Adult Basic Education Principles to Access Aboriginal Students to Tertiary Education.

Autor/in	Nugent, Maria
Titel	Adult Basic Education Principles to Access Aboriginal Students to Tertiary Education.
Quelle	(1992), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Adult Basic Education; Adult Students; Allied Health Occupations Education; Black Students; Cultural Differences; Ethnic Groups; Foreign Countries; Higher Education; Indigenous Populations; Minority Groups; Nontraditional Students; Student Personnel Services; Student School Relationship; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kultureller Unterschied; Ethnie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sinti und Roma; Ethnische Minderheit; Schüler-Lehrer-Beziehung; Australien
Abstract	During 1990 and 1991 an access and support program for Australian Aboriginal adult students was implemented at the Faculty of Health Science campus of the University of Sydney (Australia). The program offered support for those interested in the health sciences and featured preparatory, orientation and supplementary support courses under special entry arrangements. Program implementation was a long, slow process that began in 1986 with an policy statement but no supporting services. The work of individuals in the Aboriginal Education Unit began to put a program in motion. Most of the participants came to the program as older students with an interest in education to increase self-determination for themselves and their communities. Most participants had difficult, non-supportive past educational experiences. These students often had other responsibilities, roles and obligations which were as important as being a students. Students had difficulty accepting and relating to educational approaches which had them learning content in preparation for the future with less relevance for the present. The program centered around a large room which allowed study space, tutoring support and an area to socialize with other Aboriginal students. Negotiation with students on their learning program and developing learning strategies were also important components. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC