Strengthening the Intersections between Secondary and Tertiary Education in Australia: Building Cultural Capital

Autor/inn/en	Hughes, Katie; Brown, Claire
Titel	Strengthening the Intersections between Secondary and Tertiary Education in Australia: Building Cultural Capital
Quelle	In: Journal of University Teaching and Learning Practice, 11 (2014) 2, Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Secondary Education; Postsecondary Education; Cultural Capital; Educational Objectives; Disadvantaged Environment; Disadvantaged Youth; Partnerships in Education; Social Integration; College Preparation; Program Effectiveness; Socioeconomic Status; Comparative Analysis; Teacher Recruitment; Educational Environment; Instructional Leadership; Learning Strategies; Parent School Relationship; School Community Relationship; Access to Education; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Educational objective; Bildungsziel; Erziehungsziel; Benachteiligter Jugendlicher; Hochschulpartnerschaft; Soziale Integration; Socio-economic status; Sozioökonomischer Status; Lehrerrekrutierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Education; Access; Zugang; Bildungszugang; Australien; Großbritannien; USA
Abstract	This paper begins by outlining the "education revolution" policy direction of the Australian federal government, and the ways in which it envisages meeting its goal of having a 40% of the population between 25 and 34 with a Bachelor's degree by 2025, and ensuring that 20% of tertiary students come form LSES backgrounds. This is contrasted with the achievements of the UK government's "Widening Participation" strategy. It then discusses the institutional and policy challenges which broad social inclusion goals generate for secondary and tertiary sectors--challenges which are likely to fundamentally reshape both sectors whilst also forcing them to become partners in a national educational mission. The article then examines a framework from the OECD designed to strengthen schools in disadvantaged areas, with disadvantaged students in order that they complete secondary schooling and proceed to tertiary education. In response to the OECD's recommendations, the paper then focuses on one example of a program in which both sectors are collaborating--for mutual benefit--to increase the numbers of LSES students aspiring to and accessing tertiary education and achieving success in tertiary studies, and makes predictions about its future success. This US initiative (AVID) has had significant success for over thirty years and is currently being trialed in a number of Australian schools and universities. It concludes by advocating that schools and universities partner more closely, and that AVID may well be a useful means of achieving this, whilst also enriching schools' cultures and facilitating greater academic success at both university and school, for disadvantaged students. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10