Literaturnachweis - Detailanzeige
| Autor/in | Raby, Rosalind Latiner |
|---|---|
| Titel | Community College Model Characteristics. |
| Quelle | (2001), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Access to Education; Community Colleges; Developing Nations; Educational Opportunities; Educational Supply; Financial Support; Foreign Countries; Global Approach; Models; Poverty; Poverty Areas; Tuition; Two Year Colleges; World Affairs |
| Abstract | This paper argues that community college models, especially in developing countries, can be victims of the vocational school fallacy, which holds that that two-year vocational/technical schools that ignore a general education foundation may not be an optimal means for solving worker needs. In addition, globalization has hastened a mirroring of the American community college model across the globe, and its implementation does not always evoke social reform. The paper describes five homogenizing characteristics of community college models: (1) all are postsecondary and post-compulsory, and although they are included in national educational plans, they have a curriculum, budget, and a mission that expresses localized connections; (2) each model has a specific purpose that advocates a singular element (technical or occupational); (3) the models are not highly regarded by governments, university scholars, or the populace; (4) all models vary according to local needs; and (5) the models embody an ideal that low tuition accentuates open access, which in turn perpetuates alternative routes for postsecondary education that can build and maintain democratic overtures in relation to societal change. The author concludes by stating that, despite its problems, a higher education structure that acknowledges and endorses diversity, such as the community college model, will continue to be in demand. Appended are two tables noting program variations among 52 different countries. (Contains 22 endnotes.) (NB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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