Improving the experience of TAFE award-holders in higher education

Louise Watson

    Research output: Contribution to journalArticle

    Abstract

    Although their rate of admission to university appears to be improving, the academic success of former TAFE students depends on the extent to which universities are prepared to meet their need for support in developing academic literacy skills. Australian universities’ traditional reliance on schools to deliver students who are academically literate appears to disadvantage many students admitted to university on the basis of TAFE awards. This paper highlights the different rates of admission of TAFE award holders between universities and examines the experience of TAFE award holders in their first year of higher education. The author concludes that higher admission rates to university for TAFE award holders will not translate into improved completion rates for this group unless universities are willing to change their course delivery to cater for a more diverse student population.
    Original languageEnglish
    Pages (from-to)40-53
    Number of pages14
    JournalInternational Journal of Training Research
    Volume6
    Issue number2
    DOIs
    Publication statusPublished - 2008

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    Improving the experience of TAFE award-holders in higher education. / Watson, Louise.

    In: International Journal of Training Research, Vol. 6, No. 2, 2008, p. 40-53.

    Research output: Contribution to journalArticle

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    AB - Although their rate of admission to university appears to be improving, the academic success of former TAFE students depends on the extent to which universities are prepared to meet their need for support in developing academic literacy skills. Australian universities’ traditional reliance on schools to deliver students who are academically literate appears to disadvantage many students admitted to university on the basis of TAFE awards. This paper highlights the different rates of admission of TAFE award holders between universities and examines the experience of TAFE award holders in their first year of higher education. The author concludes that higher admission rates to university for TAFE award holders will not translate into improved completion rates for this group unless universities are willing to change their course delivery to cater for a more diverse student population.

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