Download Community College Models: Globalization and Higher Education by Rosalind Latiner Raby, Edward J. Valeau PDF

By Rosalind Latiner Raby, Edward J. Valeau

More and more, scholars around the world are seeking for post-secondary schooling to obtain new skill-sets and credentials. there's an explosion of neighborhood collage types that offer academic possibilities and replacement pathways for college students who don't healthy the normal better academic profile. This e-book makes a speciality of financial versions to assist neighborhood and nationwide economies boost powerful staff education, humanitarian types to result in social mobility and peace, transformative types to assist associations extend and stay alongside of societal wishes, and newly created types that reply to the tutorial and coaching wishes of a continually altering global. those types search to catch the mind's eye of these who're dedicated to studying approximately what works in greater schooling and specifically, the effect neighborhood collage versions are having at the altering nature of global social, political and fiscal landscapes. With individuals representing 30 international locations, this publication provides a world point of view.

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N. (2002). ” Article e-mailed to author in 2005. World Bank (2003). Constructing Knowledge Economies: New Challenges for Tertiary Education. Washington, DC: World Bank. World Federation of Colleges and Polytechnics. Accessed March 1, 2008. pdf Chapter 2 Globalization and Community College Model Development Rosalind Latiner Raby Globalization serves as the impetus for sociopolitical and economic change. As a dynamic force, globalization perpetuates a borderless world where practices and ideas are shared across space and time aided by technology, mobility, communication, socioeconomic relationships, and environmental interdependence.

7 Recent European Bologna Reforms streamlined transfer criteria between similar institutional types (Raffe, 2004). 8 Community college models are most successful in countries where (a) market forces create a need for postsecondary institutions whose skilled technicians are in demand to support technological, vocational, and industrial development; (b) adult and continuing education is legitimized as postsecondary education; and (c) postsecondary education is equated with social and economic mobility.

World educators choose to emulate because of “social mobility that has characterized America, and they accept the idea that society can be better, just as individuals can better their lot within it” (Cohen and Brawer, 2003, p. 36). On the donor side, aid supports national interests to “apply our ideals, our sense of decency and our humanitarian impulse to the repair of the world, [as] investment in development is indeed investment in prevention” (Koltai, 1993, p. 2), such as is seen in current US State Department grants whose primary design is to use education to create social stability.

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