Applicants with higher education study
- A completed higher education qualification at AQF level 5 (diploma) or above, or equivalent, from an Australian University or another accredited higher education provider;
- Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 6 (Associate Degree) or above, or equivalent, from an Australian University or another accredited higher education provider
Applicants with vocational education and training (VET) study
- A completed vocational education qualification at AQF level 4 (Certificate IV) or above, or equivalent, from a registered training organisation (RTO);
- Successful completion of at least 1 EFTSL (equivalent full time student load, or one full year) of an AQF level 5 (Diploma) or above, or equivalent, at a registered training organisation (RTO)
Demonstrated ability to undertake study at the required level:
- broadly relevant work experience (documented e.g.
CV), demonstrating a reasonable prospect of success;
- formal, informal or non-formal study, completed or partially completed, demonstrating a reasonable prospect of success;
- written submission to demonstrate reasonable prospect of success.
Applicants with recent secondary education (within the past two years) or equivalent
Successful completion of Year 12 or equivalent
English Language Proficiency
(applicable to international students, and in addition to academic or special entry requirements noted above)
International Students: Equivalent IELTS 6.5 (Academic) with no skills band less than 5.5.
Special Entry
Applicants in any category whose study, work or life experiences have been impacted by disability, illness or family disruption will be given special consideration for admission.
Each application will be considered on its merit, based on the evidence supplied by the applicant attesting to the circumstances of the applicant.
Applicants for special entry may need to complete written or numerical tasks to assist with assessing eligibility for admission.
