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technology industries will gain the
necessary literacy in their local
college.

All this technological literacy, how-
ever, Is too easily diverted to
destruction if it is not invested with
human perspective. Confrontation with
+he ancient dilemmas of man through
the study of history and literature

are essential counterpoints to skill

at programming robots. The traditional
liberal arts program of the colleges
has become an even more important part
of economic renewal strategy than before
because the most valuable consequences
of new economic ventures are to be
judged in the end by the justice and
amenity that they bring to their human
participants. Colleges are fostering
the essential debate over technological
means and social ends because their
academic programs balance the excesses
of the purely utilitarian against The
larger needs of a civilized society.

Behind the scenesof the formal wage
economy of industry, commerce and public
corporations lies a large informal
exchange system. Whether this manifests
itsel# as barter exchange or housework,
cottage industry or do-it-yourself
repair, it has become the target of

+he social researcher and the taxman
alike. This informal economy is
supported explicitly by colleges.
Networks of individuals are brought
together regularly in community confer-
ences to exchange new ideas in this
field. Training for the self-employed,
business skills for cottage industry

and the basic arts, crafts, service

and trade skills themselves are part

of the curriculum of most colleges.

That colleges are deeply linked with

+he economic renewal of their communi-
ties is a function of more than
curriculum. It is a necessary conse-
quence of their original design.

College people are working with
municipalities to attract new industry
because it comes naturally. Colleges
are inventing new technological services

 

 

because they are in daily contact with

the local industries that use them on

the shop floor. Colleges are reaching out
to Pacific Rim countries because they know
that many graduates will have to be compe-
tent to work offshore with Canadian
companies breaking new ground. Colleges
are debating the social issues of the
decade because they are concerned about
equity and balance in the community.

The end of one era has arrived. The
beginning of a new one is just another
set of challenges for the community
colleges of British Columbia.

By Bruce Fraser, President of Malaspina
College.

In collaboration with:
Frank Beinder, Retired Executive
Director of the B.C. Association of

Colleges.

Bill Day, President of Douglas Col lege

Paul Gallagher, Principal of Vancouver Oo

Community College

Barry Moore, Principal of Fraser Valley
College

 

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