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 practice report adds to emerging research on high school enabling programs by exploring how an enabling transition pedagogy (ETP), an adaptation of Kift, Nelson and Clarke’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.

Document Type

Journal Article

Date of Publication

11-25-2025

Volume

16

Issue

3

Publication Title

Student Success

Publisher

UniSQ Library

School

Access and Equity

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Comments

Nieuwoudt, J. E., & Jones, A. (2025). Towards a holistic model: Transition pedagogy in high school enabling programs. A practice report. Student Success, 16(3), 114–121. https://doi.org/10.63608/ssj.3774

First Page

114

Last Page

121

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Link to publisher version (DOI)

10.63608/ssj.3774