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TYPES OF COMMUNITY COLLEGES
AROUND THE WORLD
Besides the United States,
Asia and Europe are regions of the world where non-traditional alternatives to
post-compulsory education are fairly well developed. A variety of names identify
these institutions--examples include, community colleges; junior colleges; technical,
teknologi, or technological institutions; district or regional colleges; colleges
of further or advanced education; fachhochschulen or folk high schools; higher
schools; workers' colleges; and short-cycle institutions. For the purposes of
this essay, the term community colleges will be used to describe these types of
alternative post-compulsory educational institutions in other countries, unless
otherwise specified.
According to Cohen (1995), while none of these non-traditional educational institutions offer the baccalaureate, considerable variation exists in their functions. Prominent in the majority of non-university higher education systems and community college type institutions around the world are occupationally related studies. For example, Sweden's upper secondary schools integrate general subjects with vocational training in a workplace-based setting. The regional technical college system in Ireland, the special training schools in Japan, and China's junior colleges similarly emphasize vocational courses. In nations where the universities are unable to matriculate all degree seekers, like the United States and Canada, prebaccalaureate programs predominate. And, in Australia, Britain, Denmark, Germany, and Norway lifelong learning and cultural education are emphasized (Cohen, 1995).
Organizational patterns also vary among and between these non-traditional institutions in different countries. Unlike the United States where state coordinated higher education systems are prevalent and include non-university educational institutions such as community colleges, short-cycle postsecondary programs in Austria, Denmark, Indonesia, and Sweden, are considered part of the secondary school system. In South America, community colleges are more likely to function as branches of polytechnic colleges. And, New Zealand's system links its community colleges with the country's polytechnic and technical institutes (Kintzer, 1990). Norway's short-cycle programs are conducted through district colleges, Israel's through regional colleges, and Germany's through Fachhochschulen, which are nationally coordinated. Canada is unique in that community colleges are governed by a system separate from the rest of the higher education system.
Another difference between junior colleges in Japan and community colleges in the United States pertains to governance and control. Although Japanese institutions are under the control of the government, they are primarily financed through tuition, with the government providing for barely 20 percent of their costs. Also, Japanese colleges are directly responsible to the National Ministry of Education, Science, and Culture. This is quite different from the local boards that manage the internal affairs of American community colleges (Harada, 1993).
In addition to the divergence between Japanese junior colleges and U.S. community colleges, other countries offer examples of differences between institutions. Variety appears in sources of funding, operating mandates, the type of faculty, and in the types of liaisons and collaboration with other organizations in and outside the educational system such as business, industry, and public service organizations (Dennison & Behnke, 1993).
Community colleges in Israel are grappling with issues different from those Jordan is experiencing. Israeli educators and the public are concerned with the question of whether the 'second-chance' educational programs their community colleges offer succeed in enhancing social equality in education, a problem with which many American community colleges are currently struggling (Ayalon and others, 1992).
Educational institutions respond to these demands in different ways. For example, Australia responds to the demand for skill-based programs by injecting strong vocational components into the curriculum (Barnett and Wilson, 1994). South Africa's long-term needs for community colleges as a means to redress educational disparities is resolved in the short-term by using existing educational structures to create separate courses or curricula. An interim solution, but one that nonetheless is likely to bring about long-term results (Strydom and others, 1995).
Kintzer (1994) notes that many central and eastern European countries are debating the extension of the non-university concept, with some national policy statements arguing for major reforms. Some reform efforts have already taken place in individual countries. For example, in the Ukraine junior specialist courses are a part of the country's reform efforts. In Belarus, a network of post-diploma courses focusing on commercial cooperatives and intended to upgrade business and entrepreneurial skills have been offered. These courses lasted anywhere from one month to more than one year. And, in Bulgaria, three-year post-secondary schools are being established. Other portions of Eastern Europe are exploring the adaptability of the American community college. Mellander and Mellander (1994) note that Hungarian educational policy makers would like to provide transfer opportunities for students, short-term vocational and occupational training, and life-long learning courses.
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