Community Colleges for International Development (CCID) was established in 1976 to strengthen the community college system worldwide by partnering with education ministries and higher education organisations in various countries. It also conducts professional development and special training programmes to member colleges. At present it has the membership of 170 colleges, of which 31 are located outside the US.
CCID President John Halder in conversation with the Digital Learning.
In India, the community college movement needs to be integrated more fully into the higher education structure, rather than being stand-alone. Any efforts in that direction would greatly benefit students
Please tell us about the mission behind the establishment of Community Colleges for International Development (CCID).
CCID was established 33 years ago by a group of visionary community college presidents. In 1976, when most community colleges in the United States were less than ten years old, to have a global vision and reach was extremely unusual. Dr. Maxwell King, President of Brevard Community College, Florida understood the potential for community colleges in this regard, and established CCID.
In the early days CCID undertook some development work in Suriname and Taiwan. Over the years a conference was added, and then a summer meeting and the board of directors was expanded. Today CCID comprises almost 170 colleges of which 31 are located outside the United States. It is governed by a board of 25, who are college presidents.
`The mission of CCID is to provide opportunities for building global relationships that strengthen educational programmes, and promote economic development.` We undertake this by continuing to work with Ministries of Education and Higher Education organisations world-wide. CCID also manages study abroad programmes, professional development activities, special training programmes on international topics, conferences and meetings, all with the goal of globalising the member colleges and their students, teachers and staff.
What kind of involvement has CCID had in the Asian region, particularly India?
CCID has been engaged with India since our earliest days. A Brevard Community College teacher, Dr. Seymour Fersh had been the Director of the Asia Society prior to going to India as a Fulbright Scholar in the 1970`s. Following this CCID hosted Indian education delegations sponsored by the World Bank, the University Grants Commission and the Archbishop of Madras. The latter led to a longer relationship with Tamil Nadu and a number of colleges and organisations there. CCID colleges such as Eastern Iowa Community College District and Sinclair Community College, Ohio, have engaged in long and fulfilling projects, and through CCID have linked those projects to other CCID colleges. Through these initiatives Sinclair assisted with establishing the Center for Vocational Education in Madras, which later became the Madras Community College – inaugurated in August 1996. Today, Father Xavier Alphonse is the Director of the Madras Center for Research and Development of Community Education, and carries these earlier initiatives forward.
In addition to India, CCID is engaged in activities in other parts of Asia including China, Japan, Thailand and Vietnam.
A recent study indicates that between Fall 2006 and Fall 2007 (the latest data available) US campuses in the survey indicated an 11.3% increase in enrollment for distance learning, compared to regular enrollments increasing less than 2%
What are the major differences between the US and Indian Community College models?
Community Colleges in the United States are designed to allow students to undertake the first two years of their Baccalaureate degree, prior to transferring to the University. In addition they also offer full programmes of vocational and professional training. I believe that the Indian Community Colleges, on the other hand, are focused on the vocational and professional programmes as terminal qualifications.
What partnership areas do you perceive between the US and Indian Community College systems?
As I mentioned earlier, Eastern Iowa and Sinclair have had many decades of working with Indian colleges. Another CCID member college, Broward Community College, has established a campus in India, and undertakes comprehensive linkages with both students and teachers traveling multi-laterally. Other initiatives are underway, and due to the long and close relationship between Indian and US Community Colleges I see this expanding in the future.
Please comment on the Community College movement in India. What, according to you, are the major challenges?
From my earlier visits years back, I gathered that the movement needs to be integrated more fully into the higher education structure, rather than being stand-alone. Any efforts in that direction would greatly benefit students. I believe that there are a number of separate college initiatives in India, many of them private or sponsored by industry, to meet the demand for trained technicians. Finding a way to integrate all of this would be helpful. Trained technicians are the mechanics who run the industry of a country, and developing a national strategy to address this would be prudent.
Information & Communication Technology is increasingly playing a major role in the higher education systems world over. What do you think about its reach as far as Community Colleges are concerned?
Over the past 20 years, Community Colleges in the United States have invested heavily in IT infrastructure. The concept of studying `anytime, anywhere` is well established and a large percentage of US students take classes in this way. A recent study indicates that between Fall 2006 and Fall 2007 (the latest data available) US campuses in the survey indicated an 11.3% increase in enrollment for distance learning, compared to regular enrollments increasing less than 2%. Creating the platforms that allow this to take place is essential to meeting the needs of students. It presupposes however, that students have access to computers and are literate with their use. It also presupposes that the colleges have the infrastructure and teachers trained in the skills of this technology, and with using these methodologies. 
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