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If community colleges are to expand their roles in delivering workforce training, they must develop long-term strategies that respond effectively to changes in society and workforce needs. In rendering these change strategies, colleges should define their internal and external environments, as well as their service areas. Internally, instructional methods should be investigated and updated. Class information flow traditionally is controlled by the instructor, rather than by the timing needs of the individual student. This practice, bound by time and place, is less than effective in meeting workforce and educational needs and must be transformed into a more timely and cost-efficient method of delivery to capture the workforce training market. In the external environment, businesses face a growing need to keep their employees current with new technologies, and many are using outside providers for this training. Marketing limitations, delayed curricula development, and expensive classes prevent many community colleges from filling this educational niche in the business world. Traditional curriculum must be placed in the context of real-life situations, and the organizational structure and focus of community colleges must shift from teaching to learning in order for two-year colleges to respond effectively to the needs of their service communities. (EMH)

Descriptors: Change Strategies, Community Colleges, Educational Change, Educational Needs, Faculty Development, Financial Support, Futures (of Society), Institutes (Training Programs), Institutional Evaluation, Instructional Innovation, Job Training, Labor Force Development, Labor Needs, Lifelong Learning, Needs Assessment, Organizational Objectives, Partnerships in Education, Performance Based Assessment, School Business Relationship, Strategic Planning, Two Year Colleges

Autor: American Association of Community Colleges, Washington, DC.


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