a

a very large segment of the educational system, if you give thought to
that, really the professionals are in the field, the teachers are there,
the systems are there and the Department doesn't have too many off stan-
dard situations to deal with in K-12 other than general curriculum support
and funding support, and so on. So that system has always worked quite
well. Oh sure, everyone knows what's wrong with the educational system
you know. But really, the facts are that it is a very good system. It
has worked quite well, and when I say it does work, it does work quite
well, but I am speaking from, at the moment, an administrative point of view.
I think where the good work has occurred is in the classroom, and I think
that is one of the things that administrators, such as myself, can't ever

afford to lose sight of.

Then there is the other end of the spectrum, if you think about that, that's
University Affairs. University Affairs works well because in fact the
universities have their boards of governors and their various faculties

and again it becomes a funding matter which is an administrative matter

and again that system has worked quite well. I know probably many of the
universities feel that they should have twice as much money, and maybe they
should, I don't know. But the system is there to in fact respond to the

requirements of students and faculty and that's been on-going.

If you think about what's happened in British Columdia and you are all

part of it, its very exciting portion of the educational spectrum to be
involved with, and that is, colleges arrived over night. There was no
system basically to address itself to the needs of the whole college
spectrum that is growing by leaps and bounds. When I say there was no
System to provide what I call service to the field, because that is my
viewpoint, I am not a control oriented individual, but rather a service
oriented individual. I believe the colleges, in fact, in their distinct
regions and their areas, they have their finger pretty well on the pulse

of those activities that are good for the communities they are serving.
Sure, occasionally they may put a higher priority on something than perhaps
others would feel there should be, but in the main I think the colleges are
addressing themselves to the problems in their communities. But, the Départ-

ment of Education, really, has not had the capability for providing the kinds