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The study analyzes how two groups—chief executive officers and government personnel in each province—perceive the goals of community colleges, including agreement on priorities and variations across provincial 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differences?",{"text":121,"@type":113},"Provincial systems continued to emphasize early-development goals, reflecting different provincial priorities; even when agreement is high within regions, priorities can still vary within each 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diversity with respect to theirrelations with the government,the scope and range of their programs,and theways in which they respond to societal needs.Nevertheless,the colleges all sharea commitment to providing access to a wide range of individuals who neededucational opportunities beyond secondary school  \nThis study examines the goals of community colleges in Canada as perceived bytwo key groups -chief executive officers,and government personnel in eachprovince who are responsiblefor college development.The prime purpose was todetermine the degree to which these individuals agree on the rating andranking oftheir goals and the variations which exist among the provincial systems.  \nThe results indicate that provincial college systems have continued toemphasize the goals which characterized their early development and reflect thedifferences in priorities which occur by province.While the two groups showed ahigh level of agreement in each region,a range of priorities existed within eachgroup.  \nIn general,the study provided a restatement of the diversity of ways in whichCanada's colleges are attempting to contribute to the economic,sociocultural,and educational development of the nation.  \n# RÉSUMÉ\n\nCe qui cartactérise le mieux les collèges communautaires,c'est leur diversité,dont les relations avec le gouvernement,la portée et I'étendue des programmesainsi que la facon dont ils répondent aux besoins de la société sont autant devariables.Cependant les colleges communautaires ont tous en commun l'engage-ment qu'ils ont pris daccueillir des personnes très diverses ayant toutes besoinde suivre des cours après I'école secondaire.  \nCette étude examine les objectifs des colleges communautaires au Canada telsque les concoivent deux groupes essentiels:les directeurs générauxd'une part,et  \ndautre part,les fonctionnaires chargés du perfectionnement des colleges danschaque province.Le but premier de cette recherche était de déterminer dansquelle mesure ces deux groupes sont d'accord sur les objectifs à atteindre et surceux qui ont un caractere prioritaire,et aussi de montrer s'il y a des différencesentre les systemes des diverses provinces.  \nLes résultats obtenus indiquent que les colleges communautaires continuent àpromouvoir les objectifs qui ont contribué à leur création;ils montrent aussi queIon accorde la priorité à des objectifs différents selon les provinces.Même si lesdeux groupes interrogés semblaient tout àfait d'accord dans toutes les régions,ona pu remarquer qu'on accordait un caractère primordial à des objectifs trèsdifférents au sein de chaque groupe.  \nD'une facon générale,cette étude a permis de réaffirmer que c'est par desmoyens fort divers que les collèges communautaires du Canada participent auprogres de la nation,tant du point de vue éducatif et écomomique quesocioculturel.  \n# Introduction to the Study\n\nAs a partner within the wide spectrum of post-secondary educational institutions inCanada,community colleges have rapidly assumed a broadly accepted role aseducational alternatives to both the traditional universities and to the morenarrowly focussed technical and vocational institutes.The development of collegesystems in all regions of Canada is,in itself,a notable phenomenon.In general,this development has occurred over a period of two decades between 1955 and1975(Dennison and Gallagher,1986).  \nAs Gallagher(1987)notes:\"Extensive,differentiated,and designed specifi-cally to be responsive to public policy shifts,the community college sector..hasbeen a catalyst for change and evolution in post-secondary education.”  \nEven within their relatively short period of evolution,Canada's colleges havepassed through three distinctive phases of development.The first,roughlybetween 1955 and 1970,was characterized by autonomy,diversity of curriculum,and virtually unbridled exp","cbCaiorfcT64gPWN","https://ap.wps.com/l/cbCaiorfcT64gPWN","pdf",601549,15,"English","# Abstract\n# Résumé\n# Introduction to the Study","[{\"question\":\"What is the focus of the study on Canadian community colleges?\",\"answer\":\"The study examines the goals of community colleges in Canada as perceived by chief executive officers and government personnel responsible for college development in each province.\"},{\"question\":\"Which two groups evaluate the goals of community colleges?\",\"answer\":\"Chief executive officers and government personnel in each province who are responsible for college development.\"},{\"question\":\"What do the results indicate about provincial differences?\",\"answer\":\"Provincial systems continued to emphasize early-development goals, reflecting different provincial priorities; even when agreement is high within regions, priorities can still vary within each group.\"}]","Goals of Community Colleges in Canada - A 1987 Perspective | PDF",1792084426,38]