Framework 2010 (AQTF 2010) and quality training products through training packages, accredited courses and support material. AQTF 2010 comprises national standards for the registration and auditing of training providers, national standards for state and territory registering bodies and national standards for the accreditation of courses. VET qualifications are awarded following training package or accredited course programmes. Training Packages are nationally recognised and developed by industry to meet industry needs. A Training Package can include more than one AQF qualification. Training Packages are delivered by Registered Training Organisations (RTOs). Programme requirements for Training Packages vary, depending on the specialisation. Both theoretical and practical studies are normally required. Details about the content of Training Packages are available on the Training,gov.au database (http://www.training.gov.au), which replaced the National Training Information Service (NTIS) in July 2011. VET qualifications can also be gained through accredited courses. These are courses that address skill requirements for industry, enterprises and the community where these are not covered by nationally endorsed Training Packages. Accredited courses are usually developed by RTOs and accredited by state and territory training authorities. These courses must meet national competency standards and consist of theoretical and practical studies linked to competencies or modules. The proportion of theory and practice varies depending on the field or occupation and the level of skills being developed. Practical training may be undertaken at the RTO or in the workplace. The Australian VET sector is flexible, with multiple pathways to nationally recognised qualifications. Vocational education and training can be undertaken in schools, in the workplace, in training organisations, by distance education, by apprenticeship or traineeship or by Recognition of Prior Learning (RPL). Entry to vocational education and training programmes is flexible. There are many pathways into VET programmes, and admission can be based on a number of factors including completion of Year 10, completion of Year 12 or work experience. Assessment is conducted during and/or at the end of the programme. Programmes are most commonly organised on a semester basis with 2 semesters per year. Assessment is generally based on a combination of tests or examinations, projects and practical exercises. Statements of Attainment are not a VET qualification in their own right, but indicate completion of one or more nationally recognised units of competency or modules. They can be used for employment purposes or for admission or advanced standing in another programme. The national scheme for apprenticeships and traineeships is called Australian Apprenticeships (formerly known as New Apprenticeships). Australian Apprenticeships are contracts of training between an employer and an employee. Apprentices agree to achieve a level of competency through a combination of work based training and training with a RTO. These programmes can be taken either part time or full time and are based on Training Packages. For more information, see http://www.australianapprenticeships.gov.au.


University level first stage : Undergraduate studies

Description:Undergraduate studies include several qualifications, both sub degree and degree level. The Diploma and Advanced Diploma on the Australian Qualifications Framework are dual sector qualifications. The other sub degree qualification is the Associate degree, which is at the same AQF level as the Advanced Diploma. Associate degrees and Advanced Diplomas can provide advanced standing into a Bachelor degree programme in a similar field. This is usually 1 1/2 years for an Advanced Diploma or 2 years for an Associate degree. The other qualification offered at the undergraduate level is the Bachelor degree. Australian Bachelor degrees are diverse and range from 3 to 6 years of study. There are several types of Bachelor degrees including 3 year degrees, 4 year degrees, professional degrees, combined degrees and Bachelor Honours degrees.


University level second stage : Postgraduate studies

Description:Postgraduate qualifications on the AQF include the Graduate Certificate, Graduate Diploma and Master degree. Length of study varies between one semester and four years. Admission is normally based on a Bachelor degree. Graduate Certificate and Graduate Diploma programmes are specialised and can be professionally oriented. There are three types of Master degree programmes: coursework, research and extended.


University level third stage : Doctoral studies

Description:The final stage of higher education is Doctoral degree studies. There are three types of Doctoral degree research, professional and higher. A typical Doctoral degree programme requires 3 to 4 years of full time study and research. Students are expected to make a substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation, application and interpretation of existing knowledge. Admission is based on a Master degree, or a Bachelor Honours degree.

Training of HE Teachers

There are no formal teacher education programmes for higher education teachers. Also, there are no national regulations regarding the qualifications required to teach at an Australian university or higher education institution. Decisions regarding employment of academic staff are the responsibility of individual institutions. Academic staff normally have postgraduate qualifications, in many cases at Doctoral level.

Distance Higher Education

Distance education is a major feature of higher education in Australia. The geographic size of Australia and the relatively few large population centres means that distance education is popular. Traditionally, distance education was text based, but new technologies such as internet based learning, email, telephone, video conferencing, web, TV, radio and television are now common. Students who complete their studies via distance education receive the same qualifications as the on campus students. Qualifications obtained through distance education receive the same level of recognition as qualifications obtained through full time or part time study for both employment purposes and admission to further studies. A major provider of distance education is Open Universities Australia, which offers higher education and vocational education and training courses. It is owned and operated by a consortium of universities. It offers bridging courses, vocational education and training programmes and higher education programmes leading to formal qualifications on the Australian Qualifications Framework.

Education Exchange Programs

Education exchange programs are conducted through each institution

topBodies

Governing bodies and other organizations / associations

Department of Education

Role:Responsible for national policies and programmes that help Australians access quality early childhood education, school education, higher education, vocational education and training, international education and research.

Street:GPO Box 9880

City:Canberra

Province:ACT

PostCode:2601

www:https://www.education.gov.au

Contacts:- Jason Clare (Head), Job title : Minister for Education
- Ben Rimmer (Senior Administrative Officer), Job title : Deputy Secretary Higher Education, Research and International Group


Tertiary Education Quality and Standards Agency -TEQSA

Role:Independent body with powers to regulate university and non-university higher education providers, monitor quality and set standards. Incorporated Australian Universities Quality Agency (AUQA) in 2014.

Street:GPO Box 1672

City:Melbourne

Province:VIC

PostCode:3001

www:https://www.teqsa.gov.au

Contacts:- Mary Russell (Head), Job title : Chief Executive Officer
- Peter Coaldrake (Senior Administrative Officer), Job title : Chief Commissioner


Independent Higher Education Australia - IHEA

Role:The IHEA was formed in 2001 as the Council of Private Higher Education (COPHE) and changed its name in 2019. IHEA provides a voice for private higher education institutions calling for equitable higher education policy for all students. Our members cater for students studying from diploma to doctorate level at more than 60 campuses around Australia.

Street:Suite 310, Level 10 198 Harbour Esplanade

City:Docklands

Province:VIC

PostCode:3008

www:https://ihea.edu.au

Contacts:Peter Hendy (Head), Job title : Chief Executive Officer


IAU MemberInternational Education Association of Australia - IEAA

Role:The International Education Association of Australia is an association of international education professionals. The Association has been established to serve the needs and interests of the large number of individuals working in international education across all education sectors, to encourage informed and ethical professional practice among members, and to promote international education to governments, education organisations and within the community.

Street:PO Box 12917 A'Beckett Street

City:Melbourne

Province:VIC

PostCode:8006

www:https://www.ieaa.org.au

Contacts:- Simon Ridings (Head), Job title : President
- Phil Honeywood (Senior Administrative Officer), Job title : Chief Executive Officer


Universities Australia

Role:Represents higher education institutions nationally and internationally and advances higher education through voluntary, cooperative and coordinated action.

Street:1 Geils Court

City:Deakin

Province:ACT

PostCode:2600

www:https://www.universitiesaustralia.edu.au

Contacts:- Catriona Jackson (Head), Job title : Chief Executive
- David Lloyd (Senior Administrative Officer), Job title : Chair


Association for Tertiary Education Management - ATEM

Role:A professional body for tertiary education administrators and managers in Australasia.

Street:PO Box 6050 O'Connor

City:Canberra

Province:ACT

PostCode:2602

www:https://www.atem.org.au

Contacts:Kathryn Blyth (Head), Job title : President


International Education Association - ISANA

Role:ISANA, a body for international education professionals in Australia and New Zealand, works in student services, advocacy, teaching, and policy development in Australia and New Zealand.

Street:152 Macquarie Street Level 6

City:Hobart

Province:TAS

PostCode:7000

www:https://www.isana.org.au

Contacts:Sharon Cook (Head), Job title : President


The Group of Eight

Role:The Group of Eight (Go8) comprises Australia’s eight leading research Universities - The University of Melbourne, The Australian National University, The University of Sydney, The University of Queensland, The University of Western Australia, The University of Adelaide, Monash University and UNSW Australia, and focuses on influencing the development and delivery of long-term sustainable national higher education and research policy, and in developing international alliances.

Street:GPO BOX 139

City:Canberra

Province:ACT

PostCode:2601

www:https://www.go8.edu.au

Contacts:- Brian Schmidt (Head), Job title : Chair
- Vicki Thomson (Senior Administrative Officer), Job title : Chief Executive


Asia-Pacific Association for International Association - APAIE

Role:Non-profit organization whose aims are to achieve greater cooperation among those responsible for international education and internationalization in Asia-Pacific higher education institutions and promote the quality of international programmes, activities, and exchanges.

Street:805/220 Collins Street

City:Melbourne

Province:VIC

PostCode:3000

www:https://www.apaie.net

Contacts:- Venky Shankararaman (Head), Job title : President
- Louise Kinnaird (Senior Administrative Officer), Job title : Executive Director, APAIE Secretariat


IDP Education Ltd - IDP

Role:IDP Education Ltd (IDP) is a company offering student placement and English language testing services. It places students into all sectors of the Australian education system, including higher education, vocational education and training (VET), English language intensive courses for overseas students (ELICOS) and schools.

Street:Level 8, 535 Bourke Street

City:Melbourne

Province:VIC

PostCode:3000

www:https://www.idp.com

Contacts:Andrew Barkla (Head), Job title : Chief Executive Officer, Managing Director

Bodies Responsible for Recognition

Regulation, Recognition and Tuition Protection Section

Services provided and types of students dealt with:Provides official information and advice on the comparability of overseas qualifications with Australian qualifications, using the Australian Qualifications Framework (AQF) as their benchmark.

Street:GPO Box 9880

City:Canberra

Province:ACT

PostCode:2601

www:https://internationaleducation.gov.au/services-and-resources/pages/qualifications-recognition.aspx

Contacts:Jane Azurin (Head), Job title : Director, Qualifications Recognition Policy Section

Student Associations

Council of Australian Postgraduate Associations - CAPA

Street:PO Box 510

City:Melbourne

Province:Victoria

PostCode:3205

www:https://www.capa.edu.au

Contacts:- Errol Phuah (Head), Job title : National President
- Saira Khan (Senior Administrative Officer), Job title : General Secretary


National Union of Students - NUS

Street:1/740 Swanston Street

City:Carlton

Province:VIC

PostCode:3053

www:https://nus.asn.au

Contacts:- Bailey Riley (Head), Job title : President
- Sheldon Gait (Senior Administrative Officer), Job title : General Secretary

Bodies Responsible for Financial Aid

Australian-American Fullbright Commission

Category of students:United States and Australian citizens for lecturing and research.

Grants:yes

Loans:no

Street:PO Box 9541

City:Deakin

Province:ACT

PostCode:2600

www:https://www.fulbright.com.au

Contacts:Varuni Kulasekera (Head), Job title : Executive Director

topAdmission to Higher Education

Secondary School Credentials Required for Non-University Level Admission

Senior Secondary Certificate of Education

Minimum mark:Varies according to course and institution, student's age, whether student has disabilities or special needs

Requirement for:For Diploma and Advanced Diploma, Associate degree and Bachelor degree courses.

Alternatives

Certificate IV

Secondary School Credentials Required for University Level Admission

Senior Secondary Certificate of Education

Minimum mark:Varies according to course and institution, student's age, whether student has disabilities or special needs

Requirement for:For Diploma and Advanced Diploma, Associate degree and Bachelor degree courses

Alternatives

Entry may be based on prior experience or other learning.

Numerus Clausus

Entry to a higher education course is normally determined by the student’s tertiary entrance score, rank or index. This is calculated on the basis of results in the Senior Secondary Certificate of Education. Tertiary Admissions Centres in New South Wales, Queensland, South Australia, Victoria and Western Australia coordinate admissions.

Other Requirements

A portfolio, interview, audition or exam may also be taken into account in conjunction with the tertiary entrance score for certain courses. There are also alternative schemes for mature age students, students with disabilities and students with special needs.

Foreign Students Admission

Definition:A student who is not an Australian citizen, but is enrolled in (or will enrol in) a course of study with an Australian education provider.

Admission Requirements:Individual institutions determine the acceptability of overseas qualifications for the purposes of admission or credit transfer.

Health:Students must undergo a medical examination as part of their visa application and must have Overseas Students Health Cover for the period covered by their visa.

Language Proficiency:Students should have a good command of the English language and may be required to pass an English test.

Entry Regulations:Students require confirmation of enrolment, a student visa and sufficient funds to support themselves.

Application to Individual Institution:Yes

Application to Central Body:No

topRecognition of Studies

System of Recognition

Quality assurance in Australia’s higher education system is based on a strong partnership between the Australian Government, state and territory governments and the higher education sector. In 2011, the Australian Government established a new national regulatory and quality agency for higher education, the Tertiary Education Quality and Standards Agency (TEQSA). TEQSA is an independent regulatory body which monitors quality and establishes standards for university and non-university higher education providers. TEQSA registers providers, evaluates standards and performance, quality assures international education and consolidate current regulatory arrangements. TEQSA works with state and territory regulatory bodies and assumes quality assurance responsibilities previously undertaken by the Australian Universities Quality Agency (AUQA).

Special Provisions for Recognition

For Access to Non-University Post-Secondary Studies:Individual institutions determine the acceptability of qualifications and studies for admission purposes.

For Access to University Level Studies:Individual institutions determine the acceptability of qualifications and studies for admission purposes.

For Access to Advanced Studies/Research:Individual institutions determine the acceptability of qualifications and studies for admission purposes.

For the Exercise of a Profession:Professional recognition is undertaken by the relevant professional body. The Australian Skills Recognition Information website,http://www.immi.gov.au/asri,lists assessing authorities, registration/licensing authorities and industry bodies for professional occupations within Australia and provides full contact details.

Multilateral Agreements

Revised Asia-Pacific Regional Convention on the Recognition of Qualifications in Higher Education (2011) (The Tokyo Convention) (2014)

UNESCO Convention on the Recognition of Studies, Diplomas and Degrees in Higher Education in Europe (1979) (1986)

UNESCO Convention on the Recognition of Studies, Diplomas and Degrees in Higher Education in Asia and the Pacific (1983) (The Regional Convention) (1985)

Council of Europe/UNESCO Convention on the recognition of qualifications concerning higher education in the European region. Lisbon Convention (2000)

Global Convention on the Recognition of Qualifications concerning Higher Education. Paris, 25 November 2019. (2022)

Other Info Sources

Individual institutions determine the acceptability of foreign qualifications and studies for the purpose of admission or advanced standing (credit). In general, National Information Centre's (NIC) assessment guidelines and advice inform university decisions where relevant. (NIC does not assess academic secondary qualifications).

Social Security/Health Insurance for Foreign Students

Is there social security:Yes

Cost/fee (per year):312 Australian Dollar

Details:Overseas students are required by the Australian Government to obtain a health insurance to cover the duration of their visa. Health insurance available from Overseas Student Health Cover (OSHC) covers basic medical and hospital care and starts at $312 per year ($26 per month) for a single person and $624 per year ($52 per month) for a family. Students enrolled in programs of less than 3 months duration do not need OSHC.

Special Travel Concessions

By Road:Yes

By Rail:Yes

By Air:Yes

Available to Foreign Students:Yes

Student Expenses and Aid

Foreign Students - Min Tuition Fees:5000 Australian Dollar

Foreign Students - Max Tuition Fees:31500 Australian Dollar

Publications Listing Financial Aid

http://www.backingaustraliasfuture.gov.au/student_info/help.htm

Author:Australian Government


http//studyinaustralia.gov.au

Author:Study in Australia

Publisher:Australian Government

Year of publication:2011

topCredentials

Senior Secondary Certificate of Education

Description:The relevant state or territory Senior Secondary Certificate of Education is awarded on successful completion of Year 12. Different names are used for the certificates in each state and territory. Senior secondary education offers several types of programmes which prepare students for future study or employment.

Acronym:HSC, VCE, TCE, WACE


Certificate I

Description:The Certificate I qualifies graduates with basic functional knowledge and skills to undertake work, further learning and community involvement. Certificate I knowledge and skills demonstrate the ability to perform a defined range of activities or basic practical skills under direction, most of which are routine and predictable. The credential is offered at Registered Training Organisations (RTOs) and sometimes at schools.

Credential required for entry:Senior Secondary Certificate of Education


Certificate II

Description:Certificate II graduates demonstrate the ability to carry out a specific range of routine functions and procedures with some complex or non-routine activities. They include basic operational knowledge and a defined range of skills. They also demonstrate the ability to apply known solutions to a limited range of predictable problems. Many Australian Apprenticeships lead to a Certificate II. The credential is offered at Registered Training Organisations (RTOs) and sometimes at schools.


Certificate III

Description:Certificate III graduates demonstrate some relevant theoretical knowledge and the ability to perform a defined range of well developed skills. They involve known routines, methods and procedures, but with some discretion and judgment required. Responsibility for personal work and the work of others is required. Many Australian Apprenticeships lead to a Certificate III. The credential is offered at Registered Training Organisations (RTOs) and sometimes at schools.


Certificate IV

Description:Certificate IV qualifications cover a broad knowledge base including factual, technical and theoretical knowledge in a field of specialization. They are intended for skilled work and further learning. Knowledge and skills at this level relate to specialized technical tasks or functions in a known or changing context, applying technical solutions to problems, technical communication skills, and supervision and leadership in the workplace. A broad range of occupations and fields of study are covered at this level as well as a small number of Australian Apprenticeships. Certificate IVs are offered at Registered Training Organisations (RTOs).


Advanced Diploma

Description:The AQF Advanced Diploma is an advanced skilled or paraprofessional qualification. Advanced Diplomas require 1.5 to 2 years of full-time study. It is a dual sector qualification, offered in both the higher education and vocational education and training sectors. Advanced Diploma programmes aim to prepare graduates for employment in technical or management roles and develop complex techniques, specialised technical and theoretical knowledge, initiative and personal accountability. They are based on Training Packages or accredited courses, and meet national competency standards. Knowledge and skills at this level include an in-depth specialized knowledge, complex problem-solving skills and specialized technical,creative or conceptual skills. Graduates are expected to demonstrate initiative in planning, design, technical or management functions and exhibit knowledge and skills across technical or management functions with personal and team responsibility.


Associate Degree

Description:Associate degree programmes require 2 years of full time study. Associate degrees emphasise technical and theoretical knowledge of one or more academic disciplines and the development of generic employment skills. Associate degrees can provide advanced standing (usually 2 years) into a Bachelor degree programme in the same field. The Associate degree and the Advanced Diploma are at the same level on the AQF. The difference is in the focus of the programmes. Associate degrees are more academically oriented, whereas Advanced Diplomas emphasise vocational or paraprofessional studies.

Credential required for entry:Senior Secondary Certificate of Education
Certificate IV
Diploma


Diploma

Description:The Diploma is a para professional qualification. Diplomas require 1 or 2 years of full time study. It is a dual sector qualification, offered in both the higher education and vocational education and training sectors. Diploma programmes aim to prepare students for advanced skilled, para professional work or further learning. Knowledge and skills at this level demonstrate understanding of a broad knowledge base incorporating theoretical concepts with depth in some areas. They include the ability to analyse and plan approaches to technical problems or management requirements, transfer and apply theoretical concepts and/or technical or creative skills to a range of situations, and to analyse and evaluate information, applications or programmes.


Bachelor Degree

Description:Bachelor degrees are diverse and range from 3 to 6 years of study. There are several types of Bachelor degrees including 3 year degrees, 4 year degrees, professional degrees, combined (or double) degrees, and postgraduate Bachelor degrees. All Bachelor degree programmes lead to the same educational outcomes as indicated on the AQF regardless of length or specific programme requirements. A Bachelor degree programme includes a significant amount of specialisation, with a major subject or subject area studied in depth. Bachelor degree programmes involve a progressive development of knowledge, analytical skills and problem solving techniques to an advanced level which provides a basis for postgraduate study. Programmes may involve lectures, tutorials, seminars, laboratory work, fieldwork or supervised practical work. The number of class contact hours per week varies according to the nature of the programme of study.

Acronym:BA, BSc, LLB

Credential required for entry:Senior Secondary Certificate of Education
Certificate IV
Diploma
Associate Degree
Advanced Diploma


Bachelor Honours Degree

Description:Bachelor Honours degrees programmes require 1 year of full time study after a 3 year Bachelor degree or completions of a 4 year integrated programme. Knowledge and skills at this level include a coherent and advanced knowledge in one or more specializations in addition to research principles and methods. A significant research thesis or project is required. Bachelor Honours degree graduates can progress directly to Doctoral studies.

Acronym:BA(Hons)

Credential required for entry:Bachelor Degree


Graduate Certificate/Diploma

Description:Programmes leading to the Graduate Certificate are designed to develop skills in a specialised area. Graduate Certificate programmes are coursework based and normally require 1 semester of full time study, or part time equivalent. A Graduate Certificate or Graduate Diploma may be awarded if a student completes postgraduate preparatory work such as a Master degree qualifying year, but does not proceed to the degree course.

Acronym:Grad. Cert.

Credential required for entry:Bachelor Degree


Master Degree

Description:There are 3 types of Master degree programmes: research, coursework and extended. Most Master degrees require 2 years of full time study after a 3 year Bachelor degree or 1 year of full time study after a Bachelor Honours degree or 4 year (or longer) Bachelor degree. A Master degree may be undertaken by coursework, project work and research in varying combinations. Coursework Master degrees are often structured in a 3 to 4 semester articulation arrangement, with the Graduate Certificate (one semester), Graduate Diploma (a further semester) and Master degree (a further 2 semesters). Master degrees with a major coursework component often have a professional or vocational orientation, but some are academic in orientation. The research Master degree programme is at least two thirds research with a substantial thesis, which is externally examined. The extended Master degree is usually at least 3 years and involves a research based or work based project and coursework. It is intended for professional practice purposes. All Master degrees allow for entry to a Doctoral degree programme.

Acronym:MA, MSc, LLM

Credential required for entry:Bachelor Degree
Bachelor Honours Degree
Graduate Certificate/Diploma


Doctoral Degree

Description:There are 3 types of Doctoral degree programme – research, professional and higher. A typical programme requires 3 to 4 years of full time study. Students are expected to make a substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation, application and interpretation of existing knowledge. Research Doctorates are by supervised research and an original thesis. The thesis is usually examined by 2 or 3 expert academics, at least 2 of which must be external. Professional Doctorates require significant professional practice either prior to or as part of the program. Students undertake a programme consisting of both coursework and research. Some universities award Professional Doctorates for programmes with an orientation towards advanced professional practice, typically in fields such as Education (DEd), Business Administration (DBA), Psychology (DPsych), and Law where the degree is often a Doctor of Juridical Science (SJD) to distinguish it from the higher Doctor of Laws (LLD). Most universities award Higher Doctorates such as the Doctor of Letters (DLitt), Doctor of Science (DSc), Doctor of Laws (LLD) and Doctor of Medicine (MD). Regulations for the award vary between institutions, and in many universities the award is restricted to scholars with a substantial connection with the institution. In most disciplines, Higher Doctorates are awarded on the basis of published or unpublished work considered constituting a significant original contribution to the field of study. However, Higher Doctorates may be awarded on the basis of a thesis, especially in Medicine, Dentistry and Law. Few Higher Doctorates are awarded in Australia, with the Doctor of Medicine the most common.

Acronym:PhD

Credential required for entry:Bachelor Honours Degree
Master Degree

topData Provided by

AcademicYear

From:2018

To:2019

Source

National Information Centre (NIC), Australian Government Department of Education and Training, 2018. Bodies updated June 2023.

Updated on 02-10-2018