Archived Information

# Title: Community and Technical Colleges: The Hub of Modern Workforce Systems

Author: Hans Meeder, Deputy Assistant Secretary, Office of Vocational
and Adult Education, United States Department of Education

Date: April 2005.

# 

\[Slide 1\]

# 

Community and Technical Colleges: The Hub of Modern Workforce Systems

Hans Meeder, Deputy Assistant Secretary, Office of Vocational and Adult
Education, United States Department of Education, April 2005

\[United States of America, Department of Education "tree" seal\]

\[Slide 2\]

# The Changing U.S. Workforce 

# 

Figure 1. Two pie graphs comparing the job requirements distribution of
1950 (the year nineteen fifty, left) and the job requirements
distribution of 1997 (the year nineteen ninety seven, right) Slices are
labeled, in clockwise order from the top (noon position): skilled,
professional, and unskilled, and each slice has a percentage figure on
it.

Left Pie Graph, 1950: Clockwise from top (noon) position: skilled jobs
(dark blue text on gold slice, 20% or twenty percent), professional jobs
(white text on gray slice, 20% or twenty percent), and unskilled jobs
(white text on dark blue slice, 60% or sixty percent).

Right Pie Graph, 1997: Clockwise from top (noon) position: skilled jobs
(dark blue text on gold slice, 65% or sixty five percent), professional
jobs (white text on gray slice, 20% or twenty percent), and unskilled
jobs (white text on dark blue slice, 15% or fifteen percent).

Source: National Summit on 21st (Twenty-First) Century Skills for 21st
(Twenty-First) Century Jobs.

End of Figure 1.

\[Slide 3\]

Why Community Colleges?

\[Slide 4\]

# The Value of Community Colleges 

## 

## "...Community colleges are well adapted to meeting the needs of local employers. They're flexible, they're able to say to an employer, what do you need, and we'll educate the people for the kind of workers you need."

## 

## President George W. Bush 

# 

# \[Slide 5\]

# 

# A National Resource

## 1,600 (one thousand, six hundred) community and technical colleges

## 10.4 million (ten million, four hundred thousand) students enrolled.

## 5.4 million (five million, four hundred thousand) in credit programs

## 5 (five) million in non-credit programs

## 

\[Slide 6\]

# Expanding Access to Learning

## 45% (forty-five percent) of first time college students

## 56% (fifty-six percent) females; 44% males

## 69% (sixty-nine percent) part-time; 31% full-time

## Medium age is 23-24 (twenty-three to twenty-four years of age) for credit-enrolled students

## Average age is 29 (twenty-nine years of age) for both credit and non-credit-enrolled students

## 

Source: National Center for Education Statistics, The Condition of
Education, 2003 (year two thousand and three)

\[Slide 7\]

# Serving a Diverse Student Body

## 44% (forty-four percent) African American

## 45% (forty-five percent) Hispanic

## 53% (fifty-three percent) Native American

## 46% (forty-six percent) Native Hawaiian or Pacific Islander

## 

\[Slide 8\]

# Assets of Community Colleges

## Local, affordable access to higher education;

## Key role in preparing students for the workplace; and 

## Specialized training and education to meet local workforce needs.

## 

\[Slide 9\]

# Bush Administration Initiatives Relating to Community and Technical Colleges

#  

# \[Slide 10\]

\$125 million (one hundred and twenty five million dollars), Community
College Access Grants (proposed)

Incentives to increase access to a college education for low-income and
minority students by promoting "dual enrollment".

-   Partnership grants would create incentives for community colleges,
    and funding for student dual enrollment scholarships.

-   State grants would provide incentives for States to work together to
    encourage transfer of academic credit across State lines among
    institutions.

\[Slide 11\]

Proposed Policy and Funding

-   State Scholars initiative expansion

-   \$1,000 (one thousand dollars) Enhanced Pell Grants for State
    Scholars participants

-   \$500 phased-in Pell Grant increase

\[Slide 12\]

Community College Initiatives

-   Labor Market Responsiveness

-   Accelerating Student Success through Credit-Based Options

-   Adult Education to Community College Transitions

-   Strengthening Mathematics

\[Slide 13\]

Community College Initiatives

-   Community College capacity building

-   High Skills for High Growth Careers

-   Community Leadership Initiative

-   College and Career Transitions Initiative

\[Slide 14\]

College and Career Transitions Initiative

Explores how community colleges can develop career pathway programs that
align a series of academic and technical courses from high school
through the community college and into the workforce.\
\
[[www.ed.gov/about/offices/list/ovae/]{.underline}](http://www.ed.gov/about/offices/list/ovae/)\
\
or\
\
[[www.league.org/ccti]{.underline}](http://www.league.org/ccti)

# \[Slide 15\]

# 

# The Perkins Vocational and Technical Education Act

#  Fiscal Year 2005 Appropriations

#  \$1.19 billion (one billion, one hundred and ninety million dollars): state grant program. \$106 Million (one hundred and six million dollars): Tech-Prep state grants \$4.9 million (four million, nine hundred thousand dollars): Tech-Prep demonstration

# 

# \[Slide 16\]

# Perkins Reauthorization: *Emerging Consensus*

## **Career Pathway Programs** 

## ("Model Sequence of Courses")

## 

## Partnerships between high schools and post-secondary institutions.

## Challenging academic core.

## Non-duplicative technical courses leading to degree or certificate.

## Career pathways that are in-demand and lead to economic self-sufficiency.

## At least one offered by each grant recipient. 

##  

# \[Slide 17\]

Miami Valley Tech Prep Consortium

Sinclair Community College

Dayton, Ohio

Career Pathway: Electronics and Computer Engineering Technology: 2004
(year two thousand and four)

Figure 2. A table with twelve rows (first and sixth rows are column
headers) and seven columns (first column is the row header). The column
headers for rows two through five (2-5) represent high school subjects
for each year of high school, from left to right: Grade; English;
Mathematics; Science; Social Studies; Health, Computer and Electives;
and Career Cluster and Electives. The column header for the final six
rows specifies required college courses for the first three quarters of
the first and second years of college, but they are not grouped
according to subject because there are too many college courses
dedicated to engineering. The fourth quarters of each year probably
represent a summer recess. Rows two through five are, from top to
bottom: Grades Nine (9) and Ten (10) (Pathway Preparation) and Grades
Eleven (11) and Twelve (12) (Career Pathways Relevance). Rows six
through eleven are Year One (1) First (1^st^) Quarter; Year One (1)
Second (2^nd^) Quarter; Year One (1) Third (3^rd^) Quarter; Year Two (2)
First (1^st^) Quarter; Year Two (2) Second (2^nd^) Quarter; and Year Two
(2) Third (3^rd^) Quarter (Career Pathway: Community College:
Refinement). The last row is a note on the transition between the
Associate degree at Sinclair Community College and the junior year of
traditional college at the University of Dayton with a legend to the
right. The legend indicates that green cells are required high school
classes, bright yellow cells are high school classes for academic and
technical rigor, and red cells are high school and college courses for
early articulated college credit in courses specific to electronic and
computer engineering.

The legend does not indicate that pale yellow cells represent
miscellaneous high school courses such as a semester each of technology
and art and two full-year electives, or that the remaining college
courses are light purple cells.

Results: A ninth (9^th^) grade high school freshmen must study English
1; either Integrated Algebra or Integrated Geometry; Physical Science;
World Concepts and Themes; and Health and Physical Education to meet
high school graduation requirements, and must choose an elective. A
tenth (10^th^) grade high school sophomore must study English 2; either
Integrated Geometry or Integrated Algebra 2; Biology; and American
History to meet high school graduation requirements, must take Design
and Production Foundation Technology for academic and technical rigor,
and must also study one semester each of art and computer technology,
specifically, Microsoft Word and Excel. An eleventh (11^th^) grade high
school junior must study English 3, either Integrated Algebra 2 or
Advanced Algebra 2; either Conceptual Physics or Physics 1; and one
semester each of American Government and a social studies elective to
meet high school graduation requirements. She or he will also study two
periods of Tech Prep Engineering Prep for academic and technical rigor.
Finally, a twelfth (12^th^) grade high school senior must study English
12 with Tech Prep Communications Arts; either Integrated College Math or
Calculus Fundamentals; Chemistry; plus two periods of Tech Prep for the
first semester for academic and technical rigor. He or she must choose
an elective and, in the second semester, will have a period each of
Electronics Engineering Technology course 114, Basic Electronic
Measurement, and Electronics Engineering Technology course 119, Basic
Electrical Circuits and Controls.

Then, the high school graduate on this Career Pathway will be a first
(1^st^) year, first (1^st^) quarter Sinclair Community College student.

The first classes she or he will study are Electronics Engineering
Technology course 116, Electronic Schematics and Layouts; English course
121, Technical Composition 1; Communications course 106, Interpersonal
Communication; and Mathematics course 131, Technical Mathematics 1. He
or she might bypass Electronics Engineering Technology course 114, Basic
Electronic Measurement, based on her or his high school senior year
course, and take an elective instead.

In the second (2nd) quarter of his or her first (1st) year, she or he
may also bypass Electronics Engineering Technology course 119, Basic
Electrical Circuits and Controls, based on his or her high school senior
year course, and take another elective instead. She or he will also
study a social science elective; Electronics Engineering Technology
course 150, Electrical Circuits and Instruments 1; English course 122,
Technical Composition 2; and Mathematics course 132, Technical Math 2.

In the third (3rd) quarter of his or her first (1st) year, she or he
will study Mechanical Engineering Technology course 198, Personal
Computer Applications in Engineering Technology; Electronics Engineering
Technology course 155, Electrical Circuits and Instruments 2;
Electronics Engineering Technology course 259, Programming for
Electronics Technology; Mathematics course 133, Technical Math 3; and
Physics course 131, Technical Physics 1.

In the first (1^st^) quarter of his or her second (2^nd^) year, she or
he will study Electronics Engineering Technology course 201, Electronics
1; Electronics Engineering Technology course 231, Digital Logic and
Circuits; Physics course 132, Technical Physics 2; and one humanities
elective course and one general elective course.

In the second (2^nd^) quarter of his or her second (2^nd^) year, she or
he will study Electronics Engineering Technology course 207, Linear
Integrated Circuits; Electronics Engineering Technology course 226,
Electronic Communications Systems 1; Electronics Engineering Technology
course 251, Digital Systems 1; Electronics Engineering Technology course
283, Introduction to Lasers; and Electronics Engineering Technology
course 284, Optoelectronics.

In the third (3^rd^) quarter of his or her second (2^nd^) year, she or
he will study Electronics Engineering Technology course 227, Electronic
Communications Systems 2; Electronics Engineering Technology course 261,
Microprocessor and Microcontroller Systems; Electronics Engineering
Technology course 285, Digital Communications; and six (6) credit hours
of Electronics Engineering Technology course 287, Telecommunications
Project (Telecommunications Capstone).

The Sinclair Community College Associate's in Applied Sciences for
Electronics Engineering Technology: Telecommunication Option is listed
in greater detail at
sinclair.edu/academics/egr/departments/eet/programs/degree/index.cfm.

Note on Dual Admission: Sinclair Community College and the University of
Dayton. Completion of an Associate degree in Electronics and Computer
Engineering Technology at Sinclair Community College with a qualifying
grade point average assures admission to the Electronics and Computer
Technology baccalaureate degree program at the University of Dayton with
junior-level standing. When one becomes an active University of Dayton
student an annual one-third tuition scholarship is initiated.

End of Figure 2.

\[Slide 18\]

The Adult Education and Family Literacy Act, Title 2, Workforce
Investment Act, 1998 (the year nineteen ninety eight).

Fiscal Year 2005 (two thousand and five) Appropriations:

**\$491.1 million (four hundred and ninety one million, one hundred
thousand dollars), state grants**

**\$68.9 million (sixty eight million, nine hundred thousand dollars),
English Literacy and Civics Education state grants.**

**\$9.7 million (nine million, seven hundred thousand dollars),
incentive grants**

**\$9.1 million (nine million, one hundred thousand dollars), national
leadership**

**\$6.6 million (six million, six hundred thousand dollars), National
Institute for Literacy**

\[Slide 19\]

Figure 3. Title: How United States Department of Education money flows
through state agencies to local agencies.

A gray rectangle (represents the Department of Education Fiscal Year Two
Thousand and Five: 2005 Budget) with a gray arrow points down to a white
rectangle (Designated State Agency). The Designated State Agency
receives the state grant allocation, holds 12.5% (twelve and a half
percent) of it for state leadership activities, and allocates the rest
(87.5% or eighty seven and half percent) for competitive grants. The
Designated State Agency rectangle has a white arrow pointing down to a
row of four evenly-spaced white rectangles labeled: "Community and
Faith-based organizations", "K-12 (kindergarten through college)
Education Systems", "Community colleges", and "Corrections, employers,
others".

End of Figure 3.

\[Slide 20\]

<http://www.ed.gov/communitycollege>

Hans Meeder, Deputy Assistant Secretary, Office of Vocational and Adult
Education, United States Department of Education, April 2005.

\[United States of America, Department of Education "tree" seal\]