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Descriptors:
Adults; Educational Attainment; Postsecondary Education; Adult Education; Certification; Educational Certificates; Noncredit Courses; Credentials; National Surveys; Pilot Projects; Incidence; Individual Characteristics; Age Differences; Employment; Comparative Analysis; Error of Measurement

Abstract:
Education and training beyond high school are important for securing opportunities for high-wage jobs in the United States. Academic degrees awarded by institutions of higher education represent a key component of the post-high-school credentials available to the American labor force. Other credentials, such as industry-recognized certifications, occupational licenses, and subbaccalaureate educational certificates have also emerged as key credentials with potential labor market value. This report describes work undertaken by the federal Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA) to develop a short set of survey items to measure the prevalence of these credentials. The development of survey measures to enumerate adults with certifications, licenses, and certificates culminated in the Adult Training and Education Survey (ATES) Pilot Study, a national household survey of noninstitutionalized adults ages 18 and over. The primary objective of the study was to evaluate a set of survey items in order to determine the most parsimonious set of items needed to accurately measure the prevalence of certifications, licenses, and certificates in the U.S. adult population. The purpose of this report is to present the results of this evaluation and make recommendations for survey items to use in existing and future federal data collections. The research effort described in this report was undertaken for questionnaire and procedural development purposes only. The information collected and published from this effort should not be used to generate or cite population estimates or other statistics. Appended are: (1) Details on the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA); (2) ATES Pilot Study Design and Methodology; (3) Supplemental Tables; (4) Standard Error Tables; (5) ATES Pilot Study Annotated Extended Interview Questionnaire; (6) ATES Focus Group Report; and (7) ATES Cognitive Interview Report. Individual chapters contain footnotes. (Contains 61 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Educational Objectives; Noncredit Courses; Labor Force Development; Interviews; Student Educational Objectives; Phenomenology; Student Attitudes; Student Experience; Self Efficacy; Educational Experience; Beliefs; Expectation; Academic Aspiration; Achievement Need; Role Perception

Abstract:
The purpose of this study was to explore the lived experiences of students enrolled in noncredit workforce education programs as preparation for ongoing education. Ten students enrolled in a noncredit welding class were interviewed and the interview transcripts were subjected to analytic induction. Notable findings indicate that students were greatly influenced by the expectations and support of their families and teachers. Findings also illustrate that students generally complete high school and that career and technical education programs are important to student success. Students primarily desire job skills and certification with credentials. Findings in this study will increase higher education leaders' knowledge of a vital and growing body of students within an important division of community colleges. Additional findings and implications are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; High School Equivalency Programs; Dropout Programs; Continuation Students; Noncredit Courses; Educational Development; Student Records; Progress Monitoring; Enrollment Rate; Transfer Programs; Articulation (Education); Educational Policy; College Role; Developmental Studies Programs; Transitional Programs; Institutional Research; Outreach Programs

Abstract:
Among the diverse and varied missions of community colleges is the provision of instruction for students who have either been underserved by their previous educational institutions or not had the opportunity to complete high school. Included under this umbrella are low-performing high school students, individuals with low basic skills, and those who have prematurely left high school prior to earning a diploma. Principally, community colleges fulfill this aspect of their mission through noncredit courses and programs in adult developmental education. While missions vary across localities and states, providing basic and secondary education as well as GED (General Education Development) preparation is often overlooked as a way community colleges expand access to education. This chapter examines the involvement of the community college in the GED process as well as the academic outcomes for high school dropouts who have enrolled in the program. Using Iowa as an example, the chapter examines the available data and derives important policies for GED in specific and other noncredit coursework in general. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Opportunities; Lifelong Learning; Self Concept; Community Colleges; Phenomenology; State Policy; Administrator Attitudes; Qualitative Research; College Administration; Administrative Policy; Educational Policy; Interviews; Hermeneutics; Evaluation Criteria; State Legislation; Educational Environment; Noncredit Courses; Politics of Education; Outcomes of Education

Abstract:
This qualitative research study explored eleven community college educational leaders' perceptions about the essence of lifelong learning as it pertained to their personal experiences and as it related to their administrative practices in community college settings in southern California. Few scholarly studies have examined the meaning educational practitioners ascribe to the concept of lifelong learning within diverse community college settings offering credit and noncredit programs. Data was collected primarily through a series of participant interviews using Seidman's interview protocol. Data was analyzed using hermeneutic phenomenology, which involved the researcher in repeated cycles of meaning construction. Six phenomenological themes emerged: (a) participants responded to changes in their lives, whether internal or external, by pursuing learning opportunities as a way of coping with change; (b) participants developed a positive orientation to lifelong learning which they initiated, developed, or sustained through meaningful interpersonal relationships; (c) participants associated learning with empowerment which compelled them to pursue educational opportunities repeatedly; (d) participants' framed lifelong learning as a purposeful journey focused on self understanding and self-fulfillment; (e) participants recognized the transformative power of lifelong learning and advocated for the integration of a lifelong learning approaches within community college cultures; and (f) participants pointed to organizational obstacles that need to be addressed so that lifelong learning approaches could prevail in their community colleges. The study also identified a divergence of views between community college leaders and legislative policies. Educational leaders framed student success as a developmental process while state policies measured student success by a narrow set of criteria identifying students as either transfer, degree, or certificate students. Educational leaders expressed genuine concern that lifelong learning may become a footnote in community college missions in California community colleges because the state legislature does not understand the challenges associated with noncredit offerings and because concerns about noncredit programs have been deliberately omitted from higher education policy discussions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Postsecondary Education; Competency Based Education; College Credits; Noncredit Courses; Vocational Education; Prior Learning; National Standards; Educational Innovation; Credentials; Outcomes of Education; Foreign Countries; School Business Relationship; Barriers; Federal Government; State Government; Public Agencies; Educational Policy

Abstract:
The national goal of increasing postsecondary credentials, to improve both equity and economic competitiveness, requires a fresh look at how to recognize learning in noncredit workforce education and training. The credit hour has long been the standard academic currency in postsecondary education. Despite its weakness as a measure of learning, in most institutions it is the building block that students collect and accumulate in order to earn their degrees. It also is the metric governments use to allocate funds to educational institutions. However, there is no standard way of valuing "noncredit" learning and assessing and documenting its equivalence to credit courses and programs. This is despite a growing recognition of alternative ways for students to learn, including competency-based learning. As a result, noncredit learning leads to no credential at all, rather than to an industry-recognized or postsecondary credential. This report seeks to contribute to the conversation about how to move the postsecondary and employment and training fields toward a qualifications framework for awarding educational credit for occupational education and training based on demonstrated competencies. It begins with a brief overview of sub-baccalaureate education, looking specifically at disconnects in the current system--disconnects between credit and noncredit programs, as well as disconnects between education and training provided by educational institutions and that provided by employers, the military, community-based organizations, and a host of others. The report then examines federal, state, and institutional efforts to better assure the quality of credentials and to bridge noncredit and credit-bearing instruction. Next, the report looks at a consensus-building process developed among European countries for creating more consistent expectations regarding postsecondary learning outcomes, as well as at efforts underway to apply this process to the U.S. postsecondary education system. This process suggests an approach to creating a qualifications framework that would enable postsecondary institutions to reliably and consistently award educational credit for noncredit workforce education and training, regardless of where and how the training occurred. Appended are: (1) Current State of Postsecondary Workforce Education and Training; (2) Glossary; and (3) Advanced Manufacturing Competency Model. (Contains 28 resources and 69 endnotes.) [This report was written in collaboration with Corporation for a Skilled Workforce.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adults; Dislocated Workers; Community Colleges; Noncredit Courses; Job Training; Labor Force Development; Retraining; Structured Interviews; Educational Experience; Student College Relationship; Academic Support Services; Barriers; Academic Advising; Part Time Faculty; Models

Abstract:
The purpose of this qualitative study was to explore the experiences of older adult dislocated workers who participated in community college non-credit workforce training programs. The research questions guiding the study were: (a) what are the experiences of older adult dislocated workers who attend community college non-credit workforce training?, (b) how do older adult dislocated workers, who attend non-credit workforce training, navigate the community college contexts?, (3) what facilitates the learning and development of older adult dislocated workers who attend community college non-credit workforce training?, and (4) what hinders the learning and development of older adult dislocated workers who attend community college non-credit workforce training? The study utilized an interpretive narrative approach, guided by hermeneutics. To develop narratives about older adult dislocated workers' experiences, data were collected through interviewing ten older adult dislocated workers, age forty and older, in non-credit workforce training programs in a southeastern community college system. In addition to semi-structured interviews, data were collected via participant demographic forms, observations and reviews of documents. The findings revealed how older adult dislocated workers navigate through community colleges by taking risks and by relying on knowledge from other dislocated workers and employment case managers, as well as support from family and faith. The findings also suggest that older adult dislocated workers need enhanced support from community college, particularly in the areas of academic and technical preparation, and student services. From the findings, four conclusions emerged regarding the experiences of older adult dislocated workers in community college non-credit workforce training. These conclusions were: (a) older adult dislocated workers experience community college non-credit training as workforce development rather than adult education, (b) older adult dislocated workers obtain significant academic advising from outside of the community college contexts, (c) part-time instructors, who maintain a connection to their professions, facilitate the learning and development of older adult dislocated workers, and (d) outdated models of community college non-credit workforce training hinder the learning and development of older adult dislocated workers. Based on the findings, I recommended further research that examines three areas: (a) the experiences of older adult dislocated workers in other contexts, (b) the roles of part-time faculty in non-credit training, and (c) the delivery of non-credit workforce training programs. As well, I offered three recommendations for practice: (a) early interventions provided by community colleges for older adult dislocated workers in non-credit workforce training, (b) the development of educational pathways for older adult dislocated workers to continue education, and (c) improved coordination between workforce agencies that serve older adult dislocated workers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Quality Control; Stakeholders; Lifelong Learning; Foreign Countries; Educational Change; Workshops; Educational Objectives; Organizational Objectives; Performance Factors; Institutional Research; Theory Practice Relationship; Institutional Characteristics; Barriers; Best Practices; Instructional Innovation; Instructional Development; Noncredit Courses; Learning Experience; Research Projects

Abstract:
The implementation of Lifelong Learning (LLL) in European higher education institutions is one of the most important educational and carrier development oriented initiatives of this decade. Albeit an essential path in the continuous improvement of skills, competences and knowledge throughout the life of an individual, this project is also challenging, as it involves expectations not only from the educational, the social and the professional worlds, but employers and employees as well. Moreover, the fact that expectations and demands may vary nationally, regionally and locally demands understanding, transparency and coordination between lifelong learning providers. The quality assurance of implementing Lifelong Learning into European higher education institutions is currently part of ENQA's main focus areas. ENQA is promoting debates on how to develop quality assurance processes for lifelong learning schemes. In order to contribute to joint understanding of the quality assurance in Lifelong Learning between all stakeholders, to disseminate information on good practice, and to discuss standards and procedures, ENQA organised a workshop on the theme "Quality Assurance in Lifelong Learning" that was held in May 2011 in Bonn, Germany. The workshop provided a platform for discussion and exchange of experiences among the main stakeholders in quality assurance. This publication presents four articles based on the workshop on Lifelong Learning. The following articles will discuss the national experiences, observations and results from the perspectives of the European Commission, the Laurea University of Applied Sciences in Finland, the Foundation for International Business Administration Accreditation (FIBAA) in Germany, and the Institutes of Technology in Ireland. Articles included are: (1) Quality Assurance in Higher Education Lifelong Learning: Objectives and challenges on the European Union (Endika Bengoetxea); (2) Internal Quality Assurance at Laurea University of Applied Sciences Finland--Integrating Learning and Research (Outi Kallioinen); (3) Quality Assurance for non-degree programmes (Immo Schmidt-Jortzig); and (4) Lifelong Learning and European Higher Education Institutions--the FLLLEX Project (Richard Thorn and Klaas Vansteenhuyse). ENQA Workshop on Quality Assurance in Lifelong Learning is appended. Individual chapters contain figures and references. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Educational Research; Enrollment Trends; Classification; Cluster Grouping; Student Behavior; Behavior Patterns; Student Characteristics; Replication (Evaluation); Transfer Rates (College); Noncredit Courses; Academic Persistence; School Holding Power; Vocational Education; College Freshmen; Predictive Measurement

Abstract:
The development of a typology of community college students is a topic of long-standing and growing interest among educational researchers, policy-makers, administrators, and other stakeholders, but prior work on this topic has been limited in a number of important ways. In this paper, I develop a behavioral typology based on students' course-taking and other enrollment patterns during a seven-year observation period. Drawing on data for a population of 165,921 first-time college students, I identify six clusters of behaviors: "transfer," "vocational," "drop-in," "noncredit," "experimental," and "exploratory." I describe each of these student types in terms of distinguishing course-taking and enrollment behaviors, representation in the first-time student cohort, predominant demographic characteristics, and self-reported academic goal. I test the predictive validity of the classification scheme with respect to long-term academic outcomes. I investigate the relationships between the primary classification scheme and several alternative classification schemes. Finally, I demonstrate the replicability of the classification scheme with an alternate cohort of students. (Contains 6 footnotes and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Noncredit Courses; Learning Processes; Teaching Methods; Mathematics Instruction; Universities; College Students; College Entrance Examinations; Study Habits; Evaluation

Abstract:
This article illustrates how coaching students to think about their study processes and to monitor their learning can really pay off. Grazyna Niezgoda, a veteran instructor at New York City College of Technology, is reviewing an algebra quiz in front of a crowded section of developmental mathematics--a noncredit course for students who have failed the City University of New York's mathematics entrance test. If these students want to stay at City Tech, they need to pass that test. Across the country, many students trip on obstacles like this. But after a decade of trial and error, Niezgoda and her colleagues believe they have found an effective way to help people through. The technique is "self-regulated learning," a series of steps that encourages students to evaluate how they study and notice where they are going wrong. There is strong evidence of success. In a rare example of a randomized controlled trial in higher education, researchers based at the Graduate Center of the City University of New York found that developmental-math students at City Tech were significantly more likely to pass the entrance test if they used the self-regulated learning technique. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Continuing Education; Stakeholders; Adult Students; College Credits; Noncredit Courses; Partnerships in Education

Abstract:
Programs awarding academic credit and programs awarding continuing education credit coexist on university campuses but often do not communicate or collaborate. This article explores the components of a successful program that reaches across the credit-noncredit divide to engage and serve the community. While most theoretical models are based on a macro level of engagement with stakeholders in the highest level of the organizations, this partnership involves collaboration and cooperation on a micro level within the institution and is focused on service to the individual education participant. This model of partnership between continuing education and academic credit education benefits a wide variety of stakeholders and ultimately benefits both the community and the academic institution. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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