From the sidelines to the centre: Indigenous support units in vocational education and training

Helme, Sue

doi:10.1080/13636820701650901

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…Specifically, vocational high schools for aboriginal students may aid in modifying mainstream-centric vocational educational goals and policies. The schooling should be integrated with appropriate cultural elements, such as locating indigenous teachers and counsellors, providing cultural courses and activities, as well as engaging with tribal community members for input into the schooling of Aboriginal Taiwanese, which have worked well with Australian indigenous learners (Helme, 2007). Moreover, to increase academic performance and confidence, which in turn promote educational aspirations, additional tutoring based on aboriginal students' academic needs may be warranted.…”

Section: Discussionmentioning

confidence: 98%

Schooling experiences and career aspirations of indigenous vocational high school students: a case study in Taiwan

2012

Asia Pacific Journal of Education

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In Taiwan, substantial resources have been invested in upper-secondary vocational education for Aborigines as a solution to their lack of career development opportunities. This study examined the schooling experiences and career aspirations of Taiwanese indigenous vocational high school students. A case study was designed to collect data through in-depth, semi-structured interviews with 24 aboriginal students in twelfth grade at a Major Indigenous Vocational High School (MIVHS). The findings indicated that aboriginal students experienced mainstream-centric schooling that focused on preparing students for college education with additional support. The schooling contributed to their solid educational aspirations to attend non-prestigious technological colleges and vague occupational aspirations with low occupational selfefficacy. It also enforced their strong cultural aspirations of living in their homelands and benefiting their people. The findings suggest that the MIVHS could provide the culturally responsive schooling for aboriginal students' diversity to facilitate their career development.

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Section: Discussionmentioning

confidence: 98%

Schooling experiences and career aspirations of indigenous vocational high school students: a case study in Taiwan

2012

Asia Pacific Journal of Education

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“…It is not disputed that the system's policy intent to meet skills and knowledge needs of Aboriginal and Torres Strait Islander learners is obligatory: The VET sector has an important role in addressing the diverse needs of Indigenous learners and thereby in making a significant impact on Indigenous educational disadvantage. Its strengths are based on its ability to accept adult students who have not completed secondary education into lower-level programs, and to offer a pathway through to higher level programs and qualifications, and, ultimately, into employment (Helme, 2007, p. 454).…”

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confidence: 99%

Mission-Driven Adaptability in a Changing National Training System

Zoellner

Stephens

Joseph³

et al. 2016

AJIE

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This case study of an adult and community education provider based in far north Queensland describes its capacity to balance various iterations of public policy against its vision for the future of Aboriginal and Torres Straits Islanders. Community-controlled organisations wanting to contribute to economic and social development in regional/remote Australia through the use of formally recognised vocational education and training have adjusted to at least three major sociopolitical changes at the national policy level since the early 1990s. These include redefining equity, marketising the delivery of public services and increased centralisation. The contemporary orientation of vocational education and training as part of the Indigenous Advancement Strategy has become a highly prescriptive and heavily centralised mechanism for the establishment of employment outcomes. This has been framed as an obligation and right of Australian citizenship as opposed to the other wellbeing and personal development benefits of education. This registered training organisation has navigated four burdensome (re)definitions of equity that have made planning and delivery of true lifelong training objectives difficult. The provider has embraced the marketisation of the sector and navigated other policy changes in order to provide the services and knowledge set out in the college mission statement.

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“…A critical function of these centres is to provide a 'safe space' for Indigenous students (Helme, 2007;Sharrock & Lockyer, 2008). Moreover, they have continually demonstrated a critical role in the retention of students in higher education (e.g., Helme, 2007;Howlett, Seini, Matthews, Dillon & Hauser, 2008;Sharrock & Lockyer, 2008).…”

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confidence: 99%

Aspiration, achievement and access: The ACT-Indigenous Success pathway to university

Fleming¹,

Grace²

2015

Learning Communities

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From the sidelines to the centre: Indigenous support units in vocational education and training

Cited by 6 publications

References 8 publications

Schooling experiences and career aspirations of indigenous vocational high school students: a case study in Taiwan

Schooling experiences and career aspirations of indigenous vocational high school students: a case study in Taiwan

Mission-Driven Adaptability in a Changing National Training System

Aspiration, achievement and access: The ACT-Indigenous Success pathway to university

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