Educational Partnerships That Promote Life-Long Learning Opportunities

1. Educational Partnerships That Promote Life-Long Learning Opportunities a presentation to the International Symposium on Short-Cycle Higher Education in the United States and Europe: Educational Partnerships for Economic Development Owens Community College, Toledo, Ohio October 15, 3009 By Stephen G. Katsinas Director, Education Policy Center The University of Alabama

2. Data sources/acknowledgements Scholarly publications including Community Colleges & Economic Development: Models of Institutional Effectiveness (w. V. Lacey, American Association of Community Colleges, 1989; 1991). Work with community college-related sponsored programs of the Ford, Kellogg, Jack Kent Cooke, and Carnegie Foundations, as well as work with the Rural Policy Research Institute. Field work including visits to 400 US community, junior, and technical colleges in 40 states, and 20 years teaching a graduate course Economic & Community Development & Higher Education. Quantitative data [2005 Basic Classifications of Carnegie Foundation for the Advancement of Teaching] (for the 1st time classified 2-year colleges).

3. What we'll talk about today What is short-cycle life-long education from an American perspective?,andwhy are educational partnerships so vital to success? What are some key contextual challenges related both to policies and programs to create effective employment and training, welfare-to-work, and adult literacy policies and programs linked to formal education systems (K-12, HIED) on the ground. MY CONTEXT IS FROM THE PERSPECTIVE OF THE AMERICAN COMMUNITY COLLEGE, WHICH OFTEN LIES AT THE FULCRUM OF EDUCATIONAL PARTNERSHIPS IN MANY US COMMUNITIES

4. What is short-cycle life-long education from an American perspective?,andwhy are educational partnerships so vital to success? Part One:

5. Nearly 20 years later, non-traditional economic development is largely mainstream AS REGIONALLY BASED INSTITUTIONS, COMMUNITY COLLEGES ARE POSITIONED TO LEAD, THROUGH ACTIVE USE OF THEIR LATENT CONVENING POWER, TO... Build sustainable communities by reinvesting in human resources on quality of life issues (recreation/arts/culture). Connect collegesandindustries by sectorsacross regional boundaries. Create & empower local leaders. Decreasing out-migration of talented young people. The Key: A SUSTAINED FOCUS TO INCREASE BOTH COMPETITIVENESS ANDSUSTAINABILITY

6. Two key questions community leaders need to answer: How can math and science pathways be expanded, in era when states fund high enrollment/low cost programs, compared to high cost/low enrollment programs (which tend to be in high demand areas)? How many students enrolled in workforce training programs (from WIA and other sources), enroll in regular for-credit programs within 2 years of completing the short term courses? WE NEED TO FULLY DOCUMENT THE SOCIAL MOBILITY COMMUNITY COLLEGES ADD.

7. My field work teaches me…. 1. Workers need to be prepared for jobs that really exist in the local economy 2. Workers need training on equipment that is currently used by industries. 3. Rule of Thumb: Colleges should not be involved in training programs for jobs that do not provide wages at least 30% above the local poverty level, which varies geographically. Katsinas and Lacey, American Association of Community Colleges, 1989 & 1991.

8. The “Big Picture”: We need a longer-term focus In today’s economy, growth in per capita income is more directly tied to improving workforce skills that command higher wages in a global economy, and not as directly to employment levels as in decades past. The focus of state and local policymakers and practitioners should be to improve workforce skills broadly, to impact the per capita income curve. Short cycle higher education is vital.

9. Short-Cycle Education is essential to answer a key question: “How do you upgrade the computer literacy skills of an ENTIRE region’s workforce?” Most of the current workforce IS ALREADY HERE. Thus, the capacity community colleges bring must be part of any answer. This explains why many smart Industrial Development Authorities in states are choosing to fund facilities and equipment for their community colleges.

10. What are some key contextual challenges related both to policies and programs to create effective employment and training, welfare-to-work, and adult literacy policies and programs linked to formal education systems (K-12, HIED) on the ground! Part Two:

11. My travels over the past 25 years (400 colleges in 40 states) have taught me that… Diversity exists in terms of economic drivers in various regions of the nation. It follows that diversity exists by college --geography (state assigned service area) --governance (single and multi-campus) --size (large, medium, or small) Diversity exists between states (in patterns of state governance, funding, coordination) --local and non-local states --collective bargaining and non-CB states --mega-states and non-mega-states Intra-state diversity exists (FL,NM,OH,TX)

12. Key finding: 2-Year Colleges are vital to economic development Community colleges are the largest delivery of formal (for-credit) and informal (non-credit) courses and programs in rural America. …and they're nearlyeverywhere (Katsinas & Lacey, American Association of Community Colleges, 1989, 1981)

14. Four distinct groups served by community college workforce training programs 1. New Workforce Entrants (often, Perkins) A. Recent high school graduates B. Recent high school dropouts 2. Temporarily Dislocated Workers (WIA) 3. Currently Employed Workers (private) 4. Long-Term Unemployed (TANF) Formal/for-credit programs serve 1A, 1B & 3 Informal/non-credit programs serve 1B,2,3,& 4 CCs--the largest delivery agent for BOTH formal/for-credit and informal/non-credit courses to adults in America. (Katsinas, Community College Journal, 1994)

15. Deep cuts in state operating support have produced less flexible colleges… Shifting missions; transfer to workforce training. Defunding/lower funding for facilities. Lower levels of investment in long term professional development programs. Low levels of internal venture capital (harder to generate). In local states, issues of low wealth property tax districts, one that is often compounded by bad enabling law. (Katsinas, Alexander, and Opp, 2003) In this context, workforce training is an UNFUNDED MANDATE

16. Result: Community colleges are tougher institutions to run today… They have lower internal budget flexibility. A much tougher environment to obtain state funding, with deep cuts likely ahead. RAPID change in external environment. Much higher tuition and fees (TX, long second lowest in nation, is now averaging $3,000 per year for full-time student; MN charges average of $4,600 per year). Short-Cycle Workforce training is an UNFUNDED MANDATE. YET THE NEED TO THINK REGIONALLY, AND BRING TOGETHER PARTNERS CONTINUES (Katsinas, Alexander, & Opp, 2003; Katsinas, New Directions for CCs, 2005)

17. Putting together policies and programsto create effective employment and training, welfare-to-work, and adult literacy policies and programs ON THE GROUND. Part Three:

18. The 3 silos of economic development at the federal level ECON. DEVELOPMENT EDUCATIONWELFARE& JOB TRAINING Natl Youth Adm, 1936 Aid to Families Unemployment Insurance, 1933 GI Bill, 1944 w/Dependent Tennessee Valley Authority 1933 Children, 1935 “Alphabet Agencies” (CCC etc) Soc Security, 1935 National Defense Education Act, 1958 Manpower Development Elm/Sec Ed Act, 1965 Medicare, 1965 Training Act, 1963 Higher Ed Act, 1965 Appalachian Regional Ed Amendments, 1972 Commission, 1963 Comprehensive Employment Middle Income Student Family Support Act/ Training Act, 1978 Assistance Act, 1978 Temporary Aid for Job Training Partnership Act, 1982 Needy Families, ‘96 Workforce Investment Act, 1996

19. The challenge of building solid coordination on the ground AT THE FEDERAL LEVEL… The 3 sets of programs were created at different times, to accomplish different purposes, which have changed over time. Administration is performed by 3 different cabinet agencies (ED,HHS,Labor); data definitions are not common across programs. Legislative oversightoccurs via 2 different major committees in the House and Senate. The laws reauthorizing the programs are NOT considered simultaneously. SUCH DIVISIONS IN FEDERAL ADMINISTRATION AND OVERSIGHT ALL TOO OFTEN ARE REPEATED IN STATES

20. How can solid coordinationon the ground be advanced? AT THE STATE LEVEL… The state plans the federal government requires governors to submit to federal agencies for workforce training (Labor), welfare-to-work (DHS), and adult literacy (ED) do not always fit well together If the state programs don't fit well, it's a STATE problem that often has profound consequences at the local level. From a community college perspective, no dedicated revenue streams from states or federal government are directly tied to this mission (UNFUNDED MANDATE) AGAIN, EVEN IF THE STATE PLANS DON'T FIT, PROGRAMS HAVE TO BE PUT TOGETHER ON THE GROUND

21. Building solid programs on the groundrequires acknowledging key issues FRAGMENTATION MAKES IT CHALLENGING TO PULL TOGETHER THE DISPARATE PIECES, ESPECIALLY IN POORER AND RURAL/LOW POPULATION AREAS. The practical question of “who convenes?" can be itself a barrier. SOMETIMES, by the time the money finally dribbles down, the procedures can be so cumbersome and amounts of funding so small, it's hard to create reinforcing programs that result in sustainable communities and regions. CONVENING is a CRITICAL FUNCTION for public higher education

22. StrengtheningK-12/HIED connections to boost rural developmentalso means recognizing community colleges Part Four:

23. Strengthening connections for K-12 & rural CCs includes Dual enrollment in high schools. Expanding pathways to high demand, high paying jobs (nursing and allied health, engineering technology, etc.). Having rural CC host upper division university programs in high demand areas (including teacher education). Working with K-12 to improve counseling of traditional aged youth. Increasing awareness of financial aid (College Access Sunday, etc).

24. Leaders should recognize challenges their local community colleges have as a lifelong learning delivery capacity For community colleges, workforce training represents an unfunded mandate, with no consistent revenue streams Yet sustainable development requires, if not infers, expandingtheexistingbaseof good local jobs-enhancinghomegrown entrepreneurship Labor shortages in other areas can give regions a competitive advantage; to capitalize on this requires regional development focus. Other regional development issues: Available risk capital and accessible technology TO PROGRESS OFTEN REQUIRES WORK WITH LIKE-MINDED COLLEGES ACROSS STATE AND REGIONAL BOUNDARIES

26. Remember, LOCAL data collection should answer big picture questions How many people who were new workforce entrants before GET A JOB? How many people who were temporarily dislocated GET A NEW JOB? How many currently employed people receive training in programs that help them GET A JOB AT HIGHER WAGES? How many welfare recipients GET A JOB? What is the WAGE LEVEL & LENGTH OF STAY IN JOB after 3, 6, 12, & 24 months?

27. Leadership development is essential to addressing structural problems America cannot afford to waste resources (either we make the maps match or face “turfism” & fragmentation) Possibilities exist regarding working with CCs and industries across state lines (forest products, selected mining) EPC surveys of CEOs show they learn effective development strategies on the job (we must do better in the future). REGIONAL LEADERS NEED CONTINUOUS LEADERSHIP DEVELOPMENT, TAUGHT AT MANY LEVELS

28. Community colleges: the new "default“ exit option from secondary schools K-12 connections (PATHWAYS) exist at other types of community colleges, but are most prominent at rural CCs. Secondary educators should adopt local community colleges as the "default option" for secondary school graduates. New York Mills (MN) sends over 90% of its graduates to college; Lee County (AR) sends 70%. In both cases, the local CC is key. Building BOTH expanding access and sustainable rural communities means formal recognition of the role of community colleges in expanding pathways for more and better prepared new workforce entrants, so that rural America's workforce is not left behind.

29. Community colleges build economic advantage(Fluharty/RUPRI) IT'S ALL ABOUT... Preparing the local workforce Developing local business & industry Facilitating local entrepreneurship Decreasing out-migration Enhancing local communities Creating & empowering local leaders THIS OFTEN REQUIRES AFFILIATING WITH LIKE-MINDED COLLEGES ACROSS STATE AND REGIONAL BOUNDARIES.

30. Where should the focus be? The focus of policymakers and practitioners should be to improve the skills of the workforce broadly. The goal is moving per capita income up. In today’s economy, growth in per capita income ties more to workforce skills, and NOT to levels of employment as in decades past. (Katsinas, 1994)

31. CONCLUSION: Building sustainable regionsrequires "putting it all together" It means reaching across sectors: education, training, welfare, health. It means reaching across political subdivisions, including towns and cities, as well as counties. It means a regionalized approach COMMUNITY COLLEGES, LIKE HOSPITALS, AMONG THE MOST REGIONALIZED OF AMERICA'S SERVICE PROVIDERS (Katsinas, 2008, forthcoming)

32. Educational Partnerships That Promote Life-Long Learning Opportunities a presentation to the International Symposium on Short-Cycle Higher Education in the United States and Europe: Educational Partnerships for Economic Development Owens Community College, Toledo, Ohio October 15, 3009 By Stephen G. Katsinas Director, Education Policy Center The University of Alabama