ERIC Number: EJ1240261
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1839-7387
EISSN: N/A
The Post-Schooling Transitions of Remote Indigenous Secondary School Graduates: A Systematic Scoping Review of Support Strategies
Rutherford, Katrina; McCalman, Janya; Bainbridge, Roxanne
Australian and International Journal of Rural Education, v29 n2 p8-25 2019
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.
Descriptors: 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
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/
Publication Type: Journal Articles; Information Analyses
Education Level: High Schools; Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A