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Introduction to Noncredit

Explore the evolution and importance of noncredit instruction, serving diverse students as a point of entry and transition to credit instruction and the workforce.

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Introduction to Noncredit

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  1. IntroductiontoNoncredit

  2. History Noncredit instruction evolved from the first adult school in California in 1865. It was established by the San Francisco Board of Education, followed by Oakland in 1871, Sacramento in 1872, and Los Angeles in 1887.

  3. Philosophy

  4. Philosophy • Important contributor to “open access” for students with diverse backgrounds.

  5. Philosophy • Important contributor to “open access” for students with diverse backgrounds. • First point of entry for those who are underserved, as well as a transition point to prepare students for credit instruction and the workforce.

  6. Philosophy • Important contributor to “open access” for students with diverse backgrounds. • First point of entry for those who are underserved, as well as a transition point to prepare students for credit instruction and the workforce. • Especially important for students who are:

  7. Philosophy • Important contributor to “open access” for students with diverse backgrounds. • First point of entry for those who are underserved, as well as a transition point to prepare students for credit instruction and the workforce. • Especially important for students who are: • The first in their family to attend college

  8. Philosophy • Important contributor to “open access” for students with diverse backgrounds. • First point of entry for those who are underserved, as well as a transition point to prepare students for credit instruction and the workforce. • Especially important for students who are: • The first in their family to attend college • Underprepared for college-level coursework

  9. Philosophy • Important contributor to “open access” for students with diverse backgrounds. • First point of entry for those who are underserved, as well as a transition point to prepare students for credit instruction and the workforce. • Especially important for students who are: • The first in their family to attend college • Underprepared for college-level coursework • Not native English speakers

  10. Philosophy • Important contributor to “open access” for students with diverse backgrounds. • First point of entry for those who are underserved, as well as a transition point to prepare students for credit instruction and the workforce. • Especially important for students who are: • The first in their family to attend college • Underprepared for college-level coursework • Not native English speakers, among others

  11. Noncredit Credit

  12. Noncredit Credit

  13. Noncredit Credit

  14. Noncredit Credit

  15. Noncredit Credit

  16. Noncredit Credit

  17. Noncredit Credit

  18. Noncredit Credit

  19. Noncredit Credit

  20. Categories Noncredit courses are classified into ten legislated instructional areas (nine defined in Ed. Code § 84757 and the tenth is defined in Cal. Code Regs., tit. 5, § 55151). The placement of a course in a given instructional area is driven by the course objectives and target population to be served.

  21. 1. ESL* Provide instruction in the English language to adult, non-native English speakers with varied academic, career technical, and personal goals.

  22. 2. Immigrant Designed for immigrants eligible for educational services in citizenship, ESL, and workforce preparation courses - courses and programs should support the intent of the Immigrant Workforce Preparation Act.

  23. 3. Elementary & Secondary Basic Skills* Designed to provide instruction for individuals in elementary and secondary-level reading, writing, computation and problem-solving skills in order to assist them in achieving their academic, career, and personal goals.

  24. 4. Health and Safety Focus on lifelong education to promote health, safety, and the well-being of individuals, families, and communities.

  25. 5. Substantial Disabilities Design to provide individuals with life-skill proficiencies essential to the fulfillment of academic, career technical, and personal goals.

  26. 6. Parenting Courses and programs specifically designed to offer lifelong education in parenting, child development, and family relations in order to enhance the quality of home, family, career, and community life.

  27. 7. Home Economics Courses and programs specifically designed to offer lifelong education in parenting, child development, and family relations in order to enhance the quality of home, family, career, and community life.

  28. 8. Course for Older Adults Lifelong education that provides opportunities for personal growth and development, community involvement, skills for mental and physical well-being, and economic self-sufficiency.

  29. 9. Short-Term Vocational* Designed for high employment potential that lead to a career-technical objective, or a certificate or award directly related to employment.

  30. 10. Workforce Preparation* Provide instruction for speaking, listening, reading, writing, mathematics, decision-making and problem-solving skills that are necessary to participate in job-specific technical training.

  31. Tutoring and Learning Skills Title 5, sections 58168-58172 authorize community colleges to claim apportionment for supervised tutoring and learning assistance under noncredit.

  32. CDCP

  33. CDCP Programs and required courses classified as noncredit Career Development and College Preparation (CDCP) prepare students for employment or to be successful in college level-credit coursework

  34. CDCP Programs and required courses classified as noncredit Career Development and College Preparation (CDCP) prepare students for employment or to be successful in college level-credit coursework Once a program is approved, the noncredit courses that comprise a CDCP program will be eligible for enhanced funding

  35. CDCP CDCP certificates can be awarded in the following four noncredit categories: elementary and secondary basic skills, workforce preparation, short-term vocational program, English as a second language and vocational English as a second language

  36. CDCP Requirements

  37. CDCP Requirements • Noncredit courses

  38. CDCP Requirements • Noncredit courses • Offered in a sequence

  39. CDCP Requirements • Noncredit courses • Offered in a sequence • Eligible CDCP category

  40. CDCP Requirements • Noncredit courses • Offered in a sequence • Eligible CDCP category • Leads to a certificate of completion or a certificate of competency

  41. CDCP Certificates • Certificate of Competency

  42. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution

  43. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution • ESL

  44. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution • ESL • Elementary and Secondary Basic Skills

  45. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution • ESL • Elementary and Secondary Basic Skills • Certificate of Completion

  46. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution • ESL • Elementary and Secondary Basic Skills • Certificate of Completion - a certificate leading to improved employability or job opportunities

  47. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution • ESL • Elementary and Secondary Basic Skills • Certificate of Completion - a certificate leading to improved employability or job opportunities • Workforce Preparation

  48. CDCP Certificates • Certificate of Competency - a certificate in a recognized career field articulated with degree-applicable coursework, completion of an associate degree, or transfer to a baccalaureate institution • ESL • Elementary and Secondary Basic Skills • Certificate of Completion - a certificate leading to improved employability or job opportunities • Workforce Preparation • Short-term Vocational

  49. Restrictions

  50. Restrictions • Open Courses

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