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This chapter sets out the current and likely changing shape of the Further and Higher Education sectors in the United Kingdom, with a particular focus on the Further Education sector which most closely resembles the definition of an American Community College counterpart. Both sectors have operated under financial constraints, but it is arguably the Further Education sector which so far has had to face greater reductions in real terms funding. As a consequence, the greatest pressure has been on the provision of adult education, that is, for those who return to learning at various stages of their lives, and reductions to it undermine the dual goals of increasing economic competitiveness and improving social mobility. At the same time, the attention of some senior managers in Further Education has been drawn to a centrally driven agenda of efficiency and merger rather than driving up the capability and performance of learners.

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In the 21st century, classrooms within institutions of higher education are increasingly comprised of first-generation and non-traditional age adult students. These students are presented with additional demands that can impact their focus and dedication to academic responsibility. This article describes specific psychosocial techniques that aided in enhanced learning and positive student academic outcomes. The psychosocial techniques included principals of clinical psychology with an integration of pedagogical and andragogical research tactics and coined by the current author, the Cultural Empowerment Teaching Andragogy. These techniques are based on an accumulation of strategies used at a community college within the City University of New York (CUNY) system, a public institution with a diverse student body, and can be adapted to be used across institutions and/or disciplines of study. CUNY is a university that educates a high population of nontraditional students. Techniques used included cognitive empowerment, collaborative learning exercises, and testing of the student limits to guide mastery of material. This process also aided in empowering them on their overall academic journey. Specific student accomplishments included increased assignment grades by one grade, improved articulation of classroom material, increased confidence in independent oral responses, and increased self-esteem as a college student and developing career professional.

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This document is the first in a series of reports on the establishment and early development of Hervey Bay College, the first senior college to operate in Queensland. It was compiled prior to the College’s opening and provides the broad framework for the evaluation. Show less

This special issue, 'Comprehensive reform for student success', is guest edited by Nan L. Maxwell and Ann E. Person. Community colleges face pressures to 'do more with less' that have prompted many to consider fundamental changes to the ways they do business. As piecemeal programs or interventions have often not been effective or efficient, colleges are moving beyond these to implementing comprehensive reforms. This volume conceptualizes reform as being marked by: (1) a focus on student success; (2) a theory of change that ties programmatic components together in an intentional and cohesive package, implemented at multiple levels throughout the college and touching the majority of students; and (3) a culture of evidence that uses data to continuously assess programs and processes against student success. Chapters present original analyses describing the rationale for comprehensive reform and examining the challenges involved in implementing, evaluating and sustaining those efforts.

Edited excerpts from publication.

The chapters are as follows: The need for comprehensive reform: from access to completion / Thomas Bailey (pages 11-21); Using research and evaluation to support comprehensive reform / Thomas Brock, Alexander K. Mayer, Elizabeth Zachry Rutschow (pages 22-33); The redesign of developmental education in Virginia / Nikki Edgecombe (pages 35-43); Addressing college readiness gaps at the college door / Elizabeth Friedmann, Michal Kurlaender, Alice van Ommeren (pages 45-52); Transforming the community college student experience through comprehensive, technology-mediated advising / Shanna Smith Jaggars, Melinda Mechur Karp (pages 53-62); Using career pathways to guide students through programs of study / Debra D. Bragg, Marianne Krismer (pages 63-72); Leveraging technology to create a student focused environment / Linda M. Thor, Joseph Moreau (pages 73-78); Competency-based programs as a lever for reforming core areas jointly / Ann E. Person, Nancy Thibeault (pages 79-87); Using data for continuous program improvement / Nan L. Maxwell, Ann E. Person (pages 89-97); Implementing comprehensive reform: implications for practice / Karen Stout (pages 99-107).

Selected individual chapters are indexed in VOCEDplus from TD/TNC 127.293 to TD/TNC 127.297. Show less

Despite the desire of many older adults to remain in the workforce, those without jobs face unprecedented durations of unemployment. Many of the unemployed lack current skills for jobs in demand and need to either upgrade their skills or be trained for a new occupation to become reemployed. An aging workforce, combined with the negative effects of the recent economic downturn, has increased the importance of identifying strategies to encourage working at older ages. In recent years there has been increased focus on training that results in a credential; much of this training takes place at community colleges. The present study examined community college involvement in outreach and support programs for older displaced workers. This involved interviews with 27 key informants at 14 community colleges to gain an understanding of the role community colleges play in linking older students to credential or certificate programs. Effective strategies for community college involvement in workforce training were identified and include outreach programs for older students, providing advice for specific programs of study, support during the program to ensure completion, job placement services, and continuing education for skill upgrading.

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While more than 60 per cent of associate degrees and 98 per cent of higher education certificates are classified as 'career education', the value of these programs has been repeatedly questioned. In this paper, we review and develop the evidence base on occupational higher education in the community college sector. We begin by describing the extent and recent growth of occupational credentials, including diplomas and certificates, both in the community college system and the for-profit sector. We then review the evidence on the labor market returns to occupational programs, focusing particularly on whether patterns vary between metropolitan and non-metropolitan residents and by gender. Using [Survey of Income and Program Participation] SIPP data from 2008, we observe the returns across vocational certificates and associate degrees by field of study. Finally, we draw policy lessons and consider the implications of the Great Recession on changes in the labor market.

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The American Association of Community Colleges (AACC) Summit on Workforce Development was held on March 15, 2001 to discuss issues of workforce development and to develop a national community college workforce strategy. The strategic goals included assisting community colleges to assess changes in human resource development, evaluating structures for workforce training, and identifying ways to raise the visibility of community colleges as the nation's main public training provider. This article analyses the major themes and ideas that were presented at this meeting. Show less

This study explored differences between career decision-making self-efficacy (CDMSE) and career barriers of students enrolled in applied technology programs compared to those enrolled in college transfer. Participants in the ex post facto cross-sectional survey included 787 students at a community college. The following research questions were asked: (a) what is the predictive value of demographic variables on CDMSE and career barriers of applied technology and college transfer community college students?; (b) is there a relationship between CDMSE and career barriers of applied technology and college transfer community college students? The Career Decision Self-Efficacy-Short Form and Career Barriers Inventory-Revised were administered to participants, and data were analyzed using two sample t tests, [analysis of variance] ANOVA and multiple regression models. There were significant differences between applied technology and college transfer students in terms of career barriers and career decision-making self-efficacy. Applied technology students, who tended to be older, had higher career decision-making self-efficacy scores than the college transfer students; this did not change across the other demographic variables. College transfer students, who tended to be younger, had higher perception of career barriers scores; this did not change across demographic variables. Future research is recommended to possibly gain specific information regarding demographics within these two groups.

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Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60 per cent of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five per cent of participants self-reported as Hispanic/Latino with the remaining 25 per cent identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations.

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The School-To-Work Opportunities Act (STWOA) was passed by the US Congress in May 1994 and proposed systemic reform to address concerns about the ability of the educational system to adequately prepare all students for transition to further education or work. The purpose of STWOA is to improve the quality of education by connecting various elements of the educational system and focusing teaching and learning on the relationships between education and work. Work-based learning is a crucial strategy in accomplishing this purpose. This article reports on the findings of a two-year national study of the status of work-based learning in community colleges. The study, comprising a survey of community colleges and in-depth case studies of exemplary work-based learning programs, identified the intent, scope and character of work-based learning programs in community colleges. The article provides an overview of the findings with respect to the scope of existing work-based learning programs, the characteristics of exemplary programs and the extent to which elements of the STWOA legislation were apparent in the programs. The findings demonstrate that given adequate opportunity, resources and support, community colleges are able to deliver effective work-based learning experiences for students. Show less