Author: Publisher: DIANE Publishing
ISBN: 1428937900
Category :
Languages : en
Pages : 44
Book Description
Public community colleges and technical schools most schools use both credit and noncredit programs for workforce development : report to the Chairman, Committee on Health, Education, Labor, and Pensions, U.S. Senate.
Author: Publisher: DIANE Publishing
ISBN: 1428937900
Category :
Languages : en
Pages : 44
Book Description
Public Community Colleges and Technical Schools
Author: United States. Government Accountability OfficePublisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 38
Book Description
Public Community Colleges and Technical Schools
Author: David D. BellisPublisher:
ISBN:
Category :
Languages : en
Pages : 44
Book Description
This study examined the extent to which community colleges and technical schools are involved in remedial education and workforce training efforts as well as academic preparation activities; how state and federal funding support these academic and training efforts; and what is known about schools' efforts to measure outcomes, including the rates at which students graduate, transfer to four-year institutions, pass occupational licensing exams, and gain employment. The scope of the review included a Web-based survey of 1,070 public community colleges and technical schools, 758 (71 percent) of which completed the survey. Survey data were supplemented with in-depth information from state officials and community colleges and technical schools in Florida, North Carolina, Texas, and Washington. Two or more schools from each state were examined. Results indicated that the majority of community colleges and technical schools are offering a broad spectrum of academic and training programs--everything from traditional courses for degree-seeking students to remedial education and contract training customized for individual employers. In addition, 61 percent of schools offer noncredit occupational, professional, or technical training. States provide the greatest share of funding for public community colleges. Most community colleges and technical schools track some education and employment outcomes for their students, but differences in state reporting requirements preclude aggregating these outcomes nationally. More than half of students enrolled in remedial and three types of basic skills courses completed them successfully. Two appendixes present the study objectives, scope, and methodology and GAO contacts and staff acknowledgements.
Public Community Colleges and Technical Schools
Author: United States. Government Accountability OfficePublisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 38
Book Description
Gao-05-4 Public Community Colleges and Technical Schools
Author: United States Government Accountability OfficePublisher: Createspace Independent Publishing Platform
ISBN: 9781984317230
Category :
Languages : en
Pages : 44
Book Description
GAO-05-4 Public Community Colleges and Technical Schools: Most Schools Use Both Credit and Noncredit Programs for Workforce Development
Higher Education Opportunity Act
Author: United StatesPublisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432
Book Description
Resources in Education
Author: A Comparative Analysis of Noncredit Workforce Development Education Programs at Public Community Colleges in Texas
Author: Leonard Alan RiveraTask Force for Expanding Credit and Noncredit Courses for Students with Intellectual and Development Disabilities. Final Report
Author: Maryland Higher Education CommissionPublisher:
ISBN:
Category :
Languages : en
Pages : 29
Book Description
The Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities was formed in July 2013. Chapter 392, Acts of 2013, (House Bill 813) established the Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities. The purpose of this Task Force was to study the impact of expanding the availability of credit and non-credit course offerings at public institutions of higher education in the state, including costs, distance learning options, pathways to meaningful credentials or gainful employment (as defined in regulations adopted under Title IV of the federal Higher Education Act), barriers, and logistics. The Task Force was then assigned the task of making recommendations regarding the expansion of credit and noncredit course offerings for students with intellectual and developmental disabilities at public institutions of higher education in the State. The Task Force met four times in 2015. Guests were invited to provide a broad perspective of all components of providing and receiving a postsecondary education. Presentations were made by both high school and college students with intellectual and developmental disabilities (ID/DD), and by the parents of these students. A presentation was also made by University of Maryland, Baltimore Campus (UMBC), which currently has the SUCCESS program on its campus. Also presenting was the national organization called Think College from the Institute for Community Inclusion at the University of Massachusetts Boston. During each of the three-hour meetings, discussion was shared as to the current state of what Maryland offers in comparison to other states, including classes that are offered, housing needs, and mentoring needs of the students. Barriers were discussed and logistics required for a program to be comprehensive and inclusive rather than segregated, as is the current common practice in Maryland and several other states. Recommendations as to what Maryland could do, if it decides to invest in expanding post-secondary opportunities for ID/DD students were also discussed. It was concluded that even though Maryland does offer some post-secondary community college and four-year institution experiences for these students, Maryland lags behind other states that offer much more diversity and inclusiveness in their curriculum and college experience. The conclusion of this final report suggests that recommendations should be discussed by legislators and acted upon accordingly if Maryland citizens want to improve both the experience of college life and the outcome of a better quality of life for students with both intellectual and developmental disabilities. Appended are: (1) Individuals Presenting and Providing Relevant Materials; (2) Task Force Members; (3) List of current ID Programs; (4) Information on Existing Maryland Programs; and (5) Descriptions of Model Programs.
Linking Training to Performance
Author: William J. RothwellPublisher: Amer. Assn. of Community Col
ISBN: 0871173611
Category : Business & Economics
Languages : en
Pages : 244
Book Description
This book is written for workforce developers in community colleges and branch campus settings. College administrators, public officials, and employers may also find it helpful because it will give them a frame of reference for directing--or judging the quality of--community college workforce developers, the functions they oversee, the results they obtain, and the services they offer. This book can also serve as a text for the many students who are preparing themselves for careers in the challenging world of workforce development in community colleges. The book is intended to cover key issues in workforce development. The fifteen chapters are: (1) "The Role of Workforce Development Organizations" (Laurance J. Warford); (2) "Strategic Business Planning for Workforce Development" (Frederick D. Loomis); (4) "Integrating Workforce Development and Institutional Requirements" (James Jacobs); (5) "Competencies for Workforce Developers" (William J. Rothwell and Patrick E. Gerity); (6) "Building Community Partnerships for Workforce Development" (Mary Gershwin); (7) "Marketing Workforce Development Organizations" (Paul Pierpoint); (8) "The 5-S Consultative Approach to Sales" (Wesley E. Donahue and John E. Park); (9) "Finance and Budgeting for Workforce Development Organizations" (Leslie Roe); (10) "Establishing and Maintaining Effective Relations with Workforce Development Faculty, Staff, and Administrators" (Dennis Bona); (11) "Assessing Needs for Training and Nontraining Projects" (Elaine A. Gaertner and Cheryl A. Marshall); (12) "Integrating Complex Training and Nontraining Projects" (Ethan S. Sanders); (13) Evaluating Workforce Development Efforts (William J. Rothwell); (14) "Outsourcing Training" (Karen A. Flannery); and (15) "Lessons Learned and Emerging Issues" (Patrick E. Gerity). Appended are: (1) Developing a High-Performing Organization: Self-Assessment Instrument for Workforce Development Professionals in Higher Education; (2) Competency Model for Community College Workforce Developers; (3) Competency Assessment Instrument for Community College Workforce Developers; (4) Templates for Conducting 5-S Consultative Sales; (5) Coaching Checksheet for Community College Workforce Developers; (6) Templates for Community College Workforce Developers; and (7) State-by-State Electronic Resources for Workforce Development Strategic Plans and Customized Job Training Grants. The book also contains a foreword by George R. Boggs and James McKenney; preface; information about the contributors, and an index.