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

By Rosalind Latiner Raby, Edward J. Valeau

More and more, scholars around the world are trying to find post-secondary schooling to procure new skill-sets and credentials. there's an explosion of group university types that offer academic possibilities and replacement pathways for college students who don't healthy the conventional better academic profile. This booklet makes a speciality of fiscal types to assist neighborhood and nationwide economies advance robust group education, humanitarian versions to result in social mobility and peace, transformative types to aid associations extend and stay alongside of societal wishes, and newly created versions that reply to the tutorial and coaching wishes of a always altering international. those types search to trap the mind's eye of these who're devoted to studying approximately what works in larger schooling and particularly, the effect group collage versions are having at the altering nature of worldwide social, political and financial landscapes. With participants representing 30 nations, this ebook provides a world point of view.

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Economic Rationale The economic rationale claims that training, credentialization, and international development secure new workplace skills that correspond to overall social prosperity. Training is at the core of market-oriented policies, and links relevant skills with lifelong learning to serve the economy and reduce unemployment2 (Schugurensky and Higgins, 1996; Lin-Liu, 2001; Levin, 2005; Carnoy and Luschei, 2008). Globalization is causing lower-level skills to be needed less, while competition for higher-level postsecondary education is increasing.

The unidirectional flows from the “north” tend to perpetuate inequity which heightens “disadvantages to whom the community college model should serve” (Strydom and Lategan, 1998, p. 98). Neocolonial Influences Neocolonial influences prevail when the local does “not have the same market value, social prestige or general reception in the society as other degrees or diplomas” (Kintzer, 1979, p. 75; Humphrys, 1994; Cohen, 1995; Levin, 2005). Unlike traditional neocolonialism, community college models are not imposed upon other countries, but rather emerge as a result of exchange visits.

Moreover, since these models maintain so many other community college characteristics, “a community college continues to be a community college even if a four-year program is offered and a BA degree is bestowed upon the institution’s students” (p. 5). Lowered Status and Budgets Conferred by Government, University Scholars, and the Populace Community college models are seen as “less than” institutions as they provide options for those who cannot attend traditional colleges because they lack the requisite grades or funds (Wells, 2003).

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