The post-schooling transitions of remote Indigenous secondary school graduates: a systematic scoping review of support strategies

Rutherford, Katrina, McCalman, Janya, and Bainbridge, Roxanne (2019) The post-schooling transitions of remote Indigenous secondary school graduates: a systematic scoping review of support strategies. Australian and International Journal of Rural Education, 29 (2). pp. 8-25.

[img] PDF (Published Version) - Published Version
Restricted to Repository staff only

View at Publisher Website: https://journal.spera.asn.au/index.php/A...
 
2


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 appliedqualitative 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 bemost effective when cross-sectoral education/employment and community partnerships were formed, and remote communities were integralin 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.

Item ID: 59147
Item Type: Article (Research - C1)
ISSN: 1839-7387
Date Deposited: 21 Aug 2019 01:47
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 100%
Downloads: Total: 2
Last 12 Months: 2
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page