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In Canada and the United States , a community college, sometimes called a '''county college''', '''junior college''' or a '''city college''', is an educational institution providing Higher Education and lower-level Tertiary Education , granting Certificate s, Diploma s, and Associates' Degrees . The name derives from the fact that community colleges primarily attract and accept students from the local Community , and are often supported by the local community through property taxes. In The UK , a community college is a name given to a Secondary School , usually offering extended services of some sort, for example by having achieved a status as a technology college or by providing Adult Education courses. Community colleges in the UK grant General Certificates Of Secondary Education and if the college incorporates a Sixth Form , A-levels or sometimes other vocational qualifications (eg GNVQ s). TERMINOLOGY Community colleges were at one time (before the 1970s and '80s) more commonly referred to as Junior College s, and that term is still used at some institutions. However, the term "junior college" has evolved to describe Private two-year institutions, whereas the term "community college" has evolved to describe publicly-funded two-year institutions. Based on this evolution in terminology, the main governance body of community colleges changed its name in 1992 to the "American Association of Community Colleges" from the "American Association of Junior Colleges". In New Jersey , slightly more than half of the state's nineteen community colleges are called county colleges, not merely in name but also in descriptive speech. This is because there is one community college, often with satellite branches, dedicated to each County of the state. The term is also used by some community colleges in Texas (where community colleges are funded by county residents via Property Tax es assessed by a special "community college district") and Illinois . In several California cities (including Los Angeles , San Francisco , and San Diego ), New York City , and Chicago , community colleges are often called "city colleges," since they are municipally-funded and designed to serve the needs of the residents of the city in which they are situated. The City University Of New York is arguably the best known example of a municipally-funded community college system, although the system includes both junior and senior (4-year) colleges, in addition to graduate programs. The Los Angeles Community College District is the largest community college system in the United States. The Maricopa Community College District in the Phoenix, Arizona metropolitan area, is the largest community college district in the United States in terms of enrollment. In California, a large number of community colleges do not have the word "community" in their name, nor did they ever have the word "junior." This is because Calvin Flint, who supervised the founding of three such colleges during his career, famously opposed the term "junior" or any kind of qualifier as unnecessarily pejorative. His colleges "would not be junior to anyone."Roberta Couch, Tom Jamison, Doug Stine, Susan Johnston, Rene Lynch, and Judy Sisk, ''s. Flint Center at De Anza College is named in his honor. In Canada, community colleges are usually simply referred to as "colleges". See also discussion of the word " College ." HISTORY Many events have contributed to the development and continued growth of community colleges. The social and economic climate of the early twentieth century led to vocal activists for a two year educational alternative to four year higher education institutions. Several different groups advocated for community colleges in the early twentieth century, including students and parents, educators, businesses, state universities, and government officials. Events like urbanization, Industrialization , and economic development caused changes in society. One of education’s responses to a country in transition was the junior college. Several different movements supported the creation of community colleges, including local community support of public and private two year institutions, the expansion of the public education system, increased professional standards for teachers, the vocational education movement, and an expanding demand for adult and community education. Numerous colleges and universities advocated for the development of junior colleges. Leadership felt small, private liberal arts colleges and high schools could provide the first two years of college while larger universities could focus resources on research and junior and senior level students. Many of the early community colleges were an extension of High School s, like the first established in Joliet, Illinois in 1901. This was a two year system compared to one year high school extension. These initial community colleges generally were very small, usually less than 200 students and focused on a liberal arts education with the goal of transferring students to four year institutions. They were more reflective of high school needs and lacked a definite identity. Many of the early community colleges were Normal School s and prepared teachers. Primary emphasis was placed on traditional middle class values and developing responsible citizens. During the 1920s and 1930s there was a shift in the purpose of community colleges to developing a workforce, which was influenced by wide unemployment during the Great Depression . Developing "semiprofessionals" became dominant national language to describe junior college students and was used until after WWII. A two-year, terminal education, was seen as more socially efficient for students who could advance past high school but not attain bachelor's degrees. This national vocational movement was seen to give junior colleges a target population, but numerous students wanted more than a semiprofessional education; many maintained a desire to transfer. Throughout this time period, there was a move for more public two-year institutions along with a trend to separate from high schools and affiliate with higher education. With the change in affiliation came a new status which encouraged junior colleges to develop additional credibility through the creation of professional criteria and use of scientific methods. After WWII, skilled jobs were needed and the G.I. Bill afforded more educational opportunity to veterans which resulted in increased enrollments. Another factor that led to growth was the rise of adult and community education. After WWII, community colleges were seen as a good place to house continuing education programs. The 1947 Truman Commission was a very important national document for community colleges. It suggested a network of public community colleges that would provide education to a diverse group of students at little or no cost along with serving community needs through a comprehensive mission. This national network exploded in the 1960s with 457 community colleges and the enrollment of Baby Boomer s. A series of grants through the Kellogg Junior College Leadership Programs helped train many community college leaders during this decade. Growth continued during the 1970s when many enrolled to escape the Vietnam Era Draft . The 1970s also marked a shift to faculty development, including more instructional training for the unique student body and mission of community colleges. During the 1980s, community colleges began to work more closely with high schools to prepare students for vocational and technical two year programs. |
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