DOUGLAS COLLEGE | Mad Hatter Page 17
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It is difficult, therefore, to identify any particular impact on college and
institute operations as a result of the expressed concern for "standards".

In fact, general economic and social changes over the past few years have pro-
duced an even more serious~minded student population than in the ‘70's, by
common observation.

There may be some subtle shifts in student behaviour and demand over the next
few years, but other variables than the secondary school curriculum are more
likely to be dominant.

Career Preparation and Applied Arts and Science

 

To the degree that the secondary schools develop substantive rather than ex-
ploratory/introductory programs relating to employment, there are clear impli-
cations for articulation with, and advanced standing in, college and institute
programs. This could also reduce or eliminate some shorter occupational pro-
grams at the colleges, depending on public policy regarding the use of the
secondary schools as adult training/education institutions.

As the "White Paper" makes no mention whatever of adult training/education, it |
would seem reasonable to assume that a gradual increase in articulation/

advanced standing agreements is more likely than wholesale transfer of pro-

grams and students from the colleges to the secondary schools.

References to TRAC specialties being offered in the secondary schools in the
appendices of the paper are assumed to be anomalous, and actually refer to the
basic stage of the TRAC program.

The Longer Term

In the judgement of the Council of Principals, the more important influences on
the colleges and institutes stem not from the specifics of the "White Paper",
but from deeper motivations and goals at the public/political level that gave
rise to the paper, but are not articulated clearly in it.

These include an assumption that students and schools are expected to be aware
of, and responsive to, provincial government policy and program directions,
as a condition of enrollment funding and institutional support.

They also include a policy assumption that public education is not a right but.
an earned privilege, and a limited commodity.