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ERIC Number: ED466245
Record Type: RIE
Publication Date: 2002-Feb
Pages: 36
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Community Colleges and the Equity Agenda: The Potential of Non-Credit Education.
Grubb, W. Norton; Badway, Norena; Bell, Denise
This paper argues that non-credit community college courses can reach more educationally and economically disadvantaged students and better serve them in their pursuit of short-term and long-term goals. The report suggests that these courses are more flexible, less impersonal and bureaucratic, and are more likely to be in community-based facilities, closer to where low-income students live. Non-credit community college education shares the dilemmas of community colleges in general: inadequate funding, over-use of adjunct faculty, and low respect. The paper argues that non-credit education in community colleges represents yet another form of the stratification within postsecondary education, with elite universities at the top, and short-term job training and adult education programs at the very bottom. The report stresses the need to confront and overcome the fundamental inequities in all of higher education, including non-credit programs. Stratification within the community colleges has been furthered through the over-employment of part-time faculty in non-credit programs. The report looked at programs in four community colleges--in one of those programs, there were 12 full-time instructors and 172 part-time or adjunct faculty. Funding issues come into play here. In California, for example, the funding per FTE student is $3,800 per student for credit courses, while it is $1,900 for non-credit students. (Contains 30 references.) (NB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Metropolitan Life Foundation.; Jobs for the Future, Boston, MA.; California Univ., Berkeley.
Authoring Institution: N/A
Note: Prepared for the Metlife Foundation Community College Excellence Awards Initiative, Jobs for the Future. Supported with funds from the David Gardner Chair in Higher Education, University of California, Berkeley.