The post-schooling transitions of remote Indigenous secondary school graduates: A systematic scoping review of support strategies

The post-schooling transitions of remote Indigenous secondary school graduates: A systematic scoping review of support strategies Journal Article

Australian and International Journal of Rural Education

  • Author(s): Rutherford, Katrina, McCalman, Janya, Bainbridge, Roxanne
  • Published: 2019
  • Volume: 29
  • ISBN: ISSN 1839-7387 (online) ISSN 1036-0026 (print)

Abstract: School completion has been hailed by many as the ‘holy grail’ of Indigenous education, and 42% remote-living Indigenous students now attain year 12 completion each year. But for a range of complex reasons, only 60% of these graduates translate this achievement into further engagement in study, training or employment. This systematic literature review examined the evidence for strategies that support the post-schooling transitions of these students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, it examined the scope and quality of the existing evidence and applied qualitative meta-synthesis to elucidate the conditions that enable or hinder, and strategies that support post-schooling transitions. Findings suggested that lower rates of post-schooling study or employment uptake are influenced by: historical misalignment of education approaches with community values and aspirations; limited opportunities in remote communities; and other socio-economic factors. Strategies were found to be most effective when cross-sectoral education/employment and community partnerships were formed, and remote communities were integral in the planning and implementation process. Strategies to improve transitions included: embedding Indigenous and Western knowledge systems in education, task-based learning, explicitly addressing students’ language needs, providing immersion experiences such as in universities, and mentoring programs to widen students’ aspirations. However, the evidence-base remains weak and further research is needed to understand the impact of strategies on students’ aspirations and their immediate and long-term post-schooling transitions.

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Suggested Citation
Rutherford, Katrina, McCalman, Janya, Bainbridge, Roxanne, 2019, The post-schooling transitions of remote Indigenous secondary school graduates: A systematic scoping review of support strategies, Volume:29, Journal Article, viewed 10 August 2022, https://www.nintione.com.au/?p=15534.

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