PHILOSOPHY OF DOUGLAS COLLEGE iii.

a. The College wikl be used by peopke who do have other alternatives
but this should not obscure its primary purpose.

THEREFORE, in responding to this clientele, the College must organize its
affairs so that the limitations of geographic position, economic circumstances
and social demand and expectation bearing on the individual can be wholly
or partially overcome.

IV. Appropriate Age and Ability to Undertake Organized Learning

- ability to learn remains relatively constant throughout life especially

when the skills of learning are exercised and learning activities are
maintained.

a. AL ages and developmental stages of Life carry with them needs to
Learn resulting from curtosity or a need to solve problems; these
problems are rekated to personal needs to understand or derived from
Social and vocational roke expectations.

b. Individuals feek the need to Learn at different times, rates, and
Antensities, based on individual circumstances and must have the opportunity
for part-time as well as full-time study.

THEREFORE, the College curriculum must be varied, flexible, and segmented
sufficiently to allow the diverse use of similar subject matter.

V. The Rekationship between the Cokkege Curriculum and Those of Other Learning
Institutions

- in providing learning opportunities, the College recognizes that it is
part of a complex of institutions serving a variety of students, and
offering a wide range of curriculum opportunities.

THEREFORE, the College must co-ordinate its offerings with those of other
institutions and agencies, with special reference to universites, schools of
technology, vocational schools, and the public school system.

VI. The Relationship between the College and the Student

- those who have had the least expectation of access to post-public-school
learning opportunities frequently have:

a. unclear goals and uncertain perceptions of opportunities, and
b. unckear perceptions of the Colkege's purpose.

THEREFORE, the College must be prepared to provide substantial guidance,
counselling, and learning support services to enable students to define
goals, adjust to systematic learning activities, and acquire skills
required for success.IN ADDITION the College must view its relationship
to the students as a contract, with mutual responsibilities for standards
of performance.