Feasibility Study for a Comprehensive Community College System in the United Arab Emirates

Transcription

1 Western Michigan University ScholarWorks at WMU Dissertations Graduate College Feasibility Study for a Comprehensive Community College System in the United Arab Emirates Kadhim Abdul Rassool-Ali Western Michigan University Follow this and additional works at: Part of the Educational Administration and Supervision Commons Recommended Citation Rassool-Ali, Kadhim Abdul, "Feasibility Study for a Comprehensive Community College System in the United Arab Emirates" (1980). Dissertations This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact maira.bundza@wmich.edu.

2 FEASIBILITY STUDY FOR A COMPREHENSIVE COMMUNITY COLLEGE SYSTEM IN THE UNITED ARAB EMIRATES by Kadhim Abdul R assool-a li A D is s e r ta tio n S ubm itted to th e F a c u lty o f The G raduate C o lle g e i n p a r t i a l f u lf illm e n t o f th e re q u ire m e n ts f o r th e D egree o f D octor o f E d u catio n D epartm ent o f E d u c a tio n a l L e a d e rsh ip W estern M ichigan U n iv e r s ity K alam azoo, M ichigan December 1980

3 ACKNOWLEDGMENTS T his d i s s e r t a t i o n would n o t hav e been com pleted w ith o u t th e s u p p o rt and a s s is ta n c e o f many i n d iv id u a ls, some to whom I w ish to e x p re ss my a p p r e c ia tio n. To th e M in is te r o f E d u c a tio n and Youth and to th e e d u c a tio n o f f i c i a l s and UNESCO e x p e rts i n th e U n ited Arab E m irate s who took th e tim e to be in te rv ie w e d and to re sp o n d to th e q u e s tio n n a ir e. To th e chairm an o f my d o c to r a l co m m itte e. D r. R ic h ard M u n sterman, and to th e members o f th e co m m itte e. D r. Owen M id d le to n and Dr. Charles Brown, fo r th e ir cooperation, guidance, and assistan ce. To my fa th e r and bro th ers in Baghdad, Iraq, fo r th e ir encouragement and support to pursue my d o ctoral stu d ie s. And m ost im p o rta n t, to my w if e, M arth a, o u r so n, R a'ad, and our d a u g h te r. T a la, whose p a tie n c e, u n d e r s ta n d in g, and s a c r i f i c e s have helped make th is p ro jec t a success. Kadhim Abdul R assool-a li

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5 Rassool-Ali, Kadhim Abdul FEASIBILITY STUDY FOR A COMPREHENSIVE COMMUNITY COLLEGE SYSTEM IN THE UNITED ARAB EMIRATES Western Michigan University University Microfilms i n t e r n S t i O n S i 300N.ZwbRoad,AnnArbm.Ml48106

6 TABLE OF CONTENTS ACKNOWLEDGMENTS... LIST OF T A B L E S... ü v i i CHAPTER I INTRODUCTION... 1 S ta te m e n t o f th e Problem... 3 S ig n if ic a n c e o f th e Study... 5 Reasons fo r C ollecting Data in th e U n ite d Arab E m i r a t e s... 8 E d u c a tio n i n th e U nited"a rab E m irate s... 8 I n tr o d u c tio n... 8 H is to ry o f E d u ca tio n in th e U.A.E... 9 S ch o o lin g in th e U.A.E H ig h er E d u c a tio n i n th e U.A.E Summary o f C h ap ter I O verview o f th e R em ainder o f th e S t u d y I I REVIEW OF RELATED LITERATURE I n tro d u c tio n The German I n f lu e n c e F a th e rin g th e J u n io r C o lle g e Id e a W illiam R ainey H arper A le x is F. L a n g e The Growth o f th e J u n io r C o l l e g e s Why J u n io r C o lle g e s Are In a d e q u a te The New Name, "Community C o lle g e " i i i

7 Table of Contents Continued P h ilo so p h y o f th e Community C o lle g e Com prehensive C u rric u la Open Door P r i n c i p l e Community O r ie n ta tio n F u n c tio n s o f th e Community C o lle g e A d u lt and C o n tin u in g E d u ca tio n F u n c tio n C itiz e n s h ip and G e n era l E d u ca tio n F u n c t i o n Community S e rv ic e F u n c tio n C o u n selin g and G uidance F u n c tio n O c c u p a tio n a l E d u ca tio n F u n c tio n Open Door P r i n c i p l e S tu d e n t Developm ent E d u catio n F u n c tio n T ra n s fe r E d u ca tio n F u n c tio n A dvantages o f th e C om prehensive Community C o lle g e System Over S in g le -P u rp o se T e c h n ic a l I n s t i t u t e s The Community College in In tern atio n al P e rs p e c tiv e Why Most Nations Do Not Have Community C o l l e g e s Is the Community College Idea U seful for O th er C o u n tr i e s? C o ll i n s 's R eq u ire d P re c o n d itio n s THE METHODOLOGY In tr o d u c tio n iv

8 Table of Contents Continued S ta tem en t o f th e H y p o t h e s e s D ata Sources f o r th e F i r s t H y p o t h e s i s D ata Sources f o r th e Second H y p o t h e s i s Survey of Opinions fo r the Third Hypothesis The S a m p le D e s c rip tio n S ta tem en t The I n s t r u m e n t P il o t T e s t The I n t e r v i e w D ata G a th e rin g and A n a l y s i s THE F IN D IN G S I n t r o d u c t i o n 60. F i r s t H y p o th esis D ata S o u rces and A n a ly sis Second Hypothesis Data Sources and A nalysis The T h ird H y p o th esis Interview Responses and Data A nalysis f o r P a r t I o f th e Q u e s ti o n n a i r e Interview Responses and Data A nalysis o f P a r t I I o f th e Q u e s ti o n n a i r e S ta tis tic a l C onclusion of the Third H y p o th esis SUMMARY P urpose o f th e S t u d y The P r o c e d u r e... 73

9 Table of Contents Continued CHAPTER The F i n d i n g s C o n c lu s io n A PPENDICES A C e r t i f i e d L e t t e r o f In tr o d u c tio n B D e s c rip tio n o f a Community C o lle g e C Q u e s tio n n a ire D E d u c a tio n P ro g re s s in th e U n ited Arab E m irate s BIBLIOGRAPHY

10 LIST OF TABLES 1. N ational (U.A.E. C itizens ) Students A ttending U.A.E. U n iv e r s ity A daptations of the Community College Concept by S e v e ra l C o u n trie s Annual Number of High School Graduates Compared to Annual Number of Students E ntering U.A.E. U niversity D ata A n a ly sis o f P a r t I o f Q u e s tio n n a i r e The R esponses to th e P r i o r i t i e s o f th e Community C o lle g e F u n c tio n s The P r i o r i t y O rder o f th e Community C o lle g e F u n c t i o n s Comparison of the D e sira b ility and P rio rity of th e Community C o lle g e F u n c tio n s... 71

11 INTRODUCTION Due to th e f e d e r a tio n o f th e sev e n E m irate s i n 1911, th e economy o f th e U n ited Arab E m irate s (U.A.E.) expanded and c r e a te d a s h o rta g e of train ed personnel in tec h n ic al and m iddle management. This expandin g economy fo rc e d th e governm ent to im p o rt 98% o f i t s la b o r f o r c e from abroad (Encyclopedia of the Third W orld, 1978, p. 1502). L ike m ost o f th e t h i r d w o rld c o u n tr ie s, th e U.A.E. was f a m ilia r w ith th e t r a d i t i o n a l f o u r - y e a r c o lle g e s and u n i v e r s i t i e s, and i t was not fa m iliar w ith the tw o -year comprehensive community college conc e p t and i t s open door p o lic y p r i n c i p l e. Y e t, a l l underd ev elo p ed c o u n tr ie s know th a t m ost o f th e econom ic su c c e s s o f th e i n d u s tr i a l i z e d.w orld h as been due to i t s e d u c a tio n a l system and manpower developm ent. So the U.A.E. opened i t s f i r s t in s titu tio n of higher education (univ ersity ) a t Al-Ain 3 years ago. The U.A.E. i s in need o f an e d u c a tio n a l system t h a t i s r e le v a n t to i ts n atio n al needs and the development of m iddle lev el manpower. Can th e community c o lle g e sy stem a s s i s t th e governm ent to m eet th e s e needs in the development of technicians and m iddle lev el managers? These community colleges do not replace, but supplement and strengthen, the existing university which is geared toward the development of leaders and not toward the development of middle level manpower. Many studies have indicated that the least desirable ratio of middle level manpower (technicians) to leaders (scientists and engineers) is 1

12 2 to 1 (V enn, 1964, p ). The U n ited Arab E m irate s (U.A.E.) w ith i t s c a p i ta l o f Abu D habi was form ed December 2, 1971, a s a s o v e r e ig n, in d e p e n d e n t, u n if ie d s t a t e f o r th e sev e n e m ira te s ( p r i n c i p a l i t i e s ) o f Abu D habi, D ubai, S h a rja h, Ras al-k h aim ah, Umm a l-q u iw a in, F u je ir a h, and Ajman. T h is f e d e r a tio n i s governed by a suprem e c o u n c il composed o f th e r u l e r s o f th e sev e n e m ir a te s. T h is suprem e c o u n c il i s a ls o re s p o n s ib le f o r e le c t i n g th e f e d e r a t io n 's p r e s id e n t and v ic e p r e s id e n t, who s e r v e a 5 -year term of o ffic e and may be reelected. The p r e s id e n t o f th e f e d e r a tio n a p p o in ts th e prim e m in is te r an d, in co n su ltatio n w ith him, also appoints the individual m in isters. The prime m in ister heads the council of m in isters, which has execut i v e a u t h o r i t y, i n i t i a t e s l e g i s l a t i o n and i t s im p le m e n ta tio n, and is c o lle c tiv e ly responsible to the supreme council of ru le rs. Due to th e ir fed eratio n, there was a co ntrol over th e ir count r y 's p e tro le u m in d u s tr y th a t r e s u lte d in to more e q u ita b le r e tu r n s fo r th e ir o il exports and a dram atic move toward in d u s tria l developm ent, h o u s in g, and s o c i a l s e r v ic e s f o r th e b e n e f it o f t h e i r p e o p le in each s t a t e o f th e u n io n. In 1975 th e U.A.E. had th e w o r ld 's h ig h e s t p e r c a p i ta income o f $ 2 2,0 0 0, w hich was e n t i r e l y d e riv e d from i t s o i l re v en u es (E n c y c lo p e d ia o f th e T h ird W orld, 1978, p ). The re v en u e in c r e a s e s from o i l e x p o rts made th e governm ent o f th e U.A.E. more d ete rm in e d to a b o lis h i l l i t e r a c y and en c o u rag e a d u lt education, and its fu ll a tte n tio n to th is m atter re su lte d in estab l i s h i n g 112 c e n te r s th ro u g h o u t th e f e d e r a tio n o f w hich 77 c e n te r s a r e fo r males and 35 centers are for females ( S ta tis tic a l Report No. 42,

13 1979, p. 3 ). These centers are av a ila b le a t n ight fo r students of 3 15 years and old er. A d u lt e d u c a tio n in th e U.A.E. d i f f e r s from t h a t o f th e Am erican community c o lle g e s and t h e i r open door p o lic y w here p e rso n s who a r e o v er 18 y e a rs o ld, w h eth er th e y a r e h ig h sc h o o l g ra d u a te s o r n o t, a r e welcome to a t te n d. T hese s tu d e n ts a r e a d m itte d a t community c o lle g e because they expressed th e ir desire to en ter a c e rta in course or program. P lacem ent t e s t s a r e g iv en to a l l e n te r in g s tu d e n ts p r i o r to r e g i s t r a t i o n, and f o r th o s e who f a i l to make s a t i s f a c t o r y s c o r e s in English and m athem atics, rem edial courses are av a ila b le. In the U.A.E., only high school graduates are adm itted to the u n iv ersity at D uring th e l a s t d ecad e, th e U.A.E. e x p e rie n c e d a v a s t scheme f o r the economic reco n stru ctio n of the country. There was a v ast development o f program s and im p le m en tatio n in in d u s tr y, h o u sin g, and o th e r s e c to r s o f th e economy. M aintenance o f t h i s p ro g r e s s w i l l depend upon th e fo rm a l e d u c a tio n le v e ls a t t a i n e d by th e manpower o f th e U.A.E., e s p e c ia lly in th e m id d le l e v e l in m ost f i e l d s b e c a u se i t s c o u n tr y s o i l i s n o t going to l a s t f o r e v e r. T h e r e fo r e, t h i s new ty p e of education is an investm ent for the fu ture and not fo r the p resent. Statem ent of the Problem The problem in th e U.A.E. i s th e la c k o f tr a in e d p e rs o n n e l in t e c h n ic a l and m id d le management among i t s n a t i o n a l s. The e x is tin g shortages of manpower made the U.A.E. government im port s k ille d manpower from ab ro ad to f i l l th e needs o f i t s expanding economy. T hese

14 4 immigrants w ith th e ir fam ilies form 75% of the to ta l estim ated populatio n of 655,937 ( Encyclopedia of the Third W orld, 1978, p. 1498). The governm ent and fo r e ig n com panies do t r a i n and r e t r a i n t h e i r w orkers to some e x te n t a t t h e i r employment l o c a tio n. But g e n e r a lly, th e r e i s no d e liv e r y sy stem f o r p e o p le who a r e h ig h sc h o o l d ro p o u ts, s k i ll e d w o rk ers who w ant to upgrade t h e i r s k i l l s due to change in tech n o lo g y o r who w ere d is p la c e d by a u to m a tio n, th e u n ed u c ated who f in d th em selv es lo c k e d o u t o f s o c ie ty in many w ays, and l a t e bloom ers who can b e d is c o v e re d and p ro p e rly g u id ed. The purpose of th is study is to determ ine i f the community co l le g e f u n c tio n s w i l l be f e a s i b l e f o r m ee tin g th e needs f o r m id d le lev e l technicians and managers in the U.A.E. C o llin s 's (1968) preconditions were used as the measure of fe a s ib ility. In o rd e r to i n v e s t i g a t e t h i s f e a s i b i l i t y s tu d y, th e fo llo w in g three preconditions se t by C ollins (1968) fo r estab lish in g a commun ity college in a developing country must be fu lfille d : 1. Does th e U.A.E. have se c o n d ary sch o o l system s g ra d u a tin g more students than it s u n iv e rsitie s can absorb? 2. I s th e U.A.E. economy p o t e n t i a l l y re ad y to employ th e train ed students of the community college? 3. Would th e governm ent o f th e U.A.E. s u p p o rt th e id e a f o r community c o lle g e developm ent? In an sw erin g th e f i r s t re s e a r c h q u e s tio n, prim ary d a ta w ere g a th e re d from th e s t a t i s t i c a l d ep a rtm en t o f th e M in is try o f E d u c a tio n and Youth a t Abu Dhabi, U.A.E.

15 To answ er th e second re s e a r c h q u e s tio n, p rim ary d a ta w ere 5 gathered from the M inistry of Labor and S ocial A ffairs for the unemployment f ig u r e s o f m id d le l e v e l te c h n ic ia n s and m anagers and th e demand f o r a d d itio n a l em ployees o f t h a t l e v e l. To answ er th e t h i r d r e s e a r c h q u e s tio n, th e d a ta w ere g a th e re d by conducting a survey of opinions from selec ted educational o ff i c i a l s i n th e U.A.E., u sin g a q u e s tio n n a ir e and s tr u c tu r e d in te rv ie w te c h n iq u e s. The sam ple approached w e re; th e M in is te r o f E d u catio n and Youth, selected educational o ffic ia ls a t the M inistry of Educatio n and Y outh, and th e UNESCO a d v is o rs i n th e U.A.E. T h e ir o p in io n s w ere u s e f u l in e s ta b lis h in g th e f e a s i b i l i t y o f governm ent su p p o rt f o r th e com prehensive community c o lle g e sy stem i n th e U.A.E. S ignificance of the Study The sig n ifican ce of the study is an e ffo rt to examine the cult u r a l, ec o n o m ic al, and s o c i a l c o n d itio n s o f th e U.A.E., and t h e r e f o r e, to d e te rm in e w heth e r i t s e d u c a tio n a l sy stem i s a d e q u a te an d, i f n o t, whether a community college system would be of any serv ice to its Community c o lle g e s w ere c r e a te d to f u l f i l l s o c i e t y 's demand fo r read ily av ailab le and ac ce ssib le college educat i o n f o r a l l U n ited S ta te s c i t i z e n s. The open door p o lic y o f m ost community c o lle g e s assum es t h a t a l l U.S. a d u lts sh o u ld have th e o p p o rtu n ity f o r p o s t-s e c o n d a ry e d u c a tio n. I t a ls o assum es t h a t p e o p le ta k in g a d v a n ta g e o f t h i s o p p o rtu n ity w i l l b e n e f i t. The open door p o lic y h as b ro u g h t to c o lle g e a w ide sp ectru m o f p e o p le who in th e p a s t n e v e r dreamed o f o b ta in in g a c o lle g e e d u c a tio n. (T a y lo r, 1978, p. 1)

16 T h is ty p e o f system in h ig h e r e d u c a tio n h a s been v e ry s u c c e s s f u l 6 i n th e U n ited S ta te s and h as expanded r a p id ly. In 1963, th e r e w ere 634 community c o lle g e s, and in 1977, th e number had in c re a s e d to 1,155 co lleg es, an 82% increase (D igest of Education S ta tis tic s, 1979, p ). The open door p o lic y h as ex te n d ed h ig h e r e d u c a tio n o p p o r tu n itie s to th e p u b lic from a l l w alks o f l i f e. In th e U n ited S ta t e s, s tu d e n t p o p u la tio n h as changed as to s e x, socioeconom ic c l a s s, and m in o rity group (M onroe, ). T his p o lic y co u ld a ls o be a p p lie d i n th e U.A.E. w here th e p u b lic and th e n o n tr a d itio n a l s tu d e n ts co u ld b e n e f it from i t an d, i n th e lo n g ru n, i t c o u ld a s s i s t th e governm ent in m eetin g th e demand fo r m iddle lev e l technicians and managers. The status of higher education in the U.A.E. is in its infancy. The U.A.E. u n iv e r s ity a t A l-a in was opened in th e f a l l o f 1977 (A nnual R e p o rt, 1979, p. 1 5 ), and i t cannot accommodate a s u f f i c i e n t number o f f u tu r e h ig h sc h o o l g ra d u a te s, l e t a lo n e th e n o n tr a d itio n a l s tu d e n ts. Where th e n, i f n o t i n th e community c o lle g e, a r e th e s e young p e o p le who a r e in th e need o f te c h n ic a l t r a in in g and th o s e s e e k in g a c o lle g e d e g re e to be serv ed? The r o l e o f th e community c o lle g e seems to be w e ll d e fin e d as an in s titu tio n th a t can meet a tw o -fold need: (1) to f u r n is h th e f i r s t two y e a rs o f e x p e rie n c e to th o s e who p la n to work tow ard a b a c h e lo r 's d eg ree o r p ro f e s s io n a l employment and (2) to m eet th e needs o f th o s e who r e q u ir e tr a i n i n g i n a s p e c if i c o c c u p a tio n. (M cconnell, 1964, p. 3) To m eet th e demand f o r m iddle le v e l manpower, th e U.A.E. need s g ra d u a te te c h n ic ia n s and m anagers a t th e m id d le l e v e l. The e d u c a tio n and development of m iddle lev e l manpower is a great educational

17 r e s p o n s ib i l i ty. Not only do we need more p e o p le moving i n to s k i ll e d and te c h n ic a l o c c u p a tio n s b u t th e r i g h t k in d o f p e o p le ; n o t p o t e n t i a l e n g in e e r s, n o t p o t e n t i a l m ec h an ics, b u t th o s e whose a b i l i t y and a p titu d e s u i t them b e s t f o r t h i s le v e l o f w ork. In an economy w hich a llo w s fe w er m ista k e s and i n w hich an i n t e l l i g e n t and s y s te m a tic m atch in g o f o u r human t a l e n t s and manpower re q u ire m e n ts becomes c r u c i a l, th e b e s t m iddle l e v e l manpower m ust be so u g h t o u t and dev e lo p ed, be i t age tw en ty -o n e o r f i f t y - o n e, w h ite o r Negro, male or fem ale, ru ra l or urban, wealthy or poor. (Venn, 1964, p. 135) The c o m p le x itie s o f tec h n o lo g y c o n tin u o u s ly in c r e a s e th e demand f o r m id d le l e v e l manpower. The governm ent o f th e U.A.E. was aw are o f t h i s need and th e r e f o r e e s ta b lis h e d fo u r v o c a tio n a l h ig h s c h o o ls, o f w hich two w ere te c h n ic a l, one a g r i c u l t u r a l, and one b u s in e s s. The p roblem was t h a t th e y w ere g e a re d tow ard th e t r a d i t i o n a l h ig h sc h o o l s tu d e n ts. So, where would th e m a jo r ity o f a d u l t s, w o rk e rs, and th e r e s t o f th e n o n tr a d itio n a l s tu d e n ts go to b e t r a in e d o r r e tr a in e d f o r t h e i r jo b s? A community c o lle g e i s a sy stem t h a t h as been d esig n ed to s e r v e th e s e n e e d s. Venn (1964) a d v o c ated t h a t ; As a tech n o lo g y upgrades th e s k i l l and know ledge r e q u ir e m ents o f th e jo b s, e d u c a tio n ca n no lo n g e r b e co n fin e d to the tra d itio n a l tw elve, fo u rteen, or six te en years of fo r mal s c h o o lin g. The D epartm ent o f L abor p r o je c ts th a t th e a v e ra g e y o u th o f to d ay w i l l p ro b a b ly s h i f t o c c u p a tio n s some f iv e tim e s o v er th e n e x t f o r ty y e a rs he i s in th e labor m arket. A l if e of continuing occupational ad ju stment w i l l mean a l i f e o f c o n tin u in g e d u c a tio n to meet changed or ad d itio n al educational requirem ents, (p. 26) At the presen t, no such system e x ists in the U.A.E. A community college as defined in th is study is designed to provide life - lo n g lea rn ing o p p o rtu n ities, and p ertain s to a changing economic order.

18 The su c c e s s o f th e community c o lle g e sy stem i n th e U.A.E. w i l l depend on i t s f l e x i b i l i t y i n p ro v id in g new c o u rse s and program s to m eet th e demand f o r m id d le l e v e l manpower developm ent. F l e x i b i l i t y i s th e key to c a r e e r program s f o r th e f u tu r e in any community c o lle g e (M onroe, 1972, p ). When s tu d e n ts ' i n t e r e s t s and needs change, c e r t a i n c o u rs e s and program s may be s t a r t e d to m eet th e new demands and n e e d s. T o d a y 's te c h n o lo g y c o n tin u o u s ly in c r e a s e s th e demand f o r m iddle le v e l manpower, and the establishm ent of a comprehensive comm unity c o lle g e sy stem in th e U.A.E. m ight a s s i s t th e governm ent in m eeting th is demand. R easons f o r C o lle c tin g D ata in the United Arab Em irates For the accuracy of data gathering on fe a s ib ility of a compreh e n s iv e community c o lle g e sy stem, th e re s e a r c h e r ch o se a c o u n try th a t had no tw o -y e a r c o lle g e o r com parable i n s t i t u t i o n. A lso, i t was f e l t t h a t re s p o n d e n ts who had no know ledge o f a tw o -y e a r c o lle g e system would te n d to exam ine i t s fu n c tio n s more c a u tio u s ly and more open m indedly th a n would th e re sp o n d e n ts from a c o u n try t h a t a lre a d y had a tw o -year college system or sim ilar in s titu tio n. Education in the United Arab Em irates I n tr o d u c tio n The f e a s i b i l i t y o f in tro d u c in g a community c o lle g e sy stem in to any c o u n try depends upon th e e f f e c t s o f i t s e d u c a tio n a l h i s to r y on i ts present educational system.

19 H is to ry o f E d u c a tio n in th e U.A.E. (P a r tn e r s o f P r o g r e s s, 1976, p p ) P rio r to 1953 not a sin g le school ex isted in any of the seven em irates, and the education av a ila b le was fo r groups of boys who went to the Mosques and learned to read the Koran. The f i r s t school was opened in 1953 in th e e m ira te o f S h arjah and p ro v id ed f r e e e d u c a tio n fo r 450 boys between the ages of 6 and 17. D uring th e l a t e 1950's, more sc h o o ls w ere opened in Ras al-k haim ah, Abu D habi, Khor Fakkan, Ajman, and Umm a l-q u iw a in. By th e y e a r 1965, th ere were 31 schools throughout the em irates, ap art from those in Abu Dhabi, of which 12 were fo r g irls w ith an enrollm ent of 2,060, w hile 4,895 boys were attending schools. The d e te rm in a tio n o f th e U.A.E. governm ent to a b o lis h i l l i t e r a c y and encourage ad u lt education re su lte d in estab lish in g compulsory education throughout the fe d eratio n in When the fed eratio n of th e sev e n e m ira te s to o k p la c e i n 1971, th e governm ent ad v o c ated t h a t : The s h o rta g e o f e d u c a te d and t r a in e d manpower i s a s e r io u s h an d ic ap f o r a l l d e v e lo p in g n a tio n s, p la c in g o b s ta c le s in th e p a th o f i n d u s t r i a l i z a t i o n as w e ll a s d e p r iv in g p e o p le o f o p p o r tu n itie s to p la y a f u l l r o l e in th e b u ild in g o f new t h i r d w orld s t a t e s. No s o c ie ty can ru n an i n d u s t r i a l o r com m ercial s t r u c tu r e i f i t s p e o p le a r e d e p riv e d o f e d u c a tio n. N or, g iv en th e n e c e s s a ry fu n d s, can i t be te m e d c i v i l i z e d i f th e f a c ilitie s of learning are w ithheld. (P artners of Progr e s s. 1976, p. 66) In 1971 th e r e w ere 32,862 s tu d e n ts e n r o lle d i n 74 s c h o o ls, and to d ay in 1980, th e r e a r e 322 s c h o o ls in th e U.A.E. w ith a s tu d e n t e n ro llm e n t o f 124,0 1 9 ; th e l a t t e r f ig u r e in c lu d e s th e c h ild r e n o f both natio n als and immigrants (see Appendix D, Tables A through E ).

20 10 The e s ta b lis h m e n t o f th e s e new sc h o o ls w ith in th e d ecad e o f th e 1970's showed a grow th r a t e o f o v er 435%, and t h i s g r e a t ach iev em en t showed th e d e te rm in a tio n o f th e U.A.E. le a d e r s and t h e i r aw areness o f th e challenges of the fu tu re in a fa s t moving w orld. S ch o o lin g i n th e U.A.E. Schooling co n sists of 12 years : 6 years of elem entary, 3 years o f p r e p a r a to r y, and 3 y e a rs o f secondary s c h o o l. E d u c a tio n i s f r e e, u n iv ersa l, and compulsory to the six th grade. The medium o f i n s tr u c t i o n i s A rabic^ b u t E n g lis h i s ta u g h t as à second lan g u a g e from th e f o u r th g ra d e th ro u g h th e 1 2 th g ra d e. The c u rric u lu m in e le m e n ta ry s c h o o ls in c lu d e s A ra b ic, E n g lis h, r e li g i o n, a r it h m e t i c, g e n e ra l s c ie n c e, and s o c i a l s t u d ie s. P h y s ic a l s c ie n c e, so c ia l science, m athem atics, and French are introduced in the preparatory le v e l. At the secondary le v e l, students are divided in to a s c i en c e stre a m and a h u m a n itie s stre a m. V o c a tio n a l e d u c a tio n i s a ls o a v a ila b le a t the secondary lev el in business, a g ric u ltu re, and indust r i a l ( te c h n ic a l) s t u d ie s. P r iv a te sc h o o ls e x i s t in a d d itio n to p u b lic s c h o o ls, and th o se s tu d e n ts who a tte n d p u b lic s c h o o ls g e t t h e i r e d u c a tio n f r e e as w e ll as th e ir school uniform s, books, lunches, equipm ent, and tran sp o rtat i o n. In a d d itio n, poor s tu d e n ts and th o s e who come from r u r a l a r e a s are provided w ith free dorm itories and a monthly com pensation as fo l lows (B u lle tin No. 1, June 1980, p. 13):

21 Each student in : Monthly compensation o f ; 11 K indergarten receives F irs t grade receives Second grade receives Third grade receives Fourth grade receiv es F if th grade re c e iv e s S ixth grade receives F irs t preparatory (seventh grade) receives Second preparatory ( eighth grade) receives Third preparatory ( ninth grade) receives F irs t secondary (10th grade) receives Second secondary (11th grade ) receives Third secondary (12 grade ) receives 40 Dh 50 Dh 60 Dh 70 Dh 80 Dh 90 Dh 100 Dh 110 Dh 120 Dh 130 Dh 140 Dh 150 Dh 160 Dh $1 = 3.69 Dh To encourage the development of middle lev e l manpower, the governm ent p ro v id e s h ig h e r co m p en satio n to th o s e s tu d e n ts who f i n i s h th e ninth grade and atten d the public vocational schools : Each student in : F irs t secondary (10th grade) receives Second secondary (11th grade) receives Third secondary (12th grade) receives Monthly compensation of: 280 Dh 300 Dh 320 Dh A lso, a l l of these v o catio n al stu d en ts are provided w ith free dormito r y accom m odations. Education fo r i llite r a te s and ad u lt education is highly encouraged by th e governm ent and found in 112 c e n te r s, o f which 77 c e n te r s are for males w ith an enrollm ent of 10,104 stu d en ts, are fo r females w ith an enrollm ent of 3,985 students and 35 centers throughout the f e d e r a tio n. T hese c e n te r s a r e a v a ila b le a t n ig h t o n ly f o r s tu d e n ts aged 15 and o ld e r. The c u rric u lu m f o r th e f i r s t y e a rs c o n s is t o f reading, w ritin g, and arith m etic. Then these students w ill be advanced d ire c tly to the f if th grade and pursue regular schooling curriculum through the 12th grade (S ta tis tic a l Report No. 42, 1979, p. 3 ).

22 H igher E d u ca tio n In th e U.A.E. The o n ly i n s t i t u t i o n o f h ig h e r e d u c a tio n i n th e c o u n try i s th e U n iv e r s ity o f th e U.A.E. w hich i s lo c a te d i n A l-a in and was opened in the f a ll of I t co n sists of fiv e colleg es : the C olleges of S c ie n c e, H u m an ities, E d u c a tio n, A d m in istr a tio n and P o l i t i c a l S c ie n c e, and Is la m ic Law ( th e S h a r i a ). T here i s a p la n f o r n e x t y e a r to add a C o lle g e o f A g r ic u ltu r e to th e u n i v e r s i t y. Four hundred and f o r ty - sev e n s tu d e n ts a r e a n tic ip a te d to g ra d u a te f o r th e f i r s t tim e from the U.A.E. u n iv ersity in (Annual R eport. 1979, pp ). High s c h o o l g ra d u a te s a r e a ls o s e n t by th e governm ent to stu d y i n u n i v e r s i t i e s th ro u g h o u t th e Arab and Is la m ic w o rld, E urope, th e U n ite d S ta t e s, and C anada. From t h i s g ro u p, 100 g ra d u a te d i n 1978 and 125 graduated in In 1979, th ere were 1,354 students studying abroad (B u lle tin No. 1, 1980, pp ). The u n iv e r s ity e n ro llm e n t a t A l-a in in was 1,7 5 2 s tu d e n ts of which 999 were males and 753 were fem ales. U.A.E. ( c itiz e n s ) stu d e n ts re p re s e n te d 79.5% o f th e s tu d e n t body (s e e T ab le 1, p. 13) ( B u lle tin No. 1, 1980, p. 1 1 ). The o th e r 20.5% o f th e s tu d e n t body r e p re s e n te d sons and d a u g h te rs o f d ip lo m a ts in th e c o u n try, sons and daughters of the professors a t the u n iv ersity, and scholarship stu dents from other Arab co u n tries.

23 N a tio n a l (U.A.E. C itiz e n s ) S tu d e n ts A tte n d in g U.A.E. U niversity Year Grand Sex F M F M F M F M S tu d e n ts ,393 = 79.5% Note. From B u lletin No. 1. Abu Dhabi, U.A.E.: Research and D ocum entation S e c tio n, D epartm ent o f E d u c a tio n a l P la n n in g, M in is try o f E d u catio n and Y outh, Summary o f C hapter I T his c h a p te r in tro d u c e d th e problem o f th e la c k o f m id d le le v e l te c h n ic ia n s and m anagers in th e U.A.E. caused by i t s expanding economy which i s m ainly d e riv e d from i t s o i l e x p o r ts. The p u rp o se o f t h i s stu d y was to d ete rm in e i f community c o lle g e f u n c tio n s w i l l be f e a s ib le f o r m eeting th e needs fo r m iddle le v e l manpower based on C o ll i n s 's (1968) p re c o n d itio n s. Overview o f th e Remainder o f th e Study Chapter I I, the review of the related lite ra tu re : This chapter introduces the comprehensive community college concept as i t was dev eloped in th e U n ited S ta te s w ith th e German in f lu e n c e, and i t s t r a n s f e r and e x p a n sio n in th e in d u s tr ia liz e d w orld and th e d ev e lo p in g c o u n tr ie s.

24 Chapter I I I, the methodology: This chapter describes the m ethodology f o r th e stu d y in c lu d in g th e h y p o th e s e s, th e sam ple, th e instrum ents, and the procedure fo r the an aly sis of data and inform a - Chapter IV, the fin d in g s : This chapter presents the findings of the study, the ta b u la tio n s, and the discussions of the re s u lts. Chapter V, the summary : This chapter co n sists of the conclusions of the study and the im p licatio n s.

25 REVIEW OF RELATED LITERATURE I n tr o d u c tio n The co n c ep t o f community c o lle g e a s a nonfo rm al h ig h e r e d u c a tio n and i t s f l e x i b i l i t y o f f u n c tio n, w ith i t s p h ilo so p h y o f com prehensive c u r r i c u l a, community o r i e n t a tio n, and i t s open door p o lic y, was im plem ented as a means f o r p ro v id in g o p p o r tu n itie s to a w ide spectru m o f p e o p le who i n th e p a s t n e v e r had th e chance o f o b ta in in g a c o lle g e e d u c a tio n i n th e U n ited S ta te s. The o r ig in o f th e community c o lle g e stem s from th e movement o f th e ju n i o r c o lle g e, and th e o r i g i n o f th e j u n i o r c o lle g e stem s from th e German in flu e n c e upon th e A m erican u n i v e r s i t i e s d u rin g th e 18th c e n tu r y. The German In f lu e n c e German educators thought th a t the u n iv ersity should be res t r i c t e d to h ig h ly i n t e l l i g e n t s tu d e n ts who w ould b e n e f it th e m ost from e d u c a tio n and r e s e a r c h. S tu d e n ts who w anted to stu d y g e n e ra l e d u c a tio n o r be p re p a re d f o r a p r o f e s s io n sh o u ld go to a d i f f e r e n t k in d o f i n s t i t u t i o n. D uring th e l a t e 1 8 th c e n tu ry and e a r ly 1 9 th c e n tu ry, th e German u n i v e r s i t i e s changed t h e i r p h ilo so p h ie s from te a c h in g to becom ing a workshop of free s c ie n tific research (Brubacher, 1968). As the word 15

26 o f t h i s o p p o rtu n ity s p re a d, many A m erican s c h o la r s tr a v e le d and 16 a tte n d e d German u n i v e r s i t i e s. When th ey r e tu r n e d to A m erica, th e y p re ach e d th e e d u c a tio n a l c o n c e p ts o f th e German u n i v e r s i t i e s. Among these American scholars was Henry P. Tappan, president of the U nivers ity of M ichigan from 1855 to 1863 (Monroe, 1972). In 1855 Henry P. T appan, in h i s in a u g u ra l a d d re ss as p r e s id e n t of the U niversity of M ichigan, made sp ec ific suggestions fo r tra n s f e r r i n g th e sec o n d ary work o f th e u n iv e r s ity to th e h ig h sc h o o ls ( F ie ld s, ). Tappan was c r e d ite d as th e f i r s t Am erican e d u c a to r to recommend such a t r a n s f e r (B ric k, 1964). S im ila r ly, W illiam W atts F olw ell, presid en t of the U niversity of M innesota, a t h is inauguratio n in 1869 sta te d ; How immense th e g a in... i f a y outh co u ld rem ain a t th e h ig h s c h o o l o r academy, r e s id in g in h is home, u n t i l he had re a c h e d a p o in t, s a y, somewhere n e a r th e end o f th e sophomore y e a r, th e r e to go o v er a l l o f th o s e s tu d ie s which as a boy he ought to study under tu to rs and govern o rs! Then l e t th e boy, grown up to be a man, e m ig ra te to the u n iv e rsity, there to enter upon the work of a man. (T h o rn to n, 1972, p. 48) O ther A m erican u n iv e r s ity p r e s id e n ts who jo in e d Tappan and Folw ell in recommending the tra n sfe r of the f i r s t two years in American c o lle g e s to seconda ry s c h o o l w ere R ic h ard H. H esse o f M is s o u ri, Andrew S. D raper o f I l l i n o i s in th e 's, and Edmund J. Jam es who t r i e d to i n t e r e s t th e U n iv e r s ity o f P e n n sy lv a n ia in d ro p p in g th e freshm an and sophom ore y e a rs p r i o r to h is in a u g u ra tio n a t I l l i n o i s in 1905 (B ric k, ). A lso, th e r e w ere a number o f o th e r s c h o la r s and e d u c a tio n a l le a d e r s who h e ld id e a s s im i l a r to th o s e e x p re s s e d by th e s e men.

27 W hile Tappan, F o lw e ll, and o th e r s d id n o t p a r ti c ip a t e d i r e c t ly 17 i n e s ta b lis h in g j u n io r c o lle g e s, t h e i r k een u n d e rsta n d in g and th e p r e s ti g e o f t h e i r p o s itio n s e n a b le d them to c o n tr ib u te m a te r ia lly to the popularization of the ju n io r college idea. These American univ e rsity presidents were striv in g fo r the establishm ent of upper d iv i s io n s and g ra d u a te e d u c a tio n as th e i d e a l o f h ig h e r e d u c a tio n, and th ey b e lie v e d in th e tw o -y e ar c o lle g e a s a p ro p e r a d d itio n to secondary education (B locker, 1965). Fathering the Junior C ollege Idea Two men were responsible in the development of the ju n io r colle g e. One was W illiam R ainey H a rp e r, p r e s id e n t o f th e U n iv e r s ity o f C hicago and c a lle d by many th e " f a th e r o f th e ju n i o r c o lle g e " (B ric k, ). The o th e r was A le x is F re d e ric k L ange, dean o f th e School o f Education a t the U niversity of C alifo rn ia a t Berkeley (Bogue, 1950). Each p e rso n w i l l be d is c u s s e d as to h i s c o n tr ib u tio n s to th e ju n io r college idea in the follow ing sec tio n s. W illiam R ainey H arper In 1892 H arper c r e a te d two m ajo r d iv is io n s a t th e U n iv e r s ity o f C hicago: th e "academ ic c o lle g e " to em brace th e freshm an and sophomore y e a r s, and th e " u n iv e r s ity c o lle g e " to in c lu d e th e upper y e a r s. In 1896 Harper changed the names to " ju n io r college" and "senior co l le g e " ( F ie ld s, 1962). When H arper a d d re s s e d th e N a tio n a l E d u catio n A s s o c ia tio n in C h a rle sto n, South C a r o lin a, on J u ly 10, 1900, he s a id :

28 The work o f th e freshm an and sophom ore y e a rs i s o n ly a c o n tin u a tio n o f th e academy o r h ig h s c h o o l w ork. I t i s a c o n tin u a tio n, n o t o n ly o f th e s u b je c t m a tte r s tu d ie d, b u t o f th e m ethods em ployed. I t i s n o t u n t i l th e end of the sophomore year th a t u n iv ersity methods of in stru c tio n may be employed to advantage. (H arper, 1930, p. 34) I t was d u rin g t h i s a d d re s s th a t th e f i r s t m ention o f th e term " ju n io r c o lle g e " was used in th e s e n se o f an in d ep e n d en t i n s t i t u t i o n : " I u se th e name j u n io r c o lle g e, f o r la c k o f a b e t t e r te rm, to co v e r the work of the freshman and sophomore years " (H arper, 1930, p. 34). Harper advocated three ways of establishing junior colleges: (a ) to separate the f i r s t two years from the u n iv ersity, (b) to tra n s f e r th e weak fo u r -y e a r c o lle g e s in to a c a d e m ic a lly h o n e st tw o -y e ar ju n io r c o lle g e s, o r (c ) to e x te n d th e fo u r -y e a r h ig h sc h o o ls in to s ix - y e a r i n s t i t u t i o n s, w ith th e s e e x te n sio n s e v e n tu a lly e v o lv in g in to s e p a r a te o r g a n iz a tio n s. The p u b lic h ig h sc h o o ls in and around th e c i t y o f C hicago proved r e c e p tiv e to H a rp e r 's p e r s u a s io n s ; by 1904 betw een 20 and 30 o f them became s ix - y e a r i n s t i t u t i o n s, and an u n s p e c if ie d number had e s ta b lis h e d s e p a r a te j u n io r c o lle g e s. The f i r s t o f th e s e p u b lic j u n io r c o lle g e s was in J o lie t, Illin o is, in 1901 (B rick, 1964). Another ju n io r colle g e was e s ta b lis h e d ab o u t th e same tim e in G oshen, In d ia n a ; i t was d is c o n tin u e d, b u t th e p e r io d o f m ost r a p id developm ent began in 1915 (K oos, ). In th e p e r io d, th e r e w ere o n ly two j u n io r c o lle g e s t h a t w ere housed in s e p a r a te u n its from th e h ig h sc h o o l f a c i l i t i e s, one in Grand R a p id s, M ichigan, and th e o th e r in K ansas C ity, M isso u ri (K oos, 1970).

29 A lexis F. Lange Lange was one o f th e t r u l y g r e a t e d u c a tio n a l p h ilo so p h e rs whose teachings have influenced the growth and d ire c tio n of the ju n io r colle g e developm ent. H is id e a s and i d e a ls p ro v id e d th e f e r t i l e s o i l f o r th e r a p id e x p a n sio n o f ju n i o r c o lle g e e d u c a tio n. He was a p ro f e s s o r o f E n g lish a t th e U n iv e r s ity o f C a lif o r n ia a t B erk e ley from 1890 to 1906 and dean o f th e School o f E d u c a tio n from 1906 to 1924 (Bogue, ). The o r ig in s o f L a n g e 's i n t e r e s t in e lim in a tin g th e f i r s t two years of college from the u n iv ersity and estab lish in g the ju n io r college concept in C alifo rn ia stem from the German influence. In 1883 th e U n iv e r s ity o f M ich ig an, in flu e n c e d by th e German th o u g h t, was th e f i r s t A m erican i n s t i t u t i o n o f h ig h e r e d u c a tio n to make o f f i c i a l r e c o g n itio n o f th e d i s tin c tiv e n e s s betw een th e u p p er and low er two y e a rs o f u n d e rg ra d u a te s tu d ie s by g iv in g u p p er classm en th e chance to s p e c ia l iz e alo n g th e l i n e s o f m inor and m ajor s t u d ie s. Lange was a s tu d e n t a t M ichigan d u rin g th e v e ry y e a rs i t was b ein g trie d th ere. Soon th is system was abandoned and apparently fo r g o tte n. Under th e new " u n iv e r s ity system " w hich had been in tro d u c e d a t th e U n iv e r s ity o f M ichigan in 1883, Lange p ro ceed ed d i r e c t ly to th e M aster o f A rts d e g re e, w hich he re c e iv e d w ith honors in 1885 (Bogue, 1950). The student who received h is m aster 's degree in M ichigan in 1885 went to C a lif o r n ia in 1890 a s an a s s i s t a n t p ro f e s s o r o f E n g lis h. As E e lls (1970) r e la t e d i n h is t a s t e f u l s t y le ; The Michigan conception of functions a t the ju n io r lev el was carried lite r a lly and bodily as a beneficently potent

30 b a c illu s, so to speak, to the U niversity of C alifo rn ia. In M ichigan th e id e a had f a il e d and b een f o r g o tte n by a l l in a u th o r ity, b u t th e chance in flu e n c e on one s tu d e n t, thus tran sferred to the C alifornia s o il, gradually inoculated the youthful s ta te u n iv ersity, (p. 18) S in c e 1892 C a lif o r n ia h as a c c e p te d th e id e a t h a t th e f i r s t two y e a rs o f c o lle g e belo n g ed to secondary e d u c a tio n. The e s ta b lis h m e n t o f th e j u n io r c e r t i f i c a t e d eg ree program as an e v id e n c e o f co m p letio n of the high school requirem ents fo r adm ission to a pro fessio n al curriculum, and the acceptance of the idea of u n ified high school curric u la covering grades 9 to 14, in clu siv e, led d ire c tly to the implan tin g of the idea of lo ca l high school in which a l l of the req u irem ents f o r th e ju n i o r c e r t i f i c a t e program co u ld be c o m p lete d. T his id e a was sp o n so re d by L ange. In 1907 a law was p a sse d in C a lif o r n ia a u th o r iz in g h ig h s c h o o l b o ard s to e s t a b l i s h p o s tg ra d u a te c o u rses o f s tu d y to ap p ro x im a te c o u rse s p r e s c rib e d in th e f i r s t two y e a rs o f u n iv ersity courses (Morgan, 1930). S in c e th e j u n io r c e r t i f i c a t e program en c o u rag e d many s tu d e n ts to take college lev e l courses a t th e ir lo ca l high schools and then tra n s f e r t h e i r c r e d i t s to th e u n i v e r s i t y, th e U n iv e r s ity o f C a lif o r n ia d e s c rib e d th e ju n i o r c e r t i f i c a t e as m arking th e d i s ti n c ti o n s betw een c o lle g e and se c o n d ary e d u c a tio n. Dean Lange p ro u d ly d e c la re d th a t "w hat was to be known as th e ju n io r c o lle g e id e a had been e s s e n ti a ll y put in to p ra ctice a t Berkeley " and the high schools were being encouraged to u tiliz e lo ca lly the precept and example of the s ta te univ e r s i t y (R oss, ). Lange was th e f i r s t e d u c a tio n a l le a d e r who s t r e s s e d th e need f o r estab lish in g both the general and vocational programs a t the public

31 j u n io r c o lle g e, and i t was h i s e f f o r t s t h a t made C a lif o r n ia a n a tio n a l le a d e r in c r e a tin g such program s. 21 In 1910 C a lif o r n ia e s ta b lis h e d i t s f i r s t p u b lic ju n i o r c o lle g e at Fresno (B rick, 1964). This in s titu tio n was the f i r s t American ju n io r college w ith a dual purpose : an in s titu tio n th a t provided p ra c tic a l courses in ag ric u ltu re, m echanical a r ts, home economics, tech n ical courses, and general stu d ies ( F ield s, 1962). Lange (1970) b rie fly summed up the case fo r the comprehensive ju n io r college by saying: The ju n io r college cannot make preparation fo r the Univers i t y i t s ex c u se f o r b e in g.... The j u n io r c o lle g e w i l l fu n c tio n a d e q u a te ly o n ly i f i t s f i r s t co n c ern i s w ith th o se who w i l l go no f a r t h e r, i f i t m eets l o c a l needs e f f i c i e n t l y, i f i t e n a b le s th o u san d s and te n s o f th o u san d s to round o u t t h e i r g e n e ra l e d u c a tio n, i f i t tu rn s an in c r e a s in g number in to v o c a tio n s f o r w hich t r a i n i n g h as n o t h i t h e r t o been afforded by our school system, (p. 20) The Growth o f th e J u n io r C o lle g e s The p u b lic j u n io r c o lle g e movement h a s grown v e ry r a p id ly i n th e U n ited S ta te s s in c e T h is grow th has b een somewhat p a r a l l e l e d by th e grow th o f a l l i n s t i t u t i o n s o f h ig h e r e d u c a tio n, and may be acco u n ted f o r n o t o n ly by th e g e n e ra l u rg e f o r c o lle g e work b u t a ls o by th e f a c t t h a t th e s e ju n i o r c o lle g e s have made a r e a l e f f o r t to make a v a ila b le ty p e s o f tr a i n i n g n o t alw ays to be found in th e s e n io r colleges (C olvert & B right, 1950). The econom ic changes th a t to o k p la c e d u rin g th e 1920's w ere th e movements from the farms to the c itie s, the development of the autom o b ile and good ro a d s, th e m e c h a n iz a tio n o f i n d u s tr i e s, and so on.

32 These changes In th e economy w ere p a r a l l e l e d by th e s o c i a l, p o l i t i c a l, 22 and re lig io u s changes th at were occurring a t rapid speed. The cont r i b u t i o n o f ju n i o r c o lle g e s to th e A m erican economy a t t h a t p e rio d was g r e a t : The ju n i o r c o lle g e h as come to th e kingdom f o r such a day a s t h i s. P erc h an ce i t can h e lp sav e th e d ay. C e r ta in ly i t s v e ry y o u th w ith i t s s u s c e p t i b i l i t y to ch a n g e, to make ex p e rim e n ts i s in i t s f a v o r. I t i s b e t t e r s i tu a t e d to make changes th a n o ld e r i n s t i t u t i o n s more o r l e s s bound by t r a d i t i o n s re g a rd e d a s s a c re d. ( N o ffs in g e r, 1935, p. 395) The growth was so rapid th a t during the la s t 4 years of the dep r e s s io n, th e l i s t o f p u b lic j u n io r c o lle g e s in c r e a s e d from 178 to 223, and th e e n ro llm e n t o f s tu d e n ts grew from 4 5,0 2 1 to 7 7, Durin g th e same p e r io d, th e p r i v a t e j u n io r c o lle g e s in c re a s e d in number from 256 to 309 and in th e e n ro llm e n t of s tu d e n ts from 29,067 to 3 3, T h is grow th c o n tin u e d o v er th e y e a rs a n d, by th e 1940's, many ju n i o r c o lle g e s changed t h e i r names to community c o lle g e s. D uring th e 1960's and th e 1 970's, th e U n ited S ta te s n o tic e d th e f a s t e s t grow th i n th e number o f community c o lle g e s, and to d ay th e r e a r e a t l e a s t 1,155 community c o lle g e s th ro u g h o u t th e U n ite d S ta t e s. Why J u n io r C o lle g e s Are In a d e q u a te When ju n i o r c o lle g e s w ere f i r s t d ev e lo p ed th e y w ere s t r i c t l y ju n i o r i n s t i t u t i o n s o f h ig h e r e d u c a tio n. T h e ir m ain p u rp o se was to p re p a re s tu d e n ts f o r th e f o u r -y e a r c o lle g e and o f f e r p a r a l l e l c u rric u la to th at of the f i r s t two years of the standard college. At th e end o f th e two y e a r s, th e s tu d e n ts w ere e l i g i b l e and ex p e cted to tra n sfe r to the standard college to com plete the ju n io r and senior

33 y e a r s. L arge u n i v e r s i t i e s w ith overcrow ded freshm an c la s s e s have encouraged ju n io r college establishm ent in re lie v in g the congestion. S in ce th e s e j u n io r c o lle g e s o f f e r e d p a r a l l e l c o u rses to th a t o f the f i r s t two years in the u n iv e rsity, many students dropped out beca u se th ey had no in t e n t i o n o f tr a n s f e r r in g to a u n iv e r s ity. These s tu d e n ts w ere th e nonacadem ic ty p e,a n d w hat th e y needed was p re p a ra to r y c o u rses f o r th e w o rld o f b u s in e s s and in d u s tr y. The g re a t m a jo rity o f th e s e s tu d e n ts w ere l e f t o u t w ith o u t any a s s i s t a n c e, and th e y sh o u ld become th e econom ic w orkers o f th e c o u n try (S n y d er, 1930, p. 7 4 ). Many p e o p le w ere d i s s a t i s f i e d w ith th e name ju n io r c o lle g e. The term ju n io r c o lle g e in th e b e g in n in g was alm o st laughed a t i n c e r t a i n a r e a s, and when th e term was m entioned some e d u c a to rs co u ld n o t h e lp s m ilin g. T h e ir o p in io n was t h a t th e j u n io r c o lle g e was a mushroom grow th th a t had sp ru n g up o v e r n ig h t and w ould soon d i s in t e g r a t e (N o ffs in g e r, ). Even th e c r e a to r o f th e term " ju n io r c o lle g e " was n o t s a t i s f i e d w ith i t. During h is address in 1900 to the N ational Education A ssociat io n in C h a rle sto n, South C a ro lin a, H arp er s a i d, " I u se th e name 'ju n io r co lleg e ' fo r lack of a b e tte r term " (H arper, 1930, p. 35). I t was d u rin g t h a t a d d re s s t h a t th e f i r s t m ention o f th e term " ju n io r c o lle g e " was used i n th e s e n se o f an in d ep e n d en t i n s t i t u t i o n. This name had two m isconceptions : I t was n eith er " junior " nor a " colle g e " in th e t r a d i t i o n a l m eaning o f th e term (N o ffs in g e r, ), and th e term " ju n io r " was o b je c te d to in th e fo llo w in g :