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Title: Education at the local level seen in the light of the 1972 report of the International Commission on the Development of Education
Author: Muir, Iain D.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1974
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(i) That individualised learning be adopted where this is feasible and that a combination of programming and counselling be adopted that facilitates learning under existing constraints and where possible initiates the learner into the system of self-directed learning (p. 23 here) (ii) That, on an experimental basis, primary French should be taught using an individualised audio-visual process involving the playback of audio-casettes linked to picture books, and periodic conversation with native (or possibly merely fluent) speakers. (p. 28 here) (iii) That primary teacher exchange between France and Scotland be encouraged in the interest of the teaching of primary French. (p. 28 here) (iv) That provision for the non-contractual remuneration of nonteacher native speakers be made. (p.28 here) (v) That group teaching, using a class group of four teachers, be tried at primary level on an experimental basis. (p. 28 here) (vi) That activity schedules be provided, on an individual and negotiated basis, for each learner. (p.31 here) (vii) That each learner maintain and submit for periodic inspection, as a basis for counselling, an activity log book or diary. (p.31 here) (viii)That school facilities form the basis for a socio- educational scheme partly administered by the social work department and operating mostly during out -of- school hours. (p. 44 here) (ix) That formal religious instruction be replaced by the study of comparative religion, the interaction between culture and religion, philosophy, logic, psychology and the humanistic bases of morality. (p.50 here). (x) That children should not receive religious education from merely one teacher, but from a group and that this group should include non -specialists. (p. 50 here) (xi) That actual broadcasts should be used more often both 'live' and recorded by either audio or video tape- recorders. (p.60 here) (xii) That where and whenever feasible, suitable 'live' and recorded network programmes should be incorporated into the Open Programmed System (p.60 here) (xiii)That learners should be introduced to educational broadcasts on television and, more especially, radio. (p.60 here) (xiv) That every school and college take at least one copy of each of the Radio Times and the T.V. Times. (p.60 here) (xv) That a feasibility study be made of the setting up of a local 'piped' audio and video educational transmitting network. (p. 63 here) (xvi) That the boards of governors and management of educational institutions should include learner, staff, and where appropriate (e.g. in schools) parent members, and that these members should be representatives of organised bodies such as student councils, staff associations and parent associations. (p.72 here) (xvii) That at least two members of each such association be members of the board, in order that their weight be more than merely nominal. (p.72 here). (xviii) That such boards of management and governors have professionals such as those well versed in sociology, pedagogy and democracy, amongst their numbers. (p.72 here). (xix) That all individual members of staff, including even headmasters and principals, be exposed to the notion that a learner (of any age) is entitled to respect. (p. 72 here). (xx) That each locality set up a body to which all local institutions involved in adult education (e.g. the education authority, the W.E.A., university and art college extra -mural departments) be invited to send staff and student representatives to discuss their joint and individual policies and practices in the field of adult education. (p.78 here) (xxi) That student -mobility between the formal and informal educational activities of institutions involved in adult education be encouraged and facilitated. (p.78 here) (xxii)That where possible individual learning facilities be integrated into adult education, and that simultaneously the social isolation of the adult learner be eradicated by a properly structured learning situation. (p.78 here). (xxiii) That adult educatees have regular individual discussions with constantly available counsellors who could provide information on mobility within the educational system. (p.78 here) (xxiv) That daytime adult educational facilities be made available to the mothers of children of ages appropriate to attendance at creches, playgroups, nursery schools and kindergartens, and that where possible the adult and children's facilities be adjacent. (p.78 here).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available