El “Community College” Americano: Un Modelo Educativo Para la Promocion del Desarrollo Economico Local con una Filosofia de Democratizacion Educativa Dr.

Presentación del tema: "El “Community College” Americano: Un Modelo Educativo Para la Promocion del Desarrollo Economico Local con una Filosofia de Democratizacion Educativa Dr."— Transcripción de la presentación:

1 El “Community College” Americano: Un Modelo Educativo Para la Promocion del Desarrollo Economico Local con una Filosofia de Democratizacion Educativa Dr. Al Valbuena Vice Presidente de Technologia Community College of Southern Nevada Las Vegas, NV, USA

2 Postulados Para una Revolucion Educativa Estrategias Democratizacion Universalizacion Los postulados basicos de la “Revolucion Educativa” y una “Vision Educativa 2019” expuestos por el Vice Ministro Dr. Javier Botero pueden ser interpretados asi: META Tranformacion Social 1 OBJETIVO Revolucion Educativa 2 3 Medio Acceso Justo 4 OPERACIONALIZACION  Articulacion entre Niveles  Agilidad en respuesta al mercado  Flexibilidad de niveles  Pertinencia  Cobertura  Desestigmatizacion del tecnico  Ciclos Propedeuticos  Sensibilidad a la Globalizacion 5

3 Modelo de Articulacion Integrativa Secondary University 2-yr College Technological Institute 4 -yr College

4 Core Mission of the CCs 1.WORKFORCE DEVELOPMENT MISSION: CCs were specifically established to respond to the nation’s needs for a more skilled workforce as the engine of the economic growth of the community 2.LOCALIST MISSION: CCs Mission focuses on the needs for Economic Development of the local community as opose to region or country 3.OPEN ACCESS IDEOLOGY: CCs’ uphold a democratic Non-selective Open Access ideological principle

5 Success Factors 1.Flexibility to Change: CCs are nimble and they design new programs and adopt new strategies as a fast response to market shifts in demand dynamics 2.Pertinent Responsiveness: CCs respond to both unchanging and changing NEEDS of the community they serve. 3.Equal Opportunity Philosophy: CCs’ uphold and enforce a principle of true and equal educational opportunity as an inalienable right to social mobility and personal development

6 Policy Making and CCs 1.No National Policies: Constitution bestow every STATE with authority to plan, design and govern its own public higher education 2.Diverse State Systems: CCs are integral part of each state system of higher education 3.CCs Policies: Based on each State design and planning of higher education

7 HISTORY 1.1901 Birth: While the first CC was created in 1901 with a focus on Liberal Arts studies. 2.The 30s and the Post WWII eras: the depression of the 30s led CCs to offer job training programs. This trend developed further after WWII, as CCs reacted to the conversion of military industries to consumer goods, which created NEW skilled jobs. 3.The 60s Era: Peak Development: CCs became a national network with the opening of 457 public CCs 4.2005: Presently there are around 1200 CCs in the USA, educating more than 50% of the nation’s undergraduates

8 Who Attend CCs: Agewise

9 Who Attend CCs: Reason why

10 Opportunities that CCs offer 1.Certificate of Achievement Programs. 2.Professional Certification Programs. 3.Distance Education and Online Programs 4.Continuing and Adult Education 5.Workforce Training 6.Remedial Education 7.Un-articulated transfer 8.Degree (AA) Programs 9.ARTICULATED TRANSFERS 1.2 + 2 Articulation 2.Articulated upwards and downwards transfers 3.Articulated Horizontal transfers 4.High School – CCs co-enrollment 5.CCs – University co-enrollment

11 Articulation and Transfer 1.Articulation to the movement of student academic credits among institutions. 2.Articulation includes admission, exclusion, readmission, curriculum planning and course and credit evaluation 3.Transfer from High School to CC and viceversa 4.From CCs to Universities and viceversa 5.Double Reverse: CC  University  CC 6.Until recently articulation was a one-way street dictated by Universities in policies and procedures 7.Many problems occurred particularly under the idea that Baccalaureate granting institutions are the ones to evaluate CCs credits 8.Student Services assume great part of the work in the articulation process despite efforts to involve faculty

12 Articulation and Transfer (Cont.) 1.When formalized articulation agreement are in place they are usually the result of the intervention of a State board 2.Agreements on a common core of general education courses are negotiated between CCs and Universities 3.Continuous or periodic negotiations are necessary to keep articulation agreements current.

13 The Three Model for Transfer Systems 1.STUDENT DEVELOPMENT APPROACH: This model encourages administrators to work with students to plan curriculum, transfer strategies and financial aid arrangements 2.COURSE EQUIVALENCIES: Agreements that facilitate the transfer of credits based on course equivalencies 3.FACULTY DRIVEN TRANSFER PROGRAMS: striving to define course requirements, course content, and academic expectation of faculty at CCs and Universities

14 Issues and Challenges in Articulation 1.The Human Factor: The politics of involvement comes into place: whom to involve, when and how 2.Building consensus between antagonistic approaches: Institutions often bring other factors like prestige, superiority etc. modesty is absent and senior institutions attempt to impose conditions on junior institutions 3.Mindset of Competition versus Cooperation: Often agreeing institutions see themselves competing for the same pool of prospects and students

15 Epilogue 1.There is still much to be learned and to be done about articulation agreements 2.The winner (or looser) in articulation agreement: The student and the State who funds education 3.Private For-Profit Institutions seem to be more open (or eager) to articulate than public institutions Y ahora… una pausa commercial!

16 And Now the TV Commercial! This program was brought to you by The World Bank & The Colombian Ministry of Education This has been a production of the Community College of Southern Nevada Live! From Las Vegas!, the entertainment capital of the world THANK YOU ! You’ve been a superb audience!

17 Y como los boxeadores cuando acaban de ganar una pelea ! Saludos y Gracias a Dr. Laritz Holm-Nielsen y Andreas (World Bank) por la invitacion Dr. Alan Wagner (colega de la delegacion USA) Dr. Javier Botero, (Vice Minister of Education) A los Colombianos por su calida hospitalidad A los Venezolanos de la Delegacion de Venezuela A mi mismo por preparar esta prsentacion en el avion mientras venia Y particularmente a los COCINEROS Que hicieron unas arepas muy ricas para el desayuno THANK YOU !