Discipline Linked Further Education: Springboard to Tertiary Completion

Autor/in	Newell, Frances
Titel	Discipline Linked Further Education: Springboard to Tertiary Completion
Quelle	In: International Journal of Training Research, 10 (2012) 2, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2012.10.2.105
Schlagwörter	Foreign Countries; Federal Government; Postsecondary Education; Higher Education; Adult Education; Dropouts; Socioeconomic Status; Low Income; Academic Persistence; Educational Attainment; Articulation (Education); Graduation Rate; Intellectual Disciplines; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Bundesregierung; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Socio-economic status; Sozioökonomischer Status; Niedriglohn; Bildungsabschluss; Bildungsgut; Articulation; Artikulation (Ling); Artikulation; Aussprache; Geisteswissenschaften; Statistische Analyse; Australien
Abstract	The Federal government is seeking to increase the proportion of Australians with bachelor degrees and to increase the proportion of low SES students in higher education. This will focus attention on degree completion rates for all students, including non-traditional students who have previously been reported as having lower higher education completion rates. This quantitative study of 79 students from diverse backgrounds reports their bachelor degree completion rates by 2010, following their participation in discipline-linked further education courses in 2005. The study found that these further education articulators have a higher bachelor degree completion rate than "other" students reported in previous national studies, that their completion/continuation rates are comparable with all students including in specific fields of study, and that poor academic performance is not the main reason that articulators discontinue study. It concludes that discipline-linked further education courses can contribute to the achievement of the Federal government's higher education growth, and equity achievement targets. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10