The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies

Autor/inn/en	Rutherford, Katrina; McCalman, Janya; Bainbridge, Roxanne
Titel	The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies
Quelle	In: Australian and International Journal of Rural Education, 29 (2019) 2, S.8-25 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Indigenous Populations; High School Graduates; Rural Schools; Rural Areas; Postsecondary Education; Employment Level; Cultural Influences; Values; Alignment (Education); Opportunities; Socioeconomic Influences; Agency Cooperation; School Community Relationship; Transitional Programs; Culturally Relevant Education; Learning Activities; Language Skills; Student Needs; Experiential Learning; Mentors; Aspiration; Foreign Countries; Social Influences; Language Maintenance; Cultural Maintenance; Economic Factors; Geographic Location; Educational Policy; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Post-secondary education; Tertiäre Bildung; Beschäftigungsgrad; Cultural influence; Kultureinfluss; Wertbegriff; Möglichkeit; Sozioökonomischer Faktor; Lernaktivität; Language skill; Sprachkompetenz; Experiental learning; Erfahrungsorientiertes Lernen; Streben; Ausland; Sozialer Einfluss; Sprachpflege; Ökonomischer Faktor; Politics of education; Bildungspolitik; Australien
Abstract	School completion has been hailed by many as the 'holy grail' of Indigenous education, and 42% remote-living Indigenous students now attain year 12 completion each year. But for a range of complex reasons, only 60% of these graduates translate this achievement into further engagement in study, training or employment. This systematic literature review examined the evidence for strategies that support the post-schooling transitions of these students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, it examinedthe scope and quality of the existing evidence and applied qualitative meta-synthesis to elucidate the conditions that enable or hinder, and strategies that support post-schooling transitions. Findings suggested that lower rates of post-schooling study or employment uptake are influenced by: historical misalignment of education approaches with community values and aspirations; limited opportunities in remote communities; and other socio-economic factors. Strategies were found to be most effective when cross-sectoral education/employment and community partnerships were formed, and remote communities were integral in the planning and implementation process. Strategies to improve transitions included: embedding Indigenous and Western knowledge systems in education, task-based learning, explicitly addressing students' language needs, providing immersion experiences such as in universities, and mentoring programs to widen students' aspirations. However, the evidence-base remains weak and further research is needed to understand the impact of strategies on students' aspirations and their immediate and long-term post-schooling transitions. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01