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DENNISON  \nUniversity of British Columbia  \nHANS G. SCHUETZE  \nUniversity of British Columbia  \nABSTRACT  \nBritish Columbia has implemented two significant higher education reforms in the last 15 years. The first was an Access for All policy, and in particular, the creation of a new breed of institution—university colleges—and recognition of the right of colleges and institutes to confer“applied” degrees. The second reform, more recent and potentially with wider effect, is the decision to allow and, in fact, encourage the emergence of a private higher education sector to complement and to compete with the public sector. Although both reforms had the declared objective of enhancing accessibility and choice by expanding opportunities to study for degrees, the more recent one, now being implemented, had the further objective of opening higher education to market forces.  \n14 John D. Dennison & Hans G. Schuetze  \nRÉSUMÉ  \nLa Colombie-Britannique a mis en oeuvre deux réformes principales de lʼenseignement supérieur au cours des quinze dernières années. La première des deux, “Access for All,” fut marquée par la création de nouvelles entités administratives dans la province que sont les collèges universitaires, et en même temps, lʼoctroi aux collèges communautaires et aux institutsdʼétudes appliquées dudroitdedécerner des grades de 2e cycle. Une seconde réforme, plus récente et vraisemblablement plus significativeau sens large, crée un secteur privé dʼenseignement post-secondaire, vouéà la complémentarité vis-à-vis du public, mais franchement compétitif. Les deux réformes ont comme objectif un niveau dʼaccès accru au système, avec au surplus une plus grande disponibilité des programmes dʼétudes. La deuxième cache pourtant un but à venir qui est de rendre lʼenseignementsupérieur beaucoup plus susceptible aux forces du marché libre.  \nINTRODUCTION  \nSince the end of WorldWar II, Canadian higher education has changed almost beyond recognition (Cameron, 1991) . Reform has been continuous in every aspect of the higher education enterprise, in organization, management, curriculum, accessibility, and finance. Much of this has been viewed as improvement, more particularly, as steps towards a more democratic, accessible, and responsive system (Schuetze, 2002) . But change is never without critics. Some have bemoaned the deterioration of academic standards and the diminished value of diplomas and degrees. Others, although acknowledging the value of representative participation in the governing structure of universities, have decried inevitable delays indecision making brought on by multiplication of bureaucracy and resulting pressure for effective management.  \nWe here discuss significant developments in post-secondary education in British Columbia during the past decade, especially policies aimed at widening access to degree programmes and, more recently, opening higher  \nThe Canadian Journal of Higher Education Volume XXXIV, No. 3, 2004  \nExtending Access, Choice, and the Reign of the Market 15  \neducation to private providers. If public-system reform was intended to increase access—with the help of new kinds and quantities of institutions, degrees, and programmes—then the new pro-market Liberal government taking office in May 2002 aimed primarily at opening higher education to the private sector.  \nWe map these changes and analyze them with regard to impact, already manifest or to be expected, on student access and choice on the one hand, and quality on the other. Before dealing with the situation in British Columbia, we turn to developments in Canadaʼs post-secondary education system overall, beginning with a brief note on the historical roots of the present system.  \nDEVELOPMENTS IN POST-SECONDARY EDUC","cbCaiu1frsak4qzC","https://ap.wps.com/l/cbCaiu1frsak4qzC","pdf",212258,26,"English","# Abstract\n## Introduction\n## Developments in Post-Secondary Education in Canada","[{\"question\":\"What were the two major higher-education reforms described for British Columbia?\",\"answer\":\"The first was an “Access for All” policy creating university colleges and enabling colleges and institutes to award “applied” degrees. The second, more recent reform encouraged the emergence of a private higher-education sector to complement and compete with the public system.\"},{\"question\":\"How did the reforms aim to improve access and choice?\",\"answer\":\"Both reforms declared objectives of enhancing accessibility and choice by expanding opportunities to study for degrees, alongside increasing the availability of programs.\"},{\"question\":\"What additional goal did the newer reform pursue beyond access and choice?\",\"answer\":\"It aimed to open higher education to market forces by allowing and encouraging private providers as a complement and competitor to the public sector.\"}]","Extending Access, Choice, and the Reign of the Market - Higher Education Reforms in British Columbia, 1989–2004 | PDF",1792084672,66]