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Higher education courses student profiles

TAFE Queensland is committed to providing transparent and clear admissions information to applicants. The table below gives an indication of the likely peer cohort for new students. It provides data on students that commenced a course in semester 1, of the current year, including those admitted through all offer rounds and international students studying in Australia.

Course specific information

The following information provides a summary of the student profile data details for all new students who commenced this course in semester one.

Student profile

Semester 1, 2026
Number of students
% of all students

(A)   Higher education study

• Applicants whose highest level of study enrolment since leaving secondary education is a higher education course.
• Includes study at university and non-university higher education providers.
• Includes students who have completed a bridging or enabling course excluding the Certificate IV in Adult Tertiary Preparation. 

17

8.99%

(B)   Vocational education and training (VET) study

• Applicants whose highest level of study enrolment since leaving secondary education is a VET course (Certificate IV or above).
• Includes study at a public TAFE or other VET provider, whether a qualification was completed or not.
• May have other qualifications e.g. Year 10 or Year 12 secondary school certificate.

36

19.05%

(C)   Work and life experience

• Applicants who left secondary education more than two years previously and have not undertaken VET or higher education study since then.
• “Experience” could include a combination of factors such as mature age entry, professional experience whether completion of the Special Tertiary Admission Test (STAT) is required or not, community involvement or work experience.
• Applicants may have undertaken non-formal programs that have helped prepare them for tertiary education or are relevant to the proposed higher education field of study. 

91

48.15%

(D) Recent secondary education:

1. Admitted solely on the basis of ATAR (regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points).
2. Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum OP/selection rank).
3. Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, school recommendation scheme with no minimum OP/selection rank requirement). 

 

<5

 

<5

 

N/P

 

N/P

 

N/P

 

N/P

International students
International students studying in Australia

36

19.05%

All students

189

100%

“<5” – the number of students is less than 5. 
N/A – Students not accepted in this category.
N/P – Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.  

Entry Rank Information

Entry Rank Profiles are provided below when more than 5 applicants received an offer, otherwise they are not published (N/P). These profiles detail the entry score for all applicants with 'Recent Secondary Education' who received an offer in the semester for the course they applied to. Available data applies to offers made via QTAC.

Semester 1, 2026

ATAR

(Excluding adjustment factors)
(Excluding adjustment factors)
Lowest rank to receive an offer

HED001: Associate Degree in Civil Engineering

N/P*

N/P*

HED004: Bachelor of Dental Prosthetics 

N/P*

N/P*

HED006: Undergraduate Certificate in Civil Engineering Fundamentals N/P*N/P*
HED007: Bachelor of Nursing  N/P*N/P*
HED012: Associate Degree in Applied ManufacturingN/P*N/P*
Median rank to receive an offer

HED001: Associate Degree in Civil Engineering

N/P*

N/P*

HED004: Bachelor of Dental Prosthetics 

N/P*

N/P*

HED006: Undergraduate Certificate in Civil Engineering Fundamentals N/P*N/P*
HED007: Bachelor of NursingN/P*N/P*
HED012: Associate Degree in Applied ManufacturingN/P*N/P*
Highest rank to receive an offer

HED001: Associate Degree in Civil Engineering

N/P*

N/P*

HED004: Bachelor of Dental ProstheticsN/P*N/P*
HED006: Undergraduate Certificate in Civil Engineering Fundamentals N/P*N/P*
HED007: Bachelor of NursingN/P*N/P*

HED012: Associate Degree in Applied Manufacturing

N/P*

N/P*

Notes: N/P "<5" - indicates less than 5 ATAR-based offers were made.

Legal entity

The legal entity registered to deliver higher education awards is TAFE Queensland (ABN: 72 898 805 093).

This entity is established as a State Government Statutory Authority with the Australia Securities and Investments Commission (ASIC).

The legal entity registered to deliver higher education awards is TAFE Queensland (ABN: 72 898 805 093).

This entity is established as a State Government Statutory Authority with the Australian Securities and Investments Commission (ASIC).

In addition, the entity is registered with the Tertiary Education Quality and Standards Agency (TEQSA) as an approved institute of higher education PRV13003, and is registered with the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) to offer certain courses to international students in Australia on a student visa (CRICOS provider code 03020E).

Financial standing

The institution runs on a financial year from July to June.

The latest financial audit occurred in 2025 (for the 2024-2025 year), and was conducted by Queensland Audit Office who found TAFE Queensland to be financially viable as a Statutory Authority.

Organisation

TAFE Queensland is governed by the TAFE Queensland Board of Directors, who have delegated powers to make academic decisions to the Higher Education Academic Board.

TAFE Queensland’s higher education operations are managed on a day-to-day basis by the General Manager Operations (under the CEO) and Dean Higher Education.

The Academic Leadership Team at TAFE Queensland is headed by a Dean, assisted by the Executive Directors, Education and Training, Directors of Faculty, and Course Coordinators, as well as academic support.

The organisational chart for management and administration of higher education can be found here. 

Higher education locations

TAFE Queensland delivers higher education qualifications at five campuses in the following locations, for domestic and international students:

  • Alexandra Hills (Brisbane) - Nursing
  • Eagle Farm (Brisbane) - Applied / Engineering Technologies
  • South Bank (Brisbane) - Civil Engineering; Cyber Security; Dental Prosthetics; Nursing
  • Coomera (Gold Coast) - Cyber Security
  • Southport (Gold Coast) - Nursing

For more information on campuses please see the campuses page and choose your preferred course from the degrees page to see if it is offered at your chosen campus.

Higher education courses

All higher education courses are accredited with TEQSA and meet the requirements for the relevant level of study on the Australian Qualifications Framework. TAFE Queensland is accredited by TEQSA to deliver the following courses of study:

In addition, TAFE Queensland is authorised by TEQSA to self-accredit the following courses of study:

 

Feeback and complaints process (students and staff)

Students:

Feedback from students is always welcome. Students are regularly invited to provide feedback through the following mechanisms:

  • Directly to their Educator in class / via Connect messaging
  • The end-of-semester Student Evaluation of Teaching surveys (by unit)
  • The annual Quality Indicators of Learning and Teaching (QILT) Student Experience Survey (external)
  • The ‘Message us’ function at the bottom of all TAFE Queensland website pages
  • Student representation on academic governing bodies through the Student Voice group. 

In addition, the first step of the formal complaints process is to lodge a feedback ticket via the ‘Message us’ function on the website. See the Complaints and Feedback section of the Student Rules and Policies for further information.

Staff:

Staff can lodge feedback by emailing to the administration team to highereducation@tafeqld.edu.au, or in person to their direct supervisor. Staff are also regularly invited to provide formal feedback through consultation on various policy and process reviews throughout the year.