By John D. Dennison

Community schools advanced in Canada in the course of the "golden years" of academic innovation among 1960 and 1975. A range of things - ancient, socio-economic, political and academic - contributed to the advance of faculty structures with specific objectives and constructions. This e-book is the 1st updated and complete examine of a effective nationwide academic and social phenomenon, mostly unknown and mostly unappreciated.

The authors describe provincial and territorial university structures as they've got developed to 1985, discussing difficulties specific to every method and comparing the level to which regularly idealistic early ambitions were discovered. They establish key matters that are serious to the way forward for those structures and which, if missed, will undermine group university schooling throughout Canada. those comprise accessibility, id, relatives with governments, administration and management, and assessment and responsibility. In each one case the authors draw upon their very own services and adventure to explain instructions for answer of those issues.

The booklet features a finished and topical bibliography of either released and unpublished fabric with regards to many elements of Canadian neighborhood collage improvement. additionally it is a French language bibliography.

Unique in lots of elements, this publication is designed to curiosity either graduate and undergraduate scholars in grownup and better schooling and management in addition to these without delay excited about group faculties, executive schooling ministries and a extensive lay public.

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56 The provincial government played no active role on the grounds that education was a family and church matter to be protected from political vagaries and pressures. The result was the gradual growth of an extraordinary variety of institutions all largely autonomous and independent one from another and from government intrusion. A Council of Public Instruction was established in 1856 to monitor and direct the modest public school sector, but in 1875 it effectively subdivided into a Catholic Committee and a Protestant Committee, each with separate and unlimited responsibilities for the different public schools for which the languages of instruction were for the most part French and English respectively.

43 It was proposed that the colleges be under local control but that the Department of Education be charged with the supervision of standards and the control over unnecessary duplication of programmes. The thrust of the report reflected the university bias of its authors. The need to preserve and protect the university system underlay most of their recommendations. The university presidents viewed with justifiable alarm the pressure on their institutions to admit more students who might lack the intellectual competencies to benefit from the university experience.

In his view, colleges should become comprehensive regional post-secondary education centres, separate and distinct from the secondary schools and from the universities. He also rejected the Ontario model of colleges of applied arts and technology which was being put in place at this time, noting that such an approach would only encourage the construction of expensive satellite university campuses throughout the province without reducing to any significant extent the need for college facilities for other kinds of programmes.

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