I. System of Values Underlying This Project -- What Type of Society? -- For What Kind of Man? -- 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? -- 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 โ{128}{148} Structural Incidences -- Developing and Using Human Faculties to the Full โ{128}{148} Definition of This Principle โ{128}{148} Structural incidences -- V. General Structures -- Pre-School Education -- The Basic School -- Post-School Education -- VI. General Education and Specialization -- What is General Education? -- Curricula Only Have Meaning When Related to Objectives -- Definition of General Education โ{128}{148} Our Aims -- General Education and Common Curriculum -- General Education and Special Options -- VII. Assisted Independent Learning, Auto-Assessment and Autonomy -- Introductory remarks -- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods -- Methods of Self-Education -- Self-Assessment -- Assisting Independent Learners -- By Way of Conclusion: Pluralism -- VIII. Creativity and Socialization -- Education for Personal Development -- Development of Creativity -- Development of Man as a Social Being -- IX. The Educational and Cultural District -- Purposes and Size of the District -- The District Administration Knows, Informs and Guides the Consumers -- The District Offers Courses Matched to Demand -- The District Recruits, Manages and Trains Its Teaching Staff -- The District Organizes, Manages and Distributes Aids and Equipment -- The District as a Public Concern -- 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 -- Implementation of a Policy for the Development of Educational Technology -- Implementation of a Policy for Educational Research and Innovation -- Conclusion -- The Problem of Costs -- Initial Steps โ{128}{148} the Transition Period -- Annexes -- I โ{128}{148} Educational credit -- II โ{128}{148} System of capitalizable units -- III โ{128}{148} An example of a primary school in Great Britain -- V โ{128}{148} An adult education scheme in the Lorraine Iron Ore Mining District -- VI โ{128}{148} Implications of open-plan schools -- VII โ{128}{148} The use of a medium (film) as an aid in self-instruction -- VIII โ{128}{148} The Handen (Sweden) public library -- The Author