Insights into Building Bridges to Aid Student Transition

By Mark Vines and Jill Vines.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Education in Australia progresses predominantly through three main phases namely primary (pre secondary education), secondary (pre tertiary education), and tertiary (University level). The transition between the three phases has been the topic of great concern and research. Transition programs between primary and secondary phases have been successfully embedded in our school programs for many years at most schools. It is in the movement between secondary and tertiary environments that there exist problems – many institutions cite poor first year results and high dropout rates reflecting disengagement at the tertiary level.
There appears to be blame placed on the secondary education system in the later years by tertiary educators for not preparing students for tertiary type learning. Consequently, there have been many attempts to narrow this gap with mixed results. Attempts that generally come from tertiary educators rely upon their own secondary educational experiences many years prior, and as one would expect, teaching and learning practices have changed since then.
The main aim of this paper is to focus on how to maximise success for students’ learning through a more robust transition from secondary to tertiary education. Endeavoring to build realistic bridges between the two senior phases of education can only be accomplished collaboratively between the two types of leaning institutions. Consequently, this investigation has been collaboratively produced between the two sectors focusing on current pastoral care and teaching and learning practices. The results highlight certain discrepancies with the transitional phase as evidenced through survey results.

Keywords: Education Transition, Building Bridges, Student Behaviour, Expectations, Non Traditional Gender Programs, Teaching and Learning Practices, Pastoral Care

The International Journal of Learning, Volume 16, Issue 9, pp.677-686. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.253MB).

Mark Vines

Program Director U/G, School of Property, Construction, and Project Management, RMIT University, Melbourne, Australia

U/G Programs Director, Senior Lecturer, 16 years experience, Registered Building Practitioner, Master of Applied Science, Grad Cert T & L.

Jill Vines

Head of Year 11 and 12 of a Senior Secondary School, Mentone Girls’ Grammar Secondary School, Melbourne, Australia

Head of Senior School, Teacher, Master of Education.

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