(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)
