Year: 2025
Type: article
Abstract: The release of the Australian Universities Accord Final Report in 2024 and call for contextually relevant pathways to higher education continues the widening participation agenda that was introduced more than 50 years ago in Australia, New Zealand and the United Kingdom. Enabling education continues to contribute to targets with the evolution of high school enabling programs. It is imperative, as the Accord suggests, that these programs support successful transition. Such programs thus require a pedagogical model for transition. This paper adds to emerging research on high school enabling programs by exploring how an enabling transition pedagogy (ETP), an adaptation of Kift’s third generation transition pedagogy, underpins two Australian embedded high school enabling programs to support student transition to higher education. It explores how the curriculum principles of the ETP (and intersecting strategies) are implemented within the two programs and suggests future directions for the model.
Source: Student Success
DOI: 10.63608/ssj.3774
Authors: Johanna Elizabeth Nieuwoudt, Angela Jones
Institutions: Southern Cross University, Edith Cowan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416589872
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