Development of mathematical pathways for vet students to articulate to related higher education courses


  • Sue Kilpatrick University of Tasmania Centre for University Pathway and Partnerships
  • Robin Sue Barnes University of Tasmania Centre for University Pathway and Partnerships
  • Kim Beswick University of Tasmania School of Education
  • Keith McNaught
  • Irene Penesis
  • Josephine Balatti
  • John Roddick
  • Giles Thomas
  • Rosemary Callingham
  • Jane Skalicky
  • Natalie Brown
  • Noliene Fitzallen
  • Bernardo A. Leon de la Barra
  • Shaun Belward
  • Karl Sammutt


Australia needs more qualified professionals in the areas of engineering, education, health and other sciences. The national focus on widening participation in higher education (HE) includes strengthening pathways from vocational education and training (VET). VET students often lack the mathematics skills necessary to articulate successfully to their chosen degrees. Current approaches such as bridging and foundation mathematics programs, and university in-degree support, are fragmented and not tailored or sufficiently contextualised for VET articulants. Flexible approaches are needed that enable institutions to assess the numeracy skills of VET articulants and provide resources and support to build their mathematical skills and confidence. This project is developing a series of mathematics pathways designed to improve the readiness of VET qualified students for higher education study in the areas of engineering, education and health science. Year 1 of this project focuses on engineering and education. The main VET qualifications and HE education courses have been identified and mapping the mathematical gap in knowledge between the two is underway. Mathematical pathways will be delivered as Open Education Resources and designed to be delivered flexibly. This presentation will review the progress on the mathematical pathway development and review the gaps that exist between the two sectors.