|
|
Pub Date: |
2012-10-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Learner Engagement; College Graduates; Credentials; Community Colleges; Educational Change; Education Work Relationship; National Surveys; Educational Quality; Job Skills; Salaries; Labor Force Development; Outcomes of Education; Models; Educational Objectives
Abstract:
Countless media reports point to the mismatch between workers' skills and employers' needs. Education and employment data bear out this fact. Using data from the National Survey of Student Engagement (NSSE) and other sources, an influential 2011 report found that a substantial percentage of recent college graduates lack core competencies critical to career success. In this environment, producing more college credentials is essential, but not as much as ensuring that degrees and certificates are of a high quality and provide graduates with the specific skills for high-wage jobs currently going unfilled. This issue of "The Progress of Education Reform" presents emerging research on the value of credentials and highlights ways that states can leverage data and accompanying strategies to strengthen the fit between the production of postsecondary credentials and workforce demand. In addition, this issue: (1) features research on student and workforce outcomes; (2) explores how policymakers can use data to make state goals more actionable and attainable; and (3) highlights replicable institutional models and strategies that could increase degree production and quality. (Contains 13 endnotes.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
Publisher's website
|
|
|
Pub Date: |
2012-08-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Credentials; Job Training; Labor Force Development; Labor; Labor Market; Innovation; Alignment (Education); Colleges; Job Skills; Employment Qualifications; Environmental Education; Employment Opportunities; Employers; Labor Supply; Labor Needs; Transfer of Training
Abstract:
With funding from the Joyce and Lumina foundations, Jobs for the Future (JFF) launched Credentials that Work to help postsecondary institutions, regions, and states align their occupational training programs to changing market demands. This initiative incorporates innovations in real-time labor market information in guiding institutions to better align education and training investments with the needs of regional economies. Real-time data draw on current information and signals from the labor market to help improve the understanding of hiring trends and employer demand, including certifications and skill requirements. Through Credentials that Work, JFF and participating community colleges seek to advance the use of a combination of traditional and real-time LMI in institutional decision making. This action brief draws on "Innovations in Labor Market Information and Their Application," a workshop presented at the GreenWays to Good Jobs Peer Learning Conference, Milwaukee, Wisconsin, February 29, 2012. It provides an overview of Credentials that Work and demonstrates the application of real-time LMI by workforce partnerships supported by GreenWays. Reflecting the green jobs backdrop of the conference, examples and suggestions indicate how job developers can use LMI resources to acquire a more robust understanding of their local green economies. (Contains 1 table, 3 figures and 3 footnotes.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (1064K)
|
Author(s): |
Smith, Martha |
Source: |
Community College Journal, v81 n3 p44-45 Dec 2010-Jan 2011 |
|
Pub Date: |
2011-01-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Credentials; Community Colleges; College Graduates; Success; Goal Orientation; Graduation Rate; Program Effectiveness; Job Skills; Educational Attainment; Career Development; College Administration; Administrator Role; Graduation; Strategic Planning; Labor Force Development
Abstract:
In the wake of President Obama's challenge to again make the United States the world's No. 1 producer of college graduates and degree and certificate holders, the nation's community college leaders are shifting their focus from access to success. Fueled by the president's goals, and six months of conversation and deliberation within the college community, Maryland's Anne Arundel Community College (AACC) launched Student Success 2020, an effort to double the number of degrees, certificates, and workforce credentials awarded at the college by 2020, with milestones established at three-year intervals. Student Success 2020 expands the definition of completion to include credentials that help students prepare for jobs and careers, as well as for continuing their education. It recognizes that students enter and exit community colleges at various stages of their lives and at differing points of their educations. In this article, the author stresses that if students are to identify a pathway to educational and career success, it's up to college leaders to point them in the direction of their goals.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
Author(s): |
N/A |
Source: |
ACT, Inc. |
|
Pub Date: |
2013-00-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
|
|
|
|
Descriptors:
Community Colleges; Careers; Two Year College Students; College Role; Labor Force Development; Job Skills; Skill Development; Academic Degrees; Educational Attainment; Educational Planning; Career Planning
Abstract:
The importance of community colleges has never been as recognized by the country's state and national elected officials as it is today. Community colleges are viewed as an essential, if not the most essential, resource in addressing the economic and workforce development needs of many regions and communities across the country. This paper examines several challenges community colleges will need to address to meet workforce development demands and reach their full potential in preparing community college students for jobs and careers. The challenges identified are driven by ACT's accumulated data sets that illuminate three important workforce pipeline gaps: "skill", "degree target", and "planning". While the recommendations are not intended to be definitive answers, they are meant to contribute to the discussion, suggesting ways to help light the path for community colleges and to be responsive to changing workforce development needs. (Contains 3 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (3857K)
|
|
|
Pub Date: |
2013-00-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students
Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (3859K)
|
Author(s): |
Foster, Marcie |
Source: |
Center for Law and Social Policy, Inc. (CLASP) |
|
Pub Date: |
2012-03-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Adult Education; Federal Legislation; Educational Legislation; Educational Objectives; Labor Force Development; Education Work Relationship; Postsecondary Education; Credentials; Alignment (Education); Educational Change; Technological Literacy; Accountability
Abstract:
The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15) and in February 2012 in the Senate by Sen. Jim Webb (VA). The Act (H.R. 2226 and S. 2117) would amend the Workforce Investment Act (WIA) to encourage the use and availability of career pathways for low-skilled adults, strengthen the focus of adult education on postsecondary and career success, increase the number of adult education students receiving marketable postsecondary credentials, and modernize the adult education system to meet the needs of 21st century jobs. Although AEEGA could substantially improve WIA--particularly the Title II provisions that govern adult education--it could be strengthened by incorporating stronger provisions that promote better alignment between WIA Titles I and II, including a shared system of accountability. By 2018, economists predict that 63 percent of jobs will require a postsecondary education, yet, today, only 55 percent of adults have at least some college education. A growing wage gap between higher- and lower-educated workers also increases the urgency of helping workers access further education and training. Lower-educated workers are more likely to earn lower wages, be unemployed, have children who do not go to college, and have health problems that impact their longevity and economic well-being. AEEGA addresses these challenges by raising expectations for the adult education system from one that simply helps adults gain basic literacy or a secondary school diploma to one that helps adults get on a sustainable path to postsecondary and career success. It shifts the goals and purpose of adult education from a focus on receipt of a high school diploma or GED to a focus on postsecondary access and success. To fulfill this new purpose, AEEGA focuses on improvements in four main areas: (1) strengthening the focus on postsecondary "transition and success" for students at every basic skill level; (2) encouraging the use and availability of career pathways for low-skilled adults; (3) improving the likelihood that adult education students and individuals in workforce training will earn credentials as a result of their program; and (4) modernizing adult education delivery systems to align with 21st century technology and skill demands. (Contains 4 footnotes.) [For previous edition, see ED538032.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (396K)
|
|
|
Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Higher Education; Credentials; Leadership; Community Colleges; College Transfer Students; Sustainability; Labor Force Development; Institutional Mission; Economic Climate; Educational Quality; Academic Achievement; College Presidents; Trustees; Administrator Role; Educational Improvement
Abstract:
For the past 45 years, New Jersey community colleges have helped thousands of students pursue higher education to gain skills, earn college credentials, and better their lives. Today, New Jersey's 19 community colleges enroll over 400,000 students across 70 campuses, fulfilling community colleges' traditional core mission: granting access to higher education. Yet while access remains core to our mission and an essential goal, it is no longer a sufficient aim. The country's economic future depends on the school leaders' ability to develop an educated, highly skilled workforce. For their part, community colleges across the country are adopting a refined and recharged mission with "access to success" at its core. To address this critical mission of college completion and student success, along with the more challenging fiscal climate, New Jersey's community college trustees and presidents agreed to pursue collectively the best and boldest ideas to promote economic sustainability, improve quality, and most significantly, improve student success. In addition to significant efforts to strengthen student achievement in postsecondary education, one issue critical to college completion and improving student success continues to be the student transfer experience from community colleges to baccalaureate institutions. In this article, the authors discuss the role of presidential leadership in improving New Jersey's community college transfer experience.
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
Help |
Tutorial
Help Finding Full Text
|
More Info:
Help
Find in a Library
|
Publisher's website
|
|
