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<p>In-school enabling programs are emerging across Australia as an alternative pathway to university for secondary students, with a particular focus on widening participation.&#xa0;The importance of these programs is likely to grow considering the recent Australian University Accord recommendations for equity targets. However, little is known about these programs.&#xa0;This study contributes to bridging this gap by developing a desktop scoping inquiry, consisting of a literature review and mapping of existing programs, into what is currently known about in-school enabling programs in Australia. A particular focus is on where these programs fit within the landscape of university pathways available to secondary students and what role they might play in providing equitable access for underrepresented students. Findings suggest that in-school enabling programs are primarily responding to larger structural issues with streaming practices and the traditional Australian Tertiary Admission Rank (ATAR) pathway with programs attempting to alleviate some of the entrenched inequity at play.</p>

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In-school enabling programs in the landscape of university pathways for secondary students in Australia: a scoping review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月9日

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  • Fabiane Ramos,
  • Naomi Ryan,
  • Meg Forbes

摘要

In-school enabling programs are emerging across Australia as an alternative pathway to university for secondary students, with a particular focus on widening participation. The importance of these programs is likely to grow considering the recent Australian University Accord recommendations for equity targets. However, little is known about these programs. This study contributes to bridging this gap by developing a desktop scoping inquiry, consisting of a literature review and mapping of existing programs, into what is currently known about in-school enabling programs in Australia. A particular focus is on where these programs fit within the landscape of university pathways available to secondary students and what role they might play in providing equitable access for underrepresented students. Findings suggest that in-school enabling programs are primarily responding to larger structural issues with streaming practices and the traditional Australian Tertiary Admission Rank (ATAR) pathway with programs attempting to alleviate some of the entrenched inequity at play.