The Landscape of Noncredit Workforce Education: State Policies and Community College Practices

Abstract

Postsecondary noncredit education has become increasingly common in recent years, and at many community colleges, noncredit programs enroll more students than do credit programs (Bailey et al., 2003). Courses connected with workforce instruction and contract training account for much of this growth (Dougherty & Bakia, 1999), and such courses are noted for their important role in responding flexibly to shifting workforce demands. Still, the growth in community college noncredit workforce education raises questions about whether the colleges are keeping pace with student and industry needs, using resources efficiently, and providing adequate access to all students. The answers to these questions may challenge current state policies and college practices. The leadership of two major community college organizations — the National Council for Workforce Education (NCWE) and the National Council for Continuing Education and Training (NCCET) — sought to collaborate with the Community College Research Center (CCRC) to conduct a study that would illuminate the implications of recent changes in noncredit workforce education. These councils represent senior community college administrators nationwide who are responsible for workforce development and who have been grappling with their stances on noncredit workforce education when considering which policies to advocate. CCRC’s one-year study, summarized in this Brief, included the examination of state policies in all 50 states and case studies at 20 community colleges. Findings from the study document the empirical landscape of noncredit workforce education and identify issues that warrant attention from state policymakers, community college leaders, and policy advocates.