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The document outlines key definitions such as completers, completion, and non-traditional students, traces links from prior college credit to workforce training, and presents policy recommendations. 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\nPATHWAYS TOA CREDENTIAL FOR COLLEGE STUDENTS IN MARYLAND: COLLEGES OFFER MORE THAN DEGREE PROGRAMS  \nMarch 2025   \nAccording to the National Skills Coalition, almost half of all jobs in Maryland require knowledge and skills beyond high school but not a four-year degree. A key solution to fill this gap between demand and supply is to strengthen and develop workforce training programs within the state’s existing post-secondary education systems[1].  \nMaryland’s community colleges play an integral role in the management and development of non-degree workforce training programs across the state. All sixteen community colleges offer a vast array of workforce education programs from health care to information technology. In 2022, Maryland community colleges collectively produced 19,700 workforce training awards. This represents 52% of post-secondary credentials the community colleges awarded that year.  \nA Snapshot of a Completer  \nIn academic year 2021-2022, 15,857 students completed an approved workforce training program in a Maryland community college. Two out of three of these completers were minorities and over half were women. The median age of these students was 37. A little more than half of them completed a workforce credential in less than 60 hours. Of these completers, close to 23% completed some workforce credential in health care, approximately 17% in business/management/marketing, and 8% in homeland security/public safety.  \nKey Terms:  \nCompleters: Students enrolled in Maryland community colleges who have successfully completed a course or series of courses in an approved workforce certificate program leading to apprenticeships, employment, licensure, or job s kill enhancement. Should a student complete more than one course type or sequence type, they are counted only once as a completer.  \nCompletion: The number of courses or sequence of courses in an approved workforce certificate program leading to apprenticeships, employment, licensure, or job s kill enhancement the student completed in a given academic year. As such, if a student completes more than one course or sequence, their completion will be counted multiple times.  \nNon-Traditional Students: Students who are characterized as nontraditional are often older students (over the age of 24), have family responsibilities, and work full-time.  \nSome College, No Credential:  \nStudents who left post-secondary education without receiving a creditbearing credential and who are no longer enrolled.  \nFrom College Degree to Workforce Training  \nOf these completers, 27% have some previous college credit experience:  \nSome earned a credit award or degree prior-Almost 9% of completers with prior college experience have previously earned an award ranging from doctoral degrees to lower division certificates. Of these students who had earned a credit award, they went on to earn a workforce credential after completing their degree.  \nOthers enrolled in credit courses but did not finish a degree-About 18% of workforce completers with previous college credit experience enrolled in at least one credit bearing course in the past decade. Notably, 77% of these “some college, no credential”students were enrolled part-time in their credit-bearing program, putting them at a higher risk of dropping out [2]. In fact, lack of time is one of the reasons cited by college drop outs for leaving post-secondary education. Among the draws workforce training may have on college dropouts is the short time frame for completing a credential. Of these “some college” workforce completers almost 23% earned some licensure or industry certification as part of their program completion, putting them on a clear path to post completion employment[3].  \n27% of Completers Have Previous “Credit” Experiences  \nOpportunities and Successes for Maryland  \n[5]  \n.  \nOpportunities and Successes for Maryland  \nIn 2023,","cbCaihTirbua7Yj7","https://ap.wps.com/l/cbCaihTirbua7Yj7","pdf",511854,"English","# Overview and State Workforce Training Need\n# Community College Workforce Training Outcomes\n## Completer Profile and Completion Patterns\n# Key Terms and Student Categories\n## Completers, Completion, Non-Traditional Students\n# Pathways From College Degree to Workforce Training\n# Opportunities and Successes for Maryland\n## Policy Recommendations\n## Data Collection Efforts and Systems\n## Continued Investment in Skills Training","[{\"question\":\"Why does the report emphasize workforce training beyond a four-year degree?\",\"answer\":\"It argues that many Maryland jobs require skills and knowledge beyond high school, while not all roles require a four-year degree, creating a demand-supply gap that workforce training can address.\"},{\"question\":\"What does the report say about who completes workforce training programs?\",\"answer\":\"It reports that in 2021–2022, thousands of students completed approved workforce training, with completers disproportionately being minorities and women, and with many completing credentials in under 60 hours.\"},{\"question\":\"How does the report connect prior college credit experience to workforce training completion?\",\"answer\":\"It notes that a portion of completers had previous credit experience, with some having earned prior awards and others enrolling in credit courses but not finishing a degree, and it links these pathways to later workforce credentials such as licensure or industry certification.\"}]","PATHWAYS TO CREDENTIAL FOR COLLEGE STUDENTS IN MARYLAND - COLLEGES OFFER MORE THAN DEGREE PROGRAMS - March 2025 | PDF",1792054140]