Indigenous VET to Higher Education pathways and transitions: A literature review

Jack Frawley, James A. Smith, Andrew Gunstone, Ekaterina Pechenkina, Wendy Ludwig, Allison Stewart

Abstract


The rates of Australian Indigenous participation in higher education (HE) are significantly lower than those of non-Indigenous students, with Indigenous students less likely than their non-Indigenous peers to complete Year 12. As a result, they are less likely to obtain an Australian Tertiary Admission Rank (ATAR) needed for university admission. Statistically, far more Indigenous students enrol in Vocational Education and Training (VET) than in HE. With VET to HE transition pathways remaining convoluted, it is critical to streamline those in order to increase Indigenous HE participation. This is of particular importance for rural and remote Indigenous students who have completed a VET qualification and are considering HE study. Unfortunately, only 4.9% of Indigenous students currently make this transition from VET to HE. While, as the scoping review undertaken will show, Indigenous enabling programs have received significant attention in the recent past, the potential of the VET to HE pathway to increase Indigenous HE participation remains largely unexplored. This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to HE in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.


Keywords


access, equity, Indigenous students, Vocational Education and Training, pathways, transitions

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References


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Banner image: Kira Jovanovski (2020), movement score 01 (detail): oil stick and acrylic on paper. Photograph by Kira Jovanovski. Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.

 

 

    

 

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