Scope of placement in community college: A future perspective
Preeti 1& Prof. Sunita Mishra2
1-Research scholar, Department of Human Development& Family Studies, Babasaheb Ambedkar University (A Central University) Lucknow, U.P.
2-Dean & Head, Department of Human Development& Family Studies, Babasaheb Ambedkar University (A Central University) Lucknow, U.P.
Abstract
The goal of this study is to determine the scope of placement in community college of student for establish a successful career. Placement is high-stakes assessments that determine many students’ college trajectories. More than half of entering students at community colleges are placed in to developmental education in at least one subject, based primarily on scores from these assessments. Community college can play a very positive role and meet a real need of the community for better employment, vocational skills, higher food production, improved housing, protection against weather and floods etc. The Community College promotes job oriented, work related, skill - based and life coping education. It’s also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence. Study was conducted in Lucknow and Sultanpur Eastern Uttar Pradesh. 300 students have been taken for the study. For the scope of placement in community college used a self structured questionnaire and analysis done through the SPSS. The study reveals that placement area of different courses in community college of both cities in Uttar Pradesh.
Keywords: - Community college, Placement, Better employment, Future perspective.
Introduction
For most coming community college students, an examine community college is one of the best Places they will visit on campus to take exams testing their capability in many subjects, reading, and sometimes writing. According to advice the College Board provides to such students, You cannot ‘pass’ or ‘fail’ the placement tests, but it is very important that you do your very best on these tests so that you will have an accurate points of your academic skills (Parsad, et al., 2003). Placement process that places students in courses for which they have the skills to succeed courses; that they can establish a common definition of academic proficiency, helping to align secondary and postsecondary academic requirements and expectations; that they can help states measure performance across different colleges and track remedial program effectiveness; and that they facilitate transfer between colleges (Prince, 2005).
A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories International Journal in Management and Social Science
http://www.ijmr.net.in email id- [email protected] Page 285 National Education Longitudinal Survey, (Marcotte et al., 2005) find positive earnings effects among students who completed and who failed to earn credentials.
The Community College is an alternative system of education, which is aimed at the empowerment of the disadvantaged and the underprivileged (Urban poor, Rural poor, Tribal poor and Women) through appropriate skills development leading to gainful employment in collaboration with the local industry and the community and achieve skills for employment and self employability of the above sections of people in the society. Developmental education is designed to provide students who enter college with weak academic skills the opportunity to strengthen those skills enough to prepare them for college-level coursework.
Although the course curriculum and methodologies may vary widely, some thematic values emerge in the literature. First, these courses are viewed as a way to help students “identify campus resources, establish relationships with other students and with faculty members and masses and improve their academic and life management skills.” (Stovall, 2000, p. 46) By implication, these goals suggest that without an intervention, students would be much less likely to acquire these skills or behaviors on their own, and the course is a way to engender and promote the knowledge, skills, and behaviors necessary for college success.
To better understand the barriers to and supports for student success, this report focuses on the experiences of one large segment of community college students—low-income women. In general, women have made significant gains in college enrollment and completion, often outpacing men in both categories (Horn & Nevill, 2006; Wang & Parker, 2011).
Materials and Methods
Result and discussion
Table 1.1 Placement areas with different courses of community college.
Table 1.1 represent the placement area of dietetics and nutrition had (29%) in government sector, (21%) privet sector. Fashion designing & garment technology (19%) government sector, (5%) privet sector (4%) self finance (2%) don’t know. Diplomas in office automation & E-governance (14%) government sector, (23%) privet sector (12%) self finance, (1%) don’t know. Diploma in automobile and engineering (10%) government sector, (31%) privet sector, (5%) self finance, (4%) don’t know. Diploma in computer graphic animation (9%) government sector, (30%) privet sector (1%) self finance. Diploma in sales & marketing management (8%) government sector, (2%) privet sector (20%) self finance. Sericulture (28%) government sector, (9%) privet sector, (12%) self finance, (1%) don’t know.
Community college courses Placement area Total
Government sector
Privet sector Self finance Don’t know
Dietetics and nutrition 29 21 0 0 50
Fashion designing & garment technology
19 5 4 2 30
Diploma in office automation & E-governance
14 23 12 1 50
Diploma in automobile and engineering
10 31 5 4 50
Diploma in computer graphic animation
9 30 1 0 40
Diploma in sales & marketing management
8 2 20 0 30
Sericulture 28 9 12 1 50
A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories International Journal in Management and Social Science
http://www.ijmr.net.in email id- [email protected] Page 287 Figure 1.1 indicates the placement area in government sector of different courses.
Finding
The findings of the study was Dietetics and nutrition, Fashion designing & garment technology had maximum percentage of placement in government sector, Diploma in office automation & E-governance, Diploma in automobile and engineering, and the scope of Diploma in computer graphic animation had privet sector, Diploma in sales & marketing management had job placement in self finance area, and Sericulture had more job opportunity in government sector.
Conclusion
For the future perspective, it can be said that the community college is a platform for making a career and students should chose those areas which are most important according to their interests. In the current study had shows the scope of placement in community college had more opportunities in both government and privet sector.
Dietetics and nutrition
12%
Fashion designing &
garment technology
8% Diploma in
office automation
& E-governance
6%
Diploma in automobile
and engineering
4% Diploma in
computer graphic animation
4%
Diploma in sales & marketing management
4% Sericulture
12% Total
50%
References
1. Dynarski, S. M., (2003) Does Aid Matter? Measuring the Effect of Student Aid on college Attendance and Completion." Journal of American Economic Review, Vol. 93, pp. 279-288. 2. Horn, L., & Nevill, S. (2006). Profile of undergraduates in U.S. postsecondary education
institutions: 2003–04: With a special analysis of community college students (NCES 2006-184). Washington, DC: U.S. Department of Education, National Center for Education Statistics. 3. Kane, T. J., and Cecilia Elena Rouse, C. J., (1995) Labor-Market Returns to Two- and Four-Year
College. Journal of American Economic Review, Vol. 85, pp. 600-614.
4. Leigh, D. E., & Gill, A. M., (1997) Labor Market Returns to Community Colleges: Evidence for Returning Adults." Journal of Human Resources, Vol., 32, pp. 334-353.
5. Marcotte, D. E., Bailey, T., Borkoski, C. & Kienzl, G. S., (2005) The Returns of a Community College Education: Evidence from the National Education Longitudinal Survey." Educational Evaluation and Policy Analysis, Vol. 27, pp. 157-175.
6. Parsad, B., Lewis, L., & Greene, B. (2003) Remedial education at degree-granting postsecondary institutions in fall 2000 (NCES 2004-101). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
7. Prince, H. (2005) Standardization vs. flexibility: State policy options on placement testing for developmental education in community colleges (Policy Brief). Boston, Boston, MA: Jobs for the Future.
8. Stovall, M. (2000).Using Success Courses for Promoting Persistence and Completion. New Directions for Community Colleges, (ERIC Document Reproduction Service No. EJ625265) Retrieved May 24, 2009, from ERIC database.
