Can Personal Learning Pathways (PLPs) Truly Improve Indigenous Education Outcomes?
Saved in:
| Title: | Can Personal Learning Pathways (PLPs) Truly Improve Indigenous Education Outcomes? |
|---|---|
| Language: | English |
| Authors: | Iliana Skrebneva (ORCID |
| Source: | Asia-Pacific Journal of Teacher Education. 2025 53(5):504-520. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Outcomes of Education, Educational Improvement, Indigenous Populations, Achievement Gap, Culturally Relevant Education, High School Students, Parent Attitudes, Teacher Attitudes, Educational Policy, Individualized Instruction, Public Schools, Student Experience |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1359866X.2025.2562575 |
| ISSN: | 1359-866X 1469-2945 |
| Abstract: | Indigenous students in Australia continue to experience significant educational disparities compared to their non-Aboriginal peers despite numerous policy initiatives aimed at closing the achievement gap. Personalised Learning Pathways (PLPs), implemented in New South Wales schools, represent a targeted approach to supporting Aboriginal student success through culturally responsive education. Drawing from a study conducted across six New South Wales government high schools, this paper analyses teachers' and Aboriginal parents' perspectives on PLP implementation and effectiveness through Indigenous Standpoint Theory. Findings reveal discrepancies between teachers' perceptions and parents' experiences of PLPs, highlighting gaps in cultural alignment, genuine engagement, and communication. While teachers viewed PLPs as valuable tools for understanding students and goal-setting, parents reported minimal evidence of tangible benefits and inadequate involvement. This study identifies systemic barriers preventing meaningful use of PLPs, including dominant models of personalised support, teacher training, and community engagement. Findings emphasise the need for more consistent implementation, culturally informed teacher professional preparation, deeper community partnerships, and authentic integration of Aboriginal perspectives to enhance PLP effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490181 |
| Database: | ERIC |
| Abstract: | Indigenous students in Australia continue to experience significant educational disparities compared to their non-Aboriginal peers despite numerous policy initiatives aimed at closing the achievement gap. Personalised Learning Pathways (PLPs), implemented in New South Wales schools, represent a targeted approach to supporting Aboriginal student success through culturally responsive education. Drawing from a study conducted across six New South Wales government high schools, this paper analyses teachers' and Aboriginal parents' perspectives on PLP implementation and effectiveness through Indigenous Standpoint Theory. Findings reveal discrepancies between teachers' perceptions and parents' experiences of PLPs, highlighting gaps in cultural alignment, genuine engagement, and communication. While teachers viewed PLPs as valuable tools for understanding students and goal-setting, parents reported minimal evidence of tangible benefits and inadequate involvement. This study identifies systemic barriers preventing meaningful use of PLPs, including dominant models of personalised support, teacher training, and community engagement. Findings emphasise the need for more consistent implementation, culturally informed teacher professional preparation, deeper community partnerships, and authentic integration of Aboriginal perspectives to enhance PLP effectiveness. |
|---|---|
| ISSN: | 1359-866X 1469-2945 |
| DOI: | 10.1080/1359866X.2025.2562575 |
