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To what extent is noncredit workforce education changing the community college organizationally?
What data are available on the outcomes of noncredit workforce education? A review of state policies was conducted on the funding and regulation of noncredit workforce education in all 50 states. State policymakers with cheap custom written papers oversight of noncredit workforce education were identified from a list maintained by the Councils, supplemented by web searches. Given the wide range in state governance structures, individuals were contacted in a variety of state 9 departments, including policymakers in state departments of higher education, education, economic development, and labor, as well as state community college governing boards.
In some states, such as Alaska and Hawaii, the oversight for the community college system is located within the four-year college system. In a few states with no state body with oversight over the community colleges (Arizona, Delaware, Indiana), a representative from the largest community college system in each state was interviewed. Prior to conducting interviews, the internet searches were conducted to identify any legislation or documents with policy guidelines related to noncredit workforce education. Internet mba essay services searches also provided context of the state, including its economic climate and governance structure.
The semi-structured interviews with state policymakers typically lasted one half-hour and were conducted via telephone from June to October 2006.
Case studies of 20 community colleges in 10 states were conducted. The colleges were identified by the study advisory board, which comprised representatives of NCWE and NCCET and state policymakers.
The colleges were selected to reflect innovative practices in noncredit workforce education, as well as a range of institutional sizes, cheap custom written papers locations, and states. This purposeful sampling technique was intentionally used to yield information- rich cases in a broad range of contexts. Thus, it should be noted that the 20 colleges are not nationally representative of all community colleges. The college presidents were first contacted to gain agreement for the institution to participate in the study. Interviews with help writing a descriptive essay the administrator with oversight for noncredit education were typically one hour, and interviews with the president, the institutional researcher, and the credit administrator (when applicable) were typically one-half hour. These semi-structured interviews were conducted via telephone from November 2006 to May 2007. Department of Education Integrated Postsecondary Education Data System, 2005. Quantitatively-oriented data on the existence of state policies were coded as yes or no. Funding policies required more detailed codes to identify the several distinct types of funding used. More detailed data provided greater explanation on the policies within each state and highlighted the variation in the policies across states.
First, the study used a consistent definition for noncredit workforce education across all states. Thus, it did not include English as a Second Language (ESL) and Adult Basic Education (ABE) in the definition.
Second, states without any state-level governance of their community college system were categorized as having no state policies.
The broad topics from the interviews organized the analysis, and data under these topics was analyzed for themes across interviewees.
Comparisons of college practices were made across states with different policies cheap custom written papers and colleges with different organizational structures. CCRC hosted a one-day conference in August 2007 at LaGuardia Community College in Queens, New York, to discuss the findings from the draft report.
Participants included state policymakers, community college leaders, researchers, and accreditation agency representatives - all with an interest in noncredit workforce education. They provided feedback on the draft report and raised questions for further analysis. Noncredit education may include workforce instruction, contract training, customized training, developmental education, recreational courses, ABE, and ESL.
These credits can be used to fulfill requirements for a degree or some form of educational credential from the institution. This form of education can be funded through federal financial aid. It can be customized for a particular company or generalized to a specific technology (such as welding) or a specifically defined occupation (such as physical therapy assistant). These courses may result in industry-recognized certificates, but do not include ABE, ESL, developmental education or recreational courses. While states and colleges across the country used a wide variety of terms and definitions, for purposes of clarity and consistency this common set of definitions and terms is used throughout this report. The Many Roles of Noncredit Workforce Education Community college noncredit workforce education is distinctly linked to the needs of the local economy. This range of noncredit workforce roles is discussed below, illustrated by the findings from the cheap custom written papers case study colleges.
Recognizing this key role for noncredit workforce education, states may directly fund colleges to support it and, in some instances, promote access to workforce training for low-income individuals. States and colleges may also recognize the potential role for noncredit workforce education in providing access to other college programs to individuals who would like to pursue a degree or credential in addition to meeting their short-term workforce development needs. The types of noncredit workforce programs provide an indication of the types of individuals they serve. Nearly all the case study colleges offer cheap custom written papers noncredit programs in the areas of allied health, information technology, and business - from entry level to more advanced training. Allied health programs include training for occupations such as pharmacy technician, phlebotomist, and nursing aide. More advanced allied health programs train professionals in specific areas such as gerontology or pain assessment and management. Information technology programs include a range of training from basic computer skills to advanced technical skills in specific computer systems and programming languages.