Integrating First Year Education: Two Models

Victoria University identified a number of barriers to the uptake of Higher Education studies by all students but particularly low socio-economic status students. In line with Victoria University’s mission and goals for social inclusion, Vocational Education and Higher Education courses which could be developed to provide more supported learning pathways for students were identified. Well developed pathways needed to address student language, literacy, numeracy and academic skills using a number of strategies as appropriate to the student cohort. Teaching and curriculum development teams formed to improve and/or build pathways within eleven courses. Two models are presented in this paper: the Diploma of Liberal Arts and the Bachelor of Education and the Diploma of Logistics and the Bachelor of Business