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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Towards a Holistic Model: Transition Pedagogy in High School Enabling Programs. A Practice Report
Student success, Vol.16(3), pp.114 - 121
25/11/2025
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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.
Details
- Title
- Towards a Holistic Model: Transition Pedagogy in High School Enabling Programs. A Practice Report
- Creators
- Johanna Nieuwoudt - Southern Cross UniversityAngela Jones - Edith Cowan University
- Publication Details
- Student success, Vol.16(3), pp.114 - 121
- Publisher
- Queensland University of Technology; Toowoomba
- Identifiers
- 991013330224602368
- Copyright
- © 2025 Johanna Elizabeth Nieuwoudt, Angela Jones.
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article