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.