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Examines the role of community colleges in expanding the supply of information technology (IT) workers. Drawing on both quantitative and qualitative methods, the authors find contrasting evidence on the importance of these institutions. Analysis of the 1994 and 1999 Current Population Survey and interviews with large IT employers indicate that community colleges are not adding significantly to the supply of IT workers. However, enrollment data and case studies of four community colleges suggest that students undertake a substantial amount of IT training at community colleges. While graduation rates are low, enrollment in community college IT programs is high. Moreover, there is evidence that community colleges contribute to retraining workers who are already in IT jobs, those switching to IT careers in mid-life, and those with previous bachelor's degrees. This paper is divided into six sections: introduction, an analysis of national patterns, the community college perspective, the employer perspective, concluding remarks, and references. Concludes with a look at the strengths of current community college IT programs, including numbers, program content, flexibility, and facilities, and weaknesses of current community college IT programs. Areas which require improvement are faculty recruitment, career resources, author links, and standards. Includes tables and figures on data reported in this paper. (VWC)

This paper presents two policy issues related to the topic of workforce preparation. While changes in the structures and requirement of jobs in the postwar economy have created a need for a more skilled workforce, at the same time, corporations have become increasingly reluctant to invest in training and education for youth and for their own employees. This study examines how such structural changes affect the skills required of workers and the extent to which firms help develop those skills. The authors conducted case studies to learn the corporate restructuring process, how the process impacted workforce skill levels and development, ways that firms developed the skill levels of their workers, and what the resulting implications are for skill development strategies and public policy. The industries chosen for the study were insurance companies and the medical imaging equipment industry, representing service and manufacturing. Among the study's findings is that employers now hire on the basis of a person's ability to master a set of skills, rather than on the basis of existing skills. The study comes to the conclusion that encouraging community colleges to play a central role in workforce development poses perplexing issues. Demand-driven solutions for low-level workers and overall educational improvement strategies that depend on demand-side drivers may need to be carefully constructed and targeted rather than widely expanded as the natural extension of high school. Contains 55 references. (VF)

This document is the strategic plan for the Foothill-De Anza Community College District, which consists of two community colleges: Foothill College and De Anza College. The report begins with a summary of the district's past successes and a statement of the desire to evolve according to social demands. Major issues are identified as follows: the need to achieve and maintain currency in curriculum and technology; the desire to adequately support student services; the need for improved communication and respect among staff and faculty; the mandate for a balanced allocation of funds; and the need to repair and renovate buildings. The strategic plan involves prioritizing the above issues according to how well they serve student learning, and calling for district-wide accountability during the process of meeting goals. This report provides specific guidelines in support of these targeted areas. For example, under "Instructional & Curriculum Development," it is suggested that decisions about course and program offerings should be (1) driven by rigorous and consistent review guidelines; (2) linked to K-12, business and community, transfer institutions and district goals; (3) scheduled and offered at various sites; and (4) based on the strengths and weaknesses of the program and facilities. Similar directives are also provided under the headings of Student Services, Human Resources, Governance & Decision Making, Technology Development, Institutional Organization, and Physical Plant. (VF)