Over the last three decades, most community colleges have broadened their economic development role to include contracting with employers to train current or prospective employees in job and academic skills. This article describes the main contours of the community college’s involvement in contract training, explains how this involvement arose, and analyzes its impact on the community college. This analysis is based both on national data on the general prevalence and form of contract training and on case studies of the forms it takes in twenty community colleges in five stages servicing five quite different industries. Contract training is sometimes quite elaborate, as in the case of entry-level training of skilled workers in auto manufacturing, auto repair, and construction. Here the training often involves multiyear apprenticeships, combining both classroom and on-the-job training, with labor unions exercising a major role. But contract training often is much briefer and dominated by the wishes of companies. The origins of contract training lie in a combination both of business pressure and of initiative by community colleges and government bodies pursuing interests and values of their own. Contract training has broadly affected community colleges in such areas as enrollments, revenues, external relations, governance, internal relations, curriculum and pedagogy, and institutional mission. It has brought more students, revenues, and political clout, but also greater business involvement in community college governance and possibly a major redefinition of institutional mission away from education (especially transfer education) toward training.
Education & learning publications
Abstract TAPPED IN™ is an online community that supports teachers’ professional growth through both formal education and professional development programs provided by a coalition of partner organizations and informal activities that occur year-round. The authors of this paper are members of both the community and a research team investigating whether and how the design of […]
The 21st Century will be the Age of Communities because of the rapid expansion of what is possible in terms of shared values, goals and actions by people who can communicate over time and distances in ways not previously conceived.
Community Technology Centers Program Findings Summary: A Review Of Fy99 Grantees’ Annual Performance Report
Abstract This report, submitted by SRI International, describes the results of a review of annual performance reports submitted by the FY99 grantees to the U.S. Department of Education on progress made toward the accomplishment of the CTC program’s mission. Both the proposals and the first-year reports of 28 of the original 40 grantees were reviewed, […]
The way we prepare teachers should model how we expect them to prepare students. Even though universities are strong advocates of the need for reform of the K-12 schools, most preservice teacher education programs
Introduction Understanding the central role that performance assessment plays in standards-based reform, educators are seeking ways to use these assessments to test student learning. Education agencies need pools of performance tasks to use in their student assessment programs and in evaluations of state and federally funded programs. Reform projects need standards-based assessment, too, as do […]
Summary This study investigated the validity of measures derived from a large-scale multiple-choice achievement test in mathematics, using evidence from introspective think-aloud protocols of students as they attempted test items. A small-scale study of 21 local high-school students was conducted to identify and describe cognitive processes underlying their utility in supporting validity claims about the […]
Foreward to Book — B. Henderson, The Components of Online Education, Published by Centre for the Study of Co-operatives University of Saskatchewan.
The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT’s founding organizations are SRI International’s Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University’s Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops.