A Study of the Transition Pathways of School Level Scholarship Recipients into Work and Tertiary Education

Autor/inn/en	Hobden, Sally; Hobden, Paul
Titel	A Study of the Transition Pathways of School Level Scholarship Recipients into Work and Tertiary Education
Quelle	In: South African Journal of Education, 35 (2015) 3, Artikel 1054 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Intervention; Graduate Surveys; Longitudinal Studies; Progress Monitoring; Academic Aspiration; Socioeconomic Background; Postsecondary Education; Developmental Studies Programs; Resilience (Psychology); Performance Factors; Questionnaires; Transitional Programs; Scholarships; Participant Satisfaction; Program Effectiveness; Program Evaluation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozioökonomische Lage; Post-secondary education; Tertiäre Bildung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Leistungsindikator; Fragebogen; Scholarship; Stipendium; Programme evaluation; Programmevaluation; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	School-level educational interventions targeting learners from low socioeconomic backgrounds often have the long-term goal of enabling access to, and successful completion of tertiary studies. This study tracked the progress of alumni of an educational intervention two or three years post school, in order to investigate their pathways to their destinations of work and study. Forty percent of the alumni were successfully traced, and asked to fill in an online questionnaire. Of the 104 traced alumni, 80% reported good academic progress, despite false starts and changes in direction, which resulted in complex transitional pathways. The main factor disrupting a direct pathway through tertiary studies was a lack of finances. The alumni reported that many of the enabling factors for their tertiary success were legacy benefits of the school-level intervention. The benefits reported included a sound preparation for life and academic studies, and other benefits that the researchers categorised as developing resilience and grit. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01