THE THEORETICAL AND CONCEPTUAL FRAMEWORK FOR COMMUNITY COLLEGES

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Introduction

Education plays an important part in modern society. Individuals and, hence, communities and nations cannot develop to their full potential without being equipped with quality education. It follows then that the higher the number of educated individuals in a country, the higher the level of its social, economic, political and technological development. It is precisely because of this realisation that the former State President of the Republic of South Africa (RSA), Nelson Rolihlahla Mandela made the following remarks pertaining to education: « Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of a mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another.  » (Mandela, 1994: 194)

Aims of the Study

Based on the above brief description of the problem equally facing the government and educators in South Africa, there are three major aims for this study. Firstly, the study seeks to evaluate community colleges in order to consider the contribution they can make towards training in the vocational-technical sector with specific reference to the Eastern Free State in the Republic of South Africa. Secondly, the study also aims at determining the necessity for the establishment of community colleges in the Eastern Free State. Lastly, the study aims at providing a framework for the establishment of community colleges in the Eastern Free State.

Research Methodology

The achievement of the aims of the study enunciated above will be sought through the use of multiple research methodologies. These comprise a documentary study, an on-site visit and an empirical investigation.

Documentary Study

A study will be made of documents relating to the American community college as well as to the provision of vocational-technical education in South Africa. This study will shed some light on the role that American community colleges are playing in the provision of vocational-technical education to the citizens of the country. The information obtained will help us to determine whether the strategies used by the Americans can be equally successful when applied within the South African context.

Acknowledgements
Declaration
Dedication
Abstract
CHAPTER ONE ORIENTATION
1.1 Introduction
1.2 Aims of the Study
1.3 Circumstances that Gave Rise to the Study
1.4 Research Methodology
1.4.1 Documentary Study
1.4.2 On-Site Visit
1.4.3 Empirical Investigation
1.5 Structure of the Research
1.6 Limitations of the Study
CHAPTER TWO THE THEORETICAL AND CONCEPTUAL FRAMEWORK FOR COMMUNITY COLLEGES
2.1. Introduction
2.2 The Concept of Community College
2.2.1 The Concept of Community
2.2. 1.1 The Structural Approach
2.2.1.2 The Geographical, Institutional and Administrative Approach
2.2.1.3 The Voluntarists and Political Approach
2.2.2 Definitions of the Community College
2.2.3 Why Community Colleges Were Established
2.2.4 The Mission of Community Colleges
2.2.4.1 The Comprehensive Focus
2.2.4.2 The Vertical Focus
2.2.4.3 The Horizontal Focus
2.2.4.4 The Integrated Focus
2.2.4.5 The Remedial Focus
2.2.4.6 Governance and Leadership
2.2.4.7 Student Development
2.2.4.8 Instruction and Faculty
2.2.4.9 Curricula/Programmes
2.2.4.10 Economic Development
2.2.4.11 Life-long Learning
2.2.5 Objectives of Community Colleges
2.2.6 Criticism of the Community College
2.2.7 Summation
2.3 Vocational Education
2.3.1 Introduction
2.3.2 Definitions of Vocational Education and Related Terms
2.3.3 The Nature of Vocational Education
2.3.3.1 Vocational Education Prepares Individuals for Work
2.3.3.2 Vocational Education is as Broad as the World of Work
2.3.3.3 Vocational Education Includes More than Manipulative Skills
2.3.3.4 Effectiveness of Vocational Education
2.3.3.5 Vocational Education Is Humanistic
2.3.4 Objectives of Vocational Education
2.3.4.1 Meeting the Human Power Needs of Society
2.3.4.2 Increasing Individual Options
2.3.4.3 Lending Intelligibility to General Education
2.4 Theories That Impact On Community Colleges
2.4.1 Introduction
2.4.2 The Community Development Theory
2.4.3 Career Development Theories
2.4.3.1 Ginzberg Theory
2.4.3.2 Roe’s Theory
2.4.3.3 Super’s Theory
2.4.3.4 Holland’s Theory
2.4.4 Andragogy
2. 4.5 Systems Theory
2.5 Conclusion
CHAPTER THREE: THE AMERICAN COMMUNITY COLLEGE
3.1 Introduction
3.2 The American Community College: An Overview
3.3 Historical Context
3.4 The Nature of the American Community College
3.4.1 It is a Community-based Organisation
3.4.2 It is Accessible
3.4.3 It Serves Diverse Students
3.5 Governance of the Community College
3.5.1 Composition of Community College Boards
3.5.2 Powers of Community College Boards
3.6 Administration of the Community College
3.7 Instructional Programmes of the Community College
3.7.1 Community Service/Education
3.7.1.1 Definitions of Community Service
3.7.1.2 Objectives and Programmes of Community Service
3.7.2 Developmental Education
3.7.2.1 The Concept of Developmental Education
3.7.2.2 Programmes of Developmental Education
3.7.3 General Education
3.7.3.1 Goals of General Education
3.7.3.2 The Curriculum of General Education
3.7.4 The Transfer Programme
3.7.4.1 Components of the Transfer Programme
3.7.4.2 Degrees and Certificates
3.7.5 Vocational-Technical Education
3.7.5.1 Degree Programmes
3.7.5.2 Diploma and Certificate Programmes
3.7.5.3 Community College / Private Sector Collaborations
3.8 Finance and Funding in Community Colleges
3.8.1 Community College Revenues
3.8.1.1 State Funding
3.8.1.2 Tuition
3.8.1.3 Student Financial Aid
3.8.1.4 Fund-raising
3.8.2 Community College Expenditures3.9 Student Services in Community Colleges
3.9.1 Definition of Student Services
3.9.2 Examples of Student Services
3.10 Human Resources and Personnel Development
3.10.1 Recruitment and Selection of Academics
3.10.2 Employment Status of Academics
3.10.3 Qualifications and Rank of Academics
3.10.4 Salaries of Academics
3.10.5 Time Allocation and Workload
3.10.6 The Training of Academics
3.10.7 Performance Appraisal
3.11 The Impact of the American Community College
3.11.1 Impact on Business and Industry
3.11.2 Impact on Universities
3.11.3 Impact on Students
3.11.4 Impact on Society
3.12 St. Petersburg College: A Case Study
3.12.1 Introduction
3.12.2 Methodology
3.12.3 History of St. Petersburg College
3.12.4 Accreditation
3.12.5 Mission
3.12.7 Governance
3.12.8 Management
3.12.9 Programmes
3.12.10 Finances
3.12.10.1 College Revenues
3.12.10.2 College Expenditures
3.12.11 Human Resources
3.12.11.1 Staff Profile
3.12.11.2 Personnel Selection Procedures
3.12.11.3 Personnel Development Programmes
3.12.11.4 Performance Appraisal
3.12.11.5 Employment Benefits
3.12.12 Student Services
3.12.12.1 Student Enrollment
3.12.12.2 Placement Test
3.12.12.3 Career Planning
3.12.12.4 Student Activities
3.12.12.5 Financial Aid
3.13 Conclusion

GET THE COMPLETE PROJECT
A STUDY OF THE ROLE OF COMMUNITY COLLEGES IN THE PROVISION OF VOCATIONAL-TECHNICAL EDUCATION WITH SPECIFIC REFERENCE TO THE EASTERN FREE STATE