NORTH SHORE
REGIONAL COLLEGE STUDY
tantalus research limited

Dr. Walter G. Hardwick
Prof. Ronald J. Baker
1965

NORTH SHORE
REGIONAL COLLEGE STUDY
tantalus research limited
SEPTEMBER, 1965

Dr. Walter G. Hardwick
UNIVERSITY OF BRITISH COLUMBIA

Prof. Ronald J. Baker
SIMON FRASER UNIVERSITY

RESEARCH ASSOCIATES

E.M.W. Gibson, M.A.
J. R. Wolforth, B. Sc., M.A.
R. Leigh, B.Sc(Econ), M.A.
H. S. Swain, B. A.

Tantalus Research Limited
Publisher - Vancouver, Canada

Tantalus Research Limited
741

WEST

26th

AVENUE,

TELEPHONE

B.C.

9,

VANCOUVER

September 1st, 1965

'I'

Secretary-Treasurer,
North Vancouver School District #44,
721 Chesterfield,
North Vancouver, B. C.
Secretary-Treasurer,
West Vancouver School District #45,
1 7 35 Inglewood,
West Vancouver, B. C.
Dear Sirs:
We wish to present for your consideration the NORTH
SH ORE REGIONAL COLLEGE STUDY, commissioned in
December 1964 by the Boards of School Trustees of School
Districts #44 (North Vancouver) and #45 (West Vancouver).
We were pleased to bring together the talents of Dr. Walter
G. Hardwick, Professor Ronald J. Baker and the team of
research associates, who produced this report.
This submission has been designed to answer the
specific questions that prompted the School Boards to initiate
the study. In addition it will provide pertinent general
information regarding the present structure of the North
Shore Community.

Yours very truly,

,;'i'

"\lif/;
' ;(,· /'' /'
�

I ,. .
.,
/-t-<lD(A<;

,
1I

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•,�.,,--

<c,.-.,·

David F. Hardwick, M. D.
President,
Tantalus Research Limited
DFH:md

--

876-7928

RECOMMENDATIONS

1.

A regional college will be desirable on the North Shore by September, 1968.

2.

The College should offer a comprehensive program including:
an expanded academic program (only partially furnished at present in the
Grade 13 program);
new program packages uni que to the regional college; and
-

functions attractive to large segments of the North Shore population so that
the College may assume the role of a focal point for the educational and
cultural affairs of the community.

3.

The College should be centrally located within the region on a site clearly and
visually identifiable by North Shore residents.

4.

We recommend that the participating School Boards should initiate a program
of public education to inform the community of the need for, and the concept
of, the Regional College.

5.

W e r e c o m m e n d that the School Boards should then petition the Council o f
Public Instruction for permission to hold a plebiscite to determine whether the
voters of the North Shore favour a Regional College. A simple majority is
required.

NORTH SHORE REGIONAL COLLEGE STUDY

TABLE OF CONTENTS

LETTER OF TRANSMITTAL
RECOMMENDATIONS

I.

II.

III.

IV.

V.

OPPORTUNITIES FOR POST HIG H SCHOOL E DUCATION FOR
NORTH SHORE RESIDENTS . . .
. .

9

1.

Introduction:

The present pattern

9

2.

The Role of the Regional College .

10

THE CASE FOR A NORTH SHORE REGIONAL COLLEGE
. . .

13
.

1,

A critical review of the Macdonald Report .

2.

Implications of the New Secondary School Curriculum

3,

The College Population Pool

4.

Distinctiveness of the North Shore Population

22

PROGRAM FOR THE NORTH SHORE COLLEGE

28

1.

Curriculum considerations

28

2.

The Academic Calendar

30

· 3.

College Faculty

31

.

. .

13
17
18

COLLEGE LOCATION

33

1.

General considerations

33

2.

Six Sites . .

. .

36

3.

Recommendations

40

A PLAN FOR ACTION

42

APPENDIX - Survey Techniques

44

I.

OPPORTUNITIES FOR POST-SECONDARY EDUCATION FOR
NORTH SHORE RESIDENTS

1.

Introduction: the present pattern

The North Shore will require Regional College facilities as early as September
1968. This prediction is based upon:

•

(a)

an analysis of the growth in numbers of students now m school, their abilities,
and their probable educational goals;

(b)

a recognition of the fact that the new curriculum introduced in the secondary
schools, creating six distinctive educational streams, will require post-high
school facilities of a broader and more flexible type than are currently avail­
able in the universities or vocational schools;

(c)

the apparently insatiable appetite of modern business for trained personnel;
and

(d)

the lack of an institution providing a broad spectrum of activities which is
open to North Shore students.

A new college program has been initiated in the City of Vancouver which is
designed to cater to the various demands generated by the new secondary school
program. However, this College will not be open to graduates of the North Shore
secondary schools during regular sessions.
The c h a r a c t e r of the community college with its mixture of academic and
vocational training programs in an institution of considerable flexibility is dis­
cussed in Part I below. Part II is an argument for the establishment of a regional
college on the. North Shore. It includes a r e v i e w of the Macdonald Report, an
analysis of the particular qualities of the North Shore population and of the populat­
ion pool for post-secondary education, and considerations of the changing nature of
the secondary school curriculum. Part III discusses the regional college curricu­
lum, and Part IV, the problem of college location.
Institutions for Post-High School Education. Several i n s t i t u t i o n s offering
programs beyond the secondary school level are well e s t a b 1 i s h e d in the Lower
Mainland of British Columbia: the two Universities, the B. C. Institute of Tech­
nology, the Vancouver School of Art, and the Adult Vocational Institutes. Each has
its own specialized functions, providing facilities for students with a variety of
abilities and educational goals. The traditional institutions - the Universities and
the Vocational schools - were designed for those destined for the professions, the
skilled technical occupations, and the academic life. In the past, they have drawn
from a small segment of the 18-22 year old population and this trend is likely to
continue.

-10In recent years, it has become increasingly apparent that our society demands
mar e

t r a i n i ng and _education for ever larger sections of the population.

the Economic Developmer

This

by technical and vocation2
Art School, both parts of

general increment in educational level does not necessarily mean that the need for
university-trained people, with their commitment to discipline or profession, has
I t d o e s m e a n , however, that the university population was

increased greatly.

The range of progran
greater Vancouver, the le

swollen by students taking courses basic to many technical and sub...:professional
jobs in our society. For these sorts of occupations, some t r a i n i n g beyond the
secondary level in subjects such as statistics and language skills is very necessary.
Increasingly, s o m e introduction to the social sciences is mandatory for
those destined for leadership roles in the community. N o i n s t i t u t i o n has been
available in B. C. to meet these varied needs. Such an institution is the Commun­
ity College as found in s e v e r a 1 of the United States, or across the Inlet in Van­
couver; such an institution is appropriate for the North Shore.

2.

and quaternary phases of

U. B. C. -Urban Core Proj

•

distributional and service
catalysts of the modern
forth).

i

The regional college,
economy as well as to pri

The Role of the Regional College

u n d e r - e d u c a t e d adul
per se, but should offer c

The regional college is a new type of post-secondary institution introduced to

combinations to provide
particular vocations or a,

British Columbia in Dr. John B. Macdonald's report, Higher Education in British
Columbia. It is similar to the Junior College or Community College found in the

programs which will enable young people

It is clear to us that
not appropriate to all you
On the other hand, it is a
school on the North Shor

(a)

from some college educa

United States, but its composition and functions have been m o d i f i e d to meet the
conditions found in British Columbia. It is basically designed to offer a number of

expectation may not be a1
to find careers in which their abilities will be challenged and which lead to
responsible positions in the regional economy and society; and

as it allows them to star

testing their abilities wit
(b)

to progress to other institutions where formal education can be continued.

Given proper counselling
college experience, they

The college also has two secondary but vitally important functions.

It should

their abilities, or trans£

that better suits their ap·
(c)

allow for the broadening and upgrading of educational levels among the com­

that students rarely have

munity's adults, and

college experience and tl

act as both a catalyst and focus for the educational and cultural affairs of the
community.

future careers.

base on which students rr
(d)

The program for young people. The academic program, designed for students
wishing a broad g e n e r a 1 e d u c a t i o n and/ or transfer to the Universities, would

•

Programs for Adulti

extension of high school.
Because of its adult natu

replace the present Grade 13, now offered on the North Shore and add an additional
year. In addition, the college would offer a number of programs leading directly

lent means of u p g r a d i

to careers in the community.

couver City College.

An

e x a m p l e from the Vancouver City College is

instructive.

Under the general topic of b u s i n e s s administration, courses are
o f f e r e d in a c c o u n t i n g , finance and investment, salesmanship, and executive
secretarial training.

"salvage" function is e.}l
Hu

ambitions which had bee1
d r o p p i n g out of high s

Each program requires courses in the student's specialty

plus academic courses to broaden the background of general knowledge and tech­
nical training necessary to a successful career.

Mathematics and English courses

are usually required, as well as such varied offerings as Business Psychology or

,:,

J. R. Wolforth, Work
of Arts Thesis, U. B. <

-11the Economic Development of British Columbia,

that our society demands
of the population.

Art School, both parts of the City College.

ly mean that the need for
. pline or profession, has
miversity population was
cal and sub�professional
1e t r a i n i n g beyond the
.ge skills is very neces:iences is mandatory for
, i n s t i t u t i o n has been
;;titution is the Communacross the Inlet in Van­

Classroom work is supplemented

by technical and vocational programs at the Vancouver Vocational Institute and the

This

The range of programs w i 11 r e f 1 e c t the needs of the local community. In
greater Vancouver, the largest increases in job opportunities are in the tertiary
and quaternary phases of economic activity.

..

As documented by a member of the

U. B, C. -Urban Core Project,,:, these opportunities are largely concentrated in the
distributional and service sectors and in the II ext r a - e c o n o m i c II activities, the
catalysts of the modern economy (education, advertising, public relations and so
forth).

.ore,

The regional college, then, is designed to meet important needs of the regional
economy as well as to provide for the p e r s o n a 1 n e e d s of young people and the
u n d e r - e d u c a t e d adults in the community. The college is not career-oriented
per se, but should offer a wide range of subject matter that can be taken in various
combinations to provide students with skills that fit a variety of occupations - not
particular vocations or academic disciplines.

institution introduced to
her Education in British
mity College found in the

It is clear to us that the traditional programs offered in the universities are
not appropriate to all young people of ability who graduate from secondary schools.
On the other hand, it is also clear that most ( 69%) of the parents of children now in
school on the North Shore expect their offspring to get a university degree.
This

m o d i f i e d to meet the
5ned to offer a number of

expectation may not be appropriate.
llenged and which lead to

from some college education.

However, most of these students could benefit

The regional college ideally fits their needs insofar

as it allows them to start on as strict an academic program as they can handle -

:iety; and

testing their abilities without the penalty of early and irrevocable career decisions.
ton can be continued.

Given proper counselling at the College and the increasing maturity gained in their
college experience, they may scale their academic a m b i t i o n s up or down to fit

It should

their abilities, or transfer to one of the variety of programs offered in the college

·unctions.

that better suits their aptitudes and abilities.

It has been documented at U. B. C,

that students rarely have clear career goals when they arrive at University.

tl levels among the com-

The

college experience and the range of opportunities available extends the information
base on which students must make wise and r e a 1 i s t i c decisions regarding their
nd cultural affairs of the

:1.m, designed for students
:o the Universities, would
:iore and add an additional
1rograms leading directly
·ancouver City College is
1inistration, courses are
esmanship, and executive
.n the student's specialty

future careers.
Programs for Adults. The Regional College is an a d u 1 t institution, not an
extension of high school. In this respect, it differs significantly from Grade 13.

•

Because of its adult nature it provides for persons who left school early, an excel­
lent means of u p g r a d i n g their education on a full or part-time basis.

That this

"salvage" function is extremely important has been amply demonstrated at Van­
couver City College.

Hundreds of men and women are now satisfying long-dormant

ambitions which had been cut off through early marriage, financial considerations,
d r o p p i n g out of high school, or other eventualities.

With the expanding pool of

�ral knowledge and tech­
atics and English courses
Business Psychology or

,:,

J. R. Wolforth, Work-Residence Relations in Vancouver, (Unpublished Master
of Arts Thesis, U, B. C. 1965).

-12knowledge and the need for frequent retraining, this function will be increasingly
important in the future. Fully a third of the families responding to the question­
naire on the North Shore indicated a desire on the part of at least one adult to up­
grade or broaden his education.
I n m a n y c a s e s , the individual most desirous of upgrading is the wife and
mother. The mothers of the North Shore have on the average considerably less
education than their husbands. Many wish to broaden their education particularly
in the humanities and social sciences. Beside the personal satisfaction, this up­
grading trend has the important social consequence of broadening appreciation for
education and social responsibility in the home, since the mother usually has the
greater contact with the growing children.

II.

•

..

A second major adult-oriented f u n c t i o n of the community college might be
called "education for leisure 11• As leisure time and disposable income, already
high on the North Shore, continue their long-term upward trend, more and more
adults turn to education either as an enjoyable 1 e i s u r e - t i m e activity in its own
right, or as preparation for some other leisure-time activity. This function is
partly accomplished at present through adult education programs in the schools and
through enlightened public library operations. However, it has been noted in the
United States that in communities where a large number of people have university
degrees, programs with academic content are very often desired, particularly in
the humanities and social sciences. This demand stems from the large number of
professionals and specialized academics who find, after graduation and immersion
in a successful career, that they want some of the liberal education missed in their
university days. Writing in Landscape in 1963, Philip Wager points to the econ­
omic i m p o r t a n c e of the "honourary producer 11 - the man or woman who through
leisure-time training gains the skills and motivation to join the ranks of the do-it­
yourself builders and hobbyists, stimulating to a surprising degree not only hobby
shops, but construction material suppliers, metal shops and a whole wide range of
enterprises.,:,
The College as a community focus. Less tangible, but not less important, is
t h e p o t e n t i a 1 of the college as a focal point for the cultural as well as for the
educational life of the community.
Such extra-curricular activities as amateur
theatre, public lectures and panel discussions a 11 e n r i c h t h e community as a
whole. The campus is a f o r u m f o r p u b 1 i c discussion of community and civic
affairs. The community college is the modern version of the Greek agora and the
Renaissance piazza: the meeting place of people and ideas, the physical catalyst
that speeds the process of social innovation.

,:, See also "Doing Their Home Work", N e w s w e e k , August 30, 1965, p. 67 - 70.
The article, "Holiday U" Ibid., p. 74, is also of interest.

THE CASE F

There was no provisic
North Shore. However, o
g r o u n d s for the i m m e
Report. F i r s t l y , a rev
were assigned reveals the
be demonstrated that mo,
indicated by a more refir
Secondly, the new Second,
since the report contains
have been foreseen at the
1.

A critical review of t

In Higher Education j
Report, Dr. J.B. Maeder
t w o - y e a r colleges. "I
education: 1. U n i v e r s
advanced training for the
2. 2-year colleges offer
beyond Grade 12. 11 • • •
"Although I expect 2
with local needs, I belie,
academic areas of their '
and professors by offerir
education, small classes
prof�ssors and students,
teaching, and so forth".

•

To combine the ide
who can benefit from it v
throughout the province
colleges for those studer
later on. A 2-year coll
plan to continue their ed
take only one or two ye,
bination of both; those w
are u n d e c i d e d about
financial reasons wish t<
1

,:, J.B. Macdonald, H i!
Future, Vancouver,

:tion will be increasingly
II.

5ponding to the question­

THE CASE FOR A NOR TH SHORE REGIONAL COLLEGE

at least one adult to upThere was no provision in the Macdonald Report for a Regional College on the
North Shore,

upgrading is the wife and
�erage considerably less
ir education particularly
1al satisfaction, this up­
>adening appreciation for
e mother usually has the

•

be demonstrated that modifications in priorities set out in his report are clearly

.,

Secondly, the new Secondary curriculum instituted by the Department of Education
since the report contains implications for post secondary education which could not

indicated by a more refined analysis of population numbers and characteristics.

have been foreseen at the time the Report was written.

1munity college might be
;posable income, already
d trend, more and more

1.

t i m e activity in its own
ctivity.

However, on the basis of our analysis we believe there are sound

g r o u n d s for the i m m e d i a t e reconsideration of some of the conclusions of his
Report. F i r s t 1 y , a review of the assumptions upon which the college priorities
were assigned reveals that only gross data were considered. In particular it can

This function is

A critical review of the Macdonald Report

In Higher Education 1n British Columbia,,:, u s u a 11 y c a 11 e d t h e Macdonald
Report, Dr. J.B. Macdonald argued that the p r o v i n c e should set up a series of

,grams in the schools and
it has been noted in the
)f people have university

t w o - y e a r colleges.

t desired, particularly in
from the large number of
raduation and immersion

advanced training for those students who have the necessary ability and aptitude;

education:

1.

"I see the need for two basic kinds of institutions of higher
Un i v e r s i t i e s and 4-year colleges offering degree programs and

2. 2-year colleges offering a variety of programs of one or two years of education
• , •
beyond Grade 12. 11

education missed in their
ager points to the econ­

"Although I expect 2-year colleges to differ from one another in accordance

tan or woman who through
in the ranks of the do-it­
ng degree not only hobby

with local needs, I believe that the d i f f e r e n c e s will exist m a i n 1 y in the non­
academic areas of their work. Such institutions could attract very a b 1 e students
and professors by offering courses and facilities of distinctive character: Seminar

md a whole wide range of

education, small classes, interdisciplinary studies, close personal contact between
prof�ssors and students, p r o m o t i o n b a s e d principally on accomplishments in
teaching, and so forth".

ut not less important, is
ultural as well as for the
.ar activities as amateur
c h t h e community as a
1n of community and civic
the Greek agora and the
:as, the physical catalyst

.,

To combine the ideal of providing suitable higher education for all students
who can benefit from it with the ideal of e qu a 1 i t y of opportunity for all students
throughout the province wherever possible, p r o v i s i o n m u s t be made in 2-year
colleges for those students who want to transfer to a 4-year college or a university
later on. A 2-year college, therefore, might be designed for those students who
plan to continue their education at a degree-granting institution; those who wish to
take only one or two years of higher education - technical, academic, or a com­
bination of both; those who are undecided about their educational futures; those who
are u n d e c i d e d about their educational futures; those who by preference or for
financial reasons wish to remain in their own locality.

1gust 30, 1965, p. 67 -70.
st.

>:<

J. B, Macdonald, H i g h e r E d u c a t i o n m British Columbia and a Plan for the
Future, Vancouver, 1962,

-14Although each of these two-year colleges would have to design its program to
meet the requirements_ of the area in which it is located, the objectives of 2-year
colleges might include one or more of the following: (i) 2-year academic program
for students who will either transfer to degree-granting institutions or will com­
plete their formal education at this level; (ii) technological and semi-professional
courses designed for students who want formal education beyond secondary school
but do not plan to c o m p 1 e t e the requirements for a degree; (iii) adult education
including r e - e d u c a t i o n to meet the changing demands of technical and semi­
professional occupations.
President Macdonald also made a specific recommendation for the Greater
Vancouver area, namely, that there should be one two-year college serving all the
municipalities. He predicted that in 1965-66 such a college might enroll 900 to
1, 000 students in first year and 540 in second year.

rather than in technolo
lum offered in a comp
the possibilities of trac
and with those of sub-1
people for the areas wl
more jobs. In a d v a n
demands great flexibL
is no longer possible b
a highly s p e c i a 1 i z e
expect that most peopl,
working world .

...

(c)

The King Edward Cont
couver City College, b
students from outside
proposal is no longer
the Vancouver City Co:
indicates that one coll
that most of the advan1

(d)

It is n o w p r o p o s e
present Langara Golf
Shore.

(e)

As the survey makes c
children should recei,
area - a fact that wa:
metropolitan area. Tl
on the North Shore tha

(f)

Similarly, it is now c
and in particular in tl
from area to area. A1
predicted for the whol,

(g)

The steady increase iI
avenues to higher educ
about their academic i

(h)

A 1 t h o u g h Dr. Macd
granting institution in
tional academic subje
Fraser University wo,
dents who were u n al:
Columbia or the UnivE
that the standards den
are fundamentally the
it could be a Universi

S i n c e 1 9 6 3 , however, a number of developments have occurred that make
necessary a reconsideration of Dr. Macdonald's proposals:
(a)

(b)

,:,

It has become abundantly clear from the experience of incipient Vancouver
City College that the public demand for a comprehensive community college
(put forward in a number of briefs to Dr. Macdonald) h a s b e e n j u s t i f i e d .
Whereas the Macdonald Report assumed that the two-year college would be
fundamentally concerned with students with q u a l i f i c a t i o n s for university
entrance, the Vancouver College, operating under the name of the King Edward
Continuing Education Centre, discovered that there were a very large number
of adult students anxious to obtain university entrance standards who were not
catered for in the t r a d i t i o n a 1 night school program. Many of them were
anxious to attend college during the day. Moreover, other students who had
partial university entrance were a n x i o u s to complete it and continue. The
enrollment figures for the King Edward Center in 1964-65, at which time it
was giving only pre-university work and first year work, were a s f o 11 o w s :
900 in Grade 13, and an additional 700 on secondary completion programs and
partial Grade 13. N e a r 1 y 9, 000 people attended late-afternoon and evening
courses.
The demand for education as revealed above has a 1 s o b e e n j u s t i f i e d in a
number of p u b 1 i c a t i o n s relating facilities in higher education to economic
growth,,:, It is increasingly well documented that an advanced society such as
our own develops more and more jobs in the so-called tertiary occupations,

For e x a m p l e , see: F. Harbison and C.A. Myer, Education, Manpower and
Economic Growth, McGraw-Hill, New York, 1964; J. J. Stone, "Education and
the Upper Midwest Economies", Upper Midwest Economic Study, T e c h n i c a l
Paper No, 9, 1964; and E. F, Denison, The sources of Economic Growth in the
Committee f o r E c o n o m i c
United States and the Alternatives Before Us,'
Development, 1962.

..

c

-15-

to design its program to
the objectives of 2-year
-year academic program
Lnstitutions or will com1 and semi-professional
>eyond secondary school
:ee; ( iii) adult education
of technical and semi-

:ndation for the Greater
,r college serving all the
lege might enroll 900 to

rather than in technological occupations. · In other words, the kind of curricu­
lum offered in a comprehensive community college, a curriculum combining
the possibilities of traditional academic work with those of liberal education,
and with those of sub-professional training, is p a r t i c u 1 a r 1 y suited to train
people for the areas where most jobs are available - jobs which in turn create
more jobs. In a d v a n c e d societies the rapidity of technological change also
demands great flexibility in both the educational system and its students. It
is no longer possible to provide a rigid academic program on the one hand, or
a highly s p e c i a 1 i ze d technical or technological program on the other, and
expect that most people will thereby be fitted for the rapidity of change in the
working world.

.,.

(c)

The King Edward Continuing Education Centre has d e v e 1 o p e d into the Van­
couver City College, but it has a number of restrictions on the attendance of
students from outside the City of Vancouver. Consequently, Dr. Macdonald's
proposal is no longer feasible. Even if it were politically possible to make
the Vancouver City College available to all students, its enrollment in 1964-65
indicates that one college is no longer enough, unless it were to be so large
that most of the advantages of the community college would be given up.

(d)

It is n o w p r o p o s e d that the Vancouver City College will be located on the
present Langara Golf Course, a site relatively inaccessible from the North
Shore.

(e)

As the survey makes clear, (map 4), the e x p e c t a t i o n of parents that their
children should receive some college education varies widely from area to
area - a fact that was not considered in Dr. Macdonald I s proposals for the
metropolitan area. The expectation of higher education is considerably higher
on the North Shore than in other parts of the metropolitan area.

(f)

Similarly, it is now clear that the retention of students in secondary school,
and in particular in the academic programs in the secondary school, varies
from area to area. Again, r e t e n t i o n is higher on the North Shore than was
predicted for the whole area.

(g)

The steady increase in university fees has made it necessary to provide other
avenues to higher education, especially for those students who are undecided
about their academic interests or ability.

(h)

A l t h o u g h Dr. Macdonald's report clearly recommended that a new degree­
granting institution in the Burnaby area should offer the more or less tradi­
tional academic subjects, it is certain that many people thought that Simon
Fraser University would in fact provide avenues to higher education for stu­
dents who were u n a b l e to obtain a d m i s s i o n to the University of British
Columbia or the University of Victoria. It is now abundantly clear, however,
that the standards demanded and the admission requirements at Simon Fraser
are fundamentally the same as those at U. B. C. In fact, it is hard to see how
it could be a University if this were not so. Even if, as many people believe,

tave occurred that make

,.

of incipient Vancouver
1.sive community college
has been justified.
o-year college would be
Lc a t i o n s for university
name of the King Edward
ere a very large number
i standards who were not
tm. Many of them were
other students who had
ete it and continue. The
964-65, at which time it
Hk, were a s f o l l o w s:
:ompletion programs and
te-afternoon and evening

i

::> b e e n j u s t i f i e d in a
er education to economic
advanced society such as
. led tertiary occupations,

:ducation, Manpower and
J. Stone, "Education and
mic Study, T e c h n i c a l
Economic Growth in the
mittee f o r E c o n o m i c

..

-16-

extend its educational

Simon Fraser is flexible in its admission policies, it is still fundamentally

resources for all who c

concerned with the traditional Arts and Sciences, It appears that it is likely to
solve the problem which led to Dr. Macdonald I s recommend ation that it be set

noon and evening cour i
credit seminars, insti1

up, namely, that of taking the pressure of numbers from U. B. C. It is also
clear that it will not serve as a community college in the sense in which com­

professional and occup
est, and so forth".

munity colleges are understood elsewhere. I n f a c t , were Simon Fraser to
satisfy some of the demand for community colleges, it would clearly be failing
in its goal as envisaged by Dr. Macdonald.
(i)

Similarly the B. C. Institute of Technology, initiated by the provincial govern­
ment before the Macdonald Report was published, has proved to be an invalu­
able addition to the spectrum of institutions of higher education in the province.
However, our need for it and its success do not mean that we do not need less
specialized institutions.

...

..

We need technologists very badly, but we need a con­

commitant, and p e r h a p s even larger, increase in training for people in the

The

1965, clearly accepts the implication of a wider function for the two­

year college than the enrollment predictions in the Macdonald Report indicate.
The pamphlet points out that "some students who do not meet the s t i p u l a t e d

The admirable and unp
acted on the Macdonald Rei

requirements for entrance to a university may, by successfully completing a
college academic program, prove their suitability for continuing their educat­

ities in higher education to

It also says that "students who transfer from one college

of the two-year college.

program to another would be r e q u i r e d to make up any deficiencies in their
secondary school subjects by taking college pre-requisite courses. Such pre­
requisite courses should not duplicate those of the secondary school curricu­
lum; they should be more intensive, cover a wider scope and progress more
rapidly than those at the Grade 12 level 11•

It

2.

g o e s o n t o say that "because

study",

In other words, the Academic Board implies that students may well go

on to a community college from secondary school programs other than those
traditionally leading to university. If the present reorganization of the second­
ary school system is s u c c e s s f u 1, the number of students taking the purely
academic program leading to university entrance should drop relative to the
total number of high school students.

There is no reason to doubt, however,

that many students who in the past would have taken university entrance pro­
grams, but who in the future will take one of the other possibilities, deserve,
and will profit from, post-secondary education.
(k)

The Academic

B o a r d also pointed out in its pamphlet that the two-year

colleges should meet the "broad educational demands of the communities they
serve".

It maintains that "a college should reach out into the community to

Implications of the Ne,
Students entering Grad

college courses are required by statute to be at a post secondary school level,
there is a clear distinction between college technical programs and those given
in vocational schools. Some of the courses in a college may be in fields that
a r e s i m i 1a r t o s o m e in a vocational school, but they will be at a more
advanced level, and will include s u b j e c t s that encompass border fields of

in the Macdonald Report ar
cater to the student who ha,
statement of the purpose of

City College demonstrated
partial-college training on
adult students.

Columbia System of Higher Education", published by the Academic Board in

ion at a university".

Secondl'

beyond the prescience of ar.

college as being in adult ed

p a m p h l e t "The Role of District and Regional Colleges in the British

January,

it was published.

clearly shows that Dr. Ma,
programs as desirable, ar.

service industries,
(j)

To point to the above :r
1s not to criticize his repo:
present study were both in,

six new and distinctive pro,
grams are most popular an
gram in a special disciplin

..

as the Community Service
and S p e c i a l programs m
widely accepted. Mr. Dea
Resources II in Inventory of
warning that large expendi1
the new programs will be
Clearly the cor
initiated.
will offer students a chanc
in programs that satisfy t
n a r r o w exclusively acadt
college students,

-17extend its educational scope and to make use of the college's f a c i 1 i t i e s and
resources for all who can benefit. Such programs usually include: late after­
noon and evening courses for credit in the v a r i o u s college programs; non­
credit seminars, institutes, workshops and conferences for persons in various
professional and occupational fields; lecture series on topics of current interest, and so forth".

it is still fundamentally
appears that it is likely to
immend ation that it be set
3 from U. B. C.
It is also
L the sense in which com­
t , were Simon Fraser to
it would clearly be failing

by the provincial governLS proved to be an invalu­
education in the province.
.n that we do not need less
badly, but we need a con­
training for people in the

al Colleges in the British
)Y the Academic Board in
111ider function for the twov1acdonald Report indicate.
not meet the s t i p u 1 a t e d
successfully completing a
r continuing their educat­
transfer from one college
1 any deficiencies in their
1isite courses. Such pre­
,econdary school curricu­
scope and progress more
o n t o say that "because
st secondary school level,
. programs and those given
lege may be in fields that
mt they will be at a more
Lcompass border fields of
; that students may well go
)rograms other than those
>rganization of the second­
students taking the purely
hould drop relative to the
reason to doubt, however,
L university entrance pro­
ter possibilities, deserve,

amphlet that the two-year
s of the communities they
)Ut into the community to

.,

To point to the above reasons for a reconsideration of Dr. Macdonald's plans
1s not to criticize his report. In the f i r s t p 1 a c e , the principal authors of this
present study were both involved in its preparation and strongly supported it when
it was published. Secondly, a number of the points made above are quite clearly
beyond the prescience of anyone writing in 1962. The enrollment predictions given
in the Macdonald Report are based on the assumption that two-year colleges would
cater to the student who had achieved university entrance standing. However, the
statement of the purpose of the two-year college, which we quoted on page l 3quite
clearly shows that Dr. Macdonald saw some extension of the traditional academic
programs as desirable, and also saw an important part of the work of a two-year
college as being in adult education. What was impossible to see until the Vancouver
City College demonstrated it, was the e x t e n t of the demand for pre -college and
partial-college training on a f u l l - t i m e basis during regular day-time hours by
adult students.
The admirable and unprecedented speed with which the Provincial Government
acted on the Macdonald Report has already demonstrated the need to extend facil­
ities in higher education to match the implications in Dr. Macdonald's description
of the two-year college.

2.

Implications of the New Secondary School Curriculum

Students entering Grade 10 are now required to select a course of study from
six new and distinctive programs. As in the past the academic and technical pro­
grams are most popular and will normally lead students toward a university pro­
gram in a special discipline or to the B. C. Institute of Technology. Others, such
as the Community Service, Visual and Performing Arts, Commercial, Industrial
and S p e c i a 1 programs must 1 e a d towards the regional college if they are to be
widely accepted. Mr. Dean H. Goard in "People, Education, Labour and Natural
Resources II in Inventory of Natural Resources of British Columbia ( 1964) sounds a
warning that large expenditures in training teachers and equipping classrooms for
the new programs will be wasted unless some p o s t - s e c o n d a r y programs are
initiated.
Clearly the comprehensive regional college envisioned in this report
will offer students a chance for college training as well as a chance to specialize
in programs that satisfy the range of talents and abilities of the population.
The
n a r r o w exclus ively academic programs are not appropriate for the majority of
college students.

3.

The College Population Pool

-18-

schools and classrooms r
of central and western art
pared for this study showi
the predicted distribution
by 1980. It indicates that
in West Vancouver will 1
expected to move into the
there is no indication wh
Outdoor Recreation Resot
ion of p o p u 1 a t i o n in W
distribution is only appr,
likely to remain the f a v c
mobile. A comparison of
pattern is expected to shi:

In predicting the enrollment for a Regional College three stages of analysis
a r e n e c e s s a r y : ( 1) predicting the number of 18-year olds, ( 2) determining the
propensities for higher education, and ( 3) estimating the pull of existing institut­
ions.
Growth in School Populations. Both of the North Shore School Districts have
recorded sharp annual increases in school population. A c c o r d i n g to enrollment
statistics supplied by the Boards,,:, growth rates at different levels and in different
areas show distinct variations.
In North Vancouver since 1961, nearly all the growth can be accounted for by:
(a)
(b)

an increase in the size of the Grade 1 group, and
a greater retention of s_tudents in the high schools.

Eighteen-year-olds n
fore, in predicting colle�
population is used as a ba
class is expressed as a p
prepared for Dr. Macdon
per cent of eight-year-ol
those in western Fraser
Some of the freshmen ma
through school while othe
Nevertheless the propens

In the i n t e r m e d i a t e grades, groups moving from grade to grade show only
mode st f l u c t u a t i o n s (See Table 1). Increases at intermediate levels in North
Vancouver are rarely over 1 per cent per year. The explanation of this pattern lies
in the nature of the families who are immigrating to North Vancouver. Generally,
they are very young families who are purchasing their first houses and who intend
to stay in their relatively inexpensive subdivision homes for several years. This
hypothesis is supported by the answers given to the questions in recent and planned
movements on the questionnaire.
I n c o n t r a s t , West Vancouver's classes grow as they move up through the
grades, increasing most rapidly in the intermediate and secondary years. As one
official noted in conversation, "West Vancouver is the only school district in B. C.
with 115 per cent retention through high school. 11 This seeming paradox indicates
one of the major differences between North and West Vancouver. A home in West
Vancouver is a favoured destination for the family that has already established an
equity elsewhere. It takes considerably more money to move into West Vancouver;
consequently, families are older. The influx is noted in the schools in the form of
sharp inflows of students in the senior grades. It should be noted that this trend
seems to be taking shape in the northwestern areas of North Vancouver also.
Reports of the North Vancouver District Planning Office for the School Board':":'
assess the population growth that can be expected in the next decade. In West Van­
couver, studies are currently underway to predict the increases in the number of
North Vancouver School Board meeting, 26 October, 1964; West V a n c o u v e r
School Board meeting, 9 November, 1964.
....,,....
....,,.... School Report, 1962-63, Part I: The Western Areas, and Part II: The Eastern
Areas. A l s o t h e r e p o r t , Prospects for Growth 1963 by the Planning and
Property Department of the District of North Vancouver, deals specifically with
this topic.
::::

The eighteen-year-o
jected from students in I
Vancouver are estimated
while rates for West Vani
grade level. There is lit
growth between school d:
growth depending upon cb

-

N e a r 1 y 2, 000 eight
2, 400 in 1972; and nearly

-19schools and classrooms required to meet anticipated growth in the upper sections
of central and western areas. From these reports, a map (Figure 5) has been pre­
pared for this study showing the actual distribution of Grade 1 children in 1965 and

three stages of analysis
· olds, (2) determining the

the predicted distribution for an "ultimate" population level, perhaps to be attained
by 1980. It indicates that several areas along and above the Upper Levels Highway

e pull of existing institut-

in West Vancouver will be occupied, whereas substantially greater numbers are
expected to move into the e a s t e r n s e c t i o n s of North Vancouver. At this date

.ore School Districts have
. c c o r d i n g to enrollment
·ent levels and in different

h can be accounted for by:

..

there is no indication whether the proposed Cypress Bowl development by Alpine
Outdoor Recreation Resources Ltd. will have appreciable affects on the distribut­
ion of p o p u l a t i o n in West Vancouver.
distribution is only approximate.

The dating of this anticipated population

It is clear, however, that West Vancouver is

likely to remain the f a v o u r e d destination for those experiencing upward social
mobile. A comparison of Figures 5 and 6 will indicate how radically the retention
pattern is expected to shift from Grade 1 to college freshman levels.
Eighteen-year-olds make up the f r e s h m a n class in most colleges.

J.

grade to grade show only

termediate levels in North
lanation of this pattern lies
·th Vancouver.

Generally,

irst houses and who intend
3 for several years. This
tions in recent and planned

There­

fore, in predicting college enrollments, the number of eighteen-year-olds in the
population is used as a base for s t a t i s t i c a 1 analysis.

The size of the freshman

class is expressed as a percentage of this eighteen-year-old group.

In the studies

prepared for Dr. Macdonald, it was noted that the freshman class would total 42
per cent of eight-year-olds in western Vancouver as compared to 21 per cent of
those in western Fraser Valley. Not all eighteen-year-olds will attend college.
Some of the freshmen may be bright sixteen-year-olds who have been accelerated
through school while others may be adults returning to complete their education.
Nevertheless the propensity figures indicated above hold true.

they move up through the
secondary years. As one
rily school district in B. C.
seeming paradox indicates
ncouver.

A home in West

has already established an
nove into West Vancouver;
the schools in the form of
.ld be noted that this trend
)rth Vancouver also.
£ice for the School Board':":'
In West Van­

next decade.

increases in the number of

1964;

West V a n c o u v e r

and Part II:

The Eastern

1 1963 by the Planning and
ver, deals specifically with

The eighteen-year-old populations for 1968, 1972, and 1976
jected from students in grades 9, 5, and 1, in 1964-65.

have been pro­

Growth rates for North

Vancouver are estimated to be 1 per cent per annum (i.e. the five year average),
while rates for West Vancouver vary between 3 and 10 per cent depending upon the
grade level. There is little reason to expect sharp divergencies in these rates of
growth between school districts. There could be changes in the general rates of
growth depending upon changing economic conditions.
N e a r 1 y 2, 000 eighteen-year-olds will be living on the North Shore in 1968;
2, 400 in 1972; and nearly 3, 000 by 1976.

The propensity for hj

TABLE 1

clear from the record of
of past graduating classei
their children.

En r o l l m e n t _ C h anges
_
_

The majority of stuc
programs. The percentc

North Vancouver
------·
-·----Percent

Year

Grade

Enrollment

1964

9

1,236

1963

8

1962

7

1,227
1,192

1961

6

1, 161

-1.2

1960

5

1,17 5

Percent

Grade

Enrollment

+ .7

5

1,508

+ l .5

+2.9

4

1,488

+2. 7

3

1,538

-3. 2
+ l .6

2

1,513

-2.6

1

1,554

Average

Average

-

secondary school graduat
choose the B. C. Institut,
other post-secondary ins·
directly to work from sec
the College qu e s t i o n n;
degree. The opening of .
school and participate in
These records 1
eighteen-year-olds in N c
per cent of eighteen-yea
account high school drop­
school. Not all of these

1959
1958
1957
195�

4
3
2
1

1,164

centage of eighteen-year.

1,153
1,159
1,158

of the college will be gre

would certainly increase
Vancouver, in view of the

Increase averages less than 1 per cent per annum 1960-64.

The Regional Colleg«
which has only s l i g h t!:
University). About 10 p•
dents with i n d e f i n i t e
counselling be directed i
will attend the College fu

West Vancouver

Through this analysi
9

539

+2.9

5

551

+6.6

8

524

+5.0

4

517

-0,5

1962

7

3

520

+5.7

6

499
508

-1.8

1961

+2. 8

2

492

+5.3

1

467

1964
1963

1960

5

494

1959
1958

4
3

499
465

1957

2

468

1956

1

424

Increase averages 3 per cent per annum, 1960-64.

1,050 in 1972, and 1,701
year. (See Table 2).

,,,
.,,

F. T. E. meaning 11F ul"
ments into a standard
F.T. E, enrollments d

-21The propensity for higher education on the North Shore is very high.

This is

clear from the record of student performance in the secondary schools, the record
of past graduating classes, and from the survey of goals parents presently hold for
their children.
The majority of students in secondary school choose academic or university
programs. The percentages are extremely high in West Vancouver.

Most of the

secondary school graduates either go to University or enroll in Grade 13,
1

Enrollment

Percent
Average

1,508

+1.5

1,488
1,538

-3. 2
+l . 6

1,513

-2.6

1,554

•

A few

Training, the School of Art or

choose the B. C. Institute of Technology, Nurses
other post-secondary institutions.
Each year a d e c r e a s i n g percentage is going
directly to work from secondary school. Sixty-nine per cent of parents replying to
the College q u e s t i o n n a i r e expected that their child would receive a university
degree. The opening of a college will e n c o u r a g e students to stay in secondary
school and participate in a college program.
These

r e c o r d s lead us to predict that something over fifty per cent of the

eighteen-year-olds in North Vancouver would attend college by 1968 while eighty
per cent of eighteen-year-olds in West Vancouver would attend. This takes into
account high school drop-outs, and the various terminal programs in the secondary
school.

Not all of these students will attend a North Shore College, but the per -

centage of eighteen-year-olds participating in college programs on the North Shore
would certainly increase as the college opportunities become known.

The influence

of the college will be greatest on those living in the low-propensity areas of North
Vancouver, in view of the already close-to-saturation propensities elsewhere.
The Regional College will absorb immediately the Grade 13 students (a group
which has only s 1 i g h t 1 y declined in 1965 even with the opening of Simon Fraser
University). About 10 per cent fewer students will attend University. Many stu­
dents with i n d e f i n i t e goals will attend the Regional College, and through proper
counselling be directed into useful and satisfying programs. A number of adults
will attend the College full-time either to broaden or to upgrade their education.
Through this analysis we predict an F. T. E. ,:, freshman class of 800 in 1968,
551

+6.6

517

-0.5

520

+5.7

492

+5.3

1,050 in 1972, and 1,700 in 1976.
year. (See Table 2).

Probably 60 per cent would return for second

467

,:,

F. T. E. meaning "Full-Time Equivalent", is a figure condensing partial enroll­
ments into a standard form for calculating space-cost indices. In this report
F. T, E, enrollments do not include late afternoon and evening programs.

Reliable data on the
population are not availabl
most other indices of soc
Vancouver. To compensa1
was devised. The questic
themselves, their commw
collected on the particula
account of survey techniqt

TABLE 2

PROJECTED COLLEGE ENROLLMENT:
North Shore Regional College

1968

Freshmen
Second Year

Total (F. T. E. )':'

Late Afternoon and evening':":'

_,,
,,.

,:<>:,

1972

-

1,050
600

800

1,650

2,400

4, 100

--

1976

1,700
1,050

-

2,750

-

8,200

Method of calculating full time student body is discussed in text.
Studies of Community Colleges in the United States suggest that in communities
like the North Shore the number of persons attending regular classes in late
afternoon and evening classes is about t h r e e t i m e s the daytime population.
This figure does not include lectures, concerts and other special programs.
See publications of Educational Facilities Laboratories Inc. of New York, New
York.

A North Shore Regional College could open its doors in 1968 with a daytime
enrollment of some 800 students, a student body sufficiently large to launch a full
comprehensive 2-year college p rogram.

4.

Distinctiveness of the North Shore Population

The residents of North and West Vancouver have some of the highest average
levels of education and income to be found anywhere in Canada. More managers
and professional p e o p l e. make their homes on the North Shore than in any other
section of the metropolitan Vancouver region, with the sole exception of the south
Shaughnessy area of Vancouver. Although variations in occupations are not easily
gleaned from the Census (which does not identify District Municipalities as incor­
porated urban places), there is no doubt that the municipalities of the North Shore
contribute many of the pacesetters of our society. The potential benefits to our
economy and society will be impressive if the young people of these communities
are given full and adequate education.

'f'

Although there are tE
North Shore, the concent1
this variation is critical i
maps have been prepare<
socio-economic status. J
families of children in Gr
1972, and was selected £o
between elementary and s

Occupations. (See Fi
father is a manager - a s
times the metropolitan av
in the residential district!
is not to suggest that man
more are localized in the:
0 n e - f i f t' h of the fa
engineers, architects, te;
third in the central and w,
sections of North Vancou,
In the Delbrook and
occupations is_ encounter,
found in approximately eq
In the 1 o w e r levels
sections of the City of N
craft and trade occupatior
The number of fathe1
very much higher on the
For the e n t i r e u r b a n
managerial occupations a1

,:,

While it would perhap
sociologists I index sea
nor the questionnaire p

-23Reliable data on the social and economic characteristics of the North Shore
population are not available. While income statistics are published in the Census,
most other indices of social class are not recroded, except for the City of North

r:

Vancouver.

To compensate for this lack of data, the regional college questionnaire

was devised.

The questionnaire was d e s i g n e d to find out how people perceived
themselves, their community, and their mobility within it; specifically, data were

collected on the particular family and child.

A copy of the questionnaire and an

account of survey techniques are included in the Appendix.
2

1976

1,700
1,050

2,750

10

8, 200

Although there are tendencies towards high social status>:< m all areas of the
North Shore, the concentration varies from place to place. The identification of

•

this variation is critical in planning the 1 o c a t i o n of the regional college.

maps have been prepared, illustrating in general terms the regional variation in
socio-economic status. It will be noted that the maps summarize data about the
families of children in Grade 5 only. This group is the potential freshman class of
1972, and was selected for presentation because it r e p r e s e n t s a medial picture
between elementary and secondary school levels.
Occupations.

(See Figure 1) Half of the responding families indicate that the

father is a manager - a startlingly high figure considering that it is roughly four
times the metropolitan average.

;ed in text.
.ggest that in communities
g regular classes in late

Four

Furthermore, managers tend to be concentrated

in the residential districts adjacent to the Capilano River and in Lynn Valley.

This

is not to suggest that managers are not numerous elsewhere, r a t h e r that many
more are localized in these particular areas.
0 n e - f i fth of the fathers are c 1 a s s e d as professional:

s the daytime population.

doctors, lawyers,

other special programs.

engineers, architects, teachers, clergymen and the like.

s Inc. of New York, New

third in the central and western s e c t i o n s of West Vancouver and in the eastern

The figure rises to one

sections of North Vancouver.
In the Delbrook and upper Lonsdale areas of North Vancouver, a mixture of
Sales personnel, managers, and professionals are

s in 1968 with a daytime

occupations is_ encountered.

1tly large to launch a full

found in approximately equal percentage, with sales slightly predominent.
In the 1 o w e r levels of North Vancouver, the Norgate area, and in the older
sections of the City of North Vancouver, sharp rises are noted in the number of
craft and trade occupations.

ne of the highest average
Canada.

More managers

th Shore than in any other

ole exception of the south
>ccupations are not easily

The number of fathers reporting managerial and professional occupations is
very much higher on the North Shore than in metropolitan Vancouver as a whole.
For the e n t i r e

u r b a n region, in 1961, 13. 4 per cent of the labour force was in

managerial occupations and 9. 4 per cent were classed as professionals.

t Municipalities as incor­

alities of the North Shore

� potential benefits to our
>ple of these communities

,:,

While it would perhaps have been instructive to measure class on one of the
sociologists' index scales (Blishen, for example), neither the Census material
nor the questionnaire provided sufficiently complete data.

Income.

(Figure 2)

Hill-British Properties

the respondents to our
$12, 000. The central an,
ly high incomes, as did t
aging in the $8,000 - $10,

.

Drive, the majority of tr.
of our questionnaire. Tl
North Vancouver have in
The concentration oJ
West Vancouver and the
Father's education.
questionnaire indicated t
al 18 per cent had compl

· OCCUPATIONS - of fathers of Grade 5 children. Shadings represent significant

On the other hand, rougl
degrees. This is much J

deviations from the North Shore average

-

predominantly managerial

Elllllll[llli professional and mixed occupations

�

[

sales and professional

Vancouver as a whole.

crafts, trades, and mixed occupations

The areal variation
observed on the other m,

North Shore average: managerial 58%; professional 19%; crafts and trades 11%; sales 8%; others 4%

Fi�e I

British Properties area�
West Vancouver, the pr,
sections of Lynn Valley,
graduation plus some sp
cases, less than the ave
trast, the r e g i o n s arc
Schools are areas where
not completed high schc
degree reside there.
Educational Goals.
expectations for their cl:

•'

theless we feel it highly
argument; social class i

tontalls

r'9MOt"Ch limited

'

of their children.

On tl

Grade 5 alone) of their c
at least one university d
are well above the metre
as a whole.,:,

Again, the

ations are highly carrel,

FAMILY INCOME- among parents of Grade 5 children
high

low

E --_ ::1 average
F'if1,¥t 2

In summary, we ha1

ltt®tltmimt®il

very high

North Shore average, $9,460

,:,

At present less than 2
British Columbia.

-25Income.

(Figure 2)

The highest family incomes are reported for the Sentinel

Hill-British Properties neighbourhoods of West Vancouver, where 75 per cent of
the respondents to our questionnaire i n d i c a t e d a household income exceeding
$12,000. The central and western sections of West Vancouver indicated moderate­
ly high incomes, as did the families in Delbrook, Capilano and Lynn Valley, aver­
aging in the $8,000 - $10,000 range. In contrast, in the Norgate area below Marine
Drive, the majority of the households indicated incomes in the lowest two divisions
of our questionnaire. The majority of the families in the older areas of the City of
North Vancouver have incomes between $4,000 and $6,000.
The concentration of high income groups as well as responsible occupations in

I-

West Vancouver and the upper levels of North Vancouver is triking.
Father's education.

(Figure 3)

Thirty per cent of the fathers responding to the

questionnaire indicated that they had less than high school graduation. An addition­
al 18 per cent had completed high school and had had no further formal education.

represent significant

On the other hand, roughly 47 per cent indicated that they have partial university
degrees.

This is much higher than the average for the male population in greater

Vancouver as a whole.

issional

md mixed occupations

The areal variation in father's education follows similar p a t ter n s to·those
observed on the other maps.

V.,; sales 8%; others 4%

Nearly 75 per cent of the fathers in the Sentinel Hill­

British Properties areas hold one or more university degrees.

In other sections of

West Vancouver, the proportion who are university trained is relatively high.

In

sections of Lynn Valley, Delbrook and Capilano, most fathers indicate high school
graduation plus some specialized training or partial university.

In each of these

cases, less than the average number indicate a full university education.
trast, the r e g i o n s around the Norgate, Queen Mary

In con­

and Westview Elementary

Schools are areas wherein approximately forty to fifty per cent of the fathers have
not completed high school.

Very

f e w , if indeed any, fathers with a university

degree reside there.
Educational Goals.
(Figure 4) While some might cavil at including parental
expectations for their children's education as an indicator of social class, never­

l

theless we feel it highly germane here.

This is really the primum mobile of the

argument; social class is its explanation.

North Shore parents expect a great deal

of their children.

On the a v e r a g e , they expect that 69 per cent (71 per cent in

Grade 5 alone) of their off spring will not complete their formal education short of
at least one university degree.

While these are likely ambitious expectations,

they

are well above the metropolitan average and far above the average for the Province
as a whole.,:,

Again, the areal variation within the region is significant.

Expect­

ations are highly correlated with the three variables treated above.

5 children

In summary, we have used four indices of socio-economic status to indicate

,:,

At present less than 20 per cent of the 18-21 year population attend University in
British Columbia.

•'

()

'
FATHER'S EDUCATION:
!

l Most fathers have less than Grade 12

( __ -j Most f<J!hefs have secondary school
graduation

Shadings indicate characteristic level of education
attained by fathers of Grade 5 children
Most fathers have partial university or other post­
secondary training
lmlmllllllllllllmlllllljl Most fathers have one or more university degrees

Figure 3

EDUCATIONAL GOALS: Parents of Grade 5 children who expect their children
to attain a university degree

much less than average

! - - - -l average
Figure 4

I

I

fiMdllil

higher than average
much higher than averag!!

North Shore average: 69 %

the unique qualities of tl:
the North Shore. The r1
up consistently with the l:
highest expectations for
Neighbourhoods in centr,
Delbrook, Forest Hills,
mediate with respect to
are more varied in those
areas from Lynn Valley
older and lower levels· oJ
ing on the average less ,
social scale. Their e x·
ambitious.,:, The c o r r,
social class is d r a m at
Porter in his recent boo:

The population of th,
British Columbia, a fact
Lower Mainland. The N1
this simple fact alone. l
post-secondary school e
students on the North Shi
facilities. Further a so
distinctive character of ·
sities. Although these f:
cation needs by Dr. Mac
distinctive needs of the l'

,:, Age effects. As a fo
in responses by parer
12. For example, th
parents of the younge:
towards a longer stay
ingly few parents witl:
In terms of income, t
bracket for the sever,
children are in secon<
a phenomenon n o t u
Mean family income a
the amount increasin�
families of the North

-27-

A

istic level of education
5 children
11 university or other post­

r more university degrees

tantalul resecrch limi1ed

,ho expect their children

•eroge
than overog�

the unique qualities of the people and the spatial localization of social groups on
the North Shore. The residents of the Sentinel Hill-British Properties area show
up consistently with the highest incomes, highest levels of education among parents,
highest expectations for offspring, and probably the most responsible occupations.
Neighbourhoods in central and western sections of West Vancouver, in the Capilano,
Delbrook, Forest Hills, and upper Lonsdale areas of North Vancouver are inter­
mediate with respect to levels of education and income. Occupational structures
are more varied in those areas. S 1 i g h t 1 y lower on the composite rating are the
areas from Lynn Valley to Deep Cove. Residents of Norgate, Westview and the
older and lower levels of the City of North Vancouver consistently show up as hav­
ing on the average less education and income, and having jobs rated lower on the
social scale. Their e x p e c t a t i o n s for their children are correspondingly less
ambitious.,:, The c o r r e 1 a t i o n between the education of the father, income, and
social class is d r a m a t i c , and underlines the basic assertions of Professor John
Porter in his recent book, The Vertical Mosaic.
The population of the North Shore approaches that of many regions of interior
British Columbia, a fact often obscured by the immensity of the population on the
Lower Mainland. The North Shore could base its demand for a Regional College on
this simple fact alone. However, a more detailed analysis of the propensities for
post-secondary school education, in showing that the potential numbers of college
students on the North Shore to be unusually high, reinforces the need for college
facilities, Further a socio-economic a n a 1 y s i s of the North Shore stresses the
distinctive character of the population and accounts in part for these high propen­
sities. Although these facts were obscured in the general analysis of higher edu­
cation needs by Dr. Macdonald, they must be taken into account in assessing the
distinctive needs of the North Shore region for Regional College facilities.

,;. Age effects. As a footnote, it is interesting to note that there were variations
in responses by parents with children in Grades 1 and 5 as against Grades 9 and
12. For example, there are more fathers with university degrees among the
parents of the younger children. This is as expected in the light of the tendency
towards a longer stay in school in· recent years. Conversely, there are increas­
ingly few parents with less than secondary education among the younger adults.
In terms of income, there are relatively constant percentages of parents in each
bracket for the several age groups, i n d i c a t i n g that the older parents, whose
children are in secondary school presently, are relatively less well off - again,
a phenomenon n o t u n c o m m o n in a society with rapidly rising real incomes.
Mean family income among all respondents varied between $9,000 and $10,000,
the amount increasing with the age of the children. Nearly 60 per cent of th e
families of the North Shore earn more than $8,000.

be taught - such as chem
III.

PROGRAM FOR THE NOR TH SHORE COLLEGE

courses will be quite cloi
so organized,

1.

however ·

that the college should ell

Curriculum Considerations

develop the courses they
heads, would be well adv

The College curriculum must be designed to meet the young person's need for
general education and specialized training, and also the community's need for an
efficient and appropriate labour force and informed citizenry. Since student and

they propose, but they sli
that they will do best that

community needs change, the college program must inherently be flexible.

It should be recogniz
college to try to provide

This

flexibility can be assured only if the distinctions between curricula in the Regional
College, the University, and the adult vocational school are clearly understood,
and appropriate programs are instituted.
The University curriculum is s equ e n t i a l in nature - that is, e a c h year's

sities.
-1"

Provided the coll

transfer to university in

courses are prerequisite to the next. The end result is competence in a disciplined

With those reservati
and second year univers:

field of knowledge.

psychology,
physics.

The Regional College curriculum on the other hand offers a group of different,

sociology,

:

In the beginnin.

sufficient.

possibly unrelated, c o u r s e s which in combination provide both skills and back­
ground knowledge for g e n e r a l

p r o f i c i e n c y in sub-sectors of an increasingly

Programs p�culiar t

advise on that part of the

complex economy.

purely academic.
The adult vocational schools offer training in s p e c i f i c skills:
instance, or welding.

logging, for

There

in academic programs; r
are n o t n e c e s s a ri 1 y
professional", in that gr,

The Regional College will offer an academic program 1 e a d i n g to 'transfer'
training.

ness and government tha1

It may offer some vocational

university academic and

However its major role will be to provide the more comprehensive pro­

"college II programs woul1

after the s e c o n d

y e a r to one of the Universities.

grams leading to e m p 1 o y m e n t in any one of a group of related occupations.

At

mathematics, and social

300, 400 over four

will be sought, such as b

years. At the Regional College the student could take Mathematics 100 along with
c o u r s e s in language skills, data processing, economy of British ,Columbia and
Social problems in Canada in preparation for a business diploma. The student is

and computer methods.

then n e i t h e r c o n f i n e d to a particular trade or within a particular academic

largely satisfied by the I

specialty; rather he is fitted to seek employment within a f a i r 1 y broad range of
related occupations.

college administration x

University a student would take, say, Mathematics 100,

Academic "transfer" Programs.

200,

One function of the College will be to pro­

and television, photogra1
more, while the demand

develop joint training co1
The college should

vide the basic subjects given in first and second year Arts and Science at the Uni­

student.

versities.

As President Macdonald pointed out in his Report, however, it is not

need to be supplemented

necessary that the particular courses be identical with those at the universities. In

recreation. The increai:
such courses. Many of 1

fact, now that the course p r o g r a m s at U. B, C., the University of Victoria and
Simon Fraser are developing differently, it would be impossible to match courses
with those of the three Universities.

The degree to which individual courses will

These will dev1

and many of them need 1
significantly increase ca

correspond closely to those at university in subject matter will vary with the nature

buildings needed for day1

of the subject.

needs of the community ,

In subjects in which, at this level, there is general agreement on

what should be taught, and on the necessary and inevitable sequence of what should

-29LEGE

mng person's need for
mmunity's need for an
.ry. Since student and
mtly be flexible. This
rricula in the Regional
re clearly understood,

- that is, e a c h year's
petence in a disciplined

rs a group of different,
, both skills and back­
tors of an increasingly

i c skills:

logging, for

1 e a d i n g to I transfer '
y offer some vocational
,re comprehensive pro­
·elated occupations. At
'.00, 300, 400 over four
1ematics 100 along with
>f British Columbia and
iploma. The student is
L a particular academic
f a i r 1 y broad range of
College will be to pro­
and Science at the Uni­
.port, however, it is not
;e at the universities. In
iversity of Victoria and
ssible to match courses
t individual courses will
will vary with the nature
s general agreement on
sequence of what should

be taught - such as chemistry, physics, mathematics - it is likely that the college
courses will be quite close to those at the universities. In subjects which are not
so organized, however - English, history, sociology, for example - it is better
that the college should choose staff with good q u a 1 if i c a t i o n s and allow them to
develop the courses they think best for themselves. They, like all the department
heads, would be well advised to discuss with the various universities the courses
they propose, but they should be prepared to make their own decisions in the belief
that they will do best that which they are most enthusiastic about.
It should be recognized that it would be unwise and uneconomic for a two-year
college to try to provide courses comparable with all of those given at the univer­
sities. Provided the college gives the b a s i c c o u r s e s , students will be able to
transfer to university in the main areas of study.
With those reservations, it is likely that the college would want to offer first
and second year university c o u r s e s in economics, English, geography, history,
psychology, sociology, modern languages, mathematics, biology, chemistry and
physics. In the beginning it is probable that one or two modern languages would be
sufficient.
Programs p�culiar to the Regional College. It is very much more difficult to
advise on that part of the curriculum distinctive to the Regional College than on the
purely academic. There is a strong tradition of what constitutes the basic subjects
in academic programs; not so in other fields. These others, it should be noted,
are n o t n e c e s s a ri 1 y t e c h n i c a 1. Some authorities refer to them as "sub­
professional", in that graduates perform somewhat less complicated tasks in busi­
ness and government than the professionals, who are p r e s u m a b 1 y graduates of
university academic and professional schools. Normally, a student enrolled on
"college II programs would take some core academic subjects, probably in language,
mathematics, and social science, plus special courses in fields where employment
will be sought, such as business management, accounting, marketing, advertising,
and computer methods. Courses in communications, such as journalism, radio
and television, photography and graphic arts will also be appropriate. Further­
more, while the demand for m o r e h i g h 1 y specialized technical training may be
largely satisfied by the B. C. Institute of Technology, it seems likely to us that the
college administration might work with 1 o c a 1 public and business institutions to
develop joint training courses.
The college should provide a wide range of courses designed for the partial
student. These will develop from the basic departments, but will almost certainly
need to be supplemented by courses relating to the fine arts, music, theatre and
recreation. The increased leisure of today has created considerable demand for
such courses. Many of them can be taught in the evening by part-time instructors.
and many of them need not be repeated every semester. These programs do not
significantly increase capital costs, since they represent only greater utilization of
buildings needed for daytime use. If the college faculty is alert, it will sense the
needs of the community and provide a centre for adult education and recreation.

-30-

The salvage function. The college should incorporate into its program the
adult secondary school programs currently offered by the school districts. This
invaluable service allows individu'als, who dropped out of school, an opportunity of
completing their secondary school education in a mature adult environment.
I

I

In conclusion it cannot be emphasized too often that one of the major functions
of the college is to provide comprehensive programs of mixed academic and non­
academic nature. It is easy to staff and o r g a n i z e academic programs because
there is relatively little room for radical departures from the programs of existing
universities. Given the ease of s e t t i n g t h e m u p , and frequently their relative
cheapness compared with technical programs, it is easy to imagine that a college
administration might be seduced into concentrating all its i n i t i a 1 efforts on the
academic programs. It would be disastrous if this occurred however. The great
opportunity for the college to serve the community will be seized most avidly by
those who have the imagination to develop the technical and sub-professional pro­
grams so badly needed.

2.

The Academic Calendar

Any regional college will be faced with a decision as to what calendar it should
operate on. The choice of calendar is very i m p o r t a n t and is closely related to
curriculum. One of the great advantages of the regional college is that it allows
students to discover their interests and abilities, and switch where necessary to
subjects for which they are better suited. This is best accomplished by having the
year divided into several parts. In Canada most universities operate on an aca­
demic year, from September to May. Simon Fraser University has adopted a tri­
mester system in which the year is divided into three terms of sixteen weeks. Two
semesters of sixteen weeks equal the traditional academic year. Many American
colleges use a q u a r t e r s y s t e m , wherein three quarters are normally taken to
represent the traditional Canadian academic year, although in fact, the stud�nts
spend nearly a month longer at their studies.
Arguments about the virtues of the v a r i o u s systems abound. The quarter
system has a slightly longer year and may be particularly suitable for students who
are undecided about their academic goals, just as the slightly longer year of the
traditional Grade 13 in British Columbia has given students an o p p o r t u n i t y they
may miss at university to settle better into their studies. The great flexibility of
the quarter system arises from the fact that students can g r a d u a 11 y "find them­
selves" academically. They may begin by believing that they are bound for univer­
sity and thus take a traditional academic program. As they discover that either
their interests or their talents do not justify their continuing such a program they
may switch easily into a combination of academic and sub-professional courses.
On the other hand, there would be advantages in a trimester system. It fits
the traditional academic year and the trimester system at Simon Fraser and Van­
couver City College s o m e w h a t better than the quarter system; moreover, many
people believe that the four-month semester is a better unit pedagogically than the

three-month quarter.

We would not reco
We would leave such a c
ever, strongly advise a
must register in Septen
year at the very least,
the cost of boredom or
flexibility of shorter un
students; there is no re
a subject should not be
of material but lasting
community college is t,
sional interests. He Cc

3.

College faculty

The Academic Boa
academic faculty for r
recent training in gradl
for faculty with technic
Judging from the e.
College, there should 1:
College. The e s t a b 1
metropolis within a fev.
individuals. The LowE
environmental amenitiE
and aesthetic sensibilit
The selection of fa
will be crucial to the s,
the college, must reprc
ity. In a new kind of i
are responsible for ma

,:�

"Memorandum to Bo
of School District 01
Minister of Educatio

te into its program the
school districts. This
chool, an opportunity of
lult environment.
e of the major functions
ixed academic and nonemic programs because
the programs of existing
frequently their relative
) imagine that a college
i n i t i a 1 efforts on the
·ed however. The great
e seized most avidly by
d sub-professional pro-

three-month quarter.

We would not recommend firmly either the quarter or the trimester system.
We would leave such a decision to the Regional College Council. We would, how­
ever, strongly advise against the traditional University academic year. If students
must register in September and pursue the courses they have then chosen for a full
year at the very least, many of them will drop out; others will succeed, but only at
the cost of boredom or anxiety. It is most important that students now be given the
flexibility of shorter units of time. It is not a matter of making courses easier for
students; there is no reason whatsoever why two or three courses in succession in
a subject should not be at least as difficult as a course covering the same amount
of material but lasting for one year. It is rather that one of the key functions of a
community college is to enable the student to discover his academic and professional interests. He can do this best if he can switch rapidly in his early years.

3.

) what calendar it should
and is closely related to
college is that it allows
itch where necessary to
omplished by having the
ities operate on an aca­
,rsity has adopted a tri­
.s of sixteen weeks. Two
: year. Many American
rs are normally taken to
�h in fact, the students

1s abound. The quarter
;;uitable for students who
ghtly longer year of the
s an o p p o r t u n i t y they
The great flexibility of
gr a d u a l l y "find them­
.ey are bound for univer­
hey discover that either
Lng such a program they
professional courses.
·imester system. It fits
Simon Fraser and Van­
:ystem; moreover, many
it pedagogically than the

-31-

College faculty

The Academic Board has published statements r e g a r d i n g qualifications of
academic faculty for regional colleges.,:, The Board stresses the impor tance of
recent training in graduate schools for academic posts. No clear guidance is given
for faculty with technical competence, but similar principles surely apply.
Judging from the experience of Simon Fraser University and Vancouver City
College, there should be l i t t l e d i f f i c u l t y recruiting faculty for a North Shore
College. The e s t a b 1 i s h m e n t of a college in a high-income suburb of a major
metropolis within a few miles of a major university should appeal to many qualified
individuals. The Lower Mainland, in an area p a r t i c u 1 a r 1 y well endowed with
environmental amenities, has never had difficulty attracting people of intellectual
and aesthetic sensibilities.
The selection of faculty, particularly of Principal and departmental Chairmen,
will be crucial to the success of the college. These individuals, the pacesetters of
the college, must represent and interpret the essence of the North Shore commun­
ity. In a new kind of institution, they are the innovators. Ultimately, they alone
are responsible for making the college an exciting place to study and work.

,,,
,,,

"Memorandum to Boards of School Trustees who are considering Establishment
of School District or Regional Colleges", August 1964 (s i g n e d L. R. Peterson,
Minister of Education), p. 2.

p

11

0

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-...
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tlo
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=
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Q.

0

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m

ID

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en

1.

""C

ID

C

::I

There are a numbei
satisfy in order to be a

""C

en

r-

<

CJ)

ID

"C

C

(a)

cc
en

!'!

U1

en

cc

Q.

In the long-run, mi
riding importance.

terms of real cost�
government by 1 o VI

0

0

General Considerat

from the center of :

it c:,

travel effort.

I

co
�"!'

(b)

In the short-run, le
and recognition.

f

T

offer ease of visua

stand out as a clea

en

and even partisan c

:;·

ID
ID
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co

....-... ... ;•.. ... . .
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(c)

Certain scale effec
scales (that is, the
critical argument.

sites must be analy

arterial routes of t

exit routes to avoic
(d)

A minimum of twen
approximately 2-4

adjunct to any con
fields and so forth.
buildings onto a m

costs - it must be 1

location, is part oJ

seventy acres woul
Since the ultimate

-

shore and steep slc

for the North Shor

Q
:ii,
""I

size, Simon Frase
College plans to me

:a:

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Questions o f physica:
publications of
Especially useful he

Colleges, Rice UnivE

IV.

1.

COLLEGE LOCATION

General Considerations

There are a number of c o n d i t i o n s which a community college location must
satisfy in order to be a success.
(a)

In the long-run, minimum aggregate t r a v e 1 for the "customers" is of over­
riding importance. This results in the minimum possible social cost, both in
terms of real costs to individuals and m a x i m u m s a v i n g s to all levels of
government by 1 o w e r i n g access costs. The college must be located not far
from the center of its student hinterland, m e a s u r e d in terms of aggregate
travel effort.

(b)

In the short-run, location will determine the degree of community acceptance
and recognition. To be successful, the site must satisfy (a), but it must also
offer ease of visual identification. It must be distinctively located: it must
stand out as a clearly recognized focus of North Shore educational, cultural,
and even partisan community life.

(c)

Certain scale effects on location must be taken into account. At small map­
scales (that is, the s i t u a t i o n a l level of generality), (a) above is again the
critical argument. At large map-scales (site), questions of particular road
sites must be analysed. The site chosen should have easy access to the major
arterial routes of the region, and it should have at least two major entrance exit routes to avoid peak-time congestion,

(d)

A minimum of twenty acres of land is necessary. This would break down to
approximately 2-4 acres for buildings, 5-10 acres for parking (a necessary
adjunct to any co m m u t e r college), and 7-10 acres for landscaping, playing
fields and so forth. While a competent architect could squeeze the necessary
buildings onto a m i n i m a 11 y - s i z e d site - at the price of increased building
costs - it must be remembered that a college once established in a particular
location, is part of the long term cultural landscape of the region. Forty to
seventy acres would be desirable to allow for flexibility in future expansions.
Since the ultimate growth of population on the North Shore is limited by sea­
shore and steep slopes, we see an ultimate enrollment of some 3, 000 students
for the North Shore Regional College. For a student body presently of this
size, Simon Fraser University has allowed about 60 acres. Vancouver City
College plans to move onto a 25 acre site on the Langara Golf Course.,:,

,:,

Questions o f physical planning are particularly well d i s c u s s e d in the various
p u b l i c a t i o n s o f Educational Facilities Laboratories, Inc., of New York.
Especially useful here is the E. F. L. - financed study, 10 Designs/ Community
Colleges, Rice University, 1962.

-34The above conditions may be considered mandatory. Three further considerations
which could help immensely, but are not to be taken as necessary, are the follow­
ing:
(e)

(£)

Sociologically speaking, it is difficult enough to encourage people to partici­
pate in novel activities in a well-known and familiar place. The difficulties
are compounded if these activities are to take place at an eccentric location
reached by unfamiliar routes.
If the college site is adjacent or close to certain other functional areas in the
urban fabric, substantial savings and indeed wholly new benefits can result.
(i)

Some service facilities, s u c h as eating places, bookstores, stationers,
and apparel stores, will be needed on campus or nearby. If the college
were built beside an already existing commercial area, the capital cost of
the institution could be lowered and the nearby merchants benefitted.

(ii) Possibilities exist for some forms of multiple land use. If the site chosen
were adjacent to an existing park, for instance, students might use some
park areas for extra-curricular activities, while park-users would benefit
by the addition of a park-like campus to their usual recreation areas.
(g)

It is always preferable that a site be in only one political jurisdiction.

(h)

Reasonably level land is always cheaper to build upon. Wide tolerances are
permissible, but extremely p r e c i p i t o u s sites, such as those that straddle
North Shore creekbeds will incur ruinous building costs.

(i)

Location within the nexus of urban affairs would be somewhat of an innovation
locally. Both existing Universities suffer from what might be termed "Ivory
Tower II locations, one on a peninsula and the other on a mountaintop. Such an
urban location should be instrumental in making the college an attractive place
for the whole family at one time or another.

From the statistical evidence presented in the previous section and summariz­
ed in Figure 6, it is very clear that West Vancouver will provide more students
per capita for a college program than North Vancouver. Also the participation in
any North Shore college by young people from the Howe Sound and Sechelt School
Districts would add to the number of people coming to the college from the west.
As was suggested in the population analysis, the filling in of the eastern side of
North Vancouver, i.e. t h e a r e a b e t w e e n Seymour Creek and Deep Cove, will
probably be s 1 o w , accelerating some time in the late 1970 's (see Figure 5). So
much for the static distribution of people; equally important are the existing pat­
terns of interaction.
From the analysis of intra-urban travel patterns of North Shore residents, it
is clear that two major destinations exist for community services other than down­
town Vancouver. These of course are Park Royal and Lonsdale between Thirteenth

en
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: further considerations

essary, are the follow-

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lrage people to partici­
place. The difficulties
tt an eccentric location

functional areas in the
v benefits can result.

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bookstores, stationers,
nearby. If the college
trea, the capital cost of

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�chants benefitted.

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. use. If the site chosen
:udents might use some
:1.rk-users would benefit
L recreation areas.

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:1.l jurisdiction.
Wide tolerances are
1 as those that straddle

s.
newhat of an innovation
night be termed "Ivory
t mountaintop.

Such an

lege an attractive place

section and summariz­
provide more students

:...

und and Sechelt School

....

college from the west.

q,

Lso the participation in

of the eastern side of
iek and Deep Cove, will
70 's ( see Figure 5). So
tt are the existing pat-

•rth Shore residents, it
rvices other than down­
iale between Thirteenth

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-36and Seventeenth. We know from other studies carried out in conjunction with the
U. B. C. Urban Core Project that the residents of peripheral sections of the North
Shore, in westernmost West Vancouver and eastwards towards Deep Cove, will by­
pass intervening shopping centers such as Ambleside to make the majority of their
purchases in one of the two main sho p p i n g d i s t r i c t s . The evidence from our
questionnaire substantiates these travel patterns.
Taking into account the actual and potential distribution of college students,
and the established patterns of interaction on the North Shore, we recommend that
the site chosen for the North Shore Regional College should be somewhere between
Lonsdale in North Vancouver and Taylor Way in West Vancouver.
A location in
this area would be a major step towards fulfilling the college's role as a commun­
ity focus.
The land position within these boundaries is very tight. Six possible sites are
identified and discussed below. The final choice of site will, of course, be made
by the Regional College Council. Each of the six parcels suggested in this report
is to some degree o w n e d by one or another level of g o v e r n m e n t or could be
assembled with the assistance of one of the higher levels of government. We have
endeavoured to indicate advantages and disadvantages of each site and give some
evaluation of them for consideration of the Regional College Council.

2.

Six Sites

(a)

The Park Royal Site

(Figure 7, reference A)

An attractive site on the western boundary of the acceptable area lies immedi­
ately to the south of Eaton 1 s section of Park Royal. A tract of provincially-owned
land, designated District Lot 5521A, is bounded by Park Royal, the Capilano River,
the First Narrows, and Ambleside Park. It is bisected by the right-of-way of the
Pacific Great Eastern Railway. The southern part of the property, from the tracks
to the water is presently under short-term lease to the District of West Vancouver
for an extension to Ambleside Park.
The site has a number of very r e a l a d v a n t a g e s . It is provincially owned,
undeveloped, and larger than the minimum size required for a college site. It is
adjacent to one of the two major commercial and recreational concentrations on the
North Shore, with a consequently great potential for complementarity of function
and multiple land use. It is adjacent to established playing fields. The property
itself has a magnificent view of Stanley Park and Burrard Inlet. A college there
would be clearly identified by people crossing the Lions Gate Bridge.
The site has potential access from Marine Drive near Ambleside Park, and
from the Upper Levels Highway, through an extension of Taylor Way skirting the
Capilano south of Park Royal. Traffic could also be dranw from the Upper Levels
from the n e w c 1 o v e r 1 e a f planned for the area just east of Taylor Way. If the
college is to become the location of a North Shore community theatre and cultural

center and if it is used e::i
evening parking could prob
The major disadvanta
confine the built-up part a
way and Eaton's store. Tl
not be too great, h o w e v e
commuter train services v
Traffic coming along Keith
through the congested Capi
relatively expensive secon
constructed.,:,
There is n1
As far as creating a s·
.est opportunities of any si1
(b)

The Capilano Bridge S

An interesting site for
ated at the northern end of
end of the bridge, the Capi:
parcel of land has been de
Vancouver. The size of th
At present, the property i1
the site would have to be <
istered by the District of T'
mean that students going tc
arterials would have to pr
an awkward business at be
ceivably be by foot over th
The major d i s a d v a r
awkwardly shaped. Accesi
related to plans for a seco:
ing shows an e x t e n s i o 1
Third Street to the Upper
(c)

The Capilano View Sit

A third site in the san
View Cemetery, the Distr
and the Upper Levels High
West Vancouver Parks Be
Properties. Part has beer

,:,

Such a crossing has app
Planning Department foi

t in conjunction with the
al sections of the North
Lrds Deep Cove, will by­
Lke the majority of their
The evidence from our

ion of college students,
re, we recommend that
l be somewhere between
ncouver.
A location in
ge's role as a commun -

Six possible sites are
ill, of course, be made
suggested in this report
re r n m e n t or could be
f government. We have
each site and give some
e Council.

)table area lies immedi­
ct of provincially-owned
)yal, the Capilano River,
· the right-of-way of the
roperty, from the tracks
,trict of West Vancouver

It is provincially owned,
:or a college site. It is
:i.al concentrations on the
Lplementarity of function
:i.g fields. The property
d Inlet. A college there
.te Bridge.

1.r Ambleside Park, and
Taylor Way skirting the
' from the Upper Levels
t of Taylor Way. If the
1ity theatre and cultural

-37center and if it is used extensively for nighttime adult education, supplementary
evening parking could probably be made available within the Park Royal complex.
The major disadvantage to the site is the P. G. E. right-of-way, which might
confine the built-up part of the campus to the smaller area between the right-of­
way and Eaton's store. The nuisance value of the infrequent P. G. E. trains should
not be too great, h o w e v e r , and could conceivably be a significant advantage, if
commuter train services were introduced - a point that applies equally to (d) below.
Traffic coming along Keith and Marine from North Vancouver would have to travel
through the congested Capilano-Marine and Taylor-Marine intersections, unless a
relatively expensive second crossing of the Capilano south of Marine Drive were
constructed.,:,
There is no indication of how much the land might be worth.
As far as creating a symbol of North Shore personality, it proffers the great­
.est opportunities of any site for a creative planner and architect.
(b)

The Capilano Bridge Site (Figure 7, reference B)

An interesting site for a college could be District Lot 790, the property situ­
ated at the northern end of the Lions Gate Bridge, bounded by the cloverleaf at the
end of the bridge, the Capilano River, and the municipal boundary to the east. This
parcel of land has been designated for parks purposes by the Municipality of West
Vancouver. The size of the site is in the lower range of possibilities for a college.
At present, the property is inaccessible from any major road system. Access to
the site would have to be developed from Capilano Road through property admin­
istered by the District of North Vancouver. A c c e s s f r o m Capilano Road would
mean that students going to the c o 11 e g e site by either of the two main east-west
arterials would have to proceed onto busy Capilano Road and thence into the site;
an awkward business at best. Access to the s e r v i c e s of Park Royal could con­
ceivably be by foot over the present Capilano Bridge on Marine Drive.
I

The major d i s a d v a n t a g e s are several. The site is relatively small and
awkwardly shaped. Access is poor. The site has an uncertain future, particularly
related to plans for a second crossing of the Narrows. One plan for the new cross­
ing shows an e x t e n s i o n of the bridge through the property and then 11;orth along
Third Street to the Upper Levels Highway.
(c)

The Capilano View Site (Figure 7, reference C)

A third site in the same vicinity is a group of properties between the Capilano
View Cemetery, the District of North Vancouver boundary adjacent to the river,
and the Upper Levels Highway. Part of this property is being d e v e 1 o p e d by the
West Vancouver Parks Board as a p 1 a y i n g f i e 1 d for the residents of British
Properties. Part has been used as a dump by the Municipality.

,:,

Such a crossing has apparently been under d i s c u s s i o n by the West Vancouver
Planning Department for some time.

-38Its future is rather uncertain, again because plans for the interchanges on the
Upper Levels Highway linking a new First Narrows crossing may involve part of
this property. Its chief advantage would seem to be that in many ways, it symbo­
lizes the essence of the North Shore, being well-treed and bordered on the east by
a precipitous drop into the Capilano River. Presumably any plans for interchanges
could make provision for proper entrances into this site.
(d)

The Capilano Indian ReserveSite (Figure 7, reference D)

The o n 1 y p a r c e 1 of land within the areal bounds recommended in this study
which approaches the upper limit of land n e c e s s a r y for a college site is on the
Capilano Indian Reserve Number 5, immediately e a s t of the Lions Gate Bridge.
The land is presently controlled by the Indian band in that area and any agreement
on the leasing of land for college purposes would have to be made with the Indian
band and their advisors. Land of this quality, adjacent to deep-sea docking facil­
ities and a commercial core sufficiently large to accommodate shopping needs for
some time in the future, an� without any other major use in sight, should not com­
mand too high a price. The great strength of the site is the availability of a large
area of level land. It is at present underused. In the event of a second span being
built parallel to the present Lions Gate Bridge, a small p o r t i o n of the Reserve
would be taken up by the bridge itself. However, the quantity of land available is
such that, even then, an adequate college site could be developed.
If a section of the Capilano Indian Reserve Number 5 were chosen as a site,
some access changes would have to be made. Welch Street, coming in from the
east, would have to be improved and in all probability would have to be extended
along the northern boundary of D. L. 5521 t o c o n n e c t with Marine Drive and
A m b 1 e s i d e . This would give access to the college site from the heavily popu­
lated sections of West Vancouver and the City of North Vancouver with the major
advantage of not involving traffic with the present congested access to the Lions
Gate Bridge. This of course would necessitate bridging the Capilano River, but as
noted above, such a bridge has been considered for some time to relieve congest­
ion around the terminus of the Lions Gate Bridge anyway. A second advantage of
a bridge across the Capilano is that the college site could be linked to the services
presently existing in Park Royal and could be integrated into a North Shore com­
munity focus. An entrance to the property could easily be developed from Capilano
Road and Marine Drive. The site also offers the same sort of p o s i t i v e visual
ident ification from the Lions Gate Bridge as the Park Royal site discussed above.
At the present time the pipelines connecting the Cleveland Dam with the Van­
couver water supply network run below this property. Care would have to be taken
to ensure that college plans would not conflict with the vital pipeline right-of-way.
The disadvantages of this site would seem to be related to the uncertainty of the
tenure position for the Indian-controlled land and the proximity of the site t o t h e
P. G. E. railway right-of-way and the expansion of the Vancouver Wharves develop­
ment onto the Indian Reserve shoreline. A parcel of land ·in this area to the east
of the Lions Gate Bridge, part of Block 6 of D. L. 5521, is owned by the Provincial
Government, hovvever, and it might be possible to obtain freehold land tenure on

the Provincially-owned le
facilities, playing fields,
(e)

The North Vancouve1

Recently, a policy of
City Council concerning t:
from St. Patrick I s to thE
old retail core of lower J
an eight or nine block art
The area to the west of L
could conceivably be an
could probably be ksseml
Housing Act. As the Act
presumably could not affc
Government, through the
could have real advantagE
and probably of upgradin�
The disadvantages of
areas of North and Wes·
Highway would have to be
t r a f f i c , or from the ea
Marine Drive, also well­
Esplanade to First and tr.
Capilano, this could give
small side, and its <level
which would not characte
Vancouver will have mad
land.
(f)

Indian Residential Sc

A sixth site for cons
Indian Residential School
the Federal Government
and it may prove necessa
Indian Reserve Number 1
areas to the south, and n
parcel of land, obviously
a redevelopment project,
Both the North Vance
relatively severe problen
the second crossing of th1
Pemberton Avenue (a dev
to the Upper Levels were
interchanges would be co

the interchanges on the
sing may involve part of
.n many ways, it symbo­
. bordered on the east by
ny plans for interchanges

� D)

�commended in this study
r a college site is on the
E the Lions Gate Bridge.
area and any agreement
be made with the Indian
> deep-sea docking facil­
odate shopping needs for
in sight, should not com­
he availability of a large
nt of a second span being
::>o r t i o n of the Reserve
ntity of land available is
v-eloped.
i were chosen as a site,
:eet, coming in from the
ould have to be extended
with Marine Drive and
e from the heavily popu­
·ancouver with the major
isted access to the Lions
he Capilano River, but as
time to relieve congestA second advantage of
be linked to the services
into a North Shore com­
developed from Capilano
sort of p o s i t i v e visual
,al site discussed above.
v-eland Dam with the Van­
re would have to be taken
;al pipeline right-of-way.
to the uncertainty of the
:imity of the site t o t h e
tcouver Wharves develop­
d ·in this area to the east
3 owned by the Provincial
L freehold land tenure on

-39-

the Provincially-owned land and 1 e a-s e 1 a n d from the Indian Reserve for parking
facilities, playing fields, and other land-extensive college uses.
(e)

The North Vancouver Redevelopment Area (Figure 7, reference E)

Recently, a policy of redevelopment has been suggested to the North Vancouver
City Council concerning the land between Third Street and Esplanade and stretching
from St. Patrick's to the Indian Reserve. This redevelopment area includes the
old retail core of lower Lonsdale, a residential area to the east of Lonsdale, and
an eight or nine block area to the west with mixed land ownership and mixed uses.
The area to the west of Lonsdale, t e r m i n a t i n g at the Indian Reserve Number 1,
could conceivably be an urban site for a North Shore Regional College. The land
could probably be kssembled and purchased through the provisions of the National
Housing Act. As the Act reads, if the land were to be put to c o 11 e g e use, a use
presumably could not afford the c u r r e n t m a r k e t price of the land, the Federal
Government, through the N.H.A., would subsidize the assembly of the land. This
could have real advantages in revitalizing the commercial core of lower Lonsdale
and probably of upgrading real estate in adjacent areas.
The disadvantages of this site are those of inaccessibility to the p e r i p h e r a 1
areas of North and West Vancouver and beyond. Access from the Upper Levels
Highway would have to be via Lonsdale, a street which already has relatively heavy
t r a f f i c , or from the east via Keith Road or Third Avenue and from the west by
Marine Drive, also well-travelled routes. If a new w a t e r f r o n t road connected
Esplanade to First and then to Welch and a n e w b r i d g e w e r e built across the
Capilano, this could give access from a waterfront route. Again, the site is on the
small side, and its development would have to be in terms of an urban type of site
which would not characterize the North Shore. It is possible that the City of North
Vancouver will have made other plans for the use of reassembled and redeveloped
land.
(f)

Indian Residential School Site (Figure 7, reference F)

A sixth site for consideration could be the land including and surrounding the
Indian Residential School in the City of North Vancouver. It has been suggested that
the Federal Government is considering a revision of its policy on Indian education,
and it may prove necessary for the Government to abandon the site. The portion of
Indian Reserve Number 1 north of Third is m u c h 1 e s s heavily occupied than the
areas to the south, and nearby blocks of residential land are also underused. This
parcel of land, obviously on the lower end of our size scale, could be assembled as
a redevelopment project.
Both the North Vancouver R e d e v e 1 o p m e n t a r e a and this· site would have
relatively severe problems of access from the Upper Levels Highway. However, if
the second crossing of the First Narrows is t e r m i n a t e d on the North Shore near
Pemberton Avenue (a development that appears daily less likely), and a connection
to the Upper Levels were constructed up the Mackay Creek ravine, then presumably
interchanges would be constructed at Marine Drive and Pemberton, a short distance

-40from t h e

two

Both sites are on the eastern edge of the area

chances of the college be

Several sites have been recommended to us which

All in all, it is fortu
North Shore, three sites

s i t e s in question.

designated as desirable.

A note on eccentric sites.

are outside the area discussed above.

In particular, two sites have been selected

by the Municipal Planner for the District of North Vancouver.

Bo t h

common meeting ground.

the home of the North She

a r e in the

Inter-river area between Lynn and Seymour Creeks. In both cases, most of the
land is owned by the Municipality, and the parcels are in the upper range of site
sizes recommended in this report.
We would not recommend that these sites be given high p r i o r i t y .
isolated from the e s t a b 1 i s h e d

They are

2000

f o c i of North Shore community activity and are

remote from the bulk of students who have high propensities for higher education.
We believe that the college must be i n t e g r a t e d i n t o the community and would
caution the Regional College Council about considering exotic and pastoral sites for
what is properly an important central function of the urban area. We would reject
these eastern sites for a second reason: West Vancouver people do not often pene­
trate far into North Vancouver, either for social or commercial purposes. If the
college is to develop as a community focus, it must be located

1500

at least on neutral

ground.

1000

Recommendations.
After considering very carefully the six sites within the area between Lonsdale
and Taylor Way and noting eccentric location proposals, we believe that only three
of the sites should be given consideration by the Regional College Council.

These

are the Park Royal site, the Capilano Indian Reserve Number 5 property, and the
proposed North Vancouver City redevelopment area, designated A, D, and E on the

500

accompanying map. The other sites are rejected because of the u n c e r t a i n t y of
bridge and road building sites near the Capilano, and the third because there is no
firm policy a n n o u n c e d by the Federal Government regarding Indian residential
schools.
Some basic d e c i s i o n s will have to be made by the Regional College Council
before the final site selection is made. Statements of the role that the college is to
play in the day-to-day life of the community must be assessed.
have to be c 1 e a r 1 y identified.

N.Von

19

Its functions will

If the college is to be the center of academic and

cultural life on the North Shore, a site must be s e 1 e c t e d which will enhance the
college's chance to fulfill these objectives.
Any of these three sites, on balance, could provide these qualities.

In terms

of maximum accessibility, the sites adjacent to the bridgehead would have consider­
able advantages not only for residents of the North Shore but also those from Howe
Sound and Sechelt.

Whatever the location chosen for a new First Narrows cross­

ing, the fact remains that all routes converge on this bridgehead center.

Eccentric

locations would add to aggregate travel costs and would severely jeopardize the

Figure 6

STUC

eastern edge of the area

commended to us which
;ites have been selected
.ver. Bo t h a r e in the
both cases, most of the
the upper range of site

b. p r i o r i t y . They are
nmunity activity and are
es for higher education.
b.e community and would
tic and pastoral sites for
area. We would reject
people do not often pene1ercial purposes. If the
cated at least on neutral

-41chances of the college being readily recognized by all North Shore residents as a
common meeting ground,
All in all, it is fortunate that after twenty years of rapid urban growth on the
North Shore, three sites can still be recommended for detailed consideration as
the home of the North Shore Regional College.

2000

1500

1000

le area between Lonsdale

re believe that only three

College Council. These
nber 5 property, and the
nated A, D, and E on the
of the u n c e r t a i n t y of
hird because there is no
arding Indian residential

500

Regional College Council
role that the college is to
essed. Its functions will
center of academic and
d which will enhance the

1ese qualities. In terms
head would have consider)Ut also those from Howe
:w First Narrows cross5ehead center. Eccentric
severely jeopardize the

N.Von

Fioure 6

1968

W.Von

N. Von

1972

W. Von

N.Von

1976

W.Von

STUDENT POOL FOR FRESHMEN
tontolus research limited

V.

A PLAN FOR ACTION

A Regional College will be desirable on the North Shore as early as September
1968. This statement i s s u p p o r t e d by an analysis of the growth in numbers of
students, their abilities and educational goals; a recognition that the North Shore is
a very distinctive section of our Province in terms of the talents and aspirations of
the population as a whole; r e c o g n i t i o n that the North Shore is larger than most
cities of the province; and by the lack of r e g i o n a 1 college facilities available to
students from the North Shore.
The Regional College should have a comprehensive program incorporating both
the "transfer" facilities for those seeking University degrees and the distinctive
college programs leading to the variety of occupations found on the North Shore and
in downtown Vancouver.
The Regional College should be located in a central. location on a site where it
is clearly identifiable and where it can become a truly community college.
If the Boards of School Trustees for North and West Vancouver accept these
recommendations, certain steps will have to be undertaken.
At present the Provincial legislation controlling two-year colleges is embodied
in the Public Schools Act. Essentially, school boards wishing to set up a college
must ask the permission of the Council of Public Instruction to hold a plebiscite to
d e t e r m i n e whether or not the people of the school district concerned favour a
college. If the p 1 e b i s c i t e favors a college, a Regional College Council may be
formed. The Council then negotiates with the various school boards on the location
and financing of the college. Once an agreement has been reached a vote on the
local share of the financing of the c o 11 e g e m u s t b e h e 1 d in the participating
districts.
At present the financing of academic programs in regional colleges is 50 per
cent local for capital and operating costs. The n o n - a c a d e m i c programs are
eligible for Federal support under the Technical and Vocational Training Assist­
ance Act, 1960, but each college must negotiate its own program with Provincial
and Federal authorities to determine which programs qualify.
It must be emphasized that the financing of regional colleges is likely to be
reviewed. The whole matter of Federal aid to higher education may change as a
result of the Bladen Commission Report due in September 1965.
Because negotiations will be required in the early stages of planning a college,
it is important that a key official be appointed as early as possible. The college
principal should be appointed early in the planning stages and to this end he might
be appointed to the existing Adult Education Department. If not, a college advisor
could be appointed as was done in the West Kootenays and in Vancouver, and the

principal appointed late:
The recommendatic
the Regional College Co
undertaken under such l
and ( c) finance.

principal appointed later.

e as early as September
.1e growth in numbers of
1 that the North Shore is
dents and aspirations of
ore is larger than most
:e facilities available to

gram incorporating both
rees and the distinctive
d on the North Shore and

:ation on a site where it
munity college.
Vancouver accept these

:ar colleges is embodied
hing to set up a college
n to hold a plebiscite to
rict concerned favour a
College Council may be
ol boards on the location
,n reached a vote on the
e 1 d in the participating

:ional colleges is 50 per
a d e m i c programs are
ttional Training Assist­
»rogram with Provincial
fy.

colleges is likely to be
.1cation may change as a
1965.

:es of planning a college,
s possible. The college
and to this end he might
If not, a college advisor
d in Vancouver, and the

-43-

The recommendations of this report are obviously only the first stage. When
the Regional College Council is established further considerations will have to be
undertaken under such headings as (a) staff and organization; (b) physical planning
and (c) finance.

Each student selecte
his parents and returned
mittee of researchers in
themselves to tabulation .

APPENDIX

SURVEY TECHNIQUES

Data provided by statistical samples can provide quite accurate information on
populations where exhaustive interviewing is not feasible. Of course, samples are
subject to error: that is, they may not fully represent the universe from which
they are drawn. But if the sample is selected according to well-established math­
ematical laws, the error is not only calculable, but it may also be predetermined.
An error oft3 per cent is considered more than acceptable in social surveys of
this type.
The procedures employed to determine the size and composition of the samples
that would yield the acceptable level of confidence in the results may be summar­
ized as follows:
(a)

Determining the most appropriate grade levels for projecting requirements
of a regional college for different times in the future.

(b)

D e t e r m i n i n g the sample sizes which would acceptably limit the error of
estimate for the total of North Shore students and for the total students at the
sample grade level.

(c)

Stratifying the sample to guarantee representation in proportion to the number
of students at each grade level and the ratio between boys and girls.

(d)

Selecting a random sample for each class.

The following table indicates the grade levels appropriate for projections to
1965, 1968, 1972 and 197 5. Shown on the same table are the number of students in
each grade level and the- sample size that would limit the error for the 7,708 stu­
dents in the sample grade levels tot2 per cent.
Total Students

Grades
1
5
9
12
Total

Sample Size

2,413
2,127
1,773
1,395

628
552
460
36 0

7,708

2,000

In order to prevent the samples from being biased in favour of any particular
social, economic or academic group, the teachers of each sample class used class
rolls and a set of random numbers to select the students to be surveyed.

Re p l i e s to questio:
cent; Grade 9 - 47. 8 per

-45Each student selected was given a questionnaire (attached) to be completed by
his parents and returned to school. The questionnaires were designed by a com­
mittee of researchers in order to produce, i n s o f a r as possible, data which lent
themselves to tabulation on IBM punchcards. All calculations were verified.

accurate information on
Of course, samples are
.e universe from which
well-established mathalso be predetermined.
)le in social surveys of

nposition of the samples
;sults may be summar-

1rojecting requirements

:ably limit the error of
:he total students at the

roportion to the number
'fS and girls.

,riate for projections to
1e number of students in
rror for the 7, 708 stu-

tple Size

628

552
460
36 0
,000
favour of any particular
sample class used class
> be surveyed.

Re p l i e s to questionnaire were Grade 1 - 61.1 per cent; Grade 5 - 70. 2 per
cent; Grade 9 - 47. 8 per cent; Grade 12 - 33. 6 per cent.

REGIONAL COLLEGE SURVEY
The need for a regional college is at present being investigated. In order to determine the characteristics of this college a
series of questions has been drawn up to find out the nature of this area and the people within it. As the parent of a
child in Grade 1, 5, 9, or 12, you have been selected, at random, to help the college study by answering the following
questions. The questions in Part A, those about your neighbourhood, will assist the research team in determining where
a college might be located to fit the pattern of family travel now established. The questions in Part B, about your
family, will help the team to select the type of programmes that will be suitable for this college bearing in mind the
needs and interests of your child and of other children and adults in the community. You, as an individual , will not be
identified in any manner. ALL DATA COLLECTED WILL BE TREATED CONFIDENTIALLY.

PART A-ABOUT YOUR NEIGHBOURHOOD AND COMMUNITY
1.

Your address (nearest 100 block) .............................. ....... .. .

2.

Hove you moved in the post five years? Yes..............

3.

If yes, list previous addresses (nearest 100 block). .

4.

Are you likely to move to a different home in the next five years? Yes

5.

If yes, where?..

6.

List the lost three social visits mode by adult members of your family. From the table below select the type
of social relationship involved.
(example)

No .....................

.............................................. ...........................

0000 Keith Rood

1.
2. . ...............................................................
3.

(A) relative
(B) present co-worker
(C) post co-worl<er
(F) club or organization member
(G) other
7.

(D) neighbour

..............

List of service clubs, winter club, church or fraternal organization attended at least on a monthly basis by
adult members of your family.
Organization (Branch)

9.

(E) post neighbour

Location at which you mode your lost purchase of groceries with a value in excess of $10.00 .
. (Example: Pork Royal or Upper Lonsdale). ...... .. .... ......... .... .. .............

8.

No ..

Address of Meeting (nearest 100 block)

How often do adult members of your family go to each of the following?

Library
Live Theatre
Musical Event
Art Gallery
Evening Courses

Often

Seldom

Never

If Often, Where? (e.g. Downtown Vancouver)

PART B - ABOUT YOUR FAMILY MEMBERS

1. Number of children:

1

2

3
4
5
6
more (specify) .......................................................... .
{circle)
2. Ages of children as of December 31, 1965 ............................................................. ................ ................. ....
3. For the child who brought this questionnaire home, indicate the following:
Mole or female? (circle) - Grode
1
5
9
12
(circle)
Age................................
Rank in school:
A B C D E (circle)
At what stage would you expect your child's education to be completed?
Before High School graduation
2 years college
............. ...........
High school completed
Institute Technology ...
.....................
Vocational institute
University degree
Specialized training - specify ... .. .................................................................. .
What are your goals for this child?
Professions .. , ...
Business occupations
..............................
Others - specify ................ ..........
Skilled trades..
Occupation of grandfather on father's side.....
............... ..................... ....... .. .....................
4. For Grade 9 students-In which of the following programmes do you pion to enroll:
Academic and technical................. ............
Commercial .... ............... ......................... .
Community Service ....... . ...........................
Industrial ........ ................. ......... ...... . ......
Visual and performing arts .........................
Programmes for particular occupations
5. For Father, indicate the following:
over 50
Age:
under 29,
30-49,
Last grade of schooling completed (including college, . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
If post-high school education, specify specialty
Present occupation ........................................................................ ....................................................................
Present position or rank.................................................
.............................................................
Have you expectations of change of position or rank in this occupation?
Yes ...............
No.... . .........
......................
.................
To what? .................................................................. .......
In which of the following fields hove you talents which might be further developed? sports..........
technical skills................
music...
......
pointing, drawing.
other (specify).. ................. ..
6. For Mother, indicate the following:
Age:
under 29,
30-49,
over 50
Lost grade of schooling (including college)
If post-high school education, specify specialty.......
Do you pion to go to work in the next five years? Yes ................ . ...
No ....................
If yes, as what?............................................................ . ...................... .......................... .............................. .
In which the following fields hove you talents which might be further developed? music........
humanities
sports
pointing, drawing................
theatre arts......... .
technical skills ........................ other (specify) ..
7. Are there any older brothers or sisters who ore attending or hove attended university or other post-high
school training programme? Yes............ No..........
If yes, what institution?..
.. ...........................
8. Do any adult members of the family pion to resume formal education? Yes.
No
If yes, where? ............................................................ ...........
under $4,000. .......... $4,000-$6,000
9. Family income:
$6,000-$8,000.
$8,000-12,000 . .. . . ....
over $12,000
10. Number of cars ..................................
Copyright IC Tantalus Research Limited 1965