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It synthesizes findings from EdInsights evaluations and research (2012–2017) using perspectives of students, faculty, staff, and administrators, and revisits earlier policy recommendations, reforms, and further change opportunities to strengthen CE for displaced workers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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series:  \nA Community Anchor: Redesigning Career Education to Support Regional Economic Development  \nBy Colleen Moore and Connie Tan November 2020  \nAbout This Series  \nA Community Anchor: Redesigning Career Education to Support Regional Economic Development  \nThe California Community Colleges (CCC) provides education and training to diverse student populations for a variety of purposes, including to prepare them for careers in today’s workforce.  \nThis series of briefs revisits findings from a group of community colleges’ efforts to redesign career education (CE) programs to better prepare students for shifting regional workforce needs. Given the devastating effects of the COVID-19 pandemic on regional economies today, what opportunities might be leveraged from the community colleges’ earlier efforts to facilitate workforce development? To address this question, this series highlights the perspectives of CCC students, faculty, staff, and administrators, based on several evaluation and research projects by the Education Insights Center (EdInsights) focusing on CE programs in the CCC from 2012 to 2017. The series includes three briefs that cover:  \n• student perspectives about career education programs ,  \n• college personnel perspectives about program development , and  \n• opportunities to facilitate career education and workforce development.  \nThis final brief in the series focuses on policy options that can foster more innovation and address challenges in CE program development. It is based on our earlier research for a series of reports called Career Opportunities, aimed at identifying ways that state and system policy can best support the CE mission of the CCC. We revisit the primary recommendations from that series about barriers to more effective CE programs,1 outline related actions the system has taken to address those barriers and improve CE in recent years, and suggest opportunities for further changes to policy to promote the success of CE students. At a time when the COVID-19 pandemic and the resulting economic crisis are having particularly devastating effects on California’s lowincome populations and people of color, ensuring that state and system policies support community colleges to provide robust and relevant CE programs to the state’s displaced workers may be critical to the state’s economic recovery.  \nEdInsights was an external evaluator for two consortia of California community colleges that received grants from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) program, funded by the U.S. Department of Labor.2 The findings in this series are based on these evaluations, as well as research conducted by EdInsights on the CE mission of the CCC, including focus groups and surveys with over 1,000 CCC students, faculty, staff, and administrators. The views expressed in this brief are those of the authors and do not necessarily reflect the views of the funders of the evaluation and research projects.  \nA Review of Career Education Policy Barriers and Solutions  \nEDUCATION INSIGHTS CENTER AT CALIFORNIA STATE UNIVERSITY, SACRAMENTO  \n1  \nKey Takeaways  \nRecent Policy Reforms Have Tried to Address Barriers to Effective CE Programs  \n\n| Findings and Policy Recommendations | Recent State and System Reforms That Address These Findings and Recommendations |\n| --- | --- |\n| Finding: The CE mission is marginalized from the academic core of the institution, with funding streams, organizational structures, and institutional cultures that combine to diminish the stature of CE in ways that are out of sync with the needs of today’s students and economy.\u003Cbr>Recommendation: Better integrate the CE mission into the academic core of the colleges. | • The Strong Workforce Program (SWP) provides stable annual funds for all colleges that supplements apportionment funding for CE instruction, replacing som","cbCaicmDhLKh4vjG","https://ap.wps.com/l/cbCaicmDhLKh4vjG","pdf",364621,"English","# About This Series\n# Key Takeaways\n## Recent Policy Reforms Have Tried to Address Barriers to Effective CE Programs","[{\"question\":\"What is the purpose of this final brief in the series?\",\"answer\":\"It focuses on policy options that can foster more innovation and address challenges in career education (CE) program development.\"},{\"question\":\"What do the key findings say about the CE mission in colleges?\",\"answer\":\"The CE mission is described as marginalized from the academic core, with funding, organizational structures, and cultures that diminish CE’s stature in ways not aligned with today’s student and economy needs.\"},{\"question\":\"How does the brief connect CE with regional workforce needs during the COVID-19 crisis?\",\"answer\":\"It argues that state and system policies supporting community colleges to deliver robust, relevant CE programs are critical for helping California’s displaced workers as the economic crisis disproportionately affects low-income populations and people of color.\"}]","A Community Anchor: Redesigning Career Education to Support Regional Economic Development - Part three in the series - Policy options and innovation for CE programs | PDF",1792047915,15]