Australia has a strong approach to regulation in the International Education space – it is how we have developed a reputation built on quality. The ESOS act and National Code of Practice, along with its explanatory guide form the lion’s share of the approach. Understandably so, and practitioners can often quote passages of text from it- it is of course, a part of their daily work to meet their provider regulatory obligations.
ESOS and the National Code isn’t the only game in town when it comes to regulation, and nor should it be.
Typically lesser well-known by practitioners is the Higher Education Standards – under the Higher Education Standards (HES) Framework. The HES Framework has been structured to align with the student experience or ‘student life cycle’ i.e. as they progress from prospective students through to the award of a qualification.
The HES Framework is also grounded in the core characteristics of the provision of higher education. As such, the Standards are intended to be useful to higher education providers as a framework for internal monitoring of the quality of their higher education activities. It is, in essence, more directional rather than prescriptive, like the National Code.
Viewed in tandem, the National Code and the HES framework provide a broader obligation base to ensure that our international students receive the quality higher education Australia has become known for.
As an example, synergy is evident between Standard 6 of the National Code (Overseas student support) and HESF Domains 1, 2 & 5. Whilst international education staff responsible for the orientation and transition of our commencing international students legitimately turn to Standard 6 of the national Code for guidance and prescription, the work doesn’t stop there: ongoing monitoring, review and improvement of individual students and cohorts is expected under the HESF.
There are many such examples across both sets of Standards.
Whilst practitioners of international education generally have a strong understanding of the National Code and ESOS act understanding the interface between these regulatory obligations can be a blind spot.
It’s a lot to download so if you’re interested in hearing more I’ll be presenting on this topic on behalf of ISANA: International Education Association on July 6th online. The session will take participants through both sets of legislation, comparing and contrasting the regulatory obligations of both. It aims to broaden participants’ knowledge of how the HESF and National Code can work together to ensure an evidence-based, quality international student experience.
More information on the event can be found here.
