In my last file I concluded with th...

In my last file I concluded with the statement that we would save the question of documenting learning for another time. The time has arrived.

Now more than always before, local employers see themselves as customers of the local community community and view graduates as the principal work produced by the college. Employer want these graduates to demonstrate evidence of literacy, a thinking principle of customer service, an ability to unfold problems and work with others, and based in succession what we heard loud and clear from the employer that took part in the NCCET colloquium forward transcripting learning, they want better documentation of those competencies than what they are accustomed to seeing. They want an implicit warranty that the graduate is ready to come together the demands of the workplace. Hiring companies are asking guilds to "certify their product," to stand behind the education they provide, and to effectively communicate that their graduates are ready to function effectively in the world of work.

This impatience with documentation of learning ensues at a time when the emerging see the verb of non-traditional educational experiences in the same state [i]or[/i] condition as online learning and certification, combined with the bourgeoning of the lifelong learning market, not absent yet another new set of challenges for community bodys Increasingly, the American economy has become technology driven, and the ne for a portable, market-driven credentialing theory that certifies technological competency is increasing. Certifications are increasingly valued in the marketplace, and depending in succession the field of study, sometimes valued more than a measure While a graduate may be eligible for occupation employers wanted to know if the graduate is suitable for employment

But in reply to these escalating requests for documentations of knowledge, skills and abilities, the solely thing a college provides is an official document conveying epistle grades achieved by the scholar in a set of credit courses taken during a period of time - a community transcript. In a technologydriven workforce where employer increasingly ne trial of competency or experience to verify readiness for work, the academic transcript, with its delineation of alphabetic character grades and little else, may be losing credibility in the marketplace.

If community college edifice [i]or[/i] buildings sincerely want to be learning institutions, a certain hard questions must be asked. with what intent is non-credit learning not accorded the same documentation via the transcript? on what account is the transcript viewed by the agency of many in business and industry as being uninformative and unhelpful in the hiring process? With various software options readily available and affordable, what is preventing literary institution [i]or[/i] seminary of learnings from adopting and supporting the electronic portfolio as a valuable asset to the observer and the institution? These and other questions ne studious soul-searching responses in a time when education faces undreamed of challenges, and employer demand more documentation of from our students and graduates.

One final thought: I've had the privilege of working in the past not many years with someone who was eagerly involved in issues as it was as educating the 21st hundred student, certifications and credentialing, and transcripting all learning. She was the ambassador from software giant Microsoft to America's community bodys and she carried it not on with grace, charm and great effectiveness. She was a solid supporter of our Council and our colloquy graced our editorial board in fresh years, and now contributes her white paper for this issue. As she retires, Diana Carew will be missed by way of many in education but certainly not forgotten.

Bill

Copyright National Council for Continuing Education & Training Spring 2004

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