Literaturnachweis - Detailanzeige
| Autor/in | Bender, Louis W. |
|---|---|
| Institution | State Higher Education Executive Officers Association.; Education Commission of the States, Denver, CO. Inservice Education Program. |
| Titel | Forces Which Damage Constructive Relationships from the Two-Year College System Perspective. |
| Quelle | (1976), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Articulation (Education); College Role; College Transfer Students; Federal Aid; Government School Relationship; Higher Education; Intercollegiate Cooperation; Leadership Responsibility; Master Plans; Power Structure; Statewide Planning; Technical Education; Two Year Colleges; Upper Division Colleges; Vocational Education |
| Abstract | Factors at the national, state, and institutional level that damage constructive relationships from the two-year college perspective are considered. Two-year institutions have felt that they have not received their proportionate share of attention or funds from the federal level, and that federal vocational education legislation has not protected them from arbitrary and capricious decisions by state directors of vocational education in funding priorities. Other issues at the federal level relate to staffing with the U.S. Office of Education (USOE) of a two-year college advocate and fair representation on various panels organized by the USOE. Additionally, two-year colleges have been concerned about the taxonomies for information reports that did not accommodate the comprehensive programs of community colleges, particularly in the occupational areas at the certificate or nondegree level. At the state level, two-year colleges are concerned about the hierarchical attitude that exists toward the various segments of higher education with the universities at the top of the pyramid and the two-year colleges at the base. Additionally, the relatively minor attention given to the two-year colleges in state master plans for postsecondary education is a cause of concern, as is the channeling of vocational/technical funds toward secondary programs. Issues at the institutional level that represent forces damaging to constructive relationships include articulation whereby two-year graduates are not given appropriate recognition or credit upon transfer. Additionally, the strategies used by four-year state colleges to increase enrollments through community service and continuing education programs and through occupational programs are pertinent issues. The institutional level concerns may be resolved if coordinating and governing boards provide leadership. (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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