m te

'sr

ancc:)IJVepVbcationa/ Institute

1

THE VIA AWARDS

At its General Meeting on Thursday, June 23rd, the Vocational Instructor's

Association (the VIA) held a ceremony to present achievement awards to KEC and
VVI students. The VIA Achievement Awards were established in 1980 and are
intended to honour the outstanding progress of individual students. Selection
of the award recipients takes into account not only excellent academic
performance and motor skills but also the students' attitudes to training,
fellow students and instructors. Such facets of an individual's character as
sociability, maturity and self-confidence are also taken into consideration.

Since the awards were established, the VIA has granted forty-nine $250.00
scholarships and thirty-five Certificates of Merit. The certificates are
awarded to those students not receiving cash awards but who nevertheless
deserve special recognition.
The Master of Ceremonies, Hanneke Janssen, introduced the proceedings, the
presenters and the award recipients. After providing a short history of the
awards (paraphrased above), she introduced the guest speaker, a student who

had received the award in February 1983 for her excellent progress in KEC's
Homemaker and Advanced English programs; the presentation of the awards and a

brief reception followed.
Appropriately, as the cover photograph demonstrates, the students receive

their awards and congratulations from the individual instructors who nominated
them.

The awards were presented as follows:

May Yu

Hearing Impaired Program, KEC; presented by her
Instructor, Helen Chan.

Ronald Becker

College Foundations Program, KEC; presented by his
Instructor, Cathy Tolsma

Brian Stauffer

Computer Electronics Program, VVI; presented by the Acting
Department Head, Owen Jones.

John Baird

Accounting Program, VVI; presented by his Instructor, Jim

Mitchel1
Raju Papaiya

English Language Training, KEC; presented by his
Instructor, Joyce MacFarlane

Dan Gould

Cook Training Program, VVI; presented by the Department
Co-ordinator, R. Jolicoeur

Berry Re id

Welding Program, VVI; presented by the Department Head,
Eric Sukkel

2
THE XEROX AWARDS

Xerox of Canada Inc. has donated three bursaries to the College. On 1983 06
15 the VVI Awards Committe recommended three Candidates to the Management
Committee, which approved the dispensation of the $125.00 awards as follows:
Julia Brewster
Computer Electronics

Geoff Rogers
Electronics Technician

James Ng
Electronics - Basic
The College extends its congratulations to the award recipients and wishes
them continued success in their endeavours.

VCC EDUCATIONAL FOUNDATION

In a memo [dated 1983 07 29] to the VCC Community, Mr. Manera announces the
incorporation and describes the structure of the VCC Educational Foundation:

"The VCC Educational Foundation's objective will be to raise funds for
Vancouver Community College.

The initial group of directors is made up of the following persons:
John Pearkes, Art Lee, Elizabeth Jarvis, Peter Hebb, Max Fleming, and
Tony Manera
John Pearkes has been elected as President, Art Lee, Vice-President, Elizabeth
Jarvis, Treasurer and Max Fleming, Secretary. It is expected that
announcements of additional directors from the external community will soon be
made.

Mr. Howard Naphtali has been appointed Executive Director of the foundation.

He brings to the work of the Foundation an excellent background in fund
raising as a result of his many years of service with the United Way. He will
be working for the Foundation on a part-time basis, beginning 1983 August 22.

His office will be located in the Central Administration Offices at the King
Edward Campus.
The assistance and co-operation of all members of the College community will
be essential if the Foundation is to be successful. I urge your support."

3
VCC LOTTERY

July 20, 1983

Purpose:

To raise funds for VCC Totem Conference teams. The
College's budget can no longer meet the costs of
Totem Conference participation. The lottery is
intended to maintain participation for one year until
other sources of revenue can be put in place.

Vehicle:

Langara Athletic Association.

Basic Approval

In Principle by College Board, June 29, 1983.

Lottery:

Sales and draws are scheduled August 22 through
December 22, 1983.

Dates:

Monday, August 22, 1983, grand kick-off, Langara

Campus gymnasium, (as below). Tickets sold will
accumulate in the draw, kick-off through Christmas.
Draws:
September Draw:

Cutoff Date - September 22
Draw

October Draw:

Cutoff Date - October 21
Draw

November Draw:

Tickets:

- October 27

Cutoff Date - November 22
Draw

December Draw:

- September 28

- November 28

Cutoff Date - December 20
Draw

- December 22

Christmas Bonus Draw

- December 22

120,000 tickets will be printed. The ticket sales
targets are well below the volume of tickets
printed. For the record, break even will require the
sale of 13,000 tickets. Proceeds from sales beyond

13,000 will go to Totem participation.
Price:

$1.00 per ticket. All tickets will be retained for
each draw.

Prizes:

Monthly draw
Christmas draw -

$1,000 and four $100 prizes
$2,000 and four $500 prizes

4
Di stribution:

Twelve key distributors - to receive 10% commission (it is
hoped that at least one "key" distributor will be located
at each of KEC, VVI and Central Administration.
Sellers to receive one ticket for every ten sold.
Total commission = 20%
Outlets: - KEC, VVI and Central Administration.
- Marketing and Sales students
- Phys.Ed. & Recreation volunteers
- Small Business program students
- Service Clubs

- Kiosk in the Main Lobby
- Langara Bookstore
- any other faculty, staff, students, volunteers
Licence:

L. Fennema has completed the lottery application and
received lottery licence #42685, confirmed by letter..

Pub!icity:

L. Fennema will be the spokesperson for the lottery and
will issue periodic press releases. D. McCallum will work
through the sports writers. There will be advertisements
in The Voice.

Draws:

Special guests will be invited to make the draws.

Kick-off:

Date

Monday, August 22, 1983

Place

Langara Gymnasium

Time

10:00 a.m.

Guests

Sports people. Board members, VCC Divi¬
sion Chairmen and senior administrative
personnel, the Minister of Labour, the
Provincial Secretary, 2 MLA's, 0.
Fraser, Mayor Harcourt, Premier Bennett.

Refreshments

Tea, coffee and Danish

Bank Account:

Canada Trust, Cambie and 41st.
Statements to Director of Financial Services.

Contacts:

Linda Fennema

Ralph Kerr
Bert Dartnell
Jock Denholm

324-5371
324-5378
324-5215
324-5266

5
NEW LIBRARY ACQUISITION?

A Selected List of New Books
CANADIAN FAMILY LAW. M. C. Kronby. 1983.
Revised and updated, this indispensible, straightforward guide covers
marriage and marriage contracts, separation, divorce, financial
support, child custody, property rights, and other related topics.

KE 539.2 .K76
ELECTRONICS FOR COMMUNICATION. C. A. Brant. 1983.
Intended for technician instructional programs, this book presents an
electronics theory, emphasizing communication devices and circuits.

TK 7816 .B73

FINDING A JOB. N. H. Azrin. 1982.
Job seekers using the "Job-Club" approach have found employment faster,
more efficiently, and with a far higher success rate than those using
more conventional methods.

HF 5383 .A97

FUNDAMENTALS OF TECHNICAL MATHEMATICS. A. D. Kramer. 1982.
The approach of this text stresses a working knowledge of mathematics

and an application of mathematical ideas to technical and practical
areas.

QA 39.2 .K687

GETTING BACK TO THE BASICS OF PUBLIC RELATIONS AND PUBLICITY. M. J.
Culligan.

Cutting right through the complex theories and practices that have made
modern business communications unnecessarily complicated and
impersonal, this thoroughly practical book reveals the fundamental
techniques that will serve anyone who has to get an idea across to a
particular public.

HM 263 .C75
GRAPHICS POSTERS 83.
A selection of posters representing the work of hundreds of artists are
collected in this outstanding work.

NC 1800 .67
HANDBOOK OF ADVANCED ROBOTICS. E. L. Safford. 1982.
Here's your key to learning how today's sophisticated robot machines
operate, how they are controlled, what they can do, and how you can put
this modern technology to work in a variety of home, hobby, and
commercial applications.

TJ 211 .S24

6
HANDBOOK OF CURRICULUM DESIGN FOR INDIVIDUALIZED INSTRUCTION. S. L,
UrumheI ler. 19/1.

This handbook attempts to present guidelines for designing and
developing curriculum materials from rigorously defined behavioral
objectives.

LB 1031 .07

HEALTH AND CANADIAN SOCIETY. 1981.
For the first time, Canadian material has been assembled to provide the
interested student with a substantive overview of health care and health
care institutions in this country.

RA 395 .C3

HOW TO GET COLLEGE CREDIT FOR WHAT YOU HAVE LEARNED AS A HOME MAKER AND
VOLUNTEER. R. B. Ekstrom. MT!

This book is intended to help women who are thinking about entering or
returning to college after spending several years as housewives and/or
as volunteers- in their communities.

LB 2359 .E46
IMPROVE YOUR MEMORY SKILLS. F. S. Bellezza. 1982.
Complete with numerous examples, this book presents specific memory, or
"mnemonic," techniques you can use to help you remember large amounts of
information for long periods of time.

BF 385 .B45
INTRODUCTION TO ELECTRICITY AND ELECTRONICS. A. Mottershead. 1982.
This book is written for first-year courses in an electricity/
electronics program at a community college, vocational institute, or
technical college.

TK 454 .M67
AN INTRODUCTION TO MICROCOMPUTERS. A. Osborne. 1982.
Microcomputers are destined to be ranked alongside automobiles and
television sets as among the most significant inventions of the
twentieth century. If you know little or nothing about computers of any
kind, this book will get you started, whether you want to buy your own
computer or simply learn how computers work and how they are built.

TK 7888.3 .082 V.O
THE LITTLE ENGLISH HANDBOOK FOR CANADIANS. J. B. Bell. 1982.
This handbook is designed to serve as a guide on basic matters of
grammar, style, paragraphing, punctutation, and mechanics for those
engaged in writing public prose. "Public prose" refers to that

particiular dialect of written English most commonly used in the
newspapers, magazines and books that the majority of educationed native
speakers read.

PE 1408 .B47129

7
MARRIAGE AND FAMILY LAW IN BRITISH COLUMBIA. J. Auxier. 1982.
The latest Family Relations Act in British Columbia has had far reaching
effects on many family relationships. This book explains the
implications of the law in simple, everyday language.

LB 2359 .E46
MATH APPLICATIONS FOR TECHNICAL TRADES. R. H. Graham. 1983.
By providing carefully-sequenced problems in a context that is relevant
to their needs and interests, this text ensures that students can attain
an adequate mathematics background to succeed in a trade-oriented career.

TJ 1165 .G72
THE MODERN ART OF CHINESE COOKING. B. Tropp. 1982.
Over five years in preparation, this book will teach anyone—from the
rank novice to the experienced professional—how to master the art of
Chinese cooking.

TX 724.5 .C5 T685
THE SOUL OF A NEW MACHINE. T. Kidder. 1981.
A unique portrait of life and work behind the closed doors of American
high-technology corporations, this book offers fascinating insights into
the research and development process and the people dedicated to
computer design.

TK 7885.4 .K53
THE WAY TO GO. E. Lerner. 1982.

This book is designed to give direction and encouragement to those
interested in travel and leisure as a profession. It will equip you
with a good understanding of the business, tell you how to enter any
field, what skills are needed, what you can expect to earn, and what
benefits could be received.

G 155.5 .L47
WORKLIFE TRANSITIONS. P. E. Barton. 1982.
Job and career changes, transfers, promotions, relocations, and other

individual worklife transitions—along with the expansion or decline of
businesses, organizations, even entire industries—al1 require new
learning on our part. This book is the first of its kind to focus on

learning during working life.

LC 5219 .B35

VVI LIBRARY HOURS OF OPERATION: AN UPDATE
Monday through Thursday: 08:00-22:00 hours
Friday: 08:00-17:00 hours
Saturday: closed until September 4th, after this date the
hours of operation will be 12:00-16:00 hours

8
VANCOUVER COMMUNITY COLLEGE

VANCOUVER VOCATIONAL INSTITUTE
JOB DESCRIPTION
FOR
DIVISION CHAIRMAN; SERVICE DIVISION
GENERAL STATEMENT
Division Chairmen are responsible for the coordination, supervision, and

direction of both curriculum and instruction within their divisions, for
establishing liaison between the faculty of their own division as well as to
the Dean of Instruction, or his/her delegate, and hence to the Campus
Principal.

Division Chairmen hold faculty positions and are therefore covered by the
current Collective Agreement between the VCC and the Vocational Instructors'
Association.

In setting down the duties and responsibilities it is not intended to
establish a complete and definitive listing. The Division Chairman is
expected to use his/her discretion and initiative to deal with situations as
they arise and to assume other duties and responsibilities as assigned by the
Dean and Campus Principal.

In order that the division will be covered during the twelve months of
operation, the Division Chairman will ensure that someone will act in his/her
capacity during any absence.

SPECIFIC RESPONSIBILITIES
The main duties and responsibilities of the Division Chairman fall within
these general areas:

A) Program Curriculum and instruction
B) Faculty, staff and student relations
C) Planning and development
D) Administration

A. PROGRAM CURRICULUM AND INSTRUCTION
1. Organize, supervise, coordinate, and evaluate the programming effort in

his/her division and recommend to the Dean of Instruction appropriate
revisions.

2. Anticipate the need for changes in programs and related faculty
changes, discuss these with the appropriate Department Heads and
Coordinators II, initiate the required action.

3. Participate in the selection and recruitment of faculty and
departmental supervisors.

4. Call, attend and assist the Program Advisory Committee as applicable to
his division, in accordance with the guidelines for such committees.
5. Share with the Dean of Instruction responsibility for the supervision
and evaluation of the level of instruction appropriate to the programs

in his/her division.
6. Organize and assist in the operation of In-Service Training Programs
for the instructional development of new and continuing faculty.
7. Encourage the effective use of instructional devices for instructional
purposes and encourage responsible innovation and controlled

experimentation in instructional methods and techniques within his/her
department.
8. Be prepared to offer guidance and assistance to the Department

Heads/Coordinators II in planning, operating, and guiding their
departments/programs.

FACULTY, STAFF .AND STUDENT RELATIONS
1. Take an active part in the recruitment of students for the College and
in particular for specific programs and courses offered by his/her
division.
2. Prepare copy for brochures and other printed matter for advertising
purposes and the recruitment of students.
3. Convene regular meetings of the division's faculty members.
4. Assist in the resolution of problems and issues arising between an
instructor and his/her students, or between other faculty members, when
such assistance is requested by the Department Head, Coordinator II,
Dean of Instruction, or Campus Principal.
5. Provide guidance and assistance to those faculty without previous
instructional experience regarding instruction and course planning.
6. Be responsible for and maintain liaison with government, industry and
commerce as well as other educational institutions.
7. Initiate and consolidate efforts and maintain and improve the adequacy
of buildings, rooms, equipment, stores, and all other appurtenances to
instructional programs as they relate to the division.

PLANNING AND DEVELOPMENT
1. Maintain liaison with educational institutions, industry, commerce and
government.

2. Assist the Dean of Instruction in the coordinated administration of
programs of professional growth.
3. Actively participate, in concert with external agencies and the
instructional departments, in promoting graduate placements.

10
4. Institute action to maintain and improve the adequacy of buildings,
rooms, equipment, stores, and all other appurtenances to the
instructional program as they relate to his/ her department.

5. Help advise and assist in program facilities and planning.
6. New program concepts developed.
7. Program, course and curriculum development initiated externally and
internally.

D. ADMINISTRATION
1. Be responsible for, in cooperation with the departments, all annual
departmental. Capital and Replacement Lists.
2. Aid in the preparation of, and coordinate requests for texts,
periodicals, and other study materials related to the curriculum of

his/her division.
3. Coordinate necessary reports relative to annual vacation, leaves,
accident reports, training schedules, and external publications.
4. Review all supply requisitions and purchase orders.
5. Prepare annually and submit to the Dean of Instruction each January, a

brief statement or report dealing with the growth, development,
activities, and future of the division.

6. Be involved in all budgetary matters in his/her division.
7. Be involved with the development of duties and responsibilities of
support staff.

8. Be involved with the evaluation of Department Heads/Coordinators II.

DESIRABLE QUALIFICATIONS
1. The ability to provide leadership in their respective divisions.
2. Such academic training and/or qualifications as are appropriate to the
division concerned.
3. Instructional experience at the College level and a supervisory/management
background.

APPOINTMENT
The term of appointment is for a one-year probationary period (1984 April 1 to 1985
March 31). Upon successful completion of the probationary period, on
recommendation of the Campus Principal, the appointee would be confirmed for an

additional three-year period.(1985 April 1 to 1987 March 31).

n
SALARY
As per the Collective Agreement.

ALLOWANCE
As per the Collective Agreement.

CLOSING DATE
The closing date for this position is 1983 December 31.
Completed applications, including an appropriate resume, should be submitteded to:

THE PERSONNEL DEPARTMENT
VANCOUVER COMMUNITY COLLEGE
P. 0. BOX 24700 STATION 'C
1155 East Broadway
Vancouver, B.C. V5T 2N4
no later than 1983 December 31.

VANCOUVER COMMUNITY COLLEGE
VANCOUVER VOCATIONAL INSTITUTE
JOB DESCRIPTION
FOR
DIVISION CHAIRMAN: INDUSTRIAL DIVISION
The GENERAL STATEMENT for this position is identical with that for the Service
Division Chairman. The only differences are in the dates of appointment and
the closing dates, as reflected below:

APPOINTMENT
The term of appointment is for a one-year probationary period (1984 01 01 1984 12 31). Upon successful completion of the probationary period, on
recommendation of the Campus Principal, the appointee would be confirmed for

an additional three-year period (1985 01 01 - 1987 12 31).

CLOSING DATE
The closing date for this position is 1983 September 30.

12

Completed applications, including an appropriate resume, should be submitted
to:

THE PERSONNEL DEPARTMENT
VANCOUVER COMMUNITY COLLEGE
CENTRAL ADMINISTRATION
5th FLOOR, 1155 E. BROADWAY
BOX 24700 STATION "C"
VANCOUVER, B.C. V5T 4N4
no later than 1983 09 30.

OPPORTUNITY AVAILABLE - IN INDONESIA

Canedcom International of Toronto, Ontario, has aked V.C.C. to identify up to

six (6) individuals who may be interested in becoming consultants in Medan,
Indonesia.

The six positions are:
1.0 Senior expert in vocational and technical education, to act
as a team leader of the consultants to be provided under the
project.

2.0 Expert in Educational Administration with experience in
institutional planning and management.
3.0 Technical education specialist in the area of Industrial
Electronics.

4.0 Technical education specialist in the area of Mechanical
Maintenance and Repair.

5.0 Technical education specialist in the area of Sanitary
Installations and Sheet Metal Working.
6.0 Instructional Resources Development Specialist with expertise
in instructional materials, including text book preparation
and printing.

Job descriptions for these positions have already been circulated on
campus. If you are interested, please call Dr. Lawrence Fast (Langara

Dean of Instruction) immediately.
His number is 324-3882.

13

GETTING OLD REVISIItU
A number of months ago, NEWS & VIEWS ran a condensed version of an "article"

entitled "YOU KNOW YOU'RE GETTING OLD WHEN . , ÿ" Since a staff member his
submitted a more complete version, and since it was so well-received when
previously printed, it merits reprinting in its entirety.

Everything works and what doesn't hurt doesn't work.
Your knees buckle and your belt won't.
You sit down in a rocking chair and can't get it started.
You regret all those times you resisted temptation.
You order geritol-on-the rocks at the bar.
You think "Gay" means "happy, lively and vivacious."
You look forward to spending a quiet evening at home.
Your back goes out more often than you do.
You know all the answers but nobody asks you the questions.

The last president you enjoyed voting for was Teddy Roosevelt.
You turned 39 before Jack Benny.

Your little black book has only names ending in M.D.
You need oxygen after blowing out your birthday candles.
Your mind makes arrangements your body can't keep.

You start eating bran flakes and prune juice for breakfast.
You remember today that yesterday was your birthday.

You get worn out dialing long distance.
You buy a health club membership and don't go.
You have more hair on your chest than your head.
You can't just seem to get around to procrastinating.
Your favourite newspaper column is "25 years ago today."
You don't need an alarm clock to get up at 06:00 hours.

You need a fire permit to light all the candles on your birthday cake.
A fortune teller wants to read your face.
It takes you an hour to undress and another hour to remember why.

After painting the town red, you have to wait a long time before applying a
second coat.

You burn the midnight oil by 21:00 hours.
You get your exercise being a pall bearer for your friends who exercised.
You feel like the morning after and you haven't been anywhere.
Anything under a quarter isn't worth bending over to pick up.
Your pacemaker opens the garage door when you see a sexy girl go by.

The little old lady you helped across the street is your wife.
You get winded playing checkers.
You sink your teeth into a thick, juicy steak and they stay there.
The only whistles you get are from the teakettle.
Your favourite TV personalities are Sid Ceaser, Milton Berle and Lucille Ball.
You need a smaller house with a larger medicine closet.
Work becomes more fun and fun becomes more work.

The best part of your day is over when the alarm goes off.
Your children begin to look middle aged.
You think you are being complimented when you are called a "square."

The gleam in your eyes is the sun reflecting off your bifocals.
You stop to think and sometimes forget to start again.
A dripping faucet causes an uncontrollable bladder urge.

You finally get to the top of the ladder, but it's leaning against the wrong
wall.

&

14

UBC FALL SCHEDULE: COURSES IN HIGHER EDUCATION

During the Fall session, 1983-84, U.B.C. plans to offer the following courses

through the Division of Higher Education:
HIGHER EDUCATION 508 (3 units): Organization and Administration of Higher
Education. Instructor: Dr. John H. Andrews. Mondays, 4:30-7:00 pm.
Scarfe 210. The first class meets Monday, September 12th.

HIGHER EDUCATION 559 (1.5 units): Administration of Post-Secondary
Institutions. Instructor: Dr. John H. Andrews. Second Term Course,
time and place to be announced.

HIGHER EDUCATION 561 (1.5 units): Introduction to Institutional Research.
Instructor: Dr. John Chase. Thursdays, 4:30-7:00 pm. Scarfe 210.
First Term Course, beginning Thursday, September 15th.

HIGHER EDUCATION 565 (1.5 units): Human Resources in Higher Education.
Instructor: Dr. John H. Andrews. Wednesdays, 4:30-7:00 pm. Scarfe

1023. First Term Course, beginning Wednesday, September 14th.
HIGHER EDUCATION 569 (3 units): The Community College. Instructor: Dr. John
D. Dennison. Wednesdays, 4:30-7:00 pm. Scarfe 210. Begins

Wednesday, September 14th.
HIGHER EDUCATION 590 (3 units): Current Developments in .Higher Education.
Instructor: Dr. John D. Dennison. Tuesdays, 4:30-7:00 pm. Scarfe

210. Begins Tuesday, September 13th.
HIGHER EDUCATION 590 (3 units): Institutional Research II. Instructor: Dr.
John Chase. Thursdays, 4:30-7:00 pm. Scarfe 210. Second Term
Course, beginning Thursday, January 5th.

INSTRUCTIONAL DEVELOPMENT & SKILLS
The Centre for Continuing Education at the University of British Columbia has
provided the Fall schedule of Instructional Development Courses. A minimum of
12 participants will be required to conduct these courses. To pre-register

call Laura Ware at 222-5220.
Instructional Development 102, "The Elements of Instruction," (#3483)
will be offered at VVI from 1983 09 13 through 1983 12 01 on Tuesday
and Thursday evenings from 16:00-18:30 hours. Instructor: Mr. David

Little. Room # 624 (6th floor of the Tower). Fee: $101.00.
Registration closes on 1983 09 09.

15
Instructional Development 102, "The Elements of Instruction," (#3486)

will be offered at PVI (3600 Willingdon, Bby) from 1983 09 26 through
1983 10 17 on weekday mornings from 08:00-12:00 hours. Instructor:

Ms. Barbara Mitchell. Room # tba (Inglis Building). Fee: $101.00.
Registration closes on 1983 09 19.
Instructional Development 103, "Design and Use of Instructional

Media," (#3487) will be offered at PVI (3600 Willingdon, Bby) from
1983 10 21 through 1983 11 26 on Friday evenings from 16:00-22:00 hours
and Saturday mornings from 09:00-16:00 hours. Instructor: Mr. Kerry

Elfstrom. Room # tba (Inglis Building). Fee: $126.00. Registration
closes on 1983 10 10.
Instructional Development 104 "Evaluation of Learning and Instruction,"

(#3488), will be offered at VVI from 1984 01 17 through 1984 02 23 on
Tuesday and Thursday evenings from 16:00-18:30 hours. Instructor: Mr.

Brian Thorn. Room # 229 (in the old Building). Fee: $77.00.
Registration closes on 1984 01 09.

INSTRUCTIONAL SKILLS WORKSHOPS-TENTATIVE AUGUST TO DECEMBER SCHEDULE
[I.D. 101]

NUMBER DAYS DATES TIME
83 - 11 TUE/THUR SEPT 6, 8. 13, 15;30 - 21:00
15/ 20/ 22
83 - 12 TUE/THUR OCT 11/13/18/ 09:30 - 14:30
20/ 25/ 27

83 - 13 MONDAY OCT 17, 24/ 31/ 16:30 - 21:30
NOV 7/ 14/ 21

More workshops will be scheduled after facilitator vacations.
If you are a VVI employee and need to complete the requirements for I.D. 101

or want to sharpen up your instructional skills, you may sign up by phoning
either David Tickner (local 382) or Karl Gregg (local 376) in the Program
Development Department (Room 236).

On the following pages are some "Words of Advice" which anyone involved in the
instructional process may find interesting. Also, the application form for
the I.D. Program is included. If you have any questions about this material,
please contact either your Department Head or the Dean of Instruction.

16
TIPS FOR INSTRUCTING PART-TIME ADULT STUDENTS
1.0 THE INTRODUCTION STAGE
Many adults are bashful about their reasons for attending classes, but
each may have private hopes, desires, needs and purposes. Try to help

them feel at ease. Perhaps the following suggestions will be helpful to
you — they've worked in other groups:
- Encourage each class member to become acquainted with the others.
- Be sure that everyone feels that he or she belongs.
- Be informal, friendly, and personal -- without affronting anyone's
sense of dignity.
- Encourage everyone to share in group activities.
- Help everyone feel that their own opinions and thoughts are important.
- Let the program grow with and from the group.
- Remember that you, too, are a member of your group.

2.0 THE INSTRUCTING STAGE
- A good instructor talks clearly and slowly; uses large, clear writing

and pictures; makes individual adjustments for those who may have
difficulty seeing or hearing.
- Since adults dislike "busy work", a good instructor devises ways of
varying practice drills when skill courses require them.
- The adult's desire to learn demands a business-like approach so a good
instructor must have a well-organized presentation. He/she cannot waste
time or be slipshod.
¦¦ A good instructor presents the course in many short units rather than

a few long ones. This gives the students a feeling of progress and
attainment.
- A good instructor helps the class members understand that, so far as

possible, each one will proceed at his/her own speed of learning.
- A good instructor never hurries those who are learning complicated
manual movements. Use the breakdown approach, and introduce the next
operation only after the first is mastered.
- The slowdown in physical ability means shorter lesson assignments and

more time for the average lesson in those skills involving muscle
movement.

- A good instructor uses every opportunity to praise good work and
minimize faults or mistakes. Accent the positive.

2.0 AN INSTRUCTOR'S SELF-EVALUATION

CHECK YOURSELF
How do you think you measure up to the many-faceted challenges of teaching
adults? Here's a checklist you might want to use -- or adapt -- to help you
rate yourself, much as you might rate a student whom you were helping.

17
WONDER
FEEL COULD HOW CLASS
COMPETENT USE HELP SEES ME
Do I really enjoy working with adults and
helping them learn?
Have I studied and reflected on the need
for adult education?
fim I aware of individual differences among
adult students, and how these affect my

relationships with them?
Have I conscientiously sought to identify
individual differences in my class group?
Have I prepared my material to deal with
these differences?
Have I a system for making continuous
evaluation of an individual's growth?
Have I arranged to devote ample time to

the preparation and leadership of my
adult group?
/Vn I striving to become more of a leader
in my class, and less of a formal

instructor?
Do I accept student criticism with a sense
of understanding?
An I bringing in qualified people who make
contributions toward the group objectives?
Do I know what equipment is available and
am I using it to best advantage?
Have my materials and methods been adapted
to and grown from the everyday experiences

of my adult group?
Am I making use of the members of my group
who can contribute to group goals?
Am I making use of libraries, museums,
public agencies, civic organizations and
news media?

Am I keeping the group moving from the
simple to the complex?
Am I using information from
today's meeting in preparation for
tomorrow's?

18
WONDER

FEEL COULD HOW CLASS
COMPETENT USE HELP SEES ME
Have I made the best arrangement of the

physical equipment to meet the needs of
handicapped individuals?
Have I brought about a comfortable social
atmosphere for the group?

An I allowing my leadership to be improved
by group evaluation?
Have I established good relations with
other members of the staff and am I

familiar with their programs?

4.0 HELP YOUR STUDENTS RATE THEMSELVES
The responsibility for successful class activity isn't yours alone. No, as
individuals in a group, the students also have an obligation — to you, to the
other class members, and to themselves. Their flexibility, interest,
cooperation, and creativity are a pretty good index to the success of your own
efforts. So why not suggest to your students that they examine their own

participation? Below is a checklist of questions that might be used to help
them rate themselves.

NEED
GOOD FAIR IMPROVEMENT
Do I just sit and listen or do I propose new
ideas?
Am I shy about admitting I don't understand, or

do I ask questions?
Do I keep my knowledge to myself, or do I share
it when it will prove helpful?
Do I concentrate only on details under
immediate discussion, or do I try to summarize

and relate class ideas?
Am I satisfied with mediocre projects, or do I
stimulate the group to undertake worthwhile
projects?
Do I allow ill feeling to develop, or am I a
mediator and peacemaker?

Am I inflexible, or am I willing to compromise
(except where basic issues are involved)?
Do I sit while others hog the floor, or do I
encourage others' participation, giving everyone

a fair chance?

19
5.0 A QUICK SUMMARY
A learning situation must be realistic. There is no point teaching swimming
in a classroom when the skill can be exercised only within a body of water.
It is not always this easy, however, to test the practicality of a learning
situation. For this reason, the college instructor must many times use

various methods of fact finding (acquiring information from the students
rather than giving information to them) to determine the appropriateness of
the learning situation as perceived by the students. Acquiring information
from the student, then, not only helps the college instructor determine the
extent to which the learning situation is realistic, but it helps develop a
sharing experience between student and college instructor which enables them
to make a partnership out of the entire learning process.

Another well-known principle of learning is that active participation on the
part of a student is far more functional than passive reception. People do

learn by doing and to deny students this opportunity is to limit the depth and
richness of their educational experience. More than this, however,

individuals have -basic needs for belonging and recognition which the
instructor can best meet by actively involving the student in the learning
process. To deny these needs by restricting the instructional process to
various ways of one-way communication (no matter how ingenious and
entertaining the one-way communication method may be) is to limit an

individual's opportunity of identifying as a person with other students.
It is important, too, that an individual have a share in setting his/her own
expectancies about learning. Trying to meet expectancies imposed upon us by
others is frequently frustrating. To share in setting expectancies results

frequently in setting expectancies higher than those that might be given to us
by others.
Finally, each college instructor must be aware of the classroom methods which
will enable each student to relate to other members of his class.
"Acceptance" is a two-way process. A sweet and kindly manner on the part of
the teacher does not necessarily mean that the student feels "accepted" by the

instructor. He/she needs the opportunity to actively engage in learning
experiences with the other students as well as the instructor if he/she is to
bring all of his/her emotional and intellectual resources to bear in helping
him make maximum use of the learning opportunity.

e.O HOW CAN THE VVI HELP YOU?
The Institute's Program Development Department (SE corner, 2nd floor) has a
part-time 24-hour course called: Instructional Skills Workshop.

This course is taught by your fellow instructors and is accredited by the
Ministry of Education as the first course in a sequence of four (4) courses
leading to an Instructor's Diploma and a permanent B.C. Teaching Certificate
(Post-Secondary).

The Instructional Skills Workshop is free to all VCC/VVI instructors, or
future VVI instructors. Please call Mr. Karl Gregg, 681-8111, Local 376 for
more information.

(c) la-service training on the job while employed leading to your specialty

Period of in-service training ______ Years Dates ____________
(d) Training in the Armed Services in your specialty area:
Eates Level achieved
(e) Correspondence courses, private tuition, part-tims courses, or other,

leading to your occupational coirpetence:

D. YEARS OF EXPERIENCE IN YCUR SPECIALTY AT THE FULLY QUALIFIED LEVEL OVER AND ABOVE THE
TIME SPECIFIED IN C. HEREIN., (Please supply details.)
Employer

Years

Eates

E. PART OR FULL-TIME EXPERIENCE AS A TEACHER OR INSTRUCTOR (Please supply details)

Fo GENERAL INFQBMATICN
1. Applicants should understand the courses are offered as units of a package
program and that normally credit will not be granted for courses taken under
another jurisdiction.
2c This application should be nailed to Dr. S. McGechaen, Cbordinator, Instructor's
Diploma Program, University of B.C., Centre for Continuing Education, 5997 lona
• Drive, Vancouver, B.C. V6T 2M

Signature of
Date of Application WI Instructor
WX Dean of Instruction
Signature of Dean of Instruction

of Signature

Application for Admittance
Prcgram Leading to the Ministry of Education
INSTRUCTOR'S DIPLOMA.

GENERAL
Eate

Name

Surname (please print) _ Christian Names
Home Address

Age

Employed by

Vancouver Coiranunity College/Vancouver Vccational Institute

Address

250 West Pender Street, Vancouver, B. C. V6B1S9

Specialty subject appointment
Do you hold a Ministry of Education teacher's credential, other than a letter of
pennission?

EECCATION
1. Elementary and Secondary School:
Number o£ years Location Grade Completed
2. Post-Secondary Education (College, Institute, or University):
Number of years attended ] Eates
Name of School

Diploma or Degree

TRAINING IN YOUR AREA OF SPECIALTY
1. Name or describe level of proficiency normally recognized in your occupation,
such as Technolcgist, Engineer, Journeyiran

Diplomas

or

Certificates

2. Attendance in courses or experience which led to above level

(a) Attendance in a schcol of specialized studies, such as business school,
school of nursing, trades or technical schcol, schcol of art, etc.

Type

of

Schcol

Name and Location
Number of months attended
Specialty Area of Study _

Dates

Diploma awarded

(b) Apprenticeship Training:
Length of apprenticeship
Formal periods of full-tiae courses

years Eates

20

PUBLIC RELATIONS PLAN 1983 - 84

Background

A public relations plan is a new step for Vancouver Community College. The
college has had a public relations department which issues press releases,
handles advertising, produces an internal newspaper, and so on; however, college

management generally left the subject to the department and did not regard it as
a matter requiring a plan approved by management. The public relations
department was not a forgotten cousin in this regard - there was not an

offically approved personnel plan or accounting plan or purchasing plan. All
operated within college policies and within annual budget limits. So long as
times were good and the college was on an expansionary path, the concern for and

about public relations was limited. Restraint and retrenchment demand changes
in approach, objectives, and expectations of the college's public relations
efforts.

Education is competing with other government activities for a diminishing
tax dollar. Vancouver Community College struggles to gain what is perceived to
be a fairer share of education's available dollars- The success of these

efforts depends in part on the amount of support they enjoy among the various
concerned communities - and that is a large motivator for a planned,
comprehensive public relations program.

21

Concurrently, the reality of restraint has been a diminution of spending
power by the Col lege both in actual dollars and in purchasing power due to
inflationary forces. This has had varying effects on employees: some term
employees have not been re-hired as sections of instruction were cancelled; some

jobs were eliminated in the support staff area; some employees accepted early
retirement; and others have gone without pay increases. This characteristic of
restraint or retrenchment has a tendency to create uncertainties in the minds of

individual employees about the institution and about their own futures with the
attendant possibilities of lowered morale, pride and the straining of other
internal relationships. An effective program of communication with and among
employees is seen as a particularly valuable resource during such times.

While the College was contending with shrinking budgets and reducing the
numbers of persons in its employ, students were arriving at the doors in

unprecedented numbers. In the fall of 1982 Langara Campus reached the point
where student numbers would no longer be issued because the numbers of students

had gone beyond the point where there was any possibility of being registered in
classes. The College was developing an unhappy, frustrated public of persons
turned away at the door.

Meanwhile, the College was initiating activities involving new publics:
I nternational education and the establishment of a foundation with the purpose
of raising private monies for the College. These new publics comprised of
people who may not even be sure where Vancouver is as well as people who live

22

here but have had little or no occasion to come in contact with VCC obviously
would require public relations efforts peculiar to their individual needs.

Following meetings with the Director of College Resources and the Director
of Public Relations, the President placed the subject on the agenda of the
College Executive Committee and it was discussed at each of the C.E.C. meetings
over a period of weeks. From those discussions, and from the discussion arising

out of a progress report given by the President and the Director of Public
Relations to the College Board at their annual retreat, came a series of
proposed public relations initiatives. Some carried cost implications beyond
the dollars allotted to the public relations and advertising budget and on
May 25, 1983 the College Board approved the expenditures of an additional
$30,000 from contingency funds to give the plan effect.

The Plan in Action

As the public relations plan was being developed some elements were already
in various stages of implementation:

- Slide-Tape Update: The two year old College slide-tape show, 'Vancouver

- A Community and its College', has been updated to reflect the major
changes in facilities and converted from a three projector to two
projector show for easier use.

23

- Public Relations Network: The Public Relations Network is a group of
representatives from each of the teaching divisions of the College whose
purpose is to develop various hard and soft news ideas for followthrough by the public relations department. The first meeting was held
during the spring of 1983 and featured the presence of the College
President who wished to emphasize the importance he was placing on the
efforts of the network. Subsequent meetings have been held under the
Chairmanship of the Community Relations Co-ordinator and plans are in
place for a workshop on media relations for interested participants.
- Speakers Bureau: Raised as an agenda Item at a meeting of the Public
Relations Network, others learned that efforts were already underway at
Langara Campus to identify speakers and topics which might be promoted
in the community. The other divisions indicated they might be able to
come up with some speakers and topics and the public relations
department undertook to produce a publication suitable for promoting
this activity.

The Action Plan

The public relations plan calls for a number of initiatives to take place
in the coming year:

Annual Report: The annual report this year will become a report to the
community. It will appear as part of the part-time courses tabloid
which will be distributed during August to approximately 270,000
residences in the college region. This broadcasting of our reports
necessitates reporting matters of interest to and in terms understood by
the layman and a lack of emphasis on the institutional and/or
bureaucratic items which may have characterized reports which enjoyed
more limited circulation. While the report is originally to be part of
the part-time courses flyer its design will be such that it may be
produced as a discrete publication for use throughout the year. The
various divisions of the College have been asked to submit material to
the public relations department by June 24.

24

Neighbourhood Newspaper Columns: Beginning in August the College will
publish a monthly column in three community newspapers, the Courier, the
Highland Echo and the West Ender. These columns will be approximately
30 column inch placements and will convey news of college events and
people which we believe will be of interest to the community but which
we could not count on the papers to pick up themselves. The public
relations department will rely heavily on the input of the public
relations network for material to appear in these columns. Production
will be handled jointly by the co-ordinators of community relations and
advertising and marketing. The publication dates and the production
timetable pattern for these columns appear as Appendix A to the plan.
External Newsletter: In addition to the publication of Intercom, which
is distributed to ail employees, the pubic relations department will
produce an external newsletter four times per year for distribution to
members of advisory committees, representatives of the employer
community, etcetera. This publication will emphasue college
activities, people and new programs in employment related areas.
Members of the public relations network will be regularly canvassed for
ideas for this publication. While its emphasis will be on the external
communities previously mentioned, it will also be circulated to all
employees in the interest of promoting greater awareness among those who
work in the College of all its various programs. The Community
Relations Co-ordinator is responsible for editorial content and the
Advertising and Marketing Co-ordinator oversees production of the
publication. The publication pattern is attached to the plan in
Appendix B.
Board Function for Advisory Committees and Internal Representatives: To
promote opportunities for greater exchange between the Board and various
communities and to provide a forum for recognitiion as appropriate, a
pre-board meeting buffet dinner will be organized on a regular basis.
Initial thinking suggests an attendance of approximately five advisory
committee chairmen along with three or four students (not necessarily
student society representatives) and faculty members. The Community
Relations Co-Ordinator will develop a pattern for use by campus
principals and the board secretary including lead time for invitation
lists, r.s.v.p. procedures, etc. These functions are expected to be

held approximately monthy and are expected to begin in September.
Orientation Package: The College's institutional brochure "Serving You"
has become dated and is not fulfilling some purposes now desired. The
Advertising and Marketing Co-ordinator will develop a print piece which
will convey the kind of general material about the College contained in
the previous brochure but will also permit the inclusion of certain
audience-specific information for groups such as new employees, new
advisory committee members, international education representatives and

so on. Initial design work has been started and the brochure should be
available in September.

Recognition Awards: Community colleges do not confer honourary degrees

in the manner of universities. However, the College has decided it is
appropriate that we have some means of giving recognition to those who
have contributed to the College through their participation in advisory
committees and/or other activity. The public relations department has
been given a budget allotment of $1,000 to develop some kind of physical
manifestation of this recognition i.e. diploma, plaque, paper weight,
etc.

Open House: The College will hold an open house on one of the campuses
annually. These events are the responsibility of the individual
campuses with the assistance of the public relations department. Open
houses are currently scheduled for King Edward Campus for autumn, 1983
and the Vancouver Vocational Institute for Spring, 1984.

appendix a -page 26

PUBLICATION DATES - NEWSPAPER COLUMN

(based on 10 placements of approximately 30 column inches each through

May, 1984)

Vancouver Courier publishes every Wednesday
The West Ender and the Highland Echo publish every Thursday

1. August 17/18

2. September 14/15

3. October 19/20

4. November 16/17

5. December 13/14

6. January 17/18

7. February 15/16

8. March 14/15

9. April 18/19

10. May 16/17

FLOW CHART - COMMUNITY NEWSPAPER COLUMN

APPENDI

1
Sched ule for t abloid p ublication

ACTIVITY

Contact dept.

heads/ PR Network
for ideas and
suggestions
Rough line-up
and set up inter¬

SEPT.

OCT.

NOV.

JAN.

FEB.

MARCH

, eight ti nes yearly

APRIL

JUNE

Aug. 8
-12

Aug. 15
-16

views / research
Interview &
write/ photos

Aug. 17

Check copy
deadline for pix

Aug. 25

Layout & typeset

Aug 26-

-24

-26

30
To printer

Aug. 31

From printer

Sept.6

Mailing &

Sept. 7

houria distrib.

-8

DISTRIBi JTION SLA' 'ED FOR 1 TRST WEDNI ISDAY OF TI E MONTH

29
THE VVI PUBLIC RELATIONS PLAN

As described in the preceeding article, educational institutions are

currently in a vulnerable position with respect to acquiring appropriate
levels of funding to maintain and/or expand training. As a result, it
becomes very important for an institution to develop and nurture a good

public image. VVI is no exception. As part of VCC, the Public
Relations Plan applies to us in all respects; however, the Public
Relations department needs the continuing assistance and co-operation of

all VVI employees if the plan is to succeed.
A VVI Open House is scheduled for the Spring of 1984, and this should
expose a great number of people to the quality and diversity of the
training we offer. However, the Open House is still months away, and
there is much that can be accomplished in the interim.

One of the items identified in the public relations plan is a monthly
newspaper column in The Courier, The West Ender, and The Highland Echo.
The column debuts this month. If you have any ideas or material for

this, please submit them to Arlene Skene, your Public Relations Network
Representative, local 233. The Public Relations department is looking
for brief news items or upcoming events of general interest to the
weekly newspaper people.
A Speakers Bureau, already existing at Langara, is receiving a great
deal of emphasis. The Bureau has the potential of becoming one of the

College's most effective means of reaching the public. The Public
Relations department would like to launch the Bureau in the Fall.
Langara has already provided an extensive list of speakers and topics
but so far that campus has provided the only volunteers.

VVI is a rich source of talent and topics. Hopefully, many of you will
be interested in becoming active members of the Speakers Bureau.
Remember, volunteer speakers need not be addressing the larger questions
of life . . . nuclear disarmament or world economic trends. While these
topics do generate interest, there are apt to be just as many people
interested in hearing about how to do basic auto repairs, or how to make

pastry, or what it is like to teach English in China. The following is
an information release from the Public Relations Department dealing with
the Speakers Bureau:

RELEASE
One of the most effective ways we can reach the public and build up
the college's profile in the community is by making the wealth of
expertise we possess—from how to do a car engine tune-up to travel
tips for touring Greece-»readily available to people.

To this end, the public relations network is working to set up a

speakers bureau at the three campuses. The first task at hand is
to develop a roster of volunteers to speak on topics of general
interest. Once this has been done, we will publish a list of
topics and circulate it to professional, service and interest
groups in the community, along with information on how they can
book one of our speakers.

Naturally, the more speakers and topics we have to offer the
greater the bureau's reach. Topics may relate to the subject you
teach, or they may relate to a hobby or interest. Obviously, most

audiences will be made of intelligent laypeople, so the topics and
approach should reflect this.

The bureau will be co-ordinated from the Public Relations
Department. It will solicit engagements and book speakers. As
well, the department will try to provide whatever back up materials
a speaker might require. If a significant number of the volunteer
speakers want seminars on presentation or delivery we will try to

bring in professionals to help.
Attached (see the other side of this page) is an article from the
University of Victoria, detailing the activities of their speakers
bureau over the last year. It gives some good ideas on topics and
potential audiences.

If you'd like to give speaking a try, please pass your name and
topics along to your pr network representative (A. Skene, local

233) and more information will be forwarded to you as plans are
firmed up.

Early in the fall, the first newsletter for Program Advisory Committee
members and our employer community will go out. It will provide an
update to the audience on developments at the college--board decisions
with any far-reaching implications, survey results, productivity
reports—as well as general feature items on programs and people of
interest at the college. Again, your suggestions are needed.
Those persons in the Public Relations Department are responsible for
producing the column and the newsletter and making sure the bureau gets
off the ground. But they depend on you to give them ideas and
information. Only with across the board co-operation can the college
achieve the end it seeks.

Who spoke^toiwhom..abdii^wtiatfefe•

^Bureau»wraps«up'm0st-suGeessfuLyear««
The third year' of'the "UVic~'Speake^8'"wrorad1, Self-Hypnosis), Victoria Menta]
From Utopia to the Reality of Soviet Polit¬
Bureauco-ordinator
has been its Donna
busiest Danylchuk.
yet, reports " Health Centre; Dr. Patrick A. Dunae (Juveics), Rotary Club of Oak Bay; Dr. James T.
').Bureau
nile Immigration to Canada, 1800-1930),
Buckley (Nutrition), Hillside Kiwanis;
By mid-April,
150 speeches
Faith B. Collins (Time Management), Pur¬
' booked
from September
throughhad
Maybeen
and - Victoria Genealogical Society; Dr. Margie
~ I. Mayfield ('Educational Toys' from the
chasing Management Association of Can¬
June, and bookings were still being '• Kitchen and Basement), Victoria 'Y' Postada; Dr. Reg Roy (Canadian Defence
requested by community groups looking
Natal Support Group; David Anderson
Policy), Victoria Jaycees/Jr. Chamber of
for speakers for spring and summer meet¬ i (Environment), Hillside Kiwanis; Dr. Peter ! Commerce; Dr. Eric A. Roth (World Popula¬
ings. Officially, the Bureau operates from
J. Dunnett (Economic Events: Future , tion: History, Policy and Problems), Lang¬
September through April, so few bookings
Trends), Yorkshire Trust; Dr. Peter J. •; ford Alternative School; Fumio Ishiyama
be made from
Murphy (Future Shock: The Next Crisis in
(Coping with Stresses/Interpersonal Anx¬
' will
September.
¦ - now until next
' Schools), Victoria Parents of Twins and
ieties), Glenlyon School; Dr. Werner W.
Last year, for the same time period, 89 • Triplets; Dr. Margie I. Mayfield ('Educa¬
Liedtke (Games and Game Settings for Pre¬
speeches were given by Bureau members to
tional Toys' from the Kitchen and Base¬
school Children), Lansdowne Preschool;
community groups.
ment), Countryside Preschool; Dr. Judith
Dr. Andrew Farquharson (Social Work),
People interested in joining the Speak¬
Patt (Japanese, Chinese and Southeast
Hillside Kiwanis; John K. Watson (Vitam¬
ers Bureau in time to have their topics
Asian Art and Architecture), James Bay
ins and Minerals in Daily Diets), TOPS; Dr.
listed in the 1983-84 List of Topics are - New Horizons Society; Dr. Colin D. Scarfe
J.L. Climenhaga (Impressions of South
reminded that April 29 is the deadline for
(Exploring the Solar System), Victoria ' Africa), Rotary Club of Oak Bay; Dr. Terry
returning their membership forms to Infor- • Newcomers Men's Club; Dr. Terry D. John¬
D. Johnson (Disturbing Images in Books
mation Services, Danylchuk adds.
son (Children's Literature), LambrickPark
for Young Children), Langford Alternative
The speakers, their topics, and the ; ¦ Co-op Preschool; Dr. M. Honore France
School; Dr. Bart Cunningham (Quality of
groups addressed in 1983 are:
'' School;
(CareerDr.
Counselling),
Shawnigan
Lake
Working Life), Hillside Kiwanis; Dr. John
Grant McOrmond
(Changes
in
January—Dr. Robert G. Lawrence (Tour- ^
E. Mclnerney (Pollution: Problems in the
ist m Egypt), Silver Threads Services; Dr. ; Students' Lives and Attitudes from 1946 to
Environment), Victoria Kiwanis; Dr.
Werner W. Liedtke (Problem-Solving Set1981), Langford Alternative School; Dr.
Patrick A. Dunae (Canadian Nationalism
tings for Preschool Children), Lakehill Co-' Paul M. Baker (Aging), Hillside Kiwanis;
and History of Canada's National
. operative Preschool; Dr. Robert G.
Dr. Gary F. Goulson ("As Others See
Anthems, 1867-1980), Rotary Club of Oak
Lawrence (Tourist in England), Victoria , Us"—Opinions of School Children in Eng¬
Bay; Dr. Robert C. Willihnganz ^Stress
Cosmo Pals; Dr. Terry D. Johnson (Activiland), James Bay New Horizons Society;
Management), Professional Secretaries
• ties and Education in the Early Years:
Dr. Robert C. Willihnganz (Coping With
International; Dr. Paul F. Thomas (Educa¬
Helping Your Child To Read), Lansdowne ] Stresses/Interpersonal Anxieties), TOPS;
tion in Russia), University Women's Club;
Preschool; Monique Clebant (French As A
Dr. George A. Ghanotakis (Environment), - Doug Branter (Children's Fitness), Glen¬
Second Language), Gordon Head PreDeep Cove Discussion Group; Dr. Robert H.
lyon School; Dr. Daniel J. Koenig
school; Dr. Murray D. Edwards (Canadian '-f' Fowler (Canadian Foreign Policy), Capital
(Community-Based Policing), Rotary Club
, Theatre), Oak Bay Lodge; Prof. Donald G.
Liberal Womens' Commission; Dr. Alan R.
of Oak Bay; Dr. C. Brian Harvey (Adoles¬
Cassweli (Law of Tort: Hospitals), Physi-J. ' Pence (Day Care Services for Children of
cent Behaviour), Glenlyon School; Dr.
cal Therapy Association, Dr. Howard L. • Working Parents), Victoria 'Y' Post-Natal
Robert G. Lawrence (Tourist in England),
Biddulph (Religion in the Soviet State),-; Support Group; Dr. Daniel J. Koenig
Rotary Club of Oak Bay; Dr. Margie I. MayLester B. Pearson College.
(Crime Prevention), Hillside Kiwanis;
field (Kindergartens in B.C.), New Parents'
Faith B. Collins (Time Management),
Discussion Group.
February—Dr. Cliff Addison (Education
Greater Victoria Personnel Association;
Requirements for a Career in Computer
April—Dr. Reg Roy (Canadian Defence
Dr. Paul F. Thomas (Dreams), James Bay
Science), Arbutus Jr. Sec. School; Lanny R.
Policy), Saanich Kiwanis; Dr. John J.
New Horizons Society; Dr. Edgar S. Efrat
Pollet (The Pacific Wind Trio), Oak Bay - (Behind the Scenes in the Middle East),
Jackson (Commercialism of Sport), Hil¬
Lodge; Dr. J.L. Climenhaga (Impressions
lside Kiwanis; Dr. Hetty Clews (Women's
Harbourside Rotary Club; John K. Watson
of South Africa), J ames Bay New Horizons .
Studies), Mid Island Business Women's
(Myths and Fads m Food Diets), Langford
Society; Dr. Hillei Goelman (Educational
Association; Dr. Robert D. Gifford (NonAlternative School. ' „ s •.
.Toys and Games), New Parents' Discus¬
Verbal Communication), Countryside Pre¬
sion Group; Dr. Peter J. Dunnett (Econom¬
March—Dr. Colin D. Scarfe (Exploring the
school; John F. Durkin (Outdoor Survival),
ics and Business), Jr. Chamber of
Solar System), Quadra Elem. School; Dr. Z.
Luxton Alternate School; Dr. Colin D.
Commerce; Dr. Frank Spellacy (Hypnosis
Folejewski (Panslavism or Panrussianism:
the Ring—Page 8, April 22, 1983

Scarfe (Exploring the Solar System), Lang¬
ford Alternative School; Prof. Hamar Fos¬

ter (The Legal System), Victoria
Newcomers Men's Club; Dr. David
Docherty (Children's Fitness: Children Are
Not Miniature Adults), Belmont Park Pre. school; Dr. James E. Hendrickson (History
of the Pacific Northwest), Deep Cove Dis¬
cussion Group; Faith B. Collins (Time
Management), Evening Newcomers Club
of Victoria; Dr. Bart Cunningham (Over¬
coming Resistance to Change), Profes¬
sional Secretaries International; Dr.

Margie I. Mayfield (Helping Your Child
Learn to Read), New Parents' Discussion
Group.

Upcoming speaking engagements are:
Dr. Horace D. Beach (War: A Psychological
Alternative), A.O.T.S.; Dr. Paul M. Baker
(Mandatory Retirement), EsquimaltSaanich Progressive Conservative
W omen's Association; Dr. Daniel J. Koenig
(Imminent Social Change and Crime),
MENSA; Dr. Eric A. Roth (World Popula¬
tion: History, Policy and Problems),

MENSA; Dr. Neil A Swainson (The Curse
of Inflation). MENSA.
May—George H. Steggles (Art and the
Garden), Victoria Cosmopolitan Club; Dr.
Glen M. Farrell (Life-Long Learning), Uni¬
versity Women's Club; Dr. Robert G. Law¬
rence (Tourist in Egypt), Silver Threads
Services; Dr. Chad M. Gaffield (History of
Childhood), Gordon Head Preschool; Dr.
Robert G. Lawrence (Flowers), PEO Sister¬
hood Chapter I. . * > ,
|

June—Dr. S. Anthony Welch (Persian
Arts and Artists), Asian Arts Society of
Victoria.
Those speakers whose speaking engage¬
ments were missed in the last report from
the Bureau are:
November—Dr. Martin B. Hocking (Syn¬

thetic Crude Oil from the Athabasca Tar
Sands), PEO Sisterhood Chapter AB;
Donald E. Hamilton (The 'New Library':

The Library in the Television Age), PEO
Sisterhood Chapter AB.

A REPORT FROM THE

MINISTRY OF EDUCATION

INTEGRATED FIVE-YEAR PLANNING FOR THE BRITISH
COLUMBIA COLLEGE AND INSTITUTE SYSTEM; SYSTEM
MISSION AND "GOALS AND SYSTEM OBJECTIVES 1982-87

IW 4, 1983

TABLE OF CONTENTS

Page

I.

MISSION

1

II

GOALS

2

III 1982-87 OBJECTIVES
GOAL A: GOVERNANCE

4
4

GOAL B: COMPREHENSIVENESS - 6
GOAL C: QUALITY, RELEVANCE AND COST-EFFECTIVENESS . . 9
GOAL D: OCCUPATIONAL AND MANPOWER DEVELOPMENT. ... 12
GOAL E: LIFELONG EDUCATIONAL OPPORTUNITIES 14
GOAL F; ACCESSIBILITY 16
GOAL G: SOCIAL DEVELOPMENT 18

GOAL H: ACCOUNTABILITY
APPENDIX

A

.....

19

21

- 1 -

1

MISSION

The Mission of the College and Institute System of the Province of British
Columbia is to provide educational opportunities to assist adults to meet
continuing and changing individual, economic and societal needs. These
opportunities will be provided recognizing the aspirations of individuals, the
present and future requirements of Provincial and Canadian society for economic
development, the priorities of government, and the structure of the educational
system of the Province as defined through legislation.

- 2 -

11

GOALS
GOAL A: GOVERNANCE

The system will operate through an organizational structure that will, through
its individual components, develop, co-ordinate and deliver education to
achieve common purposes.

GOAL B; COMPREHENSIVENESS
The system will be comprehensive by providing diverse program-oriented learning
experiences to meet individual needs for personal development and societal
needs for an educated and well trained population.

GOAL C: QUALITY, RELEVANCE AND COST-EFFECTIVENESS
Consistent with the diversity of individual, economic and societal needs, the
system will enhance the quality of education by developing and improving
courses and programs, by improving intructional and support services, by
ensuring continued relevance to needs, and by operating in a cost-effective
manner.

GOAL D: OCCUPATIONAL AND MANPOWER DEVELOPMENT
The system will strive, in co-operation with provincial and national agencies,
both public and private, to develop the occupational skill potential of
individual British Columbians in order to foster economic development and to
enable individuals to participate in that development in a satisfying manner.

GOAL E: LIFELING EDUCATIONAL OPPORTUNITIES
The system, in co-operation with public and private agencies, will foster a
fuller life for British Columbians and greater contributions to society, the
economy and the labour force, by providing individuals with encouragement and
lifelong opportunities to continue their education.

GOAL F: ACCESSIBILITY
The system will strive for equity of access to post-secondary educational
opportunities for individual British Columbians.

- 3 -

GOAL G: SOCIAL DEVELOPMENT
The system, in co-operation with public and private agencies, will enhance the
cultural, social, and recreational life of the province, primarily through the
provision of educational programs and support services.

GOAL H: ACCOUNTABILITY
The system will be accountable to the public through the boards and the
Minister for the provision of education consistent with the system Mission and
Goals statement, in an educationally and fiscally responsible manner.

Ill

1982-87 OBJECTIVES

INTRODUCTION TO OBJECTIVES
The specific objectives for the period 1'982 to 1987 presuppose a continuing
commitment to the overall mission and goals of the system. Individual
objectives may include distinct priorities and time lines.

GOAL A: OBJECTIVES RELATING TO GOVERNANCE
THE SYSTEM WILL OPERATE THROUGH AN ORGANIZATIONAL STRUCTURE THAT WILL, THROUGH
ITS INDIVIDUAL COMPONENTS, DEVELOP, CO-ORDINATE AND DELIVER EDUCATION TO
ACHIEVE COMMON PURPOSES.
OBJECTIVE A 1. GOVERNMENT AND CORPORATE STRUCTURES AND RESPONSIBILITIES
In the 1982 to 1987 period, the college and institute system will have
structures at three levels. The organizations at each level will be cohesive.
Appropriate and necessary lay, community-appointed representation and input
will be included. The system will:
a) preserve the overall provincial policy-making responsibility, decision¬
making capacity, and accountability of the Minister and the government;
b) preserve an intermediate-level structure, comprising one or more

councils, which can provide input to the government and to educational
institutions based on a provincial perspective;
c) preserve the responsibility of the boards of colleges and institutes for
developing institutional policy relating to the delivery of education
consistent with their region-specific or program-specific mandates.

-5 -

OBJECTIVE A 2. ADVISORY STUCTURES AND CONSULTATIVE MECHANISMS
In performing their functions, each of the government and corporate structures
will be responsible for undertaking necessary consultation in advance of making
decisions. This will happen as follows:
a) the Minister will undertake to consult with boards and with the council
(or councils) concerning the provincial policy framework;
b) council(s) will be encouraged to establish or continue provincial advisory
committees, including program advisory committees;
c) boards will be^ encouraged to take into account the opinions of the
educators and students through the use of internal program advisory
committees;
d) institutions will be expected to participate in external program advisory
committees, which will be established for more than one college region or
institution wherever it will assist in achieving a broader perspective or
more efficient operation wherever.

In addition, boards and council(s) will be expected to (a) provide advice to
the Minister respecting the provincial policy framework and relevant student
and employer needs and aspirations, and (b) ensure the co-operation of, and
information sharing by, relevant advisory committees.

OBJECTIVE A 3. DIRECTION SETTING PRACTICES
The Minister of Education will take specific steps to provide for provincial
direction-setting practices and procedures. The overall Mission and Goals
statement as well as an Objectives Statement for 1982 to 1987 will be regarded
as statements of common purpose. On the basis of these statements, specific

goals and objectives and a planning framework will be developed by council(s)
and boards of colleges and institutes.

OBJECTIVE A 4. ROLE DELINEATION
The college and institute system will delineate and clarify the role and plans
of system constituencies in the light of overall mission, goals and objectives.
This delineation will reflect the complementarity of institutions and of the
council (or councils) while enabling the differentiation of roles.

OBJECTIVES RELATING TO COMPREHENSIVENESS
GOAL B: COMPREHENSIVENESS
THE SYSTEM WILL BE COMPREHENSIVE BY PROVIDING DIVERSE PROGRAM-ORIENTED LEARNING
EXPERIENCES TO MEET INDIVIDUAL NEED FOR PERSONAL DEVELOPMENT AND SOCIETAL NEEDS
FOR AN EDUCATED AND WELL TRAINED POPULATION.
\

OBJECTIVE B 1: EXTENT OF COMPREHENSIVENESS
The college and institute system will encourage comprehensiveness by making
available, in all areas of the province, a range of institution-based and open
learning programs. "These programs will include academic, career/technical,
vocational, continuing education and up-grading programs to be made available
through the institutions. The range of offerings in any college will be co¬
ordinated with those of reasonably proximate colleges. Comprehensiveness will
also be encouraged by providing programs that are provincial programs or are
specialized in nature, through the institutes and through appropriate
colleges.

OBJECTIVE B 2. METHOD OF MAXIMIZING COMPREHENSIVENESS
In the 1982 to 1987 period, the comprehensiveness of the total college and
institute system will be maximized through increasing the type, quantity and
range of programs available in the entire province. Programs will continue to
be added by colleges and institutes in response to emerging needs. These will
include needs for programs to (a) educate individuals for newly-created jobs
where the knowledge or skill required is not normally or readily acquired
through employment experience, (b) provide recurrent education, and (c) in
instances where costs are reasonable, alleviate significant access problems.
Where programs cannot be offered in each college region, the need for, and
availability of, the programs in reasonably proximate institutions will be
considered in determining where programs should be offered. At the same time,
in order to make resources available for additional programs, the existing
program range at any institution may be reduced by eliminating programs which
provide training for jobs that no longer exist and programs which, for other
reasons, are considered to be of low priority. Certain programs should also be
eliminated where the expected provincial needs for training provided by the
programs are being met elsewhere in the system.

_ 7 -

OBJECTIVE B 3. COLLEGE ROLE IN COMPREHENSIVE SYSTEM
Colleges will provide reasonable comprehensiveness by region. This will be
accomplished in the following way;
a) in all college regions, colleges will provide, as a minimum, a limited
core program base which will include university transfer programming; in
determining the comprehensiveness of colleges in the Lower Mainland
account will be taken of the wide-ranging urban transit facilities between
regions and the proximity of institute and university offerings;
b) colleges will add to the core program base those programs which meet
particular needs in the college region or which are agreed to be necessary
to meet unique or specialized provincial needs or the needs of two or more
reasonably proximate institutions;
c) colleges will act as post-secondary educational resource centres in their
regions and will arrange to receive notice of and disburse information
about any offerings of other post-secondry institutions which are provided
by face to face instruction in the region, as well as information
about career choices;
d) colleges will foster use of open learning programs, to complement their
distance education and satellite activities, in consultation with the Open
Learning Institute (OLI) and by co-operative program delivery through the
Knowledge Network of the West (KNOW).
e) colleges will foster use of brokering to complement their activities.

_ 8 -

OBJECTIVE B 4. INSTITUTE ROLE IN COMPREHENSIVE SYSTEM
Provincial institutes will support and encourage reasonable provincial
comprehensiveness by:
a) developing specialized programming and delivery techniques in appropriate
parts of their designated mandate areas;
b) co-ordinating their program offerings with the offerings of the colleges
and avoiding unnecessary duplication;
c) taking a leadership role and acting as a resource to other institutions,
including acting as a curriculum resource when the program has application
throughout the province.
With the exception of OLI programming and programming broadcast through KNOW,
institute programming will typically be offered at institute facilities.

OBJECTIVES RELATING TO QUALITY, RELEVANCE AND COST-EFFECTIVENESS
GOAL C; QUALITY, RELEVANCE AND COST-EFFECTIVENESS
CONSISTENT WITH THE DIVERSITY OF INDIVIDUAL, ECONOMIC AND SOCIETAL NEEDS, THE
SYSTEM WILL ENHANCE THE QUALITY OF EDUCATION BY DEVELOPING AND IMPROVING
COURSES AND PROGRAMS, BY IMPROVING INSTRUCTIONAL AND SUPPORT SERVICES, BY
ENSURING CONTINUED RELEVANCE TO NEEDS, AND BY OPERATING IN A COST-EFFECTIVE
MANNER.
OBJECTIVE C 1: PROGRAM QUALITY AND RELEVANCE
The college and institute system will emphasize the quality and relevance of
college and institute' programs by:
a) securing feedback from employers, labour representatives and students on
the short and long-term applicability of programs in the work place and on
all competencies demanded in the work place;
b) securing feedback from universities and students on the short and longterm applicability of university transfer programs to their studies and on
all competencies required for transfer;
c) contributing to the provincial determination of standards for entry to
trades and professions and to the establishment of standards for
articulation between programs in order to ensure that standards are

suitable and can be attained in an optimal period of time;
d) ensuring that program length and method in career/technical and vocational
programs relates directly to the time and approach required to become
competent;
e) ensuring that instructors are up-to-date in their field of instruction,
while not necessarily expecting those instructors to be involved directly
in research or industrial development;
f) establishing strong liaison with local and provincial industries as
appropriate;

- 10 -

g) establishing strong provincial and local liaisons with employers, labour
representatives, universities, and other agencies interested in the
academic and social program areas in order to ensure continuing relevance

of academic, continuing education, upgrading, and other appropriate
programs;
h) ensuring attention to relevance in the program approval process and the
development of certain standardized and accredited programs, particularly
in the technical and vocational areas;
i) ensuring continued attention to quality of instruction and to student
motivation;
j) ensuring that support services are maintained at the highest possible
level where those services impact directly on the quality of the students'
educational program.

OBJECTIVE C 2. COST-EFFECTIVENESS
In the 1982 to 1987 period, the colleges and institutes will ensure the optimal
use of all system resources, in order to emphasize quality by:
a) recognizing that programs and services within institutions will have to
become less costly and that some programs or services may have to be
reduced in scope, be reduced in the size of student intake or removed
entirely to provide the necessary resources;
b) striving to maintain their program effectiveness in a variety of ways.
Where programs require special resources, they will be originally
distributed or, in certain limited instances, re-distributed in accordance
with public criteria. The institutions which receive approval to offer
these programs will either have a provincial mandate in the program area,
or an already-existing concentration of such programs, or will be
considered to be emerging institutions expected to emphasize priority
programs;

- 11 -

c) striving for increased productivity in all areas of institutional
operation; encouraging input into various matters related to cost-

effectiveness and productivity and, in particular, promoting exchange of
information regarding methods of instruction, organization, or direction
of institutional activities which have proven to be effective and
efficient.
The Minister will also ensure the optimal use of resources and emphasis on
quality by maintaining appropriate inter-provincial arrangements.

- 12 -

OBJECTIVES RELATING TO OCCUPATIONAL AND MANPOWER DEVELOPMENT
GOAL D: OCCUPATIONAL AND MANPOWER DEVELOPMENT
THE SYSTEM WILL STRIVE, IN CO-OPERATION WITH PROVINCIAL AND NATIONAL AGENCIES,
BOTH PUBLIC AND PRIVATE, TO DEVELOP THE OCCUPATIONAL SKILL POTENTIAL OF
INDIVIDUAL BRITISH COLUMBIANS IN ORDER TO FOSTER ECONOMIC DEVELOPMENT AND TO
ENABLE INDIVIDUALS TO PARTICIPATE IN THAT DEVELOPMENT IN A SATISFYING MANNER
OBJECTIVE D 1: DEVELOPING AND REFINING LABOUR FORCE INFORMATION
In the 1982 to 1987 period, the college and institute system will work with the
ministry responsible for labour, to improve its ability to access labour market
information and to refine that information into realistic assessments and
projections of present and future labour force needs. Steps will be taken to
integrate the provincial information base on labour force and occupational
supply and demand in the 1980s with the information base of colleges and
institutes and with information on student demand and graduate placement. This
activity will be co-ordinated with other public and private agencies, on the
local, provincial, and national levels and will result in the determination of
priority programs.

OBJECTIVE D 1: UTILIZATION OF LABOUR FORCE INFORMATION IN DECISION MAKING
In the 1982 to 1987 period, the college and institute system will utilize valid
labour force and occupational information and concerns as one factor in

educational decision making. This labour force and occupational information
will be used (a) to ensure that the education and training system is flexible
and responsive to the labour market requirements of the 1980s and (b) as a
basis for development of new and innovative training programs. Strong
indications of student demand will be taken into account in decision making.

OBJECTIVE D 3. GENERIC AND GENERAL EDUCATION
In the 1982 to 1987 period, the college and institute system will:
a) provide basic competency job 'entry training which will involve a generic
base to programming;
b) assess and act on demonstrated societal need and employment-oriented
demands for individuals with general education, including academic
eduction; the provision of this latter training is not intended to take
precedence over the attainment of anticipated high priority labour force
and occupation skill needs.

_ 14 -

OBJECTIVES RELATING TO LIFELONG EDUCATIONAL OPPORTUNITIES
GOAL E: LIFELONG EDUCATIONAL OPPORTUNITIES
THE SYSTEM, IN CO-OPERATION WITH PUBLIC AND PRIVATE AGENCIES, WILL FOSTER A
FULLER LIFE FOR BRITISH COLUMBIANS AND GREATER CONTRIBUTIONS TO SOCIETY, THE
ECONOMY, AND THE LABOUR FORCE, BY PROVIDING INDIVIDUALS WITH ENCOURAGEMENT AND
LIFELONG OPPORTUNITIES TO CONTINUE THEIR EDUCATION.
OBJECTIVE E 1. FACILITATING LIFELONG EDUCATIONAL OPPORTUNITIES
In the 1982 to 1987 period, the college and institute system will emphasize
lifelong education with particular attention to priority programs. Consistent
with this emphasis and with the goal of accessibility, and working within
budgetary limitations, the college and institute system will continue to
promote lifelong educational opportunities which (a) encourage recurrent
education, (b) recognize the particular needs of individuals who have had an
extended break in the formal learning process, and (c) recognize the part-time
and older learner as a significant potential and actual student group. These
opportunities for lifelong learning will attempt to make it easier for
individuals to move between the work force and institutions. Opportunities
will also be created through co-ordination and rationalization of college and
institute programming with that of various agencies, including private
agencies, which provide educational opportunities.

OBJECTIVE E 2. REVENUE: FEES AND SPONSORSHIP
In order to maximize funds to be used for lifelong educational opportunities,
colleges and institutes will be expected to increase revenues. One method of
increasing revenue will be to raise fees for selected programs.
Another method will be seeking the private and public sector sponsorship of
places in programs and the purchase by present and potential employers of
programs intended to further life-long educational opportunities.

- 15 -

OBJECTIVE E 3. AVAILABILITY OF INFORMATION
The college and institute system will encourage and motivate individuals to
renew or continue their education by placing special emphasis on providing
useful and current program information.

OBJECTIVE E 4. LIFELONG LEARNING PROCESS
The colleges and institutes will be encouraged to assist individuals capable of
independent study to engage in this type of learning.

- 16 -

OBJECTIVES RELATING TO ACCESSIBILITY
GOAL F: ACCESSIBILITY
THE SYSTEM WILL STRIVE FOR EQUITY OF ACCESS TO POST-SECONDARY EDUCATIONAL
OPPORTUNITIES FOR INDIVIDUAL BRITISH COLUMBIANS.
OBJECTIVE F 1. PLACES IN PROGRAMS
In the 1982 to 1987 period, the college and institute system will increase
access to places in priority programs, chiefly by making necessary additions to
the number of places-available in these programs. Consistent with the
objectives for occupational and manpower development, priority programs will be
deemed primarily to be career related and vocational programs which are in high
demand or are needed by the economy or society. At the same time, the system
will maintain the highest possible accessibility to other programs and will
promote less costly delivery methods for programs, where appropriate.

OBJECTIVE F 2. PHSYICAL BARRIERS
The college and institute system will continue to take steps to reduce all
possible physical barriers to access, giving in this regard first priority to
developing distance education. Attention will also be paid to removing other
types of physical barriers including those caused by transportation
difficulties and those physical barriers faced by the handicapped.

OBJECTIVE F 3. GENERAL AND SUPPORT SERVICE BARRIERS
In the 1982 to 1987 period, the college and institute system will recognize the
importance of attempting to remove various psychological, financial, process
and information barriers. The removal of certain barriers to access to

priority programs will be made a priority, particularly those barriers caused
by lack of articulation and transferability, inadequate information and career
counselling and problems with the registration process Itself. General
attention will also be given to any barriers caused by lack of student aid as
well as to any barriers which are the result of professional association,
employer or union practices.

OBJECTIVE F 4. SPECIAL NEEDS GROUPS STRATEGY
In the 1982 to 1987 period, the college and institute system will establish a
comprehensive and coherent access strategy to ensure the maximum possible entry

of persons in special need groups into all programs, with particular emphasis
on programs preparing persons for occupations in high demand.

- 18 -

OBJECTIVES RELATING TO SOCIAL DEVELOPMENT
GOAL G: SOCIAL DEVELOPMENT
THE SYSTEM, IN CO-OPERATION WITH PUBLIC AND PRIVATE AGENCIES, WILL ENHANCE THE
CULTURAL, SOCIAL AND .RECREATIONAL LIFE OF THE PROVINCE, PRIMARILY THROUGH THE
PROVISION OF EDUCATIONAL PROGRAMS AND SUPPORT SERVICES.
OBJECTIVE G 1. COMMUNITY AND STUDENT FOCUS
The colleges and institutes will endeavour to more closely integrate their
institution with local community agencies and contribute to community life.
Colleges will place particular emphasis on integration throughout the college
region. In addition, institutions will be encouraged to develop campus-based
cultural and recreational student activites. Where the institution's
contributions or activities are not primarily related to specific programs, the
institution, the community or the students will be expected to generate their
own funds to provide for such contributions or activities.

OBJECTIVE G 2. COMPLEMENTARY SERVICE
In the 1982 to 1987 period, the college and institute system will ensure that,
at the local level, a complementary relationship exists between the services
provided by the institution and by other regional agencies. The system's
provision of community service will recognize that an institution cannot act as
the sole delivery means or resource for its community, and should not provide
services more appropriately provided by others.

OBJECTIVE G 3. PROVINCIAL COMMUNITY
The college and institute system will encourage exchange programs and joint
cultural activities within the province.

OBJECTIVE G 4. INTERNATIONAL COMMUNITY
In the 1982 to 1987 period, the college and institute system will continue its
limited involvement with international programming through participation in
programs involving the Canadian International Development Agency and other
agencies.

- 19 -

OBJECTIVES RELATING TO ACCOUNTABILITY
GOAL H. ACCOUNTABILITY
THE SYSTEM WILL BE ACCOUNTABLE TO THE PUBLIC THROUGH THE BOARDS AND THE
MINISTER FOR THE PROVISION OF EDUCATION CONSISTENT WITH THE SYSTEM MISSION AND
GOALS STATEMENT, IN AN EDUCATIONALLY AND FISCALLY RESPONSIBLE MANNER.
OBJECTIVE H 1. INTEGRATION OF MISSIONS, GOALS AND OBJECTIVES
In the 1982 to 1987 period, the Minister will articulate and make it known that
the statement of mission and goals, and the 1982 to 1987 objectives will serve
as the basis for developing a multi-faceted accountability process at both the
local and provincial levels and will provide a context for institutional five
year plans. Institutions will similarly articulate and make known their
mission, goals and objectives in keeping with the overall mission, goals and
objectives.

OBJECTIVE H 2. COMMUNICATION OF MISSIONS, GOALS AND OBJECTIVES
In the 1982 to 1987 period, components of the college and institute system will
communicate their missions, goals and objectives to one another.

OBJECTIVE H 3. PROGRAM FOCUS
In the 1982 to 1987 period, the college and institute system will recognize the
fact that accountability, pursuant to mission, goals and objectives, must focus
on programs and services and must be based on the principles of learningeffectiveness, cost-effectiveness and efficiency. In a period of restraint,
the system will demonstrate particular concern for cost-effectiveness.

OBJECTIVE H 4. ASSESSMENT THROUGH MISSION, GOALS AND OBJECTIVES
In the 1982 to 1987 period, the college and institute system will be committed
to a process of evaluation directly related to mission, goals and objectives.
All colleges, institutes and council(s) and the Ministry will be assessed in
light of the mission, goals and objectives.

- 20 -

OBJECTIVE H 5. PUBLIC UNDERSTANDING
The Minister and the boards in the 1982 to 1987 period will strive to increase
public knowledge and understanding of the system, through improved
communication with the Legislature, with the public and with each other.

OBJECTIVE H 6. REVIEW OF ASSUMPTIONS AND OBJECTIVES
The system will ensure a regular review of all assumptions affecting system
planning and make necessary adjustments to the objectives.

- 21 -

APPENDIX A
Background Document 41
Overriding Issues Guiding the Development of
College and Institute System Objectives 1982-1987
Major Issues Impacting on the System of Post-Secondary Education 1982-1987

The following issues are expected to be dominant considerations or assumptions
in the post-secondary system between 1982 and 1987:
1. The expectation of restraint on public spending for all or a large part of

the 1982 to 1987 period.
2. The anticipation of:
a) an increased but still limited ability to forecast skill and general
educational shortages to match with economic and societal demands;
b) quite specific efforts being needed to match forecasting with program
offerings through designation of Priority Programs.
3. The expectation of a diminished number of individuals, but increased
participation rates, in the traditional 18-24 age cohort and increases in
the 25-34 age cohort; in addition, it 'is anticipated that some limitations
will be recognized in 1982—1987 on what can be provided by post-secondary,
non-university services.

4. The expectation of continued technological development.
5. The continuation of pressure on the Ministry of Education:
a) from the federal government for increased accountability, federal
direction and acknowledgement of the federal contribution to
education;
b) from the provincial officials and ministries with financial
responsibilities for increased accountability and costconsciousness .

The continued ability of institutions to be vital and responsible entities
serving both provincial needs and the needs of their particular
constituencies.

The ability of institutions to undertake phased-in shifts in direction in
response to issues.

VANCOUVER COWUNITY COLLEGE

FIVE YEAR PLAN
GOALS & OBJECTIVES

Editorial Note:

THE GOALS DESCRIBED ON THE FOLLOWING TWO (PINK) PAGES ARE ELABORATED
IN THE SERIES OF GOAL AND OBJECTIVES STATEMENTS WHICH HAVE BEEN
APPENDED. NOTABLY, SEVERAL OF THE GOALS NEEDED NO FURTHER ELABORATION
AND HENCE ARE NOT ADDRESSED IN THIS REPORT (they are "Governance,"
"Occupational and Manpower Development," and "Accountability for the

Provision of Education."). THESE GOALS ARE THOSE ESTABLISHED IN THE

MINISTRY OF EDUCATION REPORT.

GOALS

Governance
Vancouver Community College will maintain an organizational structure

supporting effective delivery of educational programs which is capable of
adapting to meet changes in the community's educational needs.
Occupational and Manpower Development
Vancouver Community College will continue to implement and to improve

training opportunities for adults in order to provide the community with
a skilled work force through the development of occupational training
at both the entry and upgrade levels.
Comprehensivenes s
Vancouver Community College will provide, in concert with other Lower
Mainland post-secondary institutions, a comprehensive range of educational

programs responding to the differing and valid educational and training
needs of adults and the community.

Accessibility
Vancouver Community College will strive to minimize barriers to access for

all individuals from its community m the provision of educational and
training opportunities.

Cooperation with Community Groups
Vancouver Community College will -

interpret its role to the community at large and actively involve
itself in, and inform itself of, its community;
act as a centre of community life by encouraging its community to use
College resources and services,- and

encourage participation by the community in College affairs and elicit
its support of informed decision-making.

Lifelong Learning
Vancouver Community College will actively promote, in cooperation

with the public and private sectors, an enriched life for community
members, a significant contribution to training for the labour force,

support for business and industry and an improved quality of community
life, by developing a range of education delivery strategies through which
a wide variety of opportunities can be provided to enable adults to con¬
tinue learning throughout their lives.

/... Quality Control

GOALS

Quality Control
Vancouver Community College will act to ensure that the quality of its
educational programs and support services is maintained and enhanced.

Accountability for the provision of Education
Vancouver Community College is accountable to its community for the pro¬

vision of an educational program which best meets the needs of the community
and which provides the best return for public funds expended.

ASM/PC
January 28, 1983.

QUALITY CONTROL

GOAL
Vancouver Community College will act to ensure that the quality
of its educational programs and support services is maintained
and enhanced.

OBJECTIVES
1. Division Chairmen will continue to ensure that results of

Program Evaluation reports are reviewed by program faculty
and that, after consultation with the appropriate advisory
committee, an action plan is developed.
2. The Progra-m Evaluation Process will continue to be expanded
and adapted to cover programs not yet included.

3. Accreditation by bona fide accrediting bodies will continue to
be sought for all programs where such accreditation is helpful
to students.
A. V.C.C. will continue its participation in Articulation Committees

for the purpose of maintaining and enhancing transferability
of appropriate courses/programs to senior institutions.
5. Policies and procedures to enhance professional development

opportunities will be developed, taking into account available
financial resources.

A. S. Manera/jee

1983 February 09

C.E.C. - Februnry 15, 1903

VANCOUVER COMMUNITY COLLEGE
COMPREHENSIVENESS
GOAL

Vancouver Community College will provide, in concert with the offerings
of other Lower Mainland post-secondary institutions, a comprehensive range

of educational programs providing vocational, career/technical, upgrading,
continuing education, and academic programs in response to the differing
and valid educational and training needs of adults and the community.

1. The College will, in developing its activities in the 1982-87 period,
maintain a core of priority programs which will be comprehensive in
range and which- will be adjusted in specific offerings and capacity
to reflect the following!
(a) service area post-secondary educational and training
needs;

(b) provincial specialized educational and training needs;
(c) offerings of other Lower Mainland post-secondary
institutions and provincial institutes;
(d) emphasis of accessibility to priority programs; and
(e) provincial grant and other revenues.
2. The College will develop and maintain additional programs to meet
specialized and particular needs of the service area or the province
and to adjust those offerings and their capacity to reflect community
need and priority and the cooperative planning with other Lower
Mainland institutions and provincial institutes.
3. The College will continue to provide leadership and/or resources to
the post-secondary system through participation in coordinating
committees and through contract fulfillment in those program areas
in which Vancouver Community College has the necessary expertise and
resources in the 1982-87 period.
4. In the 1982-87 period, the College will offer, in cooperation with
other post-secondary institutions, and the provincial institutes,
particularly the Open Learning Institute and the Knowledge Network,
distance education courses and programs. Such programming will receive

priority according to service area needs, priority of programs, and
costs of delivery.
5. The College will assess the training and educational needs of the
Vancouver Community College service area through regular environmental
scans; specialized studies; the establishment of ad hoc program advisory
committees; and the participation of the College in such program

VANCOUVER COMMUNITY COLLEGE
COMPREHENSIVENESS - GOAL - 2

Objectives
5. rationalization activities as the Lower Mainland Cooperative Planning

Committee during the 1982 to 1987 period.

RC/PC
February 14, 1983.

C.E.C. - February 15, 1983.

VANCOUVER COMMUNITY COLLEGE
ACCESSIBILITY

GOAL

Vancouver Community College will strive to minimize barriers to access

for all individuals from its community in the provision of educational and
training opportunities.
Objectives
1. The College will provide maximum access in the 1982-87 period for
students to its priority programs consistent with its provincial grant
and other revenues through additions to the places available in career
related and vocational programs and programs of preparation for such
training.

2. The College will include in development and maintenance of programs in
the 1982-87 period consideration of alternate delivery methods, pro¬
ductivity increases, and alternate funding in order to provide maximum
access.

3. In the 1982-87 period the College will continue the process of removing
physical barriers to its offerings through such mechanisms as distance
delivery of programs, cooperation with community agencies in supporting
access for disadvantaged students and reduction of architectural
barriers for the handicapped.
4. The College will further develop access to financial aid for its
students through development of additional funding sources and
.effective utilization of existing funds in the 1982-87 period.
5. Vancouver Community College will continue to act to eliminate access
barriers to career and vocational training resulting from lack of
articulation activity and the availability of transfer information
through participation in coordinating committees and provision of
leadership in program rationalization in the 1982-1987 period.
6. Special needs groups within the Vancouver community such as the
unemployed, the physically handicapped, the Native Indian, the nonnative English speaker, the mentally retarded, under trained women and

others whose needs may emerge in the 1982-87 period as a priority will
receive emphasis in programming through Continuing Education and the
instructional centres.

7. The College will continue to participate in a joint committee with the
Open Learning Institute and other Lower Mainland Institutions, to
coordinate all forms of distance education offerings, and especially
those delivered by television in order to provide maximum access.

—oOo-—
RC/PC
February 14, 1983.

GOALS

Cooperation with Coinrnimity Groups
Vancouver Community College will • - interpret its role to the community at large and. actively
involve itself in, and inform itself of, its community;
- act as a centre of community life by encouraging its community to
use College resources and services; and,
- encourage participation by the community in College affairs and
elicit its support of informed decision-making.

Objectives
1. Improve relationships with the community and its leaders,
govemnent, and business, as well as other types of organizations
in order to exchange information in a cooperative and
collaborative manner.
2. Maintain cooperative and collaborative relationships with other
educational institutions in order to better understand the
educational needs of the community at large.
3. Develop the College's role in providing for community use of its
resources and services.

4. Assess the provision of resources for community use in light of
unmet needs, and act to meet those needs which complement
effective learning.
5. Establish and maintain the appropriate advisory bodies necessary
to support effective communication and decision-making by College
constituencies.

H.E. Pankratz

1983 February 02

LIFELONG LEARNING
GOAL STATEMENT:
Vancouver Community College will actively promote, in cooperation
with the public and private sectors, an enriched life for community
members, a significant contribution to training for the labour force,
support for business and industry and an improved quality of community

life, by developing a range of education delivery strategies through
which a wide variety of opportunities can be provided to enable adults
to continue learning throughout their lives.

OBJECTIVES - To sustain and increase the delivery of educational
services and support for the ongoing development of
the community by cooperating with diverse community
organizations.

- To maintain and expand a comprehensive range of learning - - !

opportunities designed to provide professional upgrading f
and enhance employment opportunities.
»

- To establish and maintain new part-time learning
opportunities in employment-oriented programs to meet i
technological advances and labour market requirements.

i
- To increase the level of revenue generating training |

activity specifically targeted to the training requirements
of business, industry and other agencies.

- To foster self-directed learning through the development j

of alternative delivery strategies employing innovative [
educational technology as appropriate.

- To expand learning opportunities for the adult special
education population by conducting further needs
assessment and developing courses/programs and services

to satisfy the identified requirements.

- To provide a wide range of revenue generating learning
opportunities which contribute to the attainment of

applied personal skills and effective use of leisure time
for personal development.

Feb.7/83

Vancouver Community College

VANCOUVER VOCATIONAL INSTITUTE

FTVK YEAR PLAN

CHANGES IN PROGRAMS

H.W. RERUP

1983 MAY 03

Vancouvot O miniiini ty CoIUkjo

VANCOUVICR VOCATIONAIj INSTITUrE
FIVli: YEAR PLAN
CHANGES IN PROGRAMS

BASE PROGRAMS:
Job oriented training has the highest priority in projections articulated by both
the provincial and federal governments. Within this category of programs, special
emphasis has been placed an high technical skill shortages areas.
When looking ahead over the five year span of the plan, these factors raust be kept
in the forefront. Another serious consideration must be the amount of training
undertaken at an ever increasing rate on temporary funding, specifically in the
skill shortage areas and health areas.

Therefore, on the basis of all available indicators, it must be concluded that the
volume and mix of the occupational training within the base must be maintained, and
that any shifts within the occupational groups must be done by means of adjusting
the growth, either within the College's base or through temporary or specific
funding as currently is the case.

ALTERNATIVE PROGRAM PROPOSALS;
All the instructional departments have examined the continuation of the level of
training in existing programs and the need for new programs in order to respond to
needs identified in the Community, i.e. Business and Industry.
Each department has ranked its program proposal of their perceived importance. The

division in turn has done a divisional ranking, and the administrators, together
with the division chairmen, have produced an overall campus ranking.

To suggest that the program proposals have been refined and developed fully is
incorrect. However, class schedules for 1984/85 have been prepared and the space

requirements have been examined against what is available. All Skill Growth fund
proposals have been incorporated into the.overall plan.

a) Existing Program Mix
The current program mix within the four groupings of the Occupational category
have been calculated and tabled as a percentage of the total current S.C.H.
volume.

b) Program Mix of Temporary Funded Training
For information and reference, the amount of training done on temporary funding
has been broken down and recorded as a percentage of the corresponding base.

Page 2

c) Proposed Program Proposal and Resulting Mixs
Some 92 program proposals have been dealt with. Attached is the total ranking

(Appendix 'A'), and the subgroup rankings (Appendix 'B').
Mien receiving and revising that many program proposals it becomes difficult to
get a true impression of the program mix. One occupational program grouping may
have many more proposals than another, and may, when viewed in total, provide

one program mix which is different from the intended priorities.
For that reason, the program mix has been determined at various levels, i.e. for
the first 20, 40, 60, or all program proposals.

83/84 WI

PROGRAM GROUPING

INDUSTRIAL GRCWffl
WI MIX

83/84 WI 87/88 FINAL 87/88 FINAL 00 COCO M
87/88 FINAI
PROGRAM PROJECTED ALTERNATIVE ALTERNATIVE ALTERNATIVE ALTERNATIV1
BASE MIX % TFC MIX % GROWTH 20
GROWTH 40
GROWTH 60
GROWTH 92
PROGRAMS
PROGRAMS
PROGRAMS
PROGRAMS
+56.2%
46.3%

+65.5%
43.9%

+76.2%
44.1%

+80.1% "

+23.4%
25.3%

+53.3%
27.1%

+56.1%
26.1%

+83.7%
27.8%

0
16.9%

+16.9%
17.1%

+27.9%
17.7%

+44.0%
18.0%

+9.7%

+23.2%
11.5%

+46.8%
11.9%

+60.3%
12.2%

+93.3%
13.3%

+10.8%
110.8%

+29.0%
129.0%

+49.4%
149.4%

+58.4%
158.4%

+74.8%
174.8%

+14.0%

40%

BUSINESS GROWTH

+10.6%

WI MIX

27%

SERVICE GROWTH
WI MIX

23%

HEALTH GROWTH
WI MIX

12%

+5.8%

WI TOTAL GROWTH
100%

The criteria used in prograin ranking were:
a) Programs are operating already on TFC

b) High tech program proposal
c) Provincial and Federal priorities
d) Existing high capital investment.

40.9%

APPICNDIX 'A'

Vnnconvor Coiiimuni t-y Collnqo

VANCOUVER VOCATIONAL INSTITUTE
FIVE YEAR PLAN

ALTERNATIVE PROGRAM RANKING
1983 04 28
Needed
Program Department Division Space

1 Word Processing

Business

B&H

1 classroom

2 Drafting - Computer Assisted
3 Junior Computer Programmer
4 Machinist (Existing Program)
5 Computer Numerical Control Machinist

Drafting
Tfedcom
Machinist
Machinist

I

-

6
7
8
9
10
11
12
13
14

Power Engineering
Power Engineering
Electronics
Dental

Energy r-lanagement Technologist

Refrigeration Technician
Computer Systems Technologist
Dental Technician (2 year pre-apprentice)
Dental Mechanic (2 year pre-apprentice)
Electricity (Existing Program)
Electronics (Existing^Program)
Welding (Basic, Intermediate, & Advanced)
Welding Upgrade

15

Machinist-Upgrade General

16
17
18
19
20
21
22
23
24
25
26
27
28
29

Drafting (Existing Program)
Industrial Electronics Technician
Drafting - Heating/Ventilation
Robotics Technician
Word Processing Supervisor

Business (Part Time)
Dental Receptionist
Meatcutting Apprentice
Baking Apprentice
Printing Production (Existing Program)
Medcom (Part Time)
Graphic Arts Computer Estimating
Canadian Electrical Code

30

Medical Electronics Technician
Drafting - Electrical & Electronics

31

Construct ion-Supervi sory

32 Machinist-Upgrade Technical
33
34
35
36
37
38
39
40

Graphic Arts-Apprenticeship (Full Time)
Nursing (Part Time)
Nursing Aide Upgrade
Word Processing Manager

Baking - Industrial
Scanner Operator

Electrical Operator Technician
Drafting - Marine

41 Motor Control Technician
42 Boiler Operator (Full Time)
43 Web Press Operator
44 Psychogeriatric Practical Nursing

45 Electrical Maintenance & Planning Techn

Dental
Electricity
Electronics

Welding
Welding
Machinist
Drafting
Electronics

Drafting

B&H

-

T
T
T
T
I

-

B&H
B&H

I
I
T
T
T
I
I
I

14' room lab
1 classroom

1 lab
'41 room lab
-

-

-

1 lab

Electronics
Business
Business

I
B&H

1 lab

B Sc H

•-

Dental

-

Printing Production

B&H
S
S
T

Medcom

B&H

Food Trades
Food Trades

Printing Production
Electricity
Electronics

Drafting
Building Construction
Machinist
Printing Production
Nursing

T
I
I
I
T
T
T
B&H

-

¦ -

-

1 lab
1 lab
-

-

Nursing

B&H

Business
Food Trades

B&H

-

S
T
T
I
I
T

-

1 classroom
1 classroom

T
B&H

-

Printing Production
Power Engineering
Drafting
Electricity
Power Engineering
Printing Production
Nursing
Electricity

I

-

AG

DonLnl (Pnrt Tinip)

AI

ll.\i t(ll PS!!iIV) iilloll Min.KJCIIIPhl
Instrumentation-Appronticeship
Dent.al /Assisting U^xgrade
Power Metering Technician

4a
49
50
51 Cashier/Checker

l)pnt n 1
ll.i i nlrosiuutj
Powor Enginooring
Dental

Electricity
Food Trades

H K, H

S
T
B & H
I

S
T

52 Building Construction (part time)

Building Construction

53
54
55
56

B Sc H
I
s
T
B & H
Business
B & H
Drafting
I
Chinese Cuisine
S
Power Engineering
T
Electricity
I
Food Trades
S
Hairdressing
S
T
Welding
Food Trades
S
Hairdressing
S
B Sc H
Nursing
B & H
Nursing
I
Drafting
Drafting
I
Food Trades
s
Business
B & H
Business
B & H
Food Trades
s
Food Trades
s
B &H
Nursing
B & H
Business
s
Hairdressing
s
Hairdressing
Medcom
B Se H
Business/Print. Prod. B&H/T
s
Hairdressing
Business
B & H
Medcom
B &H
•Hairdressing
s
Business
B &H
Business
B & H
Business
B &H
Chinese Cuisine
s
Business
B &H
Dental
B &H

57
58
59
60
61
62
63
64

Advanced Computer Operator

Records Management
Drafting - Machine Details
Cooking - Chinese Dim Sum

Power Engineering (Part time)
High Voltage Technician
Hotel/Motel Front Desk Clerk
Men's Hairstyling Apprentice

65 Welding Upgrade (Part Time)
66 Baking - (Part Time)
67
68
69
70
71
72
73
74

Skin Care (Part Time)
Activity Aide
Nursing Aide
Drafting - Cartography
Technical Illustration
Kitchen Management (Part Time)
Administrative Supervisor Manager
Insurance Adjuster

75 Cooking (Part Time)
76

Cocktail & Bar Management (Part Time)

77

Funeral Service

78
79
80
81
82

Legal Assistant
Advanced Hairdressing (Part Time)
Skin Care - Master (Part Time)
Junior Travel Agent
Computer Phototypsetting Word Processing
Make-up Artistry (Part Time)

83
84
85
86
87
88
89
90
91

Business

Lighting Design & Application Technician
Electricity
Cooking - Chinese Cuisine (Existing Program) Chinese Cuisine
Welding Technology Management (Part Time)
Welding
LPN Pre-licensure
Nursing

Records Management Coordinator
Transportation Clerk

Advanced Make-up (Part Time)
Engineering Scientific Word Processor
Microcomputer Management
Resource Accountant

Chinese Cooking (Part Time)
Manufacturing Accountant

92 Dental Hygienest

Vancouver Community College

APPENDIX 'B'

VANCOUVER VOCATIONAL INSTITUTE

FIVE YEAR PLAN
ALTERNATIVE PROGRAM RANKING BY DIVISION

1983 05 02
Needed
Program Department Division Space

B
B

B
B
B
B
B
B

B
B
B
B
B

B
B
B

1) Word Processing
2) Junior Computer Programmer
3) Vford Processing Supervisor
4) Business (Part Time)
5) Vford Processing Manager
6) Records Management

7) Administrative Supervisor Manager

8) Insurance Adjuster^.
9) Legal Assistant
10) Junior Travel Agent
11) Computer Phototypsetting Word Processing
12) Records Management Coordinator
13) Transportation Clerk
14) Engineering Scientific Word Processor
15) Microcomputer Management

16) Resource Accountant
B 17) Manufacturing Accountant

H
H
H
H
H
H
H
H
H
H
H
H
H

1) Dental Technician (2 year pre-apprentice)
2) Dental Mechanic (2 year pre-apprentice)
3) Dental Receptionist
4) Medical Electronics Technician
5) Nursing (Part Time)
6) Nursing Aide Upgrade
7) Psychogeriatric Practical Nursing
8) Dental Assisting Upgrade
9) LPN Pre-licensure
10) Activity Aide

11) Nursing Aide
12) Funeral Service
13) Dental Hygienest

Business
Medcom
Business
Business
Business
Business
Business
Business
Business
Medcom

B&H
B&H

1 classroom

B&H

—
—
-

B&H
B&H
B&H
B&H
B&H
B&H
B&H
Business/Print. Prod. B&H/T
Business
B&H
Medcom
Business
Business
Business
Business

' B & H

Dental
Dental
Dental

B &H
B&H
B & H
I
B & H
B & H
B &H
B & H
B &H
B St H

Electronics

Nursing
Nursing
Nursing
Dental
Nursing

Nursing
Nursing
Nursing
Dental

B&H
B&H
B&H
B&H

B & H
B & H
B & H

-

1 classroom
1 classroom

1 classroom
-

1 lab

1 classroom
1 classroom
-

1 classroom
—
—

—
—

1 lab
—
-

-

-

1 classroom
-

Program

Department

1 Drafting - Computer Assisted
2 Machinist (Existing Program)

3

Computer Numerical Control Machinist

4 Energy Management Technologist
5 Refrigeration Technician
6 Computer Systems Technologist

Electricity
Building Construction
Electricity
Welding
Drafting

I
T
T
T
T
I
I
I
T
T
T
I
I
I
I
T
T
I
I
T
T
T
T
T
I
I
T
T
I
T
I
T
I
T
I

Power Engineering

T

Electricity
Welding
Drafting
Drafting

I
T
I
I

Drafting
Machinist
Machinist
Power Engineering
Power Engineering
Electronics

7 Electricity (Existing Program)

Electricity

8

Electronics

9
10

Electronics (Existing Program)
Welding (Basic, Intermediate, & Advanced)
Welding Upgrade

11

Machinist-Upgrade General

12
13
14
15
16
17
IS
19
20
21
22
23

Drafting (Existing Program)
Industrial Electronics Technician
Drafting - Heating/Ventilation
Robotics Technician
Printing Production (Existing Program)
Graphic Arts Computer Estimating
Canadian Electrical Code

.24

Division

Welding
Welding
Machinist
Drafting
Electronics

Drafting
Electronics

Scanner Cperator

Printing Production
Printing Production
Electricity
Drafting
Building Construction
[Machinist
Printing Production
Printing Production

Electrical Operator Technician

Power Engineering

Drafting - Electrical St Electronics
Construction-Supervi sory

Echinist-Upgrade Technical
Graphic Arts-Apprenticeship (Full Time)

25 Drafting - Marine
26 Motor Control Technician

Drafting
Electricity

27 Boiler Cperator (Full Time)

Power Engineering

28 Web Press Operator

Printing Production
Electricity

29 Electrical Maintenance & Planning Techn
30
31

Instrumentation-Apprenticeship
Power Metering Technician

32 Building Construction (part time)
33
34
35
36
37
38
39
40

Lighting Design & Application Technician
Welding Technology Management (Part Time)
Drafting - Machine Details
Power Engineering (Part time)
High Voltage Technician
Welding Upgrade (Part Time)
Drafting - Cartography
Technical Illustration

Power Engineering

Needed
Program

s
s
s
s
s
s
s
s
s
s
s
s
s
s
s
s
s
s
s

Department

Food Trades
1) Msatcutting Apprentice
Food Trades
2) Baking Apprentice
Food Trades
3) Baking - Industrial
Hairdressing
4) Hairdressing Salon Management
Food Trades
5) Cashier/Checker
6) Cooking - Chinese Cuisine (Existing Program) Chinese Cuisine
Chinese Cuisine
7) Cooking - Chinese Dim Sum
Food Trades
8) Hotel/Motel Front Desk Clerk
Hairdressing
9) Men's Hairstyling Apprentice

10) Baking - (Part Time)

Food Trades

11) Skin Care (Part Time)

Hairdressing

12) Kitchen Management (Part Time)

Food Trades
Food Trades
Food Trades

13) Cooking (Part Time)14) Cocktail & Bar Management (Part Time)
15) Advanced Hairdressing (Part Time)
16) Skin Care - Master (Part Time)
17) Make-up Artistry (Part Time)
18) Advanced Make-up (Part Time)
19) Chinese Cooking (Part Time)

Hairdressing
Hairdressing
Hairdressing
Hairdressing
Chinese Cuisine

Division

S
S
S
S
S
S

Space

-

-

-

S

-

S
S
S
S
S
S
S
S
S
S
S
s

1 classroom
-

-

\

THE FIVE YEAR PLAN
Deep in the bowels of old St. Anne's
There lives a most impressive man.

A PLANNER who has heard the chimes
Of the swinging paradigms.
And fretting much about the fate
Of colleges, in most industrial states
He worked from Monday through to Friday
To find a means to make them TIDY
And pleased with his creation then.
He took it to his A.D.M.

Soon far and wide went out the call
To Principals both great and small
To leave behind all their euphoria
And come at once to old Victoria.

When each of them had found his chair
Beneath the A.D.M.'s cold stare,
The Great Panjandrum arose
And addressed the quaking C.E.O.'s.
"Because you are willing and disobedient
The time has now become expedient

To trim your kilts and rein you in
And teach you to start thinking thin.
So without a single question asked
You will complete the following task.
After the 'environmental scan'
You must prepare a five year plan

In language clear and unembellished
(Purple prose is here not relished)
All assumptions shall be specified
All base objections cut and dried
And if you wish to avoid arraingment
Close the gap to 'goal attainment'
And moreover with celerity
Reach for 'institutional complementarity/
Tell me now in thrity pages
How you will control the wages
Of your faculty and staff
And of all the other college riff-raff.
To reduce their numbers is your mission
You can always use attrition.

Now as for studies, quickly fix
A minimum care-program mix
And please no academic hocus-pocus
We expect a man-power focus.
Course offerrings are clearly out of whack
From Henceforth you will keep on 'TRAC.'"

And Solon then, his soughing O'er
Soddled out the chamber door.
A. F. Soles,

Ministry of Education.