Indigenous VET to higher education pathways and transitions

An integrative literature review

John Frawley, James A Smith, Ekaterina Pechenkina, Andrew Gunstone, Wendy Ludwig, Christine Robertson, Susan Bandias, Allison Stewart

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    The rates of Australian Indigenous participation in higher education (HE) are significantly lower than those of non-Indigenous students, with Indigenous students less likely than their non-Indigenous peers to complete Year 12. As a result, they are less likely to obtain an Australian Tertiary Admission Rank (ATAR) needed for university admission. Statistically, far more Indigenous students enrol in Vocational Education and Training (VET) than in HE. With VET to HE transition pathways remaining convoluted, it is critical to streamline those in order to increase Indigenous HE participation. This is of particular importance for rural and remote Indigenous students who have completed a VET qualification and are considering HE study. Unfortunately, only 4.9% of Indigenous students currently make this transition from VET to HE. While, as the scoping review undertaken will show, Indigenous enabling programs have received significant attention in the recent past, the potential of the VET to HE pathway to increase Indigenous HE participation remains largely unexplored. This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to HE in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.
    Original languageEnglish
    Pages (from-to)34-54
    Number of pages21
    JournalInternational Studies in Widening Participation
    Volume4
    Issue number1
    Publication statusPublished - 2017

    Fingerprint

    vocational education
    Vocational Education
    education
    student
    participation
    university admission
    literature
    international comparison
    qualification
    trend

    Cite this

    Frawley, J., Smith, J. A., Pechenkina, E., Gunstone, A., Ludwig, W., Robertson, C., ... Stewart, A. (2017). Indigenous VET to higher education pathways and transitions: An integrative literature review. International Studies in Widening Participation, 4(1), 34-54.
    Frawley, John ; Smith, James A ; Pechenkina, Ekaterina ; Gunstone, Andrew ; Ludwig, Wendy ; Robertson, Christine ; Bandias, Susan ; Stewart, Allison. / Indigenous VET to higher education pathways and transitions : An integrative literature review. In: International Studies in Widening Participation. 2017 ; Vol. 4, No. 1. pp. 34-54.
    @article{f1b84f6efc37434ab148c7cd034d7879,
    title = "Indigenous VET to higher education pathways and transitions: An integrative literature review",
    abstract = "The rates of Australian Indigenous participation in higher education (HE) are significantly lower than those of non-Indigenous students, with Indigenous students less likely than their non-Indigenous peers to complete Year 12. As a result, they are less likely to obtain an Australian Tertiary Admission Rank (ATAR) needed for university admission. Statistically, far more Indigenous students enrol in Vocational Education and Training (VET) than in HE. With VET to HE transition pathways remaining convoluted, it is critical to streamline those in order to increase Indigenous HE participation. This is of particular importance for rural and remote Indigenous students who have completed a VET qualification and are considering HE study. Unfortunately, only 4.9{\%} of Indigenous students currently make this transition from VET to HE. While, as the scoping review undertaken will show, Indigenous enabling programs have received significant attention in the recent past, the potential of the VET to HE pathway to increase Indigenous HE participation remains largely unexplored. This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to HE in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.",
    author = "John Frawley and Smith, {James A} and Ekaterina Pechenkina and Andrew Gunstone and Wendy Ludwig and Christine Robertson and Susan Bandias and Allison Stewart",
    year = "2017",
    language = "English",
    volume = "4",
    pages = "34--54",
    journal = "International Studies in Widening Participation",
    issn = "2203-8841",
    publisher = "University of Newcastle",
    number = "1",

    }

    Frawley, J, Smith, JA, Pechenkina, E, Gunstone, A, Ludwig, W, Robertson, C, Bandias, S & Stewart, A 2017, 'Indigenous VET to higher education pathways and transitions: An integrative literature review', International Studies in Widening Participation, vol. 4, no. 1, pp. 34-54.

    Indigenous VET to higher education pathways and transitions : An integrative literature review. / Frawley, John; Smith, James A; Pechenkina, Ekaterina; Gunstone, Andrew; Ludwig, Wendy; Robertson, Christine; Bandias, Susan; Stewart, Allison.

    In: International Studies in Widening Participation, Vol. 4, No. 1, 2017, p. 34-54.

    Research output: Contribution to journalArticleResearchpeer-review

    TY - JOUR

    T1 - Indigenous VET to higher education pathways and transitions

    T2 - An integrative literature review

    AU - Frawley, John

    AU - Smith, James A

    AU - Pechenkina, Ekaterina

    AU - Gunstone, Andrew

    AU - Ludwig, Wendy

    AU - Robertson, Christine

    AU - Bandias, Susan

    AU - Stewart, Allison

    PY - 2017

    Y1 - 2017

    N2 - The rates of Australian Indigenous participation in higher education (HE) are significantly lower than those of non-Indigenous students, with Indigenous students less likely than their non-Indigenous peers to complete Year 12. As a result, they are less likely to obtain an Australian Tertiary Admission Rank (ATAR) needed for university admission. Statistically, far more Indigenous students enrol in Vocational Education and Training (VET) than in HE. With VET to HE transition pathways remaining convoluted, it is critical to streamline those in order to increase Indigenous HE participation. This is of particular importance for rural and remote Indigenous students who have completed a VET qualification and are considering HE study. Unfortunately, only 4.9% of Indigenous students currently make this transition from VET to HE. While, as the scoping review undertaken will show, Indigenous enabling programs have received significant attention in the recent past, the potential of the VET to HE pathway to increase Indigenous HE participation remains largely unexplored. This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to HE in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.

    AB - The rates of Australian Indigenous participation in higher education (HE) are significantly lower than those of non-Indigenous students, with Indigenous students less likely than their non-Indigenous peers to complete Year 12. As a result, they are less likely to obtain an Australian Tertiary Admission Rank (ATAR) needed for university admission. Statistically, far more Indigenous students enrol in Vocational Education and Training (VET) than in HE. With VET to HE transition pathways remaining convoluted, it is critical to streamline those in order to increase Indigenous HE participation. This is of particular importance for rural and remote Indigenous students who have completed a VET qualification and are considering HE study. Unfortunately, only 4.9% of Indigenous students currently make this transition from VET to HE. While, as the scoping review undertaken will show, Indigenous enabling programs have received significant attention in the recent past, the potential of the VET to HE pathway to increase Indigenous HE participation remains largely unexplored. This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to HE in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.

    UR - https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/45

    M3 - Article

    VL - 4

    SP - 34

    EP - 54

    JO - International Studies in Widening Participation

    JF - International Studies in Widening Participation

    SN - 2203-8841

    IS - 1

    ER -