Permanent education
Author(s)
Bibliographic Information
Permanent education
（Plan Europe 2000, project 1 . Educating man for the 21st century ; v. 8）
Martinus Nijhoff, 1974
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Note
Includes bibliographical references and index
Description and Table of Contents
Description
The educational study presented here is an attempted synthesis of work carried out over the past two years by different people each of whom in his or her own special field of activity has enquired into the means of implementing a policy of permanent education. Although I naturally assume entire responsibility for the final text, the latter must, however, be regarded as the culmination of collective work. Huguette Flamand and Fram;ois Lebouteux have together with myself been responsible for the development of the project in all its stages. We have benefited from the contributions of Messrs. Amiot, Antoine, Balcon, Berbain, Mrs. de Boissieu, Mr. Boulanger, Mrs. Castaguo, Messrs. Cousin, Durand, Elie, Guigou, Hautenauve, Hum- bert jean, Mrs. Knecht, Messrs. Littoz-Baritel, Malglaive, Perriault, Miss Remy, Mr. Schmidt. With their agreement, their texts, a list of which is given in an appendix, have been integrated into the study without specific mention. Others who have been kind enough, at our request, to assume the thankless role of adviser and critic at various stages in the course of this work are Mrs. Puybasset, Messrs.
Caspar, Girod de l'Ain, Migne, Palmade, Pechenart and Sicard-Alliot. I thank them all here, hoping that I have in no way betrayed their intentions and think they will find in this text a faithful reflection of their ideas and the echo of their own concerns. Finally, we have benefited from the many contacts which we were able to make in France and abroad.
Table of Contents
I. System of Values Underlying This Project.- What Type of Society?.- A broader and more integrated society. A pluralistic society. An egalitarian society.- For What Kind of Man?.- A man fulfilled both physically and intellectually. An autonomous man, creative but socially well-adapted. A real man or a target image?.- II. Main Trends and Margins of Choice.- Central Hypotheses.- Concentration of Means of Production.- Concentration of Decision-Making.- Increasing Division of Labour.- Increasing Leisure Time.- Increasing Consumption of Goods and Services.- Proliferation of Information.- Increasing Demand for Education.- A Plan for Education is Always a Political Plan.- III. The Political and the Educational.- Education: Product and Motive Force.- Under What Circumstances Can Social Conditions be a Cultural Factor?.- Feed-back must be improved. Cultural creativity must be within every-one's grasp. Cultural guidance must really be guidance.- To What Extent Can the Educational System Correct Cultural Inequalities?.- The Proposal We are Backing: Permanent Education.- IV. Guiding Principles of Our Plan.- Continuity in Space and Time - Structural Incidences.- Continuity in space. Continuity in time.- Developing and Using Human Faculties to the Full - Definition of This Principle - Structural incidences.- Means of achieving maximum equality of opportunity. Means of ensuring that no one enters employment without vocational training. Means of developing individual personality to the full. Towards a new system.- V. General Structures.- Pre-School Education.- The problem. The roles of nursery schools. Structural organization.- The Basic School.- Primary stage: General organization and methods. Curriculum.- Secondary stage: General organization and methods.- Tertiary stage: The problem of selection. The intermediate stage, or vocational guidance college preparing for higher education. Vocational education.- Post-School Education.- The universities. Continuous adult education.- VI. General Education and Specialization.- What is General Education?.- Curricula Only Have Meaning When Related to Objectives.- Definition of curricula. Necessary coherence of curricula, teaching methods, and modes of assessment.- Definition of General Education - Our Aims.- General Education and Common Curriculum.- Example 1: Discovery of the environment and practical studies.- Example 2: The acquisition of working idioms.- General Education and Special Options.- Definition of the problem. Example of study in depth using technical objects.- Study in depth and specialization.- VII. Assisted Independent Learning, Auto-Assessment and Autonomy.- Introductory remarks.- The real importance of methods in all educational systems.- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods.- Technology in the year 2000. Constraints inherent in learning situations more and more easily overcome. Teaching methods can be rationalized. Maximum individualization of curricula and timetables is possible.- Possible reorganization of space - Example of open-plan school. Computerassisted learning. Strictness and flexibility introduced into education by television.- Individualized education has become technically possible.- Methods of Self-Education.- Recapitulation of our objectives. Freedom of choice central to our project. Choice of means. Individual responsibility for rate of learning. Concrete experience - Priority of experimental method.- Self-Assessment.- Principles. Implications. Organization.- Assisting Independent Learners.- Technical aids - The teacher as mediator. Guidance and counselling. Emotional and cultural attitudes. Team-teaching.- By Way of Conclusion: Pluralism.- VIII. Creativity and Socialization.- Education for Personal Development.- Development of Creativity.- Inhibitions and obstacles of all kinds. The contents of education as a determinant factor in the development of creativity. Influences apart from the contents of education on the development of creativity.- Development of Man as a Social Being.- Expanding opportunities for personal contact and discussion. Group work at the centre of school activity. Personal involvement within the group.- IX. The Educational and Cultural District.- Purposes and Size of the District.- The reasons for such a district. Size of district.- The District Administration Knows, Informs and Guides the Consumers.- Knowing the public. Informing the public. Guiding the public.- The District Offers Courses Matched to Demand.- Prediction and analysis of demand. Distribution of available courses and mobilization of resources. Production of new courses.- The District Recruits, Manages and Trains Its Teaching Staff.- Variety and diversity of teachers and functions. Recruitment and management of teaching staff.- The District Organizes, Manages and Distributes Aids and Equipment.- Premises. Technological equipment. Aids and means. Full use of resources and development of an infrastructure of services.- The District as a Public Concern.- The district as a public service. The district as a company in the running of which the public participates. Degree of autonomy.- X. Functions of Central Administration.- Definition and Implementation of an Educational Policy.- Predicting demand and planning. Programmes and curricula. Evaluation of methods. Legislation.- Organizing Public Information and Participation.- Implementation of a Policy for Teacher Training and Utilization.- But who are the teachers? Conditions governing teacher appointments, careers and salaries. Teacher training.- Implementation of a Policy for the Development of Educational Technology.- Implementation of a Policy for Educational Research and Innovation.- Conclusion.- The Problem of Costs.- New costs. The reduction of negative costs.- Initial Steps - the Transition Period.- Recognition of constraints. Liberation of forces productive of change. New directions for research.- Annexes.- I - Educational credit.- II - System of capitalizable units.- III - An example of a primary school in Great Britain.- V - An adult education scheme in the Lorraine Iron Ore Mining District.- VI - Implications of open-plan schools.- VII - The use of a medium (film) as an aid in self-instruction.- VIII - The Handen (Sweden) public library.- The Author.
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