Energy-Sector Workforce Development in West Virginia: Aligning Community College Education and Training with Needed Skills

10.7249/rr812 ◽  
2015 ◽  
Author(s):  
Gabriella Gonzalez ◽  
Sean Robson ◽  
Andrea Phillips ◽  
Gerald Hunter ◽  
David Ortiz
Keyword(s):  
Community College ◽  
West Virginia ◽  
Workforce Development ◽  
College Education ◽  
Education And Training ◽  
Energy Sector ◽  
Community College Education ◽  
And Training

Advisory Committees in Biomedical Research and Training

2017 ◽  
pp. 68-88
Author(s):  
Argentina Ornelas
Keyword(s):  
Graduate Education ◽  
Workforce Development ◽  
Biomedical Research ◽  
Research Training ◽  
Education And Training ◽  
Educational Training ◽  
Advisory Committees ◽  
Research Education ◽  
Research Workforce ◽  
And Training

Biomedical Research Training falls under the umbrella of Graduate Education at higher education institutions. The extent that advisory committees play in such training is not well documented, as these change from institution to institution. The National Institutes of Health (NIH), the guiding federal agency that provides the bulk of financial support to biomedical research institutions, provides input in training and workforce development based on the research of their internal advisory committees. Discussed is the background of advisory committees in guiding graduate education and the roles of advisory committees in biomedical research education and training. Discussed are the roles of advisory committees at various levels of biomedical research education and training, from funding agencies (NIH), to advisory committees guiding training programs and delivering trainee advice at individual institutions. Discussion of the challenges in establishing advisory committees to develop a productive biomedical research workforce will ensue, as we shift from educational training to workforce development.

Information Technology, Technical Vocational Education in Developing Workforce Towards Globalization

2020 ◽  
pp. 80-97 ◽  
Author(s):  
Olabiyi Oladiran Stephen
Keyword(s):  
Information Technology ◽  
Vocational Education ◽  
Workforce Development ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Continuous Change ◽  
Technical Vocational Education ◽  
Impact Of Technology ◽  
And Training

Industrial development of any country depends to a great extent on the level of skills its workforce possesses, and the skills and effectiveness of workforce, in turn, are dependent upon the quality of nation's education and training. Education and training are undergoing continuous change, and this poses more challenges to the workers in the 21st century and technical vocational education and training (TVET) institutions responsible for their training. Therefore, this chapter discusses relevance of information technology in transforming TVET in developing workforce towards globalization. The chapter points out clearly the meaning of workforce, meaning of TVET, and workforce development, globalization and TVET, information technology (IT), information technology and workforce development, utilization of information technology for developing workforce, impact of technology education in improving Nigerian workforce, place of information technology in transforming workforce. The chapter concludes by identifying different types of technology tools and benefits of information technology.

A National Analysis of Noncredit Community College Education: Enrollment, Funding, Accountability, and Contextual Issues

2016 ◽  
Vol 41 (4-5) ◽  
pp. 288-302 ◽  
Author(s):  
Mark M. D’Amico ◽  
Grant B. Morgan ◽  
Stephen G. Katsinas ◽  
J. Lucas Adair ◽  
Michael T. Miller
Keyword(s):  
Community College ◽  
College Education ◽  
Community College Education ◽  
Education Enrollment ◽  
National Analysis

Low-Skill Workers, Technology, and Education: A New Vision for Workforce Development Policy

2008 ◽  
Vol 19 (1) ◽  
pp. 109-127 ◽  
Author(s):  
Mary Gatta
Keyword(s):  
Workforce Development ◽  
Development Policy ◽  
Education And Training ◽  
Working Adults ◽  
Use Of Technology ◽  
Market Status ◽  
New Vision ◽  
Family Demands ◽  
Work Education ◽  
And Training

Meeting the education and training needs of low-skill working adults will require a transformation of United States workforce development policy. A significant component of this transformation is the development of education and training programs that are crafted around the needs of these workers. Traditional classroom based learning — which is inflexible in time and place — presents a series of barriers to low-skill adults. This article documents the relationship between educational attainment and labour market status in the US. It explores the extent to which the use of technology and online learning may help to equalise access to education and training by providing learning opportunities that can better incorporate working adults' work, education and family demands.

scholarly journals The Economic Returns of a Community College Education

1997 ◽  
Vol 25 (3) ◽  
pp. 73-87 ◽  
Author(s):  
Jorge R. Sanchez ◽  
Frankie Santos Laanan
Keyword(s):  
Community College ◽  
College Education ◽  
Economic Returns ◽  
Community College Education

Noncredit Education Enrollment and Outcomes: Exploring the "Black Box" of Noncredit Community College Education

2020 ◽  
Vol 45 (2) ◽  
pp. 17-38
Author(s):  
Mark M. D'Amico ◽  
Grant B. Morgan ◽  
Zoë Mercedes Thornton ◽  
Vladimir Bassis
Keyword(s):  
Community College ◽  
College Education ◽  
Black Box ◽  
Occupational Training ◽  
Community College Education ◽  
Carnegie Classifications ◽  
Career Clusters ◽  
Education Enrollment ◽  
Contact Hours ◽  
Noncredit Education

Representing approximately two in five community college students, noncredit education is an important but understudied segment of the higher education population. In an effort to help open the "black box" of noncredit education in community colleges, the present study uses an established noncredit course typology (occupational training, sponsored occupational training, personal interest, and precollege remediation) to better understand the predictors of noncredit enrollment and outcomes in Iowa. Using a sample of more than 181,000 records, we employed a series of regression analyses to discuss variables associated with enrollment in the noncredit course types, the number of completions, and the number of contact hours. Nuanced findings and implications were associated with race/ethnicity, gender, institutional mission as captured through Carnegie Classifications, and career fields based on the 16 career clusters.

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