Access to Success

Autor/inn/en	Brunken, Anna; Delly, Pamela
Titel	Access to Success
Quelle	In: Education, Knowledge & Economy: A Journal for Education and Social Enterprise, 4 (2011) 3, S.143-155 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1749-6896
Schlagwörter	Foreign Countries; Disadvantaged; Access to Education; Postsecondary Education; Government School Relationship; Credits; Vocational Education; Technical Education; Case Studies; Student Needs; Models; School Orientation; Tutors; Holistic Approach; Social Support Groups; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Technikunterricht; Case study; Fallstudie; Case Study; Analogiemodell; Förderlehrer; Lehrender; Tutor; Holistischer Ansatz; Social support; Soziale Unterstützung; Australien
Abstract	Changes to education in Australia have seen new government legislations increasing educational pathways so students can more easily enter university, the aim being to increase participation. Now, many domestic students utilise various pathways to access university. Some have undertaken basic Further Education Diplomas, received subject credits, bypassed traditional language requirements and introductory units and moved directly into a second year of university. However, given the difference in pedagogy between vocational and educational training and universities, many of the students taking advantage of the new pathways are in fact significantly disadvantaged and due to their various points of entry into university they are not easily identifiable. They have become the "hidden disadvantaged". This article provides a case study where two language and academic skills advisors at La Trobe University (Australia) have developed a model of support that has proved useful in identifying these students and giving them greater access to success. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10