Towards a Holistic Model: Transition Pedagogy in High School Enabling Programs

Authors

DOI:

https://doi.org/10.63608/ssj.3774

Keywords:

enabling transition pedagogy, transition pedagogy, enabling education, high school enabling program, high school students, widening participation

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

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Author Biographies

Johanna Elizabeth Nieuwoudt, Southern Cross University

Dr Johanna Nieuwoudt is a Senior Lecturer at Southern Cross University (Australia), where she helps students from diverse backgrounds and experiences gain skills and confidence to be successful in their university studies. She specializes in the curriculum design and delivery of higher education pathway courses for students in high school (Year 11 & 12), pre-award programs, and diplomas. Her current research projects focus on the identification of factors that may contribute to student success.

Angela Jones, Edith Cowan University

Dr Angela Jones is a Senior Lecturer in Access and Equity, and course coordinator of UniPrep programs at Edith Cowan University, Western Australia. She is a passionate enabling educator and advocate for social justice education. Her current research projects focus on enabling education, learning communities and popular culture. She is a self-confessed EduPunk.

Title image with patterns. 2025 Student Success Special issue - A Generation of Transition Pedagogy. Issue image adapted from photo by Logan Voss on Unsplash

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Published

2025-11-25

How to Cite

Nieuwoudt, J. E., & Jones, A. (2025). Towards a Holistic Model: Transition Pedagogy in High School Enabling Programs. Student Success, 16(3), 114–121. https://doi.org/10.63608/ssj.3774

Issue

Vol. 16 No. 3 (2025): Special Issue | A Generation of Transition Pedagogy

Section

Practice Reports

License

Copyright (c) 2025 Johanna Elizabeth Nieuwoudt, Angela Jones

Creative Commons License

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

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.