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By Бекенбах, Беллман

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The finances of one college were not yet disentangled from those of its newly established feeder college. Some colleges ran hostels for their students, all subsidized their catering facilities. While one college provided accommodation and facilities for an industrial liaison officer, an employee of the Ministry of Technology, another housed a programmed learning unit. Such salaries were excluded, but some other expenditures (especially on secretarial and administrative services) may be wrongly attributed to teach­ ing, slightly inflating course costs.

I t was assumed that lecturers were fully occupied during their contact hours a n d that these represented a full week's work. D a t a on the n u m b e r of part-time staff, who they taught, for how long, when a n d at w h a t rate of remuneration were available in each college. Account was taken of travelling expen­ ses whenever possible: any underestimate was small. I n certain colleges overtime worked by (some) full-time members of staff was valued at part-time rates. T h e a n n u a l salary of a lecturer of given grade was divided by his annual class-contact hours.

Financial responsibility rests with the local education authority, but the colleges are administratively autonomous. Whereas the former has the incentive but not the power to effect changes, the latter has the power but not the incentive. Physically savings are possible, financially they are desirable. The process could involve 25 Programmed instruction is not an adequate substitute for the lec­ turer's personal assistance, but an adjunct to it which releases him for more. Mechanical tasks are removed and he is left free to stimulate, support and encourage a wide outlook, balanced personality and creative endeavour.

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BB 2 by Бекенбах, Беллман

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