OUR BUSINESS LAWYERS USE CLIENTS THROUGHOUT THE WORLD. IN NEW YORK, WE REPRESENT PEOPLE AND BUSINESSES BASED IN MANHATTAN, BROOKLYN, QUEENS, BRONX, STATEN ISLAND, LONG ISLAND, NASSAU, SUFFOLK, WESTCHESTER, WESTERN, and UPSTATE NY. OUR ENTERTAINMENT LAWYERS ALSO REPRESENT ORGANIZATIONS AND INDIVIDUALS LOCATED IN LOS ANGELES, TORONTO, LONDON, HONG, and SYDNEY KONG.

It is therefore difficult to create a precise typology of community college-industry partnerships. The Bill and Melinda Gates Foundation have acknowledged this need and have taken a keen interest in alternative postsecondary education programs. 5,000,000 multitude research studies in May 2009 to create a rigorous bottom of research knowledge on approaches for accelerating development and increasing success among low-income adults attending community schools. The foundation funded this ongoing work because it found that the existing research was insufficient. Accepting the scarcity of data, we can still look to related programs and initiatives that engage in some of the key activities involved in partnerships between community colleges and industry.

There is evidence of success in the literature about business and community partnerships that work carefully with community colleges and form around local and regional workforce training needs-sometimes called sector initiatives. 17, calendar years after conclusion 752 in the second. There are certainly some data gleaned from field research on partnerships between community colleges and businesses, as well as literature on sector career and initiatives pathways, which provide a broad range for the expenses of such programs.

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Policymakers should promote systematic innovation by reviewing federal, condition, and local finance and rules to help the “good practice” innovations. Policymakers should also take a look at what tools and information we need to really gauge the value of good practice and gather the data needed to make it an evidence-based best practice.

How can we develop a typology of partnerships between community college and businesses that fosters systematic research and invention? Do community schools have the requisite data systems to track outcomes of collaboration participants? What exactly are the demographics of students who participate in these partnerships? How can we estimate the profits on return from the relationship for students, businesses, and community schools?

Partnerships with businesses have the potential to be an institution-transforming catalyst in the community college system. But they cannot be viewed mainly as an outgrowth of the vocational training function of the grouped community college. This might plant these innovations firmly as a servant of one of the historical missions of the institution rather than as a piece of a larger “new vocationalism” puzzle. Community college-industry partnerships should force a transformation in higher education. Community schools are well positioned to improve postsecondary attainment for most Americans. However, they must find ways to combine their three missions of educational transfer, occupational education, and developmental education to be able to accomplish that goal.

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