Inquiry Urged Into University Purpose

Press, Volume XCV, Issue 28266, 2 May 1957, Page 9

Inquiry Urged Into University Purpose

long as the University in New Zealand a .i for funds with primary nSi an l W ’. th post-primary schools, so long as fpm „ a 113 ihe i er J lar y stage in our educational sysnr> e s UaII be forced to muddle along, satisfying Hn'ncL? I ? pl , ete . l , y and fulfilling none of our obhgatt • übsfactorily, said the Rector of Canterbury University College (Dr. F. J. Llewellyn) speaking lu lectur es on modern education r ged by the North Canterbury branch of the J\ew Zealand Educational Institute.

am. quite sure that there needs to be a full examination of tne function and purpose of the umversrty in New Zealand and of the possibilities of other institutions for technological and teacher training—and that this examination should be made urgently,” Dr. Llewellyn said In spite of the good relations which eX ist between the Minister and the Department of Education on the one hand and the universl.ty., on the other ’ and in spite of the good results which have been achieved by the University Grants Committee in negotiations with the Government through the Minister I am convinced that the problems of university education and the possibility of other institutions of higher learning require representation to the Cabinet independently of the problems and needs of schools,” Dr. Llewellyn said.

Only Institution The University of New Zealand had improved its examination system, increased the number of teachers, improved its facilities, devolved more responsibility upon the individual colleges, and by so doing decentralised and humanised its administration. But it remained virtually the only institution of higher learning in New Zealand and was, therefore, responsible for education of all those who were required in the professions, for the education of technologists and higher level technicians. “The courses which it offers are not satisfactory for the very best of the full-time students, ''nor are they satisfactory for the part-time student; the extrß-mural student is to a large extent ignored,” Dr. Llewellyn said. ‘‘Crux of Problem” "It has been suggested that because most of the students in first year courses will not be proceeding in any subject of that course to the higher stages, that such courses should be framed primarily for those students; that in fact the majority need should be met first. The acceptance, or otherwise, of this is really the.

crux of the problem of planning curricula,” said Dr. Llewellyn. “Is it possible for the university to expand its premises and the number of courses, to improve its staff, to engage in more research, and at the same time cater adequately for the various kinds of students—full-time, part-time and extra-mural—who will be coming forward in increasing numbers within the existing educational framework? Is it possible for the university to cater for increasing numbers of students whose abilities range from outstanding downwards? Can the country afford,- to subsidise university education on such a scale and at the same time provide the necessary facilities in science and engineering to keep our degrees comparable with those overseas and in other parts of the Commonwealth? ...

Unit System “The unit system for degrees is still with us and is probably still best suited to our needs if a single institution is expected to cater for full-time, part-time and extra-mural students. I think it is significant, however, that in science, engineering, and agriculture, where all the students are full-time, there is already a departure from the traditional unit degree structure.. There is the honours B.Sc. in science, and the ‘pass a whole’ in engineering and agriculture.

“It may well be that these developments point the way to the future, suggesting one degree structure for the full-time student and a retention of the unit structure for the part-time and extra-mural student. This would not necessarily mean a physical separation of full-time and parttime students, nor separate and different examination papers,” Dr. Llewellyn said.