Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative

James A. Smith; Terry Moore; Kim Robertson; Cat Street; Allison Stewart; Donna Stephens; Aurelie Girard; Dean Yibarbuk; Benjamin Christie

Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative

James A. Smith, Terry Moore, Kim Robertson, Cat Street, Allison Stewart, Donna Stephens, Aurelie Girard, Dean Yibarbuk, Benjamin Christie

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Improving indigenous education outcomes is a key focus of many national and global education policies (Smith et al., 2018; Street et al., 2018). Understanding the challenges and opportunities across the education system – spanning early childhood education, primary school, secondary school, vocational education and training, and higher education – is important to better meet the needs of indigenous students throughout their life-course. We know these pathways are seldom linear and often involve multiple entry and exit points (Frawley, Smith, & Larkin, 2017). However, a major concern is that very few indigenous students from remote Australian schools progress directly into higher education, as they are often unaware of entry pathways and seldom achieve an Australian Tertiary Admission Ranking (ATAR) to enable them to pursue this journey (Smith et al., 2018).

Original language	English
Title of host publication	Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma
Subtitle of host publication	Plaiting the Rope
Editors	Patty Towl, Sheryl A. Hemphill
Place of Publication	Abingdon, Oxon
Publisher	Taylor & Francis
Chapter	15
Pages	183-199
Number of pages	19
ISBN (Electronic)	9780429282102
ISBN (Print)	9780367243739
Publication status	Published - 2 Jun 2020
Externally published	Yes

Keywords

Indigenous education
education outcomes
remote Australia
Whole of Community Engagement (WCE)
Charles Darwin University
case studies

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://www.routledge.com/Safe-Supportive-and-Inclusive-Learning-Environments-for-Young-People/Towl-Hemphill/p/book/9780367243722Licence: In Copyright

Cite this

Smith, J. A., Moore, T., Robertson, K., Street, C., Stewart, A., Stephens, D., Girard, A., Yibarbuk, D., & Christie, B. (2020). Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative. In P. Towl, & S. A. Hemphill (Eds.), Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma: Plaiting the Rope (pp. 183-199). Taylor & Francis. https://www.routledge.com/Safe-Supportive-and-Inclusive-Learning-Environments-for-Young-People/Towl-Hemphill/p/book/9780367243722

Smith, James A. ; Moore, Terry ; Robertson, Kim et al. / Strengthening pathways into higher education with remote indigenous communities in Australia : Lessons from the whole of community engagement initiative. Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma: Plaiting the Rope. editor / Patty Towl ; Sheryl A. Hemphill. Abingdon, Oxon : Taylor & Francis, 2020. pp. 183-199

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abstract = "Improving indigenous education outcomes is a key focus of many national and global education policies (Smith et al., 2018; Street et al., 2018). Understanding the challenges and opportunities across the education system – spanning early childhood education, primary school, secondary school, vocational education and training, and higher education – is important to better meet the needs of indigenous students throughout their life-course. We know these pathways are seldom linear and often involve multiple entry and exit points (Frawley, Smith, & Larkin, 2017). However, a major concern is that very few indigenous students from remote Australian schools progress directly into higher education, as they are often unaware of entry pathways and seldom achieve an Australian Tertiary Admission Ranking (ATAR) to enable them to pursue this journey (Smith et al., 2018).",

keywords = "Indigenous education, education outcomes, remote Australia, Whole of Community Engagement (WCE), Charles Darwin University, case studies",

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Smith, JA, Moore, T, Robertson, K, Street, C, Stewart, A, Stephens, D, Girard, A, Yibarbuk, D & Christie, B 2020, Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative. in P Towl & SA Hemphill (eds), Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma: Plaiting the Rope. Taylor & Francis, Abingdon, Oxon, pp. 183-199. <https://www.routledge.com/Safe-Supportive-and-Inclusive-Learning-Environments-for-Young-People/Towl-Hemphill/p/book/9780367243722>

Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative. / Smith, James A.; Moore, Terry; Robertson, Kim et al.
Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma: Plaiting the Rope. ed. / Patty Towl; Sheryl A. Hemphill. Abingdon, Oxon: Taylor & Francis, 2020. p. 183-199.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Strengthening pathways into higher education with remote indigenous communities in Australia

T2 - Lessons from the whole of community engagement initiative

AU - Smith, James A.

AU - Moore, Terry

AU - Robertson, Kim

AU - Street, Cat

AU - Stewart, Allison

AU - Stephens, Donna

AU - Girard, Aurelie

AU - Yibarbuk, Dean

AU - Christie, Benjamin

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AB - Improving indigenous education outcomes is a key focus of many national and global education policies (Smith et al., 2018; Street et al., 2018). Understanding the challenges and opportunities across the education system – spanning early childhood education, primary school, secondary school, vocational education and training, and higher education – is important to better meet the needs of indigenous students throughout their life-course. We know these pathways are seldom linear and often involve multiple entry and exit points (Frawley, Smith, & Larkin, 2017). However, a major concern is that very few indigenous students from remote Australian schools progress directly into higher education, as they are often unaware of entry pathways and seldom achieve an Australian Tertiary Admission Ranking (ATAR) to enable them to pursue this journey (Smith et al., 2018).

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ER -

Smith JA, Moore T, Robertson K, Street C, Stewart A, Stephens D et al. Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative. In Towl P, Hemphill SA, editors, Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma: Plaiting the Rope. Abingdon, Oxon: Taylor & Francis. 2020. p. 183-199

Strengthening pathways into higher education with remote indigenous communities in Australia: Lessons from the whole of community engagement initiative

Abstract

Keywords

UN SDGs

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