The thesis examines several important aspects of the development
and growth of the two-year college in the United States and Canada
and compares these with the developments presently underway in British
Columbia. Its design, therefore, is essentially historical and descriptive.
The study begins with an examination of a number of significant
principles which emerged during the early colonial periods in the United
States and Canada and which have given shape and purpose to the systems
of education now followed in both countries. Included among these
principles is the concept of universal education, free and state controlled
but still allowing for some measure of local autonomy and guaranteeing
equal opportunity for all.
The thesis then moves to a consideration of the growth
patterns of two-year colleges in the two countries, delineating the forces
which gave impetus to this growth and comparing the forms which have
evolved and the conditions which have shaped them with those presently in
evidence in this province.
Next to be identified and discussed are the purposes and the
goals which American and Canadian educators have set for the colleges
which have developed or are being developed in their respective countries.
The relevance and worth of these to the movement in British Columbia is
examined and additional purposes and goals are suggested.
Another area which is explored in the thesis is that of
curriculum development. Here attention is focused upon the emergence of
four types of junior college programmes-liberal arts and science, technical, vocational trades training and general education. Again the
developments in the United States and Canada are compared with those taking
place in British Columbia.
Yet another area examined is that of the administrative
organizations which have evolved and the personnel who must director
serve under them. The roles and characteristics of the board of governors,
the senior and junior administrators, the faculty and the students are
discussed in some detail. The problems confronting each of these groups,
and the expectations which each holds or must meet are examined.
Finally an attempt is made to measure the dimensions of the
task facing those who are charged with the responsibility of developing
district and regional colleges in British Columbia. A list of thirty-five
questions which help to point up some of the problem areas, has been
compiled. Of these five have been selected for special attention:
1. Can district and regional colleges achieve comprehensiveness?
2. Will the colleges be able to recruit and retain faculty who possess
those special qualities or that particular philosophy which can best
serve college students?
3. How can the colleges best achieve the articulation of their courses
with those in the secondary schools and with those in the university
or other institutions or agencies of higher education?
4. Can the colleges achieve curricular articulation and still remain
autonomous?
5. What is the place of the district and regional colleges in the total
educational system of British Columbia? The thesis sets out an approach which might be followed in solving the
problems which these important questions reveal in the hope of making
some contribution to the healthy and orderly development of the two-year
college in British Columbia. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/41832 |
| Date | January 1968 |
| Creators | Soles, Andrew Edwin |
| Publisher | University of British Columbia |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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