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The Alignment of Community Colleges & Workforce Development Freddy Gonzales: CCLA Project Background and Need: While professional job opportunities in several industry sectors in Massachusetts exist, the path to those jobs can be unclear. Many of those jobs require very specific academic credentials and certifications. Employers have jobs they want to fill but are having trouble filling them. People who are interested in careers in these major industries are unable to connect to these opportunities even though they may possess many of the qualifications required for the job. Many employers feel that Community Colleges are not aligned with their workforce needs. This leads to students graduating from college who are not ready to join the existing workforce, or employees who take college courses and still cannot do the job. As a result, employers have a number of unfilled jobs and colleges have graduates who cannot find employment. Nationally and locally we see many jobs that are going unfilled and yet the unemployment rate is at one of its highest rate in history. Our local community feels that although there are jobs available in certain industries (Biotech, Healthcare, Pharmaceutical, etc.) the jobs require a set of skills that they are not acquiring through their local Community Colleges. This gap between the available workforce and jobs is very likely to worsen as the economy improves and also as employed baby-boomers retire. A recent article published in the Job for the Future Website, (Aligning Community Colleges to Their Own Local Labor Markets, David Alstadt, August 2011) acknowledges the transformation that the United States is undergoing, moving from an industrial economy to a service- and knowledge-based economy and how this new economy depends on workers with advanced education and skills. It also mentions how the current recession has accelerated this change by eliminating hundreds of thousands of low-skill, blue-collar jobs and flooding unemployment with workers who have only a high school education or less. In the last few years we have seen how the mismatch between education offerings at higher education institutions and employment opportunities has brought stiff competition especially for community colleges. The competition comes from for-profit training 1 organizations and other online training providers. In some cases we are seeing four-year universities are now serving industries and occupations once dominated by Associate’s degree holders: health care employers increasingly consider a Bachelor’s degree as the minimum academic qualification for nurses, in particular for those without prior work experience (Jacobs 2011). Locally, Governor Duval Patrick stated that in Massachusetts there were 240,000 people looking for work, while there were nearly 120,000 job openings. He stated that Massachusetts needs to get its workforce trained with the skills needed for these jobs and that the Commonwealth’s Community Colleges needed to be at the very center of this. As mentioned by the Boston Foundation in its recently released report “The Case for Community Colleges: Aligning Higher education and Workforce Development needs in Massachusetts”; “Massachusetts needs an actionable plan – a strategic blueprint – for building a system that effectively leverages the capacity of community colleges to be leaders in meeting the workforce needs of Massachusetts”. The bottom line is community colleges are under pressure to produce graduates who can get jobs. Why Community Colleges? Although many employers train people for jobs, they are not in the education business. Education is not one of their core competencies. Employers do not want to be in the education and training business. They feel that they are forced into this because of the misalignment that exists between business and higher education. This is an expense to employers that impacts not only their bottom line but also their profit-margins. Community Colleges are seen as a low cost means to provide training. Through the creation Community College and Workforce Development alignment pathways, Community Colleges would become exactly what both the community and employers are looking for in an “Educational Partner”. This project proposes to outline key components for a model which Community Colleges can use to develop these pathways and thus help solve this problem. Clearly more in-depth research will be required to develop a detailed “Pathways” model; this document outlines some of the major elements that may be considered for the development of such a model, as well as key research considerations. 2 Goals: The research surely identified a need for community colleges to align with workforce development in order to assist their communities (and perhaps the country) in economic recovery. Furthermore, in relevance to the College, Roxbury Community College wants to insure that its students have the skills and knowledge to be successful obtaining employment with local industry employers, as well as, be able to move up available career ladders, as it is stated in the College’s 2010-2015 Strategic Plan for Student Success Goal # 2, (To enhance our linkages and partnerships to facilitate student success and increase meaningful collaborations with the community). Project Goals: Identify areas where local employers feel there is a misalignment between Community Colleges and their workforce development needs (selected industry sectors) Identify areas where Community Colleges feel there is a misalignment between employers and their academic programs. Identify programs (local/national) that have been developed and successfully addressed this issue. Outline a model which RCC (and hopefully other Massachusetts Community Colleges) can follow. Approach My initial approach was to research the most recent data available to support my theory. This was not difficult as the topic of aligning community colleges and workforce development became a key forefront topic nationally, as well as here in the Commonwealth. For a while, it appeared that I could not keep up with all the new data and reports being published. It was a topic that was supported by President Barrack in 2009 when he proposed a $2 Billion funding for the American Graduation Initiative to invest in community colleges to provide skills training for American workers. I found additional support from other national initiatives such as, Goldman Sachs’ 10,000 Small Businesses Initiative. This is an initiative which targets community colleges, as the way to assist, small business across the country get the appropriate training, secure capital and purchase support services, in order to take their business to the next level. Locally I found supporting information from the newly created Boston Healthcare Careers Consortium, which published a report in November, 2011 entitled, “Critical 3 Collaboration: Improving Education & Training Pathways to Careers in Health Care, and the Massachusetts Annual Workforce Development Conference, in Holyoke, MA. I was also able to run a focus group with a number of local employers from our Occupational Advisory Committee. This is a group of local employers which meets quarterly in support of RCC’s Perkins’s Grant. Lastly, a source of great information was my own experience in having managed a Workforce Development program called the Minicomputer Technology Program (MTP) when I worked for Digital Equipment Corporation. This was a program which aligned 25 community colleges/technical schools across the country, with one major employer in order to help build a pipeline of future field service technician. I feel that this combined approach of research, (literature, reports, stakeholders interviews, focus groups and personal experience provided me with a well round amount of information to support the alignment of community colleges and workforce development initiative. Review September 11, 2011 – The Boston Healthcare Careers Consortium provided a draft document, (later published in November of the same year), entitled “Critical Collaboration: Improving Education & Training Pathways to Careers in Health Care” In this report, the consortium stated that the healthcare sector was the largest employment sector in Boston and that according to the Commonwealth Corporation, 19% of all bobs in Boston are in health care. The report also stated that while job opportunities in the healthcare industry are numerous, the paths to these jobs can be unclear. The report stated that many of these jobs require very specific academic credentialing and certifications. So as a result, Boston has healthcare employers who have jobs they want to fill but are having trouble filling, and people who are interested in careers in health care are unable to connect to an opportunity for which they posses the right qualifications. The report stated that the gap between the available workforce and jobs is likely to worsen as the economy improves and current skilled workers retire. Finally, the report also stated that improving training and education pathways to career in health care will help improve more people connect to in-demand jobs and help employers hire the diverse, high quality workforce they need to deliver excellent patient care. 4 November 2011 – The Boston Foundation published a report titled “The Case for Community Colleges: Aligning Higher Education and Workforce Needs in Massachusetts” The Boston Foundation Boston Foundation in its recently released report cited the President in his White House Summit on Community Colleges, “community colleges will play a crucial role in training American workers to compete in the global economy.” The Foundation’s report cited another report released in 2010, a report by the Federal Reserve Bank of Boston which stated that 40 percent of the college graduates available to employers do not have the necessary applied skills to meet their needs. Also cited was a study from the Georgetown University Council on Competitiveness: Center for Education and the Workforce, which showed that the education required for jobs in the United States (beyond high school) rose from 29 percent in 1973 to 56 percent in 1992 and is projected to grow to 62 percent by 2018. The same study stated that at the same time, the percentage of the adult population, ages 25-64, with a two-year degree has declined from 51 percent to 48 percent in the period from 1997 to 2008. The Boston Foundation report states that the stats of Massachusetts addition of more jobs than most other stated during the current recession “has not benefited anyone”. The Boston Foundation, through the Report, implies that these new jobs are going unfilled, while traditional jobs are disappearing and more people are becoming unemployed. The Foundation report stresses the need for community colleges to align with workforce development in order to better serve the ranks of unemployed workers and better serve the workforce needs of the Commonwealth’s employers. The report recommends that community colleges become leaders in meeting the workforce needs of Massachusetts and went as far as recommending a “blueprint” for building a system that effectively leverages the capacity of the colleges. While the Boston Foundation Report would lead you to believe that this well-funded study has revealed a breakthrough in Workforce Development and Community Colleges; I found (through brief internet research) that the alignment of Community Colleges and Workforce Development has been a concept that has been around since the first quarter of the 20th century. According to a report from the Wikipedia organization, (http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States#Early_commu nity_colleges) “during the 1920s and 1930s there was a shift in the purpose of community colleges to developing a workforce, which was influenced by wide unemployment during the Great Depression. Developing "semiprofessionals" became dominant national language to describe junior college students.” 5 This “not so new” Community College and Workforce Development alignment concept was further supported from my personal experience in having managed a program called “Minicomputer Technology Program” (MTP) back in 1985, while employed as a training manager for the old Digital Equipment Corporation (DEC). Back in the early 1980’s the company was in great need for “Filed Service Technicians” throughout the country. Back then we were going out to Community Colleges and Technical Schools and hiring graduates from their technology programs, only to find out that they could not do the job and had to be trained in house. This was very costly to the company. We were spending money on training while at the same time having unproductive employees on our payroll. Instead we developed a program that would partner with two year schools across the country. The program was designed as follows: We would seek two year schools who wanted to partner with us. We would provide input to the curriculum (hard and soft skills) We would train the faculty at our training centers (no cost to the schools) We would provide equipment at 50% discount to the schools and equipment support at no cost from our local field service centers (the same place where graduates would end up working once hired). We would provide Job Readiness Training (from our HR Departments) We would come out and interview candidates upon program completion and hire all those qualified. Students did not have to commit to come to work for us and we did not have to commit to hire them. Benefits to the Community College/Technical Schools: State of the Art Training Program/state of the art equipment A well trained student body ready to be hired by industry Well trained faculty with knowledge of latest technology and best practices Providing great service to their community Benefits to the Company: A well trained workforce who hits the floor running and can be productive immediately Reduction in ramp-up costs People who were not hired would still be working on our equipment and increase demand All trained would eventually become decision makers and prefer our equipment Good relations with the Community Benefits to the students: Priceless… 6 January 2012 – During his “State of the Commonwealth Address” Governor Deval L. Patrick; the Governor asked “How can we have so much opportunity available and so many people still looking for their chance? “On Monday, January 23, 2012, in his annual State of the Commonwealth address, Governor Deval Patrick proposed a set of reforms to help Massachusetts community colleges provide residents looking for work with the skills they need to help fill the estimated 120,000 current job openings in the state. The proposal calls for the fifteen individual community college campuses to come together as a unified, state-wide system offering a more streamlined curriculum as well as locally-developed, regionally specific jobs and skills training. By aligning a unified community college system with employers, vocational-technical schools and Workforce Investment Boards, the Governor’s proposal will give community colleges the tools they need to help get people back to work. In order to help the community colleges meet this mission, Governor Patrick proposed a $10 million increase in funding as well as a streamlined budget and leadership selection process for the campuses. “A central piece of our economic recovery strategy is ensuring that the skills of our workforce meet the evolving needs of our employers,” said Governor Patrick. “That’s why we are advancing a new and innovative mission for our community colleges, to train highly-qualified candidates for jobs in every corner of the Commonwealth. I look forward to partnering with our community colleges, educational professionals, students and the business community in these efforts.” "By working with community colleges in all regions of the Commonwealth, Massachusetts has the opportunity to increase partnerships between academia and industry to provide more workforce training resources to help students, employers and job seekers advance critical skills," said Lieutenant Governor Timothy Murray, Chair of the Governor's STEM Advisory Council. The Administration’s plan to increase the budget and centralize the leadership selection processes of community colleges will ensure a cohesive system of education and skills training responsive to the needs of local employers. Under the proposal, the Board of Higher Education (BHE) will have the authority to allocate all state funding to community colleges in Massachusetts, consolidating fifteen separate funding lines into a single line item within the Department of Higher Education budget. The BHE will be responsible for developing a system for making funding allocations to the individual community colleges that will take into account enrollment data; institutional performance and innovation; the creation of “stackable credentials” and credits that can be easily transferred across campuses; and the creation of new programs that are better aligned with regional labor market needs. 7 This plan also gives the BHE authority to establish new parameters for the setting of student fees at the community colleges and the use of revenues generated from these fees to ensure an appropriate and efficient use of taxpayer and student dollars. Additionally, the Administration’s plan creates new guidelines governing the selection processes for community college presidents, and also charges the BHE with establishing new procedures for the annual review of presidents. Clearly established selection processes and comprehensive performance reviews will help ensure excellence in leadership and a coherent vision throughout the entire system of community colleges across the state. “This strategy will help us create the structure and incentives necessary to operate an integrated and comprehensive community college system,” said Secretary of Education Paul Reville. “A more unified vision among our campuses will better serve our students, our employers and our Commonwealth in the long-term.” “Our community colleges are in a unique position to provide targeted workforce development,” said Secretary of Labor and Workforce Development Joanne F. Goldstein. “That training and course work is especially important given the gap that exists between the skill sets of job seekers and the skill sets employers need. It will ensure that students entering the workforce are better qualified for job opportunities in their respective regions.” Taken together, these changes will strengthen the historical role of community colleges of offering high-quality training and certification programs so that students can immediately enter the workforce – as well as create seamless pathways to additional educational opportunities. "By leveraging our community colleges, streamlining the system, and aligning the mission, we can reverse this prediction by providing our workers with the skills they need to fill the jobs of the future in all areas of the Commonwealth,” said John Fish, CEO of Suffolk Construction. “I applaud the Administration for its focus & commitment on this issue, and believe it will allow us to continue to prosper as we grow our strong Knowledge Based Economy." "This could not come at a better time and will be a shot in the arm for the economy. We fully support increased funding tied to substantial updates to the structure and alignment of community colleges in Massachusetts,” said Andrew H. Tarsey, Executive Director of the Progressive Business Leaders Network. “There are many companies ready to be a full partner on this project with the Governor and with the colleges themselves." "Workforce development must be a top priority in 2012 and beyond,” said Kip Hollister, CEO of Hollister Inc. “There is a clear competency gap and reform at the community colleges can only help us develop and retain talent in Massachusetts. This is a fundamental jobs issue and a big step in the right direction." 8 “Community colleges play a critically important role in helping Massachusetts develop a workforce that is second-to-none,” said Sue Parsons of the Workforce Solutions Group. “We support measures that align our state’s community college system with employers’ needs for training and mid-level skills development. A highly skilled, well educated workforce is our state’s most important competitive advantage, which enables Massachusetts to compete effectively in the global economy.” The Governor stated that, “We can do something about that. We can help people get back to work. And our community colleges should be at the very center of it.” The Process As previously stated, my approach was to identify date which supported the concept that community colleges can help meet the needs of local employers. I wanted to support this data through validation from employers themselves. I developed a project plan with my goals desired outputs and activities and set out to execute. This helped me stay organized and focused. My plan included doing data/literature research, interviewing key players, conducting focus groups and documenting my own experiences from workforce development/academic programs. As I worked on the project I fond that access to free time was very difficult to come by. Much time was needed to go over the large amount of data available on this subject. There were many times when I had to choose meeting a work deadline, over conducting an interview or having time to research additional data or writing a literature review. Having to do literature reviews were the hardest part of the project. This is not strength of mine. Most of my experience in from working in private industry and in private industry this is not skill of high priority. That is why you see most corporate executive get MBAs. I also found what I call structured writing, (having to site and/or quote every statement you write) to be very difficult. As a non-native English person, I feel that I need to work on this shortfall. Workforce development seems to be in the forefront of every elected official and member of higher education. This may be in part due to the state of the economy and the fact that the U.S. needs to find a way to get people back to work. As these initiatives get federal and state funding, everyone wants to get a piece of the action. What I found from this is that while everyone says that they are board, they do not always agree unless they are getting access to the funding available. I also found that in order to secure workforce development funding, some organizations try to appear as being innovative and coming up with totally new approaches to having 9 employers work with community colleges, (I.E. The Boston Foundation’s February 2011 Report: When Untapped Talent Meets Employer Need: The Boston Foundation’s Allied health Strategy”) when in fact, this program was modeled after a model developed by Sarah Griffen, Executive Director of the Boston Health Care & Research Training Institute back in 2007. Below is list of desired outputs and activities which helped guide me through the process: Outputs/Activities: Expected Activities Outcomes Identify literature 1. Data which supports that Useful recommendations were concept that Community available on the identified from: Colleges can help meet theconcept. Boston Healthcare Careers local Workforce needs. Review literature Consortium Report available. Putting College Degrees to Identify criteria Wok 9Boston Globe used for magazine 3/4/12 article) determining that the Boston Foundations Report: concept works. Case for Community Colleges (only the strong partnerships with employers and the economic development community, recommendation) 2. List of Workforce Identify programs Learn and Earn Initiatives Program Development programs used developed and in Kentucky by other Community implemented across Goal was to meet the needs Colleges in the U.S. the U.S. of employers and help students 74 students obtained matching funds from 44 employers for internships Economic & Workforce Development through the California Community Colleges Provides industry specific training programs Provides business consulting to small business Provides industry data reports 3. List of Identify the College must have methods/initiatives which methods, initiatives, Workforce Development as made these programs etc, which made a goal in its strategic plan successful. these programs College must have buy-in successful. from both credit/noncredit 10 administration College must have employer partners willing to work hand-in-hand College must dedicate resources to support alignment College must have support from local WIBs and elected officials 4. List of Workforce needs Research current Four major industry sectors in in Massachusetts and State and local Boston: Boston. Workforce needs Biotech/BioPharma/Med (number of job Devices openings, future Health Care projections, skills Information Technology needed, education Entrepreneurship/Energy needed, and career Efficiency ladder opportunities). 5. List of state and/or local Research all known DOEs Transition to College initiatives supporting this initiatives which Program concept. impact Massachusetts Department Massachusetts and of Higher Education’s Boston. Nursing and Allied Health Initiative Massachusetts Competitive Partnership, (MACP) Vision Summit Massachusetts Community College Workforce Development transitional Agenda (MACCWDTA) Boston Healthcare Careers Consortium 6. A list of key components Identify and list key Stable Leadership (in lieu of needed to develop a model components. Map what is happening) for Roxbury Community how these Strong Workforce College, which can also be components interact Development Goal in its with other Community with one another. Strategic Plan Colleges in the state. Identify criteria for Employer Partners measuring model Dedicated Workforce success. Development Chief Officer Commitment of Resources 11 Findings and Conclusions When I first decided on the title of the project I was not sure what I wanted to accomplish. Initial goals were too ambitious. At first I was going to develop a model that would re-invent the college system where the approach to education would be from the Workforce development side. I.E. people would conduct labor market research to find out where the jobs are in the community (they want to live in). They would then identify the skill set needed for these jobs including education/training requirements. They would then do skills analysis to determine what skills they needed and then put together a learning plan. My initial thought was that Colleges would adopt a model where every applicant would go through the Career Services department first, put together a individualized Career Plan and from there Develop an Individualized Learning Plan which would take them to their academic plan. Why not? It made perfect sense to me. Why go to school if you are not sure of what it is that you want to study (what a waste of time, money and resources). And why study if you do not know what is that you want to do to earn a living? I mean, if you are going to spend 40+ hours per week working for most of your life, you might as well do it, while enjoying yourself and earning as much as possible doing it. Once I started interviewing key players within the College, I realized that the Academic Departments in the college are much more powerful than Workforce Development in the college. I also found that that Workforce Development is viewed as a threat to Academic Development. For a while I though of changing the project goals to the following: Identify the benefits of the alignment of the College to Workforce Development o In this goal I was thinking that I would be able to show the Administration departments the benefits that Workforce development brings to a Community College. I also thought boy if I could do at RCC, maybe it could be accomplished state-wide lead. Demonstrate a successful model of Community College and Workforce Development o Here I thought I could show a win-win model that works Show how Workforce Development and Education are both important to the needs of the local community Outline a process for aligning the College to Workforce Development The fifteen Massachusetts Community Colleges offer open access to high quality, affordable academic programs, including associate degree and certificate programs. Although they are committed to excellence in teaching and learning and provide academic preparation for transfer to four-year institutions, not all colleges consider career preparation for entry into high demand occupational fields a priority of their mission. 12 Community colleges have a special responsibility for workforce development and through partnerships with business and industry; and they are presently poised to be leaders in providing job training, retraining, certification, and skills improvement. Community Colleges also have assumed the responsibility, in the public system, for offering developmental courses, ESOL programs, and other educational support services to individuals who seek to develop the skills needed to pursue college-level study or enter the workforce. This is a taxing burden on the colleges. Community Colleges are also rooted in their communities. They serve as community leaders, identifying opportunities and solutions to community problems and contributing to the community’s economic development. The current economic environment has positioned Community Colleges as the key institutions that can retrain the current un/underemployed workforce. This is almost a throw-back to the role community colleges played in the late 1920s and the 1930s, when there was a shift in the purpose of community colleges to developing a workforce, which was influenced by wide unemployment during the Great Depression. When you look ate the economic state of the country and what has been transforming in the past three to four years, you can see the similarities. Community colleges can either accept this role or reject it. The window of opportunity will not stay open for long. My experience from having worked in education for private industry is that if the colleges and universities do not assist in providing the skills needed by industry, either the industry will become a stronger player in the education and training business, similar to the old days when we saw the emergence of corporate universities (Digital university), or more and more for-profit organizations will come on board. If this happens, we could see a shift in government funding, from public higher education institutions to private industry or for-profit schools. As Nike says “Just Do It”. 13 Community College/Workforce Development Alignment Model Component Detail Expected Outcomes 1. Strong Leadership College Administration Strong standing within the must be highly Department of Higher functioning, in great Education financial standing, and Strong standing in the have all accreditations Community in order. Strong standing with the Business industry 2. Strategic Planning Workforce Strong commitment to Development must be Workforce Development one of the College’s Outlined work plan to support Strategic Plan Goals Workforce Development 3. Senior College must have a All college decisions benefit Representation dedicated Chief Academics and Workforce Workforce Development Development Officer, reporting directly to College President or College Provost 4. Employer Strong partnerships Access to data on local labor Partnerships with key employers in market in-demand industry Support from local employers sectors are a must 1. Data on job openings 2. Data on skills required (hard/soft) 3. Access to internships 4. Commitment to partnering on proposals and grants 5. Input to curriculum development 6. Development of Virtual Advisory teams (VATs) a. Employer teams that meet through the use of technology, thus reducing face to face time Access to jobs for program participants Access to Subject Matter Experts 14 Access to equipment 5. Workforce Must have a working Access to WIA funding for Investment Boards, relationship/partnership training of displaced workers (WIBs) and Career with local Workforce Access to employer Centers, (CCs) Investment Boards and partnerships and Special the local Career Interest Groups (SIGs) Centers Access to labor market and community demographics data Access to potential program participants 6. Community Based Must have access to Access to community needs Organizations, community groups and data (CBOs) service organizations Access to potential program participants Community Buy-in Access to community resources 7. Labor Market Must have access to Access to employment trends Information real-time Labor Market (local, regional and national) information for Access to skills alignment regional and local industry, including job opening, skills inventory, (hard and soft), and growth projection 8. Program College must be able to Ability to align programs with Alignment align programs to employer needs (hard/soft employer needs and skills, training costs, program with College credit length) programs 9. Technology College needs to have Ability to quickly identify skills access to Artificial in demand and job openings Intelligence and Spidering technologies which allow to analyze on-line job adds 10. School College Credit and Ability to provide stackable Alignment Non-credit departments credentialing which is aligned must work in to industry needs and provide partnership for the college credits benefit of college students and employer partners 15 11. Commitment College must be able to Access to classroom/lab space leverage resources Access to learning center, including space, tutoring, library, language labs, technology, faculty and math clinics, disability services support services 12. Funding College must be Seed money that will allow willing to up-fund program planning and research programs development which lead to employer Funding for professional and student alignment development and investment Learning and Development The concept of creating a model for the alignment of Community Colleges and Workforce development has been around for a long time. Though it felt that it would be an easy process to develop and implement, research showed me that this is a complex undertaking. The issue of the centralization of state’s community colleges came into play. This was not something that I was expecting but was brought to the forefront by the Boston Foundation report released in November 2011 report. The report implied that in order for there to be an alignment between Community Colleges and Workforce Development, the Community College system must be centralized. One thing became apparent from the research, in order for the U.S. to have a competitive workforce, Education (as a whole) and Workforce Development must align Many of the Community Colleges in Massachusetts have managed to align themselves with workforce development. This has been achieved through the efforts of the Business Industry Centers (Workforce Development Managers). These alignments have enable some community colleges to meet the needs of local employers and provide their community with access to jobs. The current alignments in most community colleges have been by specific departments and not as a college strategy. Presidents have reaped the benefits of the revenue generated by workforce development programs and have also taken credit for these initiatives. But a visit to the Massachusetts Community Colleges Business and Industry Committee meetings will show how difficult this accomplish has been and continues to be at most colleges. Nationally and locally, workforce development is getting tremendous attention. This is as a result of the current state of the economy and the large number of Americans (legal) that are unemployed. As the federal government directs more funding towards workforce development, we will see more and more interest from elected officials, the department of education, and higher education. Community Colleges need to continue to explore different models of aligning themselves with workforce development. 16 Reference/Source List “Critical Collaboration: Improving Education & Training pathways to Careers in Health Care”, Boston Healthcare Careers Consortium, Nov 2011 “The Case for Community Colleges: Aligning Higher Education & Workforce Needs in Massachusetts”, The Boston Foundation, Nov 2011 “Putting College Degrees to WORK”, Boston Globe Magazine, May 2012 “Vision Project: Performance Incentive Fund Grant”, Bunker Hill Community College, January 2011 North Carolina Learn & Earn Program, www.nclearandearn.gov “Vision Summit Report” Roxbury Community College, April 2012 “Career Pathways—Partnering to Create a Talent Pipeline”, Kozumplik, Richalene M., March 2012 “Curriculum Alignment Report”, Boston Healthcare Careers Consortium, June 2011 “Labor Market Information Updates Report”, Boston Private Industry Council, January 2012 “The Future Role of Community Colleges in Workforce Development”, Maher & Maher, September 2009 Perkins Grant-Occupational Employer Committee Focus Group, April, 2012 http://www.mass.edu/forinstitutions/prek16/atd.asp http://www.mass.edu/campuses/missioncc.asp http://www.mbae.org/community-colleges-and-workforce-development/ http://www.mass.gov/governor/pressoffice/pressreleases/2012/20120123-community- colleges-partner-with-workforce.html http://www.nebhe.org/thejournal/alignment-job-community-colleges-and-workforce- development/ http://www.masscc.org http://www.gcc.mass.edu/massgreen 17 http://www.mass.gov http://www.commonwealthmagazine.org/.../022-Senate-president-backs-20 http://www.tbf.org/uploadedFiles/.../CommunityCollege_Nov2011.pdf http://www.bostonfoundation.org/subsites/content.aspx?id=19516 http://www.hollisterstaff.com/.../Community-College...Workforce-Develop... http://massgreenstcc.com/training.../community-college-course-listings http://www.capecod.edu/werc/ 18
"The Alignment of Community Colleges _ Workforce Development"