Co-op College History - Centre for the Study of Co-operatives

More documents

Recommendations

Info

20 CREWE On 2 November 1968, the committee held a Teach-In, inviting all those involved in the dispute to come together in an open forum. This led to a critical assessment of the co-operative movement by the Saskatchewan Farmers Union, academics, and labour groups from across the province. The programming process developed at the college was an extensive collaborative approach involving instructors and member organizations. It was these relationships between the college and its supporters that were most damaged by the dispute. Some co-op leaders withdrew their support when evidence suggested that the college was unable to maintain its co-operative approach; the college was also criticized for having “union people teaching our managers how to manage.” 63 These developments exacerbated a more widespread and serious trend. As the larger coop organizations made alternate choices about member training, the problem of financial support had an even greater influence on the direction of the college. As organizations such as the Saskatchewan Wheat Pool and FCL hired instructors to perform their own training, there was less room for the college to maintain economically viable programmes. C ENTRE FOR THE S TUDY OF C O - OPERATIVES
T HE C O-OPERATIVE C OLLEGE OF C ANADA 1973–1987 R EGIONAL P LANNING N 1973, THE WESTERN CO-OPERATIVE COLLEGE RE-INCORPORATED Ias the Co-operative College of Canada (CCC), a move that administrators hoped would more clearly reflect its national membership. Better partnerships with the regional member organizations could also help to re-establish financial security. The new structure facilitated specialized courses for members in each region and gave them more flexibility in choosing or providing instructors. This adaptation of the curriculum structure meant the college would focus more on correspondence training and developing regional programmes. Administrators hoped that this would reduce the financial burden on the Saskatoon office and perhaps allow for more development and distribution of communitybased work and co-op theory classes. Under the new structure there still remained many of the core programmes for which the college was widely known: director training, management skills development, retail and credit union employee business training, correspondence courses, and adult education. The transition from in-house to extension training, however, was clearly evident. All courses were now organized under “Residential”—those provided at the college—and “Extension”— those provided in other provinces. This meant that instructors were travelling away from the college more often, and that fewer students were actually coming to the college to attend courses and stay in the residence. Programmes that had previously brought aboriginal and international students together in Saskatoon, for example, were replaced by one instructor going to a community to deliver the course. Beveridge and others continued to give instruction in the Arctic, but students were no longer sponsored to come to Saskatoon. The International Student Programme, as it was known, continued only through the work of a few college delegates. The last time international students participated in college O CCASIONAL P APERS S ERIES #01–01
Page 1: “AN E DUCATIONAL I NSTITUTE OF U
Page 4 and 5: Copyright © 2001 Centre for the St
Page 6 and 7: THE CO-OPERATIVE COLLEGE OF CANADA
Page 8 and 9: A CKNOWLEDGEMENTS T HE AUTHOR WOULD
Page 10 and 11: 2 C REWE derstanding and applicatio
Page 12 and 13: 4 C REWE Saskatchewan Federated Co-
Page 14 and 15: 6 C REWE P HILOSOPHICAL B ELIEF AND
Page 16 and 17: 8 C REWE Matchett, manager of Eaton
Page 18 and 19: 10 CREWE ety of speakers from the l
Page 20 and 21: 12 CREWE A PERMANENT L OCATION The
Page 22 and 23: 14 CREWE 27-28 March 1961. Held at
Page 24 and 25: 16 CREWE the direct result of the c
Page 26 and 27: 18 CREWE The staff worked in conjun
Page 30 and 31: 22 CREWE courses was in 1972 at a t
Page 32 and 33: 24 CREWE following decade at the co
Page 34 and 35: 26 CREWE Co-operation and Community
Page 36 and 37: 28 CREWE In the early 1980s, in res
Page 38 and 39: C ONCLUSION HE CO-OP COLLEGE WAS DI
Page 40 and 41: 32 CREWE while business is practica
Page 42 and 43: A PPENDIX II L IST OF D IRECTORS, M
Page 44 and 45: 36 CREWE Saskatchewan Co-operative
Page 46 and 47: 38 CREWE 1981-82 BOARD OF GOVERNORS
Page 48 and 49: 40 CREWE Credit Union Central of Ne
Page 50 and 51: A PPENDIX IV E NROLMENT P ATTERNS A
Page 52 and 53: 44 CREWE E DITOR’ S N OTES Of the
Page 54 and 55: 46 CREWE The following graph repres
Page 56 and 57: 48 CREWE 12. “Problems of co-op e
Page 58 and 59: 50 CREWE 55. “Chapman to Guyana t
Page 60 and 61: 52 CREWE 94. Ole Turnbull in conver
Page 62 and 63: 54 CREWE Royal Commission on Agricu
Page 64 and 65: 56 LIST OF P UBLICATIONS 89.01 Patr

Co-op College History - Centre for the Study of Co-operatives

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?