Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698074695101.pdf (Guyana)
REPORT of THE u·NESCO EDUCATIONAL SURVEY MISSION to .

BRITISH GUIANA IRIGUIED 4 Novtmber 19811 to 18 Marah 1988 C,L G1m11n1001 1 H Wander, G 8, Conirov1 REPORT •Of THE UNESCO EDUCATIONAL SURVEY MISSION to BRITISH GUIANA BRIGUIED 4 Neve111ber 1962 to 28 March 1963 CL Gennanams, ff Wander.

GS Congreve The GotJert&ment Pnnte,y.

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- 2088166 3 CONTENTS FOREWORD AND ACKNOWLEDGEMENTS PARAGRAPHS PART 1"1 Oiapter 1: Oiapter 2: THE PROBLEM PROVISIONS Introduction AND APPRAISAL OF THE EDUCATIONAL The Problem Economics of F.ducation Environmental, Factors impinging upon historical and social determinants the · pro bl em .

.. factors .

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of finance .

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and economic Demographic Problems 1 -182 1 -2 3 -5 6 -13 14 - 62 15 - 28 29 - 52 53 62 Cliapter 3: The educational system A.
Organization and administration of education, pre-1962 • • • B.

Recent developments in educational policy C. Ilia] Control D. The curriculum guide E. Fnucational provisions, 1962-1963 63 -182 64 - 72 73 - 98 99 -114 115 - 120 121 -182 THE NEEDS AND THE RECOMMENDATIONS Demographic and economic needs factors affecting 183 -193 183 - 245 Educational needs and recommend ations COSTING Priorities •• AND FINANCING 194 -245 246 -263 246 -249 250 -263 PART It: Otapter 4: Chapter 5: PART Ill: Otapter 6: Otapter 7:.
Costing end financing CONCLUSION .CHARTS APPENDICES (see o-rerJeaf) 4 APPENDICES INDEX App.

A: Revised terms of reference App.

B: Demographic data -tables and diagrams App.

C: Finance tables .App.

D: Notes on estimates of employment prospects for school-leavers App.

E: App.

F: App.

G: App.

H: App.

J: App.

K: App.

t: Questionnaires for labour-force survey .Tables in connexion with school.
provisions Teacher-training programme tables Salary scale for teachers Outline of a.building programme and tables Establishment centralization of secondary of secondary comprehensive school provisions schools-and The organization and administration of education App.

M: East Ruimveldt pilot project App.

N: Costing tables App.

P: Notes on adult education App.

Q: App.


R: Notes on agricultural education Examination -procedures and machinery 5 FOREWORD O n the assumption of responsibilities under the new Constitution the (1961,) of British Guiana made clear its awareness of the important role Government education ance to pin-point advance.
for higher education would play in helping the country, and it sought United Nations assist­ the needs, to identify the bottlenecks and to indicate lines of In particular the government was concerned over the absence of facilities and for agbcul tural education.

The response of the Unitecl, the project.

and to make administer dispatching appraisal period of delay proceeded decisions of consequence required would no longer be involved the framework of these policies •.
In practi�e government at no time resented itse] f. a team of experts (three months' assignment) There wa.s "Qn:fortunately a delay in assembling to carry out and the Nati_ons wa,s sympathetic and Unesco was asked t.o recommendation;;;.

'The Government of British Guiana in this t;o work on its educational problems and' many policy were taken.·On its arrival the Unesco Mission was to make certain modifications to its terms of reference.
(1) The mission of the policy decision taken, and on details of the implementation with major 1 ines of advance,· but would advise w·ithin this limitation comments on policies and the was wide] y interpreted to which it had committed The mission_ laboured under certain other difficulties.

One of its members the duration of the assignment one of the team returned of the team were.
considerably to her post in the middle of an impo�tant did not join the mission for some three, weeks afte_r the arrival in British Guiana of the other two members; fixed and the investigations uncertainty; recalled member· work on the report.

The mission found·these the problems that educational.

plans· as the latter had not yet been formulated.

tackled the latt�r pr6blem by making, it is hoped, intelligent .

probable alone carried on for a further two months.

The team met in Paris.


again to than by this within 11 weeks, the second member was manpower perforce, of of less significance could not be rel.ated of the statistical by the inadequacy survey, and the third was for some time not data, and the fact forecasting trends 'and needs.

The mission, planning· presented obstacles to overall economic development hampered has As regards statistical.data which was lying unused,.
material process and analyse it and interpret without gaps and not.always free from inconsist it.

The data assembled,.

encies.

however, to was not the mission was able to unearth a great deal of to collate it after some supplementation, For these and other reasons the mission confined itself to a great extent and only just touched on out-of school and adult education.
of post-secondary facilities, to commit itself on the evidence other than teacher available education the mission was not prepared to in-school On · the question of the provision training, in the early stages of its investigations.

manpower educational provisions leading appraised, venture more deliberately considered.
survey was a prerequisite and human resources, scrutinized, to consideration education pres�pt and potent�al_ and the social and academic It was convinced to university the.financial that a comprehensive of the question, that the needed to be carefully for_suc� a 1mphcat1ons (1)See Appendix A.

6 The mission is, therefore, painfully conscious of the limitations of this have indicated; needs and priorities bottlenecks and tackled.
11 and philosophv illustrated; 11 techniques for reinforcement of In fact, the mission found essential offered; analysed renovated following identified, upon policy decisions and possible solutions or indirectly, educational and the necessity services report.
And yet it feels that a great deal has been achieved; been underlined problems Personnel were given, directly the .mode� of work and approach of outmoded machinery administrative early on that planning was greatly appreciated, ming of the Ministry's of the mission at the operational with the knowledge mission is happy awareness_ after they have been thoroughly seriously insight into the planners; and.
organizational within the context of the _educational of the acceptance or the mission's but not anything of the critical scrutinized importance assessed.

grasped.

to the same extent as was the program­ plans·, or as was the actual involvement I l�vel.1 l£ nothing else has been -achieved the that it has left behind it a more significant of educational plans only policy laid down from all angles and their implications In the course of and for the purposes of.
the assignment the mission travelled widely; visited schools; unpublished carried·out discussions public and private.

research sample surveys; with individuals, examined theses; conducted agencies, .

.

Schools visited documents, reports, memoranda, papers, and and attended conferences and seminars; sought and studied memoranda submitted to it; held organizations, and bodies, official:, 100 all-age schools; aided secondary s�hools; the 2 trade schools.
the 3 government secondary schools; the 14 government­ schools; 14 private secondary schools; 5 kindergarten Other educational establishments, etc.

The gov_ernment.

training Carnegie School of Home Education; the government 8 community college; centres.

technical institute; the visits Regional Surinam, cussions and top officials Trinidad with the Prime Ministers and Jamaica: visits to educational o·f Surinam and Trinidad, establishments, and ministers dis­ of various ministries of all three.
Ministries and officials ln.British Guiana T,he Prime Minister.

Pe.rmanent Secretaries of Development Labour, Health and Housing, District Commissioners Government; and Planning, ,Attorney-General's of Local and field ofi'icers; The Commissioner Office, Public Works.

'The Directo.r of Audit; The Public Service Commission.
�nd/or officers of the Premier·• s Office, Ministries F�nance, Trade and Industry, Natural Resources, Organ i zat i ans, assoc i ati ans, agencies i n. British Guiana The Ma·yor and officers Comm unity Development of the New Amsterdam Municipality; Committees; the British Guiana Teachers'.

Local Authorities;, Association 7 the Association of Science Teachers; Association; the Caribbean Headmasters' the Aided and Head­ Association, B.G.
Branch; the Adult Education the Private Secondary Schools Headmasters' Association Association; of Masters and Mistresses; Queen's College Staff Guild of Graduates; Associa­ a number of Parent-Teachers' Associations; the Christian Social Council and o_f denominational schools; the B.G.
Sanatan Dharam Maha Saba; Schools' Branches; and District Secondary mistresses' and Branches; the Association Association; tions and Old Students' managers the Rotarians; Corporate of Engineers; Industry; Accountants; the Director the Trade Union Council; the Georgetown the A�sociation of Certified Chamber· of Conunerce; the Association of the Consultative Association of Guyanese the Civil Service Association.

lnternat etc.

in B.G.

ional organizations, U.N.T.A.B.

; U.S.A.

1.D.


; Resident Representative, 1D various fields; U;W. I. Extra-Mural Department;· United Nations experts the British Council.

Advisory Cormiittees Pre-School Party.


Advisory Committee; Publications Committee; University Working individuals gave us the benefit of their advice both as individuals and to name all the individuals who so kindly and so It would be impossible generously in their employment public and of the economic, social and cultural interests of the community.

They represent capacity.


a wide cross-section activities of the and pursuits, The Ministry of Education and Social Development gave us many, many hours, in fact days, of his very valuable Secretaty The Permanent were always at hand to deal with of the senior professional officers and clarify policies.

The Ministe.r time to discuss difficulties and the senior administrative officers knotty points; the wisdom and thinking at our disposal; officers to assist us.
W.e consider welcome and to have been shown so many kindnesses.

and co�operation always available; the experience ourselves all gave of their ia�our and time unstintedly very privileged to have been made so of the other professional To all who gave of their time to advise us, who made our· stay so pleasant expr.e_s_s.
and our our sincere grat,itude task so much the lighter and so much more worth while and deep sense of friendship we • 9 PAKI' 1 fflE PROBLEM AND APPRAISAL OF THE EDUCATIONAL PROVISIONS CHAPTER 1 , The purpose of the mission was to indicate philosophy and such social and e·conom.ic development against the background and imp�ovement limits of the educational committed from relevant the lines of the few papers prepared field to guide the way -is· the function of Education the1 closest co-operation Government.
and Social Development policy st�tements.

desirable main lines of advance and within the o�the national setting was and policy to which the government plans as could be deduced Detailed planning and/programmi ng -perhaps on by the mission when it ventured into this of the Planning Unit of the Ministry with, among others, the Central Plamiin� (now in its· embryonic stage), worki.ng in Unit of the can afford to lose sight of the fact that p'rogress in the the tempo of cultural and and moral values.
These if the proces·s is to evolve economic be an educational system and of a community changes, priorities.

and ed·ucational of reorientation fields accelerates of spiritual and directed the demands of projected 2.

No government economic attitudinal changes need to have been foreseen •.

·tonsequently smoothly ·the sole criterion.,when determining by its elected government factors of immense human impact.

We assume, therefore, and social plans after giving due evolve its economic factors.
.the powerful ·wish to ensure that other dynamic criteria that any proposed would emphasize system -no matter how and from interested opinion establishing The educational and· orientating philosophy not geared for this change.

We are not discounting professional but we are not subordinate,d educational radical change in a deep-rooted that a government weight to socio-cultural criteria, •.

Finally, ,.

force of economic faulty -may meet.


with strong opposition bodies if the way has not been prepared from the public or as propounded of these.

will should embody within it full recognition developments cannot THE PROBLEM 3.

On the threshold to establish education human and economic, foster and maintain a·t the same time, wo.uld into a united community nationhood.
of independence a comprehensive, the Government fully articulated, national which can be sustained system of of British Guiana wishes ·, both formal and functional, and potent1al, existing the social and economic which would be consistent objectives weld the different races -with a common basic culture which make up the population and a common pride in their of the nation, and which., .by its resources, with, 4·.
The government, conscious overhaul of the educational of the inadequacies, system was required, concluded that a complete of its organization· and administration, to be set and new goals to be aimed at.

The government educational to education; proceeded of which was threefold: policy, the immediate result and of the content of and approach new targets had to formulate an 10 (a)an expansion and reorganization of the educational system.
dt the prim_ary and secondary level; (b)the preparation �nd schools, of a draft curriculum guide for the majori_ty of (c)the ·preparation of education of plans for Ehe establishment within British Guiana itse1f.

of a tertiary level".

5.

The urgency of.

the problem led to the speedy application of measures before of the limited resources created.

In itself the.

re­ The mission, could be or of all conjointly, plans and social development more thought that a great deal was admirable.
In view, however, staging of the operations, survey, the mission considered of each separately, to meet the situations had been established.
to possible the full implications worked out and steps taken organization proposed and of the lack of any definite overall economic and of a manpower should be given to the timing and after priorities to give further consideration policy in general and simultaneous impact on the public, the economy, ·profession quantitative t_hat the administrative that there was still room for more efficient educational pret the content and th�.

intent of the draft apply it.

These problems time to define.


policy and aims.

It was concerned with the best ways of applying these matters was always given careful and genuine consideration.

integration system, and that a great deal more was required application the educational would override machinery and analyse the problems•arising and the pupil population.
the mission considered repercussions and go more closely into its authorities, could still not bear the load placed upon it; of the the teaching It felt, too, that there was a danger th-at considerations of qualitative and articulation to be done to inter­ guide to those who would and advised upon when it had had from the stated educational not ·with the aims of that policy as such, but to achieve the aims.
Its advice on of the educational too, considered and that only the policy curriculum expansion advance; it advisable ECONOMICS OF EDUCATION 6.

It.

is genera,lly accepted .

ship to.the-structure that the level of education of the economy.

b�ars a strong· This relationship and efficiency relat_ion- is reciprocaL tional advancements, and, supp_ort economic growth.

On the_ one hand, economic development requires and:!nd�ces.
:educa­ on the other hand, educational advancements tend to stimulate 7. ,We shall not discuss· in detail all problems included in what is understood by "economics of education".

It may, however, be pertinent to explain some ·specific principles, economy, there mainly concerned, needed for economic are two broad and intimately which guided us in our survey.

From the· viewpoint of the we are related aspects with which of skills and the provision of education i.e.

the financing development.

8.


The problem of finance is most important in the realization of educational improvements.

It would be wrong to regard it only under q�antitative aspects; it does not simply comprise the question able funds can be spared for educational purposes; of structural interrelationships, society as a whole.
This is, at least in part, acknowledged competing needs and integrated of what portion of the-avail­ the whole complex it embraces changes in the in respect of 11 economic development in that it is planned and financed procedure of annual decisions serve future needs and mainly financed with the result that allocation political agreement becomes liable to short-term This is clearly a contradiction assigned considerations.
with the rising expecta.t.ions expected to support economic growth, is in practice budgets and residual economic in terms and :m dis­ and votes.

Education, out of yearly assessed however, also designed to to education.

development funds, cycles and outside the restrictiYe still 9.

In the financial practice of most countries, education is treated 1n the same way as public health, housing and social welfare.
In fact, education direct relation in that it renders individual its objectives according position through a much closer and much ·-more holds an intermediate benefits system' than any of the other so-called �ocial services.

to systematize elements is prone to error.

There are indeed attainment even investment if the skills cannot be utilized of intellectual abilities well generate Another reason for inadequate not the output of education is that only the input but in terms of money.
and economic to the economic However, any attempt financial can accurately happiness proficiency a convnon drive towards higher may turn out to be largely unproductive later, while, on the other hand, stimulation which could as such be grouped under the one or the other heading; and satisfaction and economic or non-productive of educational to serve individual may progr_ess.
very few instances to their productive in vocational be measured treatment training 10.It is necessary consequences to point to this indistinct and the nature of education expectations in respect of finance so as to avoid wrong to generalize foreign experiences and to What proved to be right in one country may be wrong in to explain why it is so dangerous copy alien systems.

the other; what may appear adequate later.


It follows that educational in line with the specific needs of a country and its capacity nt.
developme for today may he inadequate improvements for future must he planned for and kept ten years and 11.Turning back promotion to the problem of social and economic development it must be stressed that in the it is not the absolute of finance, among many projects that counts but the way in which it is distributed effect than a smaller sum invested amount of money spent on education spent.

A great sum of money indiscriminately will be of less economic chosen and properly desigred projects.
n;:uneiy the establishment of priorities U>-be debel'11lined what is more and whet is less important education cannot be measured?

In general one would be inclined those imprav-ements which respond in content and order to present and projected economic needs would promise highest returns and as such constitute basis for funds to expand and to become more flexible.
In practice, .sqci;u and political considerations tion of such considerations, possible more certain if This brings us in the educational they lead to greater social and political budge t. How is it if the returns of the best however, Cl>se-rva­ likely to lead to renunciation of to make retu.

:rns maximum economic returns, to the next necessity, may nevertheless must always be taken into account.

contribute stability.


in a few well­ although to say that 12.Another problem conditioning the relation between education progress and the establishment of priorities is the provision and economic of skills.

Education is rightly considered hut there is no perfect correspondence supplied-through education.

The economy requires a major source of skills and trained abilities, �tween labour demand and the skills a wide and constantly varying 12 compass of skills and talents.
formal education, instruction, Education all human qualities fact that through education purposes guided experience and more prepared -is not designed but all reach their full potential only by way of specific -All skills require as a basis some degree of and constant to produce technical efforts in everyday working life.

it aims at embracing experts; and potentials.

The economic importance people become better trainable arises from the for economic to promote progress.

13.In a modernizi number.


and complexity.

ng economy skills &nd techniques are steadily changing in which For that reason, the amount of knowledge the average person is likely to use during his lifetime.is constantly ing.

It becomes less.and less expedient groups or to elementary are in accordance better and expanded of the total complex of social and economic the speed of educational in other sectors.
to be part is accepted change, it must be acce,pted that has to be kept in line with the development with the emerging education.

to restrict In this respect.

desires of broader social groups· for the needs of the economy if education to selected subjects.
expansion education However, increas­ 13 CHAPTER 2 FACTORS IMPINGING UPON TUE PROBLEM 14.· A government proposing radical changes in an established cannot afford to ignore ·the social, historical and political factors of the culture, system educational factors, the the tradition, or observances which determine system of British Guiana, a'lthough· alien to the people when first all see an_d convictions, or may determine has ,taken deep root.
Reform and reorganization the aspirations educational is necessary, processes.

And the of the community realities, and all the pertinen� economic.

the religious communities educational instituted this, but certain institutions brings up questions cepts of the freedom of the individual; goes back to the history of the development education people.
1s intimately are considered .linked with traditional practices, with religion, with con� the financing of education; of educational the content of programmes and fiercely bound up with the psycho-synthesis of the sacrosanct; • the control of schools ENVl80NMENTAL, HISTORICA L ANO SOCIAL DETERMINANTS 15.British Guiana has been referred 11 Land of Many Rivers"., to as the 11 Land the of the Six Peoples", a_nd in those titles are to be found many of the factors and the educational polici�s journeys.
populated equatorial The population the educaiional and may determine access to which is possible only.

by plane or by long river boat and miles, most of which· is covered by almost forest giving way in parts to sparsely ' overland along the long, narrow coastal belt.

The capital, with more than a quarter of the population which determined ·system.
It· is a land of 83,000 square impenetrable country, exhaµsting stret_ched environs, belt but the road along the coast is not an easY ·one to travel; the two extrem­ itie•s of the populated car and· ferry journeys.

economically comparatively and The house's edge.

Children paddle to the schools which stand alongside The Amerindians fishing, system.

line can only be reached after a ·combination of tiring and socially anti stretch along the main road only by boat.

1 have little or no depth.


The riverain are single units in clearings The coastal belt is .well .populated The villages of 600,000 is corQpressed and its Georgetown, placed in this hunting and simple subsistence live in small scattered areas a.re accessible in the forest which reaches the water's in the interior is centrally advanced.

engage iQ into and churches settlements, farming on a "shifting cultivation" in clearings.
savannah 16.Th� coastal ·belt served by one single road and partly by a single-track railway is cut off by forests and rivers from the neighbouring of Venezuela:, contacts to LatinAmerica on.the West Indies.

Brazil and Surinam.

There are few commercial and no cultural with these countries.

The British Guianese has never in the past looked £or ties of any kind; his eyes have been riveted on England and countries .
17.The country was ruled by the Dutch for two centuries and in 1814 finally ceded to the British._ The European plantation owners imported slave labour from.Africa and, when in 1834 the.slaves were emancipated, introduced indentured 14 and from India and to a lesser extent from The Indians proved more amenable and and their im­ memories from the were brought its service, proved amenable replacements labour completed of the slave•days for labour purposes on the land.

In the meantime ceased.


On the whole they left the land to go as one Many tempo until the second decade of this century.

of to stay on in British Guiana at the completion the Africans turned their backs labo.ur.

from Madeira (Portuguese) China.

Neither the Chinese nor the Portuguese portation into retail trade and commerce.

batch of indentured in at an ever-quickening of the Indians preferred their service and remained revulsion and made for the town.
Those that remained with vegetable price, particularly indigenous along the waterways of mixing of all the peoples except for the Indian population the country has a population self to itself.

Consequently ind_ians, Chinese, Africans, In very general terms, of the major racial groups it may be said that the pre­ the Africans Indians predominate dominate workers, labourers traders or in the free professions.

had moved further and further inland away from the settled coas�al plain.
There was a good deal in the towns and mining areas and ure in the main employees, and miners.

The Indians in the towns are merchants, plots and with selling their labour at the.highest in the more skill�d aspects of estate farming.· The in the rural areas and are farmers, which kept it­ made up of Amer­ on the land occupied Indians and pe'>ple of mixed descent.

the Amerindians; population, Europeans, gardening on the land skilled retail themselves in worked in consequence and American their churches.
Education, for a stronger struc­ faith and rudimentary.

schooling.

and they carried the churches Indians.

to and en­ 18.The European .

of slavery.

had begun to work among the people from the days attempted field.
they provided arid the foundations The older established in the form of the Christian Their impact in the religiou� were able to work more effectively _They ha�, often in the face of opposition, the lot of the slave and to bring to him some alleviation on the other hand, moved in lat1:r to work among the newly­ devotee missionaries churches the churches in opening schools adjoining .mitigate lightenment After.emancipation took the initiative rudimentary as it was, was.proviued ture laid and the pattern set.
Zealous, torch into the interior.

for the most part with the African and the Ameri ndian.

Canadian denominations, imported e_ducational before them.· The government quire into the state of education, not follow.

The churches carried annual grants.


In the secondary direct interest (for •girls), both in Georgetown, candidates on the other hand, entered the secondary and were followed by private individuals a profit-making it had to assume greater responsibilities ventions the churches government the increase to manage.

In 1957 the government churches schools mainly in the form of a grant towards salaries secondary basis.

It was not until 1946 that the government for primary education.
could not meet the expense of providing began to build new schools -never quickly enough handed most over to the.

came to the assistance.of had done to in- from tim1' to time commissions for the lower and middle echelons to ensure for itself a supply of but impleme11tation and payment of teachers' on and the go,,ernment in school population of the Civil Service.
field was limited, and established as the European -and promptly continued initially appointed salaries churcnes schools, but in the to catch up with field the government one grammar school ( for boys) and ·then a second showed a little-more field in two of the three counties, .who established schools on that realized_ Small sub­ of recommendations to make did new school places, and the through grants wer·e no longer enough; secondary and in 1961 establishi?d The churches, 15 its own third secondary Essequibo.
The school system was on the whole thus dominated churches.

for primary schools and administered by the Legislative The Department of Education held a watching granmar school, this time in the Cinderella Assembly.
the law and the funds voted for education brief, trained teachers by the Christian County of 19.The evolution sponsorship of education and management in the Nineteenth century of the clergy led to the wholesale under the direct transference of the English system and content of education to its new environment adaptation realistic occasional away in the Metropolis.
their knowledge; the administrators what was good enough for the British working-class appropriate The well-intentioned advice offered by ed9cationists for the Guianese.

and its new receivers.

clergy acted within the limits of.


could hardly be expected to believe that And this, despite seated six thousand miles to British Guiana with no was not good enough or seeking--for security, accept­ of the and the language 20.We must remember at a time when the African had lost his owri roots, his own culture, his own language, at.

a again on emancipation that.these attitudes of slavery,and were ingrained was the key, a certain type of and all that led to 11 the teaching it.
Education he.now embraced 11traditional - "academic", - the education Anything the religion the culture of the Europeans time when he had to survive the indignities when he was seeking to escape from the nightmare, ance and new roots.

He had accepte� Europeans, that culture as he conceived edu�ation by_ the government.

school established in his driving aims.

Non-government same p�ttern if they wished to attract pupils.
Certain subjects; of acceptable education agriculture, secondary savoured undesired repulsion the field of technical _littJe change has been observed in attitudes generally professional memories from vocational schoo�s; in any case they were anathema which must at all costs be expunged.

did not in the prototype establishments: include practical of an education and vocational agricultural institutions and training education different secondary education training level.

etc.
etc.

- and therefore, were never considered leading back to manual occupations, Certain subjects were.
taboo; an academic subjects -handicrafts, in the curricula to the African in that they of recalling This psycholog ical unhappy, is beginning to break down in provided in the grammar, would lead to failure we,:e obliged to follow the subjects became prestige towards pre-vocational education in particular except at the of Latin in a school placed that school in the category because of better economic incentives, but 21.With the Indian, development has not been quite the same, although he too The Indian ·farmer has a The hard facts of economics Large families has by and large lost his roots and his language.
on the· farm all hands in the family were mustered of thrift and caution.

that he use as.little hired labour as possibie.

land hunger and attitudes necessitated have been an insurance' against activity took second t?<1dl�rs With increasing the att�tude of complacency towards he menti�ned here that this indifference not confined whi�e th� mot�er �nd elder children _ mechanization, to the Indian by a·ny means.)
absenteeism is prevalent _ were emplo�•ed the demand for child labour has diminished but in gainful labour.

1 should from school persists.

(It among all the races and is place, for even the young child could assist by looking after the a wage bill.

In the periods of concentrated and schooling often 22.The factors enumerated above have left their mark on the people, have 16 posts and moved in the envied exalted circles.

Consequently the a means to achieve position and wealth.
The detestation ranks has neYer Education and cultural the children and religion ranks of the civil service value, as an end in itself; education intense in the African mind.

The European more acceptable must be accepted, labour into the socially must be educated at all costs •.

Since they were at the top of the social ladder; they did Education to achieve the same heights and way of the depended on this.

Those who were educated possessed shaped the system and inspired the content of education.
been prized for its refining has been a means to an end, a means to climb out of the humble stigmatized of pla�tation and the free professions, for labour in the _field is particularly planters had been educated; not indulge in manual labour; they were the masters.

appeared to be ·the chief criteria, then, living; social mobility lucrative religion success seemed to follow upon acquisition became the be-all and end-all of education; cates proliferated; examination day.
S� deep-rooted education but also those who should be the pioneers left it& mark even on trained teachers.

general education become resourceful, zons,· their range of vocabular and written word, will facilitate and not 'militate Few pupils were given the opportunity· those who did not appear to be amenable This frame of mind is fast changing.

educational to all a full understanding many more secondary places less fierce and in time obviate all necessity lower levels.
of success, that not only parents are affected by it I It has in eradicating Many have failed to see that a broad of an all-out effort to give of for of certificates, examinations schools in the years to come will make the competition the pressure forced the school curricula is this attitude of "examinitis'', to realize their full potential, to the cramming game were neglected.

The government's policy of equal of the value of 11education success.
for y, their comprehension subjects only and cramming techniques to become in which pupils learn to accept opportunities to all is the beginning and control of the spoken to show initiative, against examination 11 ; the establishment at the for examinations with examination opportunities this attitude.
of the identification examination widen their hori­ to narrow down to the order of the think and to study, learn skills, success multiplied, certifi­ 23.One consequence of the geographical distribution of the population:, transport difficulties and of tl1e economics of the situation The children in the main and it was only within the in secondary secondary schools served the Africans last two decades that the Indian showed any great interest education.
and many can afford secondary pete for entry into the established for in the various secondary late years in the rural areas.

The Indian is now competing increasing Police Force, the teaching profession content with the land.

of rice farmers now seek new avenues of employment In consequence schools; others are catered themselves scale with the African for employment schools which have established and in commerce.

He, too, is no longer in the Civil Service, the more and more com­ educ�tion.
secondary on an ever­ of of was that 24.One weakness arising from the historical and political the country has been the divorce of the communities evolution from participa- The two urban areas of tion in local affairs, are administered district The establishment whole country is now under active consideration.

as municipalities; concerned with communal and reorganization councils problems particularly educational affairs.
there are a number of village or country of a local government system to cover the But the municipal and village of irrigation in particular.

17 in the· administer and maintain have never been involved they contro1, except 1n isolated and pride.

The people on the whole did instances, of the schools within their areas of limited built and the schools.Cl) of Religious bodies and the state have established, authorities, management, control or financing jurisdiction.
equipped the schools; The schools did not grow up out of the soil and were not the expression the community corporate life, effort not look upon them as their own or feel that they owed bility to them.

They were church schools, the government with the government's has been realized tion, management issue but there are signs that people's participation teachers' associations in school affairs and provisions; ·practic�l ·building seriously schools; should provide all.
At this time of financial attempt to educate communities ·and equipm ent.
The start has been made ·and the government way that labour, money and time can, be made available the can·be enlisted: and the churches and restrictions it .. in local government, are setting the example and taking an active interest in school construc­ 11 complicatJ� in its plans for local government that the communities in a for school various communities have demonstrated The "Dual Control System must be "involved" and maintenance.
development government consider should any loyalty or responsi­ parent� the acceptance ·by local authorities of responsibility in their areas.

Incentives education accept responsibilities.

Achievement must come from the people themselves .

Independence .· .
Independence .· .

of some share, at least, of the costs of must be offered so that communities of aims, satisfaction if they are to face up to the challenge will of common needs, of \ 25 .. Of consequence to educational considerations and to the integration oj the various races which make up the population is the fact that all use a' English.

common language, African languages disappeared.


batches and formed their own communities _bilingual; but the younger generations extent that deliberate efforts tions to keep the Hindi'language active.

the In the days of slavery and immediately afterwards The Indians who came over in large and steady maintained their language and became to the organize-· are now being made by Indian cultural have lost the Indian la_nguage and social values and standards, 26 •..
The edu_cational of the various ethnic groups.

All children, system and laws governing make for the integration of colour, creed and have the same to any primary school; consequently all irrespective education It would be unfortunate at any level were to be sponsored.

if any movement The.

11 are continued.

are exposed to the same cultural of activities has been respected; i.n religion (Article 7(2) and 7(B)).
Religious race can gain admittance basic education, play the same games, and growuplooking upon themselves ·working life these affinities 11 which aims at partition difference safeguards bring disharmony or disunion.

have been united by an adopted but deep-rooted ly and initially.
unifying released its own destiny; _superstructure '.this adopted traditional cultures these"· traditional factors must be strengthened by independence on the schools and a common language of culture and traditions cultures can build on them a united nation capable of moulding We believe it would be unwise to destroy the foundations of in order to recaH the of the various races; the danger becomes greater because in their roots.
The are so fundamentally different the 1961 Con�titution differences makes the necessary _do not in themselves For the last few· decades then the ethnic races , so that the dynamic forces of energy .

: common heritage based principal- as Guianese.

In their These and history.

(l)The sugar estates and the mining companies have also built and some still manage schools.
18 building up of the nation and of the national take into account that psychologi essentially have made their own many of the cultural the great majority affected these traditions.

as one with European thought and as part of its civilization.
patterns and motivat�d They and in by values ingrained consciousness cally the people now look upon themselves cannot neglect to are strongly of the E:uropean tradition 27.An inherited weakness tion of the primary an� secondary of the educational levels of education since each grew up system is the lack of articula- separately.

of the educational system.


This question will be elaborated when we are making our appraisal· 28.In short, the educational sy·stem •of British Guiana has evolved from imported patterns which have become accepted its content and structure; and taken root.
Sociological it reveals the psychological factors determine their aspirations traits and attitudes and historical inherited affected.by and experiences, two most important characteristics come are: (a) ·the fact that the schooling and only lately state-sponsored, the exclusion and (b) the reverence other type complex of determining othe.rs, that it would be situation curricula even degrading.
each so inextricably most unwise to ascribe some of local communities towards traditional which may determine to any one dete_rminant.

of curriculum is inferior, factors, of its composite ethnic groups as present and past.

Perhaps the the shape of things to system was largely church-sponsored thus giving rise to a dual control system and from.

partic_ipation.
partic_ipation.

in its establishment, �nd the belief that any However, there is a interwoven into the fact of the present DEMOGRAPHIC AND E!CONOMIC FACTORS 29.There are two sets of apparently which are predominantly British Guiana and as such to progress in education: contradictory demographic problems relevant to the pace of economic development in (a)The smallness of the population to the size of the country and the rapid demographic Guiana's limited economic absorptive cauacity.
, in relation to British in relation increase (b)The surplus of labour potential tunities to the high number of dependants.

and the deficit of economically with regud to available job oppor­ active persons with regard needs and desires, When discussing demographic and economic educational outlook were mainly due to different and these two sets mutually other.

and each one insoluble of problems.


Actually, we often observed isolated interrelated however, these interp�etation of problems are without solution of the consequences in relation that differences to in 30.Disregarding the possibilities of foreign assistance in the form of of labour, more savings capital or of inmigration and conve-rted into capital investment if.

the rate of population could be aqcumulated growth were 19 had to be supplied i.e.
if fewer consumers smaller, This then would �esult in more jobs for those at present unemployed employed, expansion wider scope for qualitative diversified and more elastic financial in rising incomes and savings and finally in a process of economic able to carry a greater population.

improv�ments labour demand, better prospects this would mean a by more by the average producer.

of social mobility economically For education and greater justified and under­ funds.
31.On investigation of the demographic structure in British Guiana in more rather distribution concern.

approximately detail, we find that it is the uneven population in number which caus·es 90% of the 5':50,400 inhabitants in the coastal belt comprising than the smallness April 1960 congested area.

It is true, this coastal its well-developed and comme�ial terior.
On the other hand ·a high degree of chronic unemployment employment capital and not of_ population strip is particularly fertile and harbour facilities just in these most active areas indicates is able to carry a larger population only 4% o: the country's which hampers development.
and under­ of ·that it is shortage agriculture as basis for activities According to the census of than the in­ total land and because of lived comparatively industrial 32.British Guiana's population steady decline in the death rates following began to increase rapidly after 1945.
A campaign an_ effective populations against malaria and rising birth rates placed the country among those with the most rapidly expanding_ torical pattern of population workers had particularly present population increases _of the younger age brackets.

resulted be met; the working that the average worker which could never force(l) has hardly grown during the last two decades, load.

in the world.
Contrary growth, which through heavy immigration the middle groups in British Guiana are predominantly This rapid rise in the number of children in ever-increasing financial demands so dependency with an extra ordinary to the his­ of _strengthened for education was burdened of the age pyramid, in favour 33.Changes in age composition characteriz�d of and young persons are only one reason for the rapid rise in by increasing children proportions (2) Induced by social and economic circumstances, working .economic dependency.
habits have also changed and retarded Because of the greater flexibility labour market, stringent employment tending towards longer school attendance have particularly the growth of the working force.

(3) of women to enter or to withdraw from the conditions associated and earlier retirement with social habits .from �ork reduced the number of female workers.

(1)The working population or working paid employee, force comprises or unpaid family worker for any leng th of time the census of 7 April 1960.
"It does consequently every person who worked as employer; own account worker, during the 12 months preceding exclude persons but it may include during the preceding unemployed 12 months, for more than one year and persons looking for first job; a small nunoer of persons who althoug h working for some time had already retired when the census was taken.

(2):In-1960, every 100 persons in working force had to maintain 247 persons -mainly children -who were not working .
(3)The working force participation rate dropped from 40% in 1946 to 29% in 1960.

Ct;; u \ 20 ·34.

Deterioration in employment conditions affect young persons in the first instance because they lack work experience.

With working possibilities in family enterprises tending to become scarcer in the course of technical progress, schoohleavers more than ever before have to look for paid jobs.
This kind of employment although somewhat more expanding than total employment has not by any means kept pace with the rapid rise in the number of aspirants.

In April 1960 there were 11,3 15 young persons looking for their first job which meant in actual fact that shortly before a new group of school leavers was expected to enter the labour market the preceding group had not been placed.

Although more boys than girls were looking for employment it was much harder for young women to find a paid job.
Table 1 - Persons looki.ng :for first job by sex and area, 1960 Area Georgetown and environment New Amsterdam Urban Total Demer�ra (rura 1) Berbice (rural) Essequibo Rural J'otal Grand Total Males Females number %(a) number %(a) (a) As percentage of paid employees.

Source: Census of 1960 35.


The difficulties young people encounter in establishing a foothold in the labour market are a reflection of the limited elasticity of the present economic structure.

British Guiana's economy, similar to that of most of the other developing countries in the Caribbean area, is still heavily based upon a narrow selection of primary products and related tertiary activities, while secondary industry remains comparatively undeveloped.
As the economy is limited because of the small population and of the moderate level of income, production and marketing are to a large extent monopolistic giving little inducement for greater diversification of the economic structure.

Demands for most consumer goods have been met by imports rather thr.n by intensification of local manufacturing and processing.

All of the country's major •industries, i.e.


sugar, rice, forestry, and mining are export industries with prospects for expansion largely determined by world market conditions.

The high degree of dependence on external trade underlines.the fluctuating nature of the economy arising from its unilateral structure.
- - 36.Althoug h capital investment, from national as well as frlMB foreign sources, 21 has been considerable, overall economic development has not been such as to Capital requirements for economic over­ extremely high in British Guiana.

Part of the densely settled coastal ng number of workers.

absorb an increasi heads are belt which lies below sea level needs constant system of dykes, canals and sluices.'

in this swampy area.


With large public investment irrigation sector changes schemes and private investment in economic structure protection is excessively from floods by a costly expensive and on drainage concentrated attracted remain �egligible.

by the export predominantly Road construction and in employment 37.It is true, there was a considerable of greater capital intensity, rise in primary production labour demand did not expand to the same but because by far the largest single employer in since 1952.
A similar declined have absolutely to sugar cultivation took place in rice milling.

and costly expansion under-employment extent.

In the sugar industry, which is British Guiana, job opportunities development more labour after a considerable gain neither reduced prevailing offset losses of employment contrast hands of small farmers, circles.

of normal replacements dismissals casual labour.

Demand for skilled workers has increased, mostly been satisfied candidates by retraining personnel.
school-leavers to establish position motivated whose labour in agriculture e have dropped in particular, Opportunities for as in the renouncing rice cultivation opportunities Mechanization in agricultur to manual work • aversion suitable Only rice production was able to absorb However, of acreage.

nor did it in rice agriculture In branches.


in the is almost exclusively in other agricultural this demand in general does not exceed family did-not so much result in spontaneous and in restriction of but this demand has selected from own a skilled or unskilled thus reinforcing the socially­ 38.Apart from mining, most non-agricultural act1v1t1es are heavily concentrated 11 in urban areas, i.e.

Georget-own and its environments.

New Amsterdam, the as 11urban , is much too small to offer outlet for.
the heavily growing agricultural Many school-leavers second area in British Guiana classified � significant its iDU11ediate hinterland.

thus forced into Georgetown but there too job opportunities have not expanded to the same degree as labour supply.

With comparatively manufacturing, and tertiary determined economy.

While employment possibilities distinct by the development in the ionnediately productive into commerce and service industries.
is largely sectors of the for males in manufacturing -in the latter, employment looking for paid employment are labour demand has remained limited in both secondary shift from agriculture for women have declined In general there has been a little investment labour surplus even of absolutely.

activities slightly, improved capacity in industries 39.The occupational composition of the working force, too, is characterized in a few occupations.
Outside by marked concentrations males for the most part hold positions cations, in construction, while women are mainly eng aged as service workers or employees mercial and professional fields.

Again, all of these occupations are centred in urban districts.
in metal trades and in certain private services, as workers in transport and conmuni­ agriculture, in the com­ 40.In sunmary, pupils-in British Guiana leaving school at present face the of social and lack possibilities shortage problem of general employment advancement.

and economic Prospects for young people in rual areas have been 22 for white collar jobs has so far done little to change the tradi­ dislike for manual work.
With insufficient determined and socially Secondary industry between skilled and unskilled limited and the drive to urban centres and the search intensified.

tionally wage differences smaller enterprises, structure proficiency.

tion of human resources, limited economic levels.


at the lower level and consequently there is little stratification and restricted Insufficient production graduation employment excessive expansion labour such as prevail in in the socio-economic little incentive for technical of skill, too, means inadequate utiliza­ costs (even at· low wages), Jpportunities at all industrial of educational and commercial attainments in Standards of a modernizing economy.
at school were stated to be low; again, too many young people were the labour market without a proper sense of social responsibility, and punctuality advancement for the smooth functioning and, in turn, for greater of 41.
In our talks with representatives of different complaints we_h,�ar_:� enterprises constantly British Guiana not meeting the requirements of learning entering accuracy the production diversification who were successful requiring university for non-academics evidence which is so important for individual to support these statements.

of skills.
of skills.

It was accented in secondary process, that the relatively few persons school often showed more interest in careers chances ·training than in the more painful and •mcertain to climb the social ladder.

We found a great deal of 42.Rising standards at all levels of education are indispensable in British purpose was to investi­ At the same time, however, it alone improvements and to better the pros­ Guiana in order to promote.economic advancement In fact, the mission•� improvements.
measures by adequate In a complex society impulses and open up new opportunities.

can offer to the economy are largely the result of impulses may be raised and skills be diversified Formal standards pects for the young generation.

gate ways to speed up educational feels that it must warn against the belief that educational unaccompanied economic structure education receives.
tion of future needs, but any educational will find it very difficult to turn attitudes technical opportunities improvements the economy must respond quickly, be frittered as long as economic inflexibility do not offer encouragement.

have to wait for higher economic if better results in education and aspirations attainments, efficiency are not to away.
and restricted towards greater job but it means that which it_ in anticipa­ That does not mean that educational can widen the rigid _occupational system, no matter how comprehensive 43.The need for a balanced educational even more urgent in future.

In the course of accelerating will become population growth demand not only for education will speedily rise.

Taking the data in the census of 1960 and recent trends in fertility and mortality increases in British Guiana,the up to 1975.
(1) Such estimates can, of course, not predict actual but also for eritp_loyment mission has estimated development and economic probable population (1) Assumptions of the projection: rate from 3,1 in 19S8 to 2,S in 197S, (a} F�rtility: (b) Mortality: decline of the life table death rate from 16�5 o/oo in 19S8 to lS ,4 o/oo a rise in life expectancy at birth fran 60.7 years in 19S8 to 6S decline of the gross reproduction � in 197S equalling years in 197S, :It would have been more conservative than one year.
However, since 19S8 appeared to be a quite normal year fitting weU into the foregoing trend, we considered it adequate for our purposes.

to base i:he assumptions upon the average of more 23 growth, nor is it possible the future volume of to already with mortality within a limited However, not possible to anticipate in natural increase.

low, changes in population and its effects on population It is, in particular, migration actual variations changes.
external foretell relatively period of time ahead are largely prescribed Increases estimates means certain the reproductive !

'}ew-!

:>0rn assumptions, fertility the rate of natural growth at the present level of 3% per annum.

(1) resulting allow for a fall in fertility which we feel are ratherc9nservative, because of the·relatively to set in immediately; •.
Nevertheless, size to be expected ages resulting, high fertility, and decreasing from preceding mortality children from fertility only affect the younger age groups.

The this is ·by no high number of women in the number of will for some time continue to be high.· With the given will simply offset each other thus k�eping by present sex age structure.
the effects of decreasing 44.In the course of the next 10 to 15 years large numerical increases are to be expected not only among children of school age but also among persons be about 3;40,000 or 60� more.

unfavourable with future reality, of this will add to the age groups between 5 to under 16 years, but more than to those between 16 to under 30 years.

If our proje�tions are in of early working age.

In t975 there will possibly eeople in British Guiana than there_were in 1960.
More than one-fourth increase on�-third approximate agreement economically relation population vantages and employment cally s·trong find adequate Table 2 indicates the enormous need of post-primary education experience.

of such a=change will only materialize .improve to the extent that training as well, i.e·.

to the extent that the numeri­ of working age will soon tend to improve again.
However, expansion and vocational this would mean that the present between the number of children groups of young·people who will he �ntering opportunities the labour market and the the ad­ will probably conditions training which those groups who are in greatest (2) to develop and utilize their potential skills.
(1)Oir estimates produced the following rates of natural increase: 1960/65 1965/70 1970/75 in Oiapter 7 and •Appendix in 1955 (see: United Nations, ·Crude birth rate 40.8 o/oo 39.1 o/oo 38.3 o/oo Crude death rate 8.6 o/oo 7,9 o/oo 7,2 o/oo growth 32,2 o/oo 31.2 o/oo 31,1 o/oo Rate of natural (2) Oir cost estimates United Nations Estimates by Sex and •Age, Report 'II:' 19H, page 88 -Medium'·Assumptions be used because the returns on the cost estimates, decrease in fertility and 1960.
For this reason, estimated jections have more pronounced over time suggesting lng future financial requirements, census returns United Nations of the census are generally and a slower fall in mortality the nwnber of persons for 1960 is about 12,000 smaller than·the census returns that our.

cost estimates not in and our projections estimates been based.

The differences by the following of 1960 were smaller totals: N are based upon projections made by the Population ·studies No.

21, Future Populatlon.


The Population of ·south ·America 1950-1980, New York Guiana}.

These projections, for British to which.

had not available when we were working in nwrbers than ours.

They assume an earlier than actually occurred between 1955 between the two sets of projecti in the age group of 5 to u nder 20 years upon which our ons becane are probably not exaggerat­ pro­ especially for the main age groups under consideration exceed re�pect of primary education.

The the ·,.
5 to under 12 years 12 to under 16 years 16 to under 20 years 5 to under 20 years 1960 1975 9,098 1,568 1,505 12,171 23,451 8,054 1,115 32,620 24 Table 2 -Projected pop�lation of British Guiana of the ages 5 to under 3-0 years, 1965, 1970 and 1975 compared with 1960 Percentage over 1960 increase Age groups (years) 1960 1965 1970 1975 1965 1970 1975 19,441 19,960 24,555 27,339 2.7 26.3 40,6 5 to under 6 6 to under 12 102,202 113,641 129,760 149,916 11.2 27.0 46.7 12 to under 14 27,052 36,367 37,334 45,182 34.4 38.0 67.0 14 to under 16 24,012 32,532 31,249 41,527 35.5 55.1 72.9 12 to under 16 51,064 68,899 74,583 86,709 34.9 46.1 69.8 5 to under 16 172,707 202,500 228,898 263,964 17.3 32.5 52.8 16 to under 20 40,264 53,961 71,486 74,956 34.0 77.5 86.2 20 to under 25 42,158 51,410 69,120 89,371 21.9 / 64.0 112.0 25 to under 30 35,962 41,661 50,846 68,419 15'.0 41.4 90.3 16 to under 30 118,384 147,032 191,452 232,746 24.2 61.
7 96.6 resulting and ris.ing conditions.

requirements from both demographic will thus great!

y depend upon By this we do not 'mean that jojs should be provided of future demands for education qual.itative i.e.

without regard to the needs for technical must be p_laced is to be avoided.

45.Realization increases better employment at all costs, zation.
On the contrary, in labour productivity projects preference, ments which, in turn, will generate present high levels of unemployment and under-employment provision British Guiana has become an important social to take into consideration for only out of rising income can there be more savings and invest­ more employinent In general, maximum income r�ther than maximum·employment.will demand we know that emphasis stagnation and income.
However, of jobs in issue which makes it impossible upon improvements necessities.

change and mechani­ only economic if economic promising with 46.Economic prospects in British Guiana are difficult to foresee, inasmuch tends to hamper the inflow of foreign capital programmes uncertainty for future development.
such as drainage, irrigation, as political which is so important implied by the development basic services private industries and for labour intensive obvious that such a policy in order to become successful ly supplemented by private investments So far, priva.te response move predominantly opening up new lines of advance, have and marketing agricultural into established shown preference has been limited.
has especially in industiies Government channels, economic policy as concentrated on providing facilities for activities.

It is needs to be immediate­ these services.

utilizing Foreign capital has continued savings rather than for investments while local to overseas.

47.Projections of future pattern of production economic development do not present a bright picture, based upon the past and present either in terms of were available or in per capita· income.
Only two such projections employment for us to study.

One has been prepared covers only the period 1962 to 1968.

The other which extends as far as 1975 by the Ministry of Finance, but it 25 was made in the Institute the West Indies Jamaica!!)

of.these two pr�jections capita income could be expected ments especially suffi�iently detailed as gloomy.

The experts told us that a higher per in view of the high rate of previou� invest­ in agriculture.
we were not able to receive information However, to substantiate view • the optimistic of Social and Economic Planning The National Unit considers the outlook Research of the University of 48.This being the case we saw no other way than to take·Kundu's projections of product as the starting-point of gross domestic opportunities.
Kundu's projections for our own estimates based upon past trends and lead to the conclusion that �bile will be hardly sufficient product in real terms will be· 58% higher in 1975 than in 1960(2), to keep per capita income stable unless · future employment growth.

In estimating in population .

we had to make some rather arbJ.traty assumptions as to _pr()sp�_c_tive are available i.e.
rice, sugar (both for field and factory), _Stati.stical can be derived, data, from which a rough idea oi only for a few bauxite and timber.

of future changes future employment certain firm indications gross domestic the increase there is a slow-down opportunities trends in labour productivity.
recent l�vels in producti�ity industries, These industries, employing nevertheless-not a representative are highly mechanized ivity increase certainly especially have much smaller increases high absorption for rice, sugar and dairy producto) As a result of separate .expected year.

not be applied and most agricultural assumptions although of labour in the processing over the period under consideration and not labour intensive.
The combined rate of .product­ for the period 1951 to 1960 was a;round 2.8%(3),-·which can to the economy as a whole.

The service sector activities not covered by the above sample of agricultural products and in the manufacturing of consumer total gain in labour productivity to·be· · 1.4% per turned.out to be·around (except, goods.

in the cases of manufacturing gains in .productivity.
We also allowed for and construction, assuming ·rather moderate a relatively roughly one-fourth of the working force, are all of them, excep� rice cultivation, 5election; r- 49.·If future development followed a course as projected by Kundu, a rise in gross domestic product of 58% in the period 1960 to 1975 would, at an of 1.4�,-allow employment in labour productivity to expand by annual increase ?8%.
This would not be.sufficient to provide jobs for all members of the working Utiversity same method to calculate (1)·A.

Kundu, The economy of British Social and Economic Pesearch, 1962_ (mimeographed).

(2) 19.So/o in_ 1965 and 37.

7o/o in 1970.

(3)We used the results · 0.3o/o ) are: Rice cultivation milling 6.9,, ) (0.54%) f�t ionl: �i � (7 • 84o/o) Sugar �if� (7 ,02o/o) 3 .2"fo s.s.,.
(2,46o/o) Timber Bauxit� vary somewhat because Guiana, 1960-1975 (A long-term of the West Indies, projection), 'Jamaica, Institute Septenber Kingston, of rates of productivity increase as did Kundu, but our of differences in the statistical series used.

Qir returns Kundu's given in brackets rates are 26 potential what extent Jabour demand and labour supply would differ under given.assumptions.

to grow by 68% in the same period (1).


Table 3 shows to which is expected Table 3 -Projected demand and supply of labour in British Guiana, 1960-1975 1960 (actual) 1965 .
1975 number % number % number % number % 1970 Primary industrya 65,850 40.8 73,200 41.0 77,750 40.0 81,420 39.4 ·Secondary industry b 39,165 24.3 41,000 22.9 4�,550 22.6 46,720 22.6 Tertiary ·industryc 56,392 34.9 64,300 36.1 71,300 37.0 78,260 38.0 Total labour demandd 161,407 100.0 178,500 100.0 192,600 i.00.0 206,400 100.0 Total labour supplye Deficit£ 161,407 100.0 189,100 117 .2 227,500 140.9 270,600 167.6 - 0.0 10,600 5.6 34,900 15.3 64,200 23.7 transport, and mining.
bProcessing, communication, and services.

and_ dcalculated manufacturing, fishing, aAgriculture, forestry, ion·.· ccommerce, construct for average annual increases productivity force participation only changes in population fExcluding first job.

persons unemployed of 1.4%.

eyt has been assumed in gross national product of 3.1� and in labour age-specific working that the rates of 1960 will remain constant size and structure will affect the working force.

over time, i.e.
over time, i.e.

that for more than one year and persons looking for 50.Such a great difference necessarily develop, between labour demand and labour supply may not but we cannot deny a rather strong tendency arises to a large extent from demo­ towards unemployment.

increasing _graphic developments-.

is more or less fixed by the present sex and age composition The size of the working potential This tendency of the next 15 years.

of the population.
of the population.

t ( (1)Our projections of the working force have been made by applying sex-age sex-age n rates to the projected groups of the population.

to the Government: of Brit:islt in the Colony 1956, Geneva 1957.

•Allowance participatio census data on the sex and age canposition of the working fqrce, we had to canpile rates fran data included in: llD, Report.

and Under-employment: ii:t con�ept:s by subtracting first: Job fran labour force data in the UD Report.
·since 1?60 :urned out to be �lre�y relatively cipation tends to decline in the course been assumed to occur during the period 1960-1975. t� woz:k:ing force concept: first-Job the rates which we estimated low for those age groups whose working for ce parti­ of economic reducti to be the more justlfled long-term unemployed persons unemployed for more than one year and persons loo king for This appeared as a basis excludes seekers and thus does not cover total labour supply.
diiana on Fmployment:, Onemplo>ment: developme nt, no further which has been taken· on s have and as for has been made for differences specific working In the abse nce of for ce 27 but neither way would present a desirable The only ways to reduce it wquld be by emigration participation, there would be a sharp rise in th� burden of economic education this would mean a depreciation school-leavers in British Guiana.

would not have the chance to utilize their or by decreasing solution.

dependency.
dependency.

working force In both cases.

In respect of of riturns in the sense that many abilities and skills 51.Fortunately the course of economic devel�pment and of labour demand is less-determinate a sufficient than labour supply.

Indeedr in a small country like However, in secondary it overheads, of foreign capital high.
Such to raise existing into well selected income and employment and in the construction of roads and other economic than is at present foreseeable but relatively projects -at least in theory -to reduce labour in a policy would be retrograde, small amount could alter the whole picture.
especially British Guiana directed .without more investment industries will be difficult course be possible order to keep employment for a country like British Guiana whose economic determined labour productivity more workers would require gross domestic produc':.

to rise by 5% per year and to reach the volume of 551 million dollars in 1975 (in prices of 1960).
This would not yet mean an ideal employment o� per .capita ment since relatively transport would also be needed and better opportunities grading would accrue.

more jobs would have ·to be creat_ed fewer in agriculture.

by the world market.

On the other hand, to retain an increase of 1 .. 4% per year and to absorb, at the same time, 68% incom�, but it would incorporate are largely in greater stability in employ­ and commerce and More skills at all levels levels.
It would of situation(l £or training standards and social up­ ), nor a lar.ge expansion productivity in manufacturing, especially 52.Such a modest improvement would terms of c�pit�l and reorganization to create sufficient new jobs to off­ nevertheless demand tremendous efforts in and suggestions set the labour saving effects of rising mechanization.

estimates because we consider will ther� be scope for education for further development.
We have based our upon such a development, towards growth and a motor that only in an economy actively to become economically for educational improvement effective oriented PROBLEMS OF FINANCE 53.We shall not repeat the principles of Education" under the "Economics which have already been _enunciated and which are manifestly but shall �dd a few remarks on the utiliza­ valid in of financing education, problems tion of private funds.
54.There is a tendency and more comprehensive for government in response control in education to social demands and thus to restrict to become more · the scope for private contributions, ment and rising per capita income have often proved tG be more elastic than which in the course of economic develop­ (1)The working force participation rate would remain at the relatively low level of 29 to ·30� and an unemployment rate ·of approximately si would still persist.
28 is often underestimated, and education True, originally materials all schools.

involves organized or privately of textbooks value of such contributions ·income, but we must remember higher taxation.

public funds ..

The financial be it in respect of school fees, provision or of private scholarships -kinds of.funds, except for foreign grants, come out of the same source, i.e.
national inevitably well as corporate to contribute results than to the anonymous rising school population, easily subjected changes in educational tion of the private sector should consider repercussions.
bodies -having the choice, will probably to educational purposes to the more obvious needs arising policy aiming at reducing that more centralization Private fund of the exchequer: in which realization where they can observe the of qualitative frorugreater all possible directly Under conditions consequences and is as be more inclined of rapidly improvements quantities, earners of income -individuals of expenditure the direct financial contribu­ to· get an overall picture of the proportions do not share in the control and finance of education.
55.In British Guiana, education·is financed out of three main sources: budget and v&.rious forms of and.communities in their capacity .the development ·current: budget, authorities national private funds.

Local authorities difficult funds, .partly because the responsibility centralized in all it� different We have attempted educational adequately changing expenditure, past and present achievements in our analysis needs.
and partly because the private sector cannot be properly for lack of statistical educational kinds of contribution and para­ to include all since only in this way.will on the public side is not fully the and future possibilities to realize as public It is very spent from the different it be possible to evaluate information.
assessed 56.In the case of the private sector which compri1ies all kinds of payments made by parents, private firms, churches, labo11r and welfare organizations as well as payments cover only one year, cap:j.tal expenditure, private contribution approximate tot11,l educational from international 1960.

This is not a typical year, especially but there was no alternative is by no means complete, funds our estimates as regards of but it can serve to give some and foreign national The assessment c'.\Oice.
idea of the quantities involved effort of the population of Briti:;h Guiana.

and pernit us to appreciate the 57.Table 4 which is the summary of more detailed ,ables included in Appendix C shows what percentage in the various was derived from public and private sources.
of total �xpenditure fields o.f For the purpose of this fees paid by private individuals to school fees and examination have been deducted education comparison, the Exchequer capital expenditure separated Government's contribution and 38% of non-recurrent the degree of participation from other educational to education expenditure.

met from the Colonial from recurrent public expenditure.

Likewise, expenditure amounted Development & Welfare Fund has been in the �velopment Budget.
to roughly 67% of recurrent There were, however, differences in in and towards the several fields.

58.In absolute terms, recurrent in .W.I.$ of which 10.9 million$ were derived from from all sources amounted, expenditure 1960, to 12.1 million different year totalled kinds of national funds.

Non-recurrent 0.6 million W.I.$ with a national expenditure for the same share of 0.28 million$.
On 29 '/ � foreign contributions, eliminating W.I.S equals 5.2J of national million Sin 1960; This is a remarkable proportion.
for greater funds for education main prospects share in national income and not from a greater income which has officially It may indicate accrue from growing national national share the r3ma1n1ng at 214 been estimated income • that the of 11.2 million .. 59.We could not include �he private sector in the analysis of historical changes in educational expenditure, G. They show the comparatively the details of which are ghen in a expenditure and thus explain why the rise in the proportion.
and the Hmited possibilities number of tables in Appendix government expenditure at the expense of others, educational ever, this rise involves crease of debt charges:, tions which should not be neglected structure·of government revenue underlines .

tion of funds.
tion of funds.

More than 80% of the revenue is deri-r.«l from taxation, from customs and excise -apart from income tax -reflecting dependency over the last 13 years has been relatively achievement no unremarkable because ptoj ects, obliga­ even for other urgent requirement&.

small.

How­ in view of the steep in-· of big loans on development developments.
· The in the alloca- for one sector to expand fixed structure the relative in spending on external a high degree of rigidity capacity mainly of of Tab I¢.

4 -Estimate of recurrent and non-recurrent by governmental and other so':'I'ces, 196o( expe1.aditure a) (pe rcentages) aet ,.

on education .

Rec,1rrent Non-recurrent government expenditure sources government expenditure expenditure sources �chooi�- Instruction Centres 92.
7 from other expenditure Item · Pri���Y �ractical Teacher Trainin� Total primary education $econdary secondary from other 84.6 15.4 26,6 73.4 100.0 - 7.3 10.

0.
90.0 85.1 14.9 22.7 77 .3. schools - 100.0 - - - schools67.5 32.5 100.0 - grammar schools 34.8 65.2 64.3 35.7 - - - - - - - - Institute 70.6 29.4 - - 100.0 100.0 - - School of Home Economics 96.3 3.7 100.0 School of Home Economics 54.7 45.3 - 22.9 77.1 - - schemes 100.0 education 37.3 62.7 66.0 34.0 ·Government Grant-aided Private secondary Total secondary Government Demba Trade School Port Mourant Trade .School Carnegie Frederic Evening courses · Vocational Total vocational Special and reformatory Other educational Total expenditure education 77.4 22.6 - education 71.3 28.7 48.8 51.2 (b) 99.2 0.8 10;0 90.0 expenditure on education 47 .1 .52.9 Technical training - (excluding Higher education ·Total exaenditure on education higher education) 77 .0 23.0 32.5 67.5 28.9 25.3 74.7 71. :i.
(inclu ing higher education) 67.1 32.9 38.1 61.9 (a)for detailed (b)Jncluding explanation and source see tables IXa and b of App�ndix C. Education Department .and Amerindian edqcation.

30 60.Fortunately, in foreign trade during the last decade and gains in national was able to spend increasi-ng conditions Government the amount of money annually the period 1952 to 1961 and budgetary for further increases.

prices, but we can assume th�t there have been gains in real terms as well, income.
since educational expenditure In current prices, ends more than doubled over for 1962 and 1963 have aHowed the influence grew much more quickly than national devoted to educational sums on education.

It is not possible to eliminate estimates have beep comparatively good, incor.e correspondingly favourable of changing 61.More than 70% of public educational to primary schools reflecting in.particular the expanding needs of the expenditure has been regularly devoted the greatest by only 34%.
(1) In the context of recurrent rapidly growing·numbers of pupils.

In the period 1952 to 1961 while expenditure on primary schools per capita of population of pupil enrolled increased expenditure, normally education .an irremovable under _the impact of rising numbers of teachers The possibilities were limited.

salaries claimed between 90 and 95% of all public mon·ey that flowed into primary (i.e.
more than 65% of all public educational expenditure which swelled tremendously without raising quality of staff.

in relation sums have been spent on teachers' rose by 70%, expenditure to improve their salaries complex of financial obligations for teachers per capita salaries ).

This is to other which to the of non-recurrent 2) was even is expected low compared importance.
expenditure expenditure( budget rather than a of its economic to 85% on an average budget have been generally very much from year to year reflect­ 62.The share of primary education The share should at least be in line.with the increase in non-current higher than-in current expenditure.

It amounted total funds drawn for educational As can be seen from Table 5, the percentage in the development If education has been fluctuating for education during the period 1954 to· 1961..
However, from the development purposes rising demands.

education ing a fringe position recognition returns then it must be given a sh�re which allows it to respond to economic economic requirements.

in the number of students, disappear.
primary education amounted This sum of money was hardly sufficient of new eptrants, nor did it allow for replacement and vocational minor allocations long-term bulk of qualified manpower would suggest that training be assessed to �evelopment ciently long period and be financed (1)·u we take the cost of living index as ba:;is for price adjustments needs and to the fact that these are the fields which supply the We and indirectly as_possible as part of the economic needed to ·carry out the development directly requirements places equal to the number overcrowding buildings.
sporadically in the development budget, but never with regard to their make existing and on extension backlogs of old ones for over a suffi­ progranmes.

to.provide existing in schools Secondary to more than 2 million W.I.$ for the whole period.

Outlays on new school building have only been considered and it did not alleviate of old and defective and, in addition, as accurately education projects.
projects - which is in_ respect and with to pay gradually attributable of educational expenditure not a satisfactory on primary schools per pupiJ is sane 181, over the whole i,criod 195'2 to 1961. yardstick - real increase in expenditure (2) Non-recurrent expenditure is not fully identical with capital expenditure as it com­ prises also outlays on training purposes such as grants to individual students and on research projects.
capital, especially school buildings and equipnen t. The major part, h0111ever, consists of expenditure on physical 31 Table 5 -Expenditure on edu�ation(a) met from development (at current prices) budgets 1954-1963 Year Development total c.n.

& w.F.1,000 w. 1,$ percent 1,000 budget w.I.

$ on education (a) Fxpenditure of l,000W.l.$ �ercent .D.

& W.F.

budget total budget of 1954 8'.,522 3,169 262 2.

1 i, 204 6.4 281 7.2 1.


6 1955 17,522 3,885 288 1.2 141 2.3 1956 20,559 6,124 246 1957 18.310 _5, 801 323 228 3.9 1.

8 117 4.2 l'..5 1958 19,881 2,759 306 1959 18,998 4,594 357 1.9 0.8 38 1960 15,801 4,792 398 2.5 275 5.7 3.3 459 8.2 1961 · 21 .660 5 570 723 6,407(c) l,532(b) 8.2(b) 992(c) 15.5(c) 1962 18,802(b) 1963(c) 25,339 4,500 886 3.5 2.7 120 (a)Expenditure Development only.

(b)Revised estimate.

of the Ministry (c)Estimate.


under the responsibility of Education and Social Sources: British Guiana, Report·of the Treasurer Estimates as passed by the Legislative , 1952 ff.

Development 1962 and 1963.

Council ,.

32 CHAPTER 3 THE EDUCATIONAL SYSTEM 63.The mission arrived in British Guiana at the beginning of the 1962-1963 session when the educational upon new educational following the aims and str._ucture advance in achieving reorganizatl�n,·�xpl�in entailed and will entail.
system was in the process of reorganization· If we are to make clear lines of· th� aims set� we must first outline the system before of this new system, and to suggest possible policy declarations.
the policy decisions and consider what these have A.Organization and Administration o:f Education -Pre-1962 in British Guiana was in i� 1876 when the Educa­ compulsory between and the , details of which were from between the 1961-1962 regulations and Code allowed for and administr speaking 64.The organization generally was passed making "elementary" ation of education that which obtained were contained ·but the substance is nowhere mentioned, continued education to this law were few and far in a 11Lode11 tion Ordinance ages of 6 and 14.
Amendments operational time to time modified, 1876, The Ordinance "secondary" the time and voluntary bodies and private grew up as a thing apart and even the two old established schools were not under the 1mmediate (later the Ministry) financial responsibility private school remained tion to maintain of which remained elementary secondary and expanded of Education.

aid of some of the privatP secondary When the government to peso provided individuals.
any standards although education; education much as it was 1n the word was provided and by by government education In consequence, secondary secondary government at or direct control of the Department in 1957 came to the schools it assumed limited and a measure of control by special legislation.

The non-aided outside the system proper and were under no obliga­ of any kind.

or comply with any requirements 11 11 elementary in 1961 for an education basis.
It was free - had to buy their own had made it possible even the remote interior, -children that over 90% of school-age private A few attended 65.The educational system provided children The efforts of the ch11rches by the churches primary schools.

in the so-called it was calculated of 6-14 years of age on a compulsory that is schools not aided by the government.

fees were paid although stat_ionery, etc.


for children at least no.tuition textbooks, for the system to spread over the whole country, so that in 1961-1962 were enrolled schools, established State in the form of grants to pay full salaries for· the maintena_nce, in the meantime government in 1961 took over fiom·the considered .

employed denominational authority.

Similarly · transfer, in their appointment the government its own property.
by the government; The teachers they were appointed boards of management, .had final authority and repair of ·scho0l if it wished to exercise and dismissal furnishing were by 1960 almost completely of teachers of teac·hers and exercised .

promotion an in the aided schools were not by and subject to the the government retaining the final this authority.

in matters of certification, The primary schools financed py th� and grants etc.
The buildings, some schools itself and had begun to establish church bodies 51 schools which thi government 33 in matters of discipline.

function could function as long as the aims and purposes and-th� State were at one and the State was not thinking system of education.

This "Dual Control" smoothly system of administration of the church bodies in terms of a unified 66.
There has always been a certain amount of State intervention but mai�ly in fields where church bodies were prepared of the Department to accept the professional advice in so far as.their-own of Education structure '.purposes department and physical requirements ratio, admission ano· observances and technical religious law and the regulations tration, staff-pupil aided.

The by and large saw that these conditions measure, .

the teaching various examinations Ultimately, .labuses.
allocation by the church bodies.

and time-tabling programmes however, in the school w�re not thereby affected.

The laid down a certain standard conditions, of curriculum, of employment and enrolment through its inspectorate conditions of pupils, etc.

in schools which were and by administrative of adminis-.

measures of teachers, to obtain a certain uniformity were ·adhere-I to.
The most effective and practices of standards of the system; the syllabuses in was the examination set the targets and informed however, school curri�ulum, textbook were in the hands of the school staff a� appointed the staging of school syl­ choice, subject the second- themselves institutions.

at 67 •.
at 67 •.

The primary schools catered, then, for the mass of children; ary ·school system was for t�e few .select who distinguished in the their who remained for the board and of secondary Appointment in .the primary schools.

·capable of attempting parent but also funds After the scholarship, Those who were successful or who could afford to go to fee-paying schools was such that it was often not only fees the next examination step -the Primary then carry on at instruction.

for.
for.

of the child away from his home.

This added burden left many of the· schools to continue out of the secondary later called the the 11-plus examination The distribution that.

had to be found by the harassed lodging.

intellectually�able children education Common.Entrance·Examination, at 11 or 12, the children primary schools until they were 14 appear to have marked time unless they were considere4 School Certificate.
in this could the school, even if they were over 14, to be given intensive the Pupil Teachers' Examinati on the·first rung of a long and arduous ladder to trained or qualified teacher s_tatus.

but at least the teachers primary schools saw to it that some of the children opened u·p to them.
In fact, the country owes a great debt to the teaching profession plus scholarship itself received the teaching Many: of the senior posts in the government the highest calibre who never went through a. secondary ·education was first continued studies_required of the teaching �rof�s�1on_was often considered 1�u1r1ng youths whose eyes.were on other professions, tion and love of learning many whose intellectual lost to the country.
alive and did guide and stimulate qualities in a primary school and then in the laborious but it did keep ambi­ the studies of as nothing but a stepping-stone dragnet was not lost to the country.
The system was unsatisfactory are headed today by personnel that some of the excellent from this source, and True, it did mean that the teaching the Civil Service drew many of its finest recruits� on which could give them a foothold vitally necessary reinforcements would otherwise and leadership The teaching for ensuring school, but whose profession missed by the 11- bv·ambitious, novices.
material have been in the from of profession had new job opportunities 34 68.Another small, pitifully small, number of primary school leavers their way into the government Technical or the Carnegie (The trade schools are conducted Institute or the trade schools.

Home Economics the big firms).


A handful of these might hope to be helped on to the technician level and one or two might reach the heights of technological the preserve of able secondary school-leavers academic tion or rocational for the adolescent who could more easily attain the educa­ lacking training and the young adult.

in the skilled trades was almost.completely of entry into higher institutions.
Pre-vocational studies whic� were requirements · could win School of by two of of aided schools and all the private secondary bid for examination success, narrowed seemed comprehensive down the and 69.The seconda�y schools had, as we have seen, confined themselves to an 11 for their pupils.

The only break with· had been that some schools have given.

ever increasing priority to curriculum one track education so that even the traditional The majority in fact, in their 11academic traditio� science teaching.
schools ha9, curriculum liberal in comp!lrison.

they assumed positions own initiative deal of encouragement fields connected hopes drove them.

We found that correspondence Borne young employees provided provided overseas.

way.

by government sixth form facilities for The.professional depended -qualities with their employment.or and resourcefulness in their schools -to continue levels, the top echelons, made use of the minimal facilities courses were popular and that of evening courses and other bodies.
Some of the better secondary schools· those pupils who aimed at higher.

studies were catered for in this The success of pupils from these latter schools when as employees to a very large extent on their which had not been given ·a great their studies in specific in the direction their ambitions and 70.The only type of formal higher education was that provided by the·government training within the educational system The rapid growth college.

Continued teachers.
Continued teachers.

expansion It was not until was century at,a time when teacher training of schools in the Nineteenth virtually· unknown in the British system, resulted·in the schools being staffed by untrained has meant that the schools are still largely so staffed.

•efforts to remedy the situation .

hearted.

but its .output was so limited that it made little impression quality.
confined of those already teacher ranks, had survived of·uIKJualified ranks of qualified t�-chini �rofession i.e; of those who had entered the pupil­ hurdles and reached the grade Teacher�training in the service, were for 1928 that a training or, after even stiffer deterrents, has been almost exclusively many years vacillating the interminable was a limited one.

The movement teachers.
teacher, reached the to.training of the school population The government's and half- from secondary schools into the college was firmly established on the staffing ·· 71.The organization of the educational system, then, up to 1961-1962 was such as to favour the few and those particularly the heavy concentrations since it overlapp�d adjoining tem -·a misnomer, was an end in itself for··the v.ast majority examination school seemed to have no objective, paring for recruitment which could interest of population.
in the.

areas of or The primary school sys­ school system - with the secondary After.

the 11-plus only a very small minority the primary .

of children.

no purpose, except for the few pre­ into the teaching,profession.

A few children might 35· find thei,.r·way into the aided_ and private secondary schools if they cou1dmeet the costs.

The wasta.ge and loss of human effort arid p9ten�ial at: every level was heart-breaking primary school· system; .
there was no system of transfer for Ja.te developers !rom primary> school· into secondary sch6ols .to ensure that .all .

:the country were given a charice to add t.heir abilities to the.-c::011111on pool •.

·.· .• The secondary·· school system had Jittle relation to the · "" .. the human reaoqrcee of .

'• .

� ,· ·,� • \;' '.'_72.

We do not propose at this stage to go into .details as _regards .school � ' .1 .

buildings,.

staffing, types and <:listribution ,of schools, curriculum, et11.

.• , .
.• , .

We would refer t.o Chart I, and to Tal:?les XiV to: XVIII .of Appen,dix .F with, thei� sell-�x;phnatc:iry :··• notes� · :,, · .. \ .·.

, . '

•.

· · · .

• ' .

<,• · a� .

Rec�ut ·Developments de:velopmerits .

in Edrtcat:io�al P�licy .

• .. · 73.: To understand the l1u1t few::years it is necessary to give a .

�nd st�nds take� _in the educational · .f'ield _over brief summary of.
political · events .• , In 1953 a new constitution: permitted the election_ of a bi,.cainera:I·· :1 ·' the first tim�, universal· suffrage, -and the .. :minister_ial legislature .

system was introduced.

Within a few months,· however, the constitution was,,.

suspended by the metropolitan, with; for .

· government arid ·the country·.

was ·ruled ·by an .. ·, and nominated membe rs.

In .
In .

in:te:rim gpverllll)ent wholly composed of._ ex-officio .-,.. ·· 1957 under· a revised constitution there was a return to .a mixed Legislative , Council of.

elected1 · of nominated: and of ex.

:officio .

members; the_ Executive Council 'was similarly composed ·and included' five elected members of _the' ... ,.

Council nominated by ·the Go-Vernor who were styled Minist�rs-� In .
Legislative 1961 .further cons'titutional advances resulted in a fully elected Legislative­ Assembly and a nominated Senate.

The executive is formed by the Council of Ministers 'drawn·frolll both h,ouse:: and presided _over by the_Premier·who·is the.

leader _of the maj orHy party in ·the .-Legislative Assembly.

Defence and exter­ ,nal.

aUairs_.

remain the res·ponsibility of the· United Kingdom Government� The .

· .
· .

.1961 elections were contested by three parties one, of which won ·an oqtright of seat_s although not of the actual votes cast and was called upo11 majority.

to· form a government.

Unfortunately the acerbities of racialism had begun to make themselves felt in· the contest for power,.

and alignment behind.

the parties w.as in the mairi, not entirely, on racial grounds 1(and Consequently, �ven if indirectly, on religious grounds ) rather· than on the ·b"asis of· ideo.
: logical and political convictions,.· This inextricable mingling of race, : , ideology and religion at· the.

political fovel makes it difficult for the .

· outside observer to gauge the force of each of .these .factors and to detertnin.e'·· .

strongest .. '.
strongest .. '.

in 'the .confus �d hesitant situation �f today which will pro�e the motivators of decision or action when major educational issues are at stake.· The t_alks hel_d: in London in 1962 to work out details of a -constitution · granting British Guiana full independence failed.

· ·.

"74> ·It'.

viouid appear that th� g�verninent of 1951-1961 had no· clear-cut � · . '

.

• educational policy except that it increased the te.inpo of :s1:hQ<>l build� .

1ng._ It also_ came to the.


assistance of private.

secondary schools controlled·.

, by church and voluntary agencies following �he lines · laid dowri by the interim .

gover�ment.

; .

government ·appeared t .o have,looked eritically,or·:constructively .

dual control was given new.

life at.

the .secondary showed little interest iri, establishing level •.

the.. .

· nev�r 'secondary schools and at its edue�tional .

system.

36 75·, '.
system.

36 75·, '.

''FulJ internal self-government brought an entirely new attitude toward's education.

Development with the structure The Ministry of Community and Social Development, and Education, at· once snowed that it was and.

nature and quality of education in the the Min'ist·ry of Education dissatisfi.•ea funq_a�n-.J country.
The newly formed government tally inspired social and education It sped to make .known, its aims in this field in minis·terial statements and cal led for immediate im-· plementa.tion of plans sketchily prepared me!

't_� on which operations ,I recently analysis of the Papers.

cont�ined we shall explain }nit before the House of Assembly, were based were· afterwards to attain the objectives.

policy through an had a political �n White Papers development policies.
philosophy which now renamed.· As the state,­ · 76.The final draft of "The White Paper on Educational Policy" incorporated suggestions made by the mission working within the liniits of the general philosophy a national T�e open11_1g paragraph " ,;, of the mission were the initial strain on the country's vocational education.

.

aims at ,promot�ng .with the· opportunity lines laid down in the original dra:ft.

The recommendations di[:::,e,.�)tE:�· /it easi�g.,.

Vfhenever possible, res91:P'J?�e.:5.


,a�� .a.t ma�ing for an articul�ted system v:zhich does no� overlook the .

necessi�): .. J�� pre-vocational and .

se'1_� �e.

�h,eme o.f �he paper _ 1'nd is the key to the educational 1 the go';;i;nrpy,nt,.

, 'The g_overnment which w:i)l .•pro_vide dl Guii:i,nes,e educa�A-<>n�l a.nd perso.rial potential faciF��e1.
'.availi;tt,>1e :h�gardless ·The g�verriment '.theri in the e9qn��i.c and social ad�ancement or' the country _spphy of the government soci�Fs�:,philo edu�i6�q;al preve�t est�blj.sh's�condary comprehensive resources pfirmi sch?�lf with9.ut examination.

All _ basiq,1'i9urs� of �eco�dary education, of a P.H!_?b�r of slanted fields - academic, commercial, ac c o r�l,in g to the child's interests and aptitudef;.
which produce a more fluid social structure To promote its .aims the government would be given a three-year and then further two-year cours�s tn on�.

and of sharing in all the edudeticinal of race, religion or economic circumstances.'!

goes on ·to declare its faith iri ·the vital role of ,ed,ucaH'8d is given as the main argument fbr eq�al t. At 12 years of age children to these· free c·?�ofr· elass stratification.

.

.

.. , •.
The enc-ompassing arid: proposes.· to schools throughciut the country as and·when .,opportunities would be directed of developing technical, children their I ' '' • i, • �-• o-f syst�m of education agricultural; 77.�� _go�ernment would require government an.d government-aided schools in t�e meantime to admit pupils only on a strict order of merit (This measure struck the ... aid-ed schools as a deliberate policy of inter­ as asce�tained at the Common Entrance church-sl?onsored .feren_ce th'Jiit '�uih PUJ?ils as they would wish to admit on religious 78.· The White Paper :j.n.
parents' choice ·of &ch:ool, and as an attempt to direct away from explain:;1 briefly why the dual.

control system must g!

), into practical .

"In t'ranslatJ.ng this philosophy terms our educational Examination.

grounds).

govepunent secondary sh�uld IlQt perpetuate institutions imperative that we develop a national instead of a denominational system of The system of dual control of schools will eventuall'y educat�on.

The g to tiike''over the functions relati�g to the teaching body .

1 oy�rnment.
1 oy�rnment.

proposes to set up an Independent of the denominations Teachers' Service Commission and of the ministry in matters·· in our society and it i- divisions be abolished·.1· .

79.

The' paper embodies the suggestion� -of the missio.n.

for the participation of informed public opinion in educational matters 'by t.he se.tting up of.

a National Council for education and of Advisory Co11D11ittees at a regional level.
37 80.The.White Paper then goes on to outline the system which would be national, comprehensj.ve and fully articulated.

The proposed structure would embrace makes it clear that at would be that of the primary schools., education.

by secondary The government The next stage course beginning would be followed for setting up n_ursery schools must come from the com­ of education when the child is between 5 and 6 years of from nursery to adult community present �he initiative munities themselves.
school, a ·six-year age.-Primary education mately at secondary comprehensive as being the type of school which alone can effectively 11and prevent the tional environment of a rigid class system in our society since this is the very antithesis of a 11 • It has been appreciated that socialist society of educational oppor­ equality tunity is �ot synonymous It came to be of educational ·realized, large-scale established and the pre-1962 primary education to be called the secondary co�rses.
available for immediate implications.

to continue a with identity too; that neither time nor money was with all its financial reorganization secondary primary schools would be renamed all-age grammar schools would be required to the age of 12 and· a secondary which are defended and experiences provide common educa­ ·schools offering to all children department.
education education in a new division for all ulti­ on social grounds to function development The 81.The need for craftsmen, technicians and technologists is recognized.

in such skills as typing, shorthand, home wood work, masonry, courses.

at the comprehensive metal work, etc.


would schools and/or "The courses would be run in close conjunction and woul� aim at.meeting their special needs and 11 • Technicians would be trained at the technical and training plumbing, General education economics·, agriculture, be given through appropriate the country.

centres throughout with industry and commerce ·the needs of the community institute fade out to facilitate.
training in techno)ogy� have a pre,-nursing higher level in nutrition, where the lower level courses now conducted would be allowed to the introduct Similarly .the Carnegie .ion of a higher level of education School of Home Economics and is to to.

include courses of a etc.


catering, upgraded institutional dietetics, course and be gradually 82.Men.tion is made of agricultural education (but so· sketchily that it is evident ·that a great deal more thinking and detailed planning is es sent ia 1 ) • to make intelligen Guide" which had been sent in t use of this guide which "aims at widening 83.: The White Paper refers to the "Curriculum _ ·June 1962 to schools in draft form• for testing and evaluation.
It calls upon teachers and deepening the general educational to be knowledgeable, direction and to the nation.

social ·and environmental ·agriculture and elementary pleas for a �evitalized meaningful could make to have a sense of to their coumnmity must pe given to to arts and crafts, to home economics, (We shall see later what impact these and and to be fully aware of their responsibility to make secondary profession education and on parents).

Towards this end more and more emphasis science".


curriculum on the teaching and practical, ind�strious is devised "to help children critical, basis"and studies, purposeful 84.

At the top of the educational ladder would come the University of Guyana which would make it possible for higher education to be secured l-0cally.

38 85.It is proposed that the government training college come under the umbrella of the University has to be considerably and all aspects and branches to the principle standards .
of Guyana as the Faculty of Education.
The teacher force strengthened qualitatively as well as quantitatively, of teacher training are to be integrated to conform of common certification based on parity of professional 86.The �eed to strengthen the new organizational 'Furthermore, and widen the administrative services situation and the new educational to cope with· progra.JT111e is unit will existing llany,�s�tv.i�.�s A textbooks standards, of textbooks and publication the preparation to set up new anci .will replace overseas ones to promote its· policies.
the government proposes and the curriculum; the examination admitted.
or reinforce encourage the needs o{ the schools hauled and local examinations ing comparable pursue higher studies abroad in fields which cannot be catered for by the University the immediate services for educational purposes; local history, t·ackle t�e problem of the estimated years by building self.,help of ·Guyana provided and projected would· be expanded; needs of the country; greater use would.be made of the broadcast 50,000 places required in that the courses of study, are such as help meet _loans would be granted to assist able students -subject to the availability and by local authorities.
efforts by communities would promote the study of art, literature, more closely related to system will be over­ The government examinations medical and and folklore.

department a cultural schools' to proposes to the next four dental services of funds -and by encouraging while retain� 87.The government to offer religious gives a clear assurance instruction; that schools will retain the right clause is inserted a conscience •.
88.The government emphasizes full the "potentiality that its ultimate goals are to develop to the of every child so that he can come to full self­ and in a position to make his maximum contribu­ and be prepared realization tion to the development rigid class barriers of equality of opportunity and to increase of this society, ..•• to prevent the development of in our society, ···-to see that the socialist in the field of·education; philosophy •••.

social and national is put into practice solidarity".
89.The policy is bold and imaginative modern trends in educational practices and very largely in keeping �itb and theory.

Four points of caution It can be a costly programme worked out in all its detail, phased, in all respects and so that the country does not overs�retch we would venture to express.

one which has to be carefully financed,, timed and operated and the plan crash before it has got off' the ground.
Secondly, approaches carefully Paper (fortunately) attendance breathing its logical conclusion goals by practicable ly urge that precipitancy to the aims and implementation if misunderstandings makes no mention of a change in the compulsory and leaving ages.

This is fortunate space to consider of schemes and projects are not to �rise.

Thirdly, at once and would permit it to approach all the implications stages.

Fourthly, be not mistaken for urgency.


prepared tactical arising from the above, we must strong- ·in that it gives.

the· government the White school of the policy if carried to costed, itself need to be its educational 90.Adult education is not mentioned in the "White Paper" of an address by the Minister of Education and Social· but is the subject Development delivered (I 39 .

providing.
providing.

educationai ties for adults since, "if social and economic -development there would be need for having an adult population, designed which to bring about_ these in the activities stressed A full programme of adult education is thm� seen a:s ariotl)er arid can participate the importance of of the government's indicated on 11 September 1962.

The Minister and opportuni facilities is to progress rapidly; understands changes", in.the achievement aims.
The Minister lines of g�vernment and education he built largely around the special needs of the local community, would depe�d on the continuing was the government's .

a co-.ordinated education programme.

91.On the question in such a way that adult part of the total national amplification education, of voluntaty The Ministry in civic.

responsibilities.

policy to encourage.


for the whole country overall political, policy: community of educational would bec�me an integral He stressed programme activity without · and much which jt.
organizations that there were'three main social.and cultural.education ·must that adult education and vocational provisions for handicapped would aim at achieving social arid economic instrument education or maladjusted children that in a socialist have expected the deaf, the spastic, would have claimed some attention.

the "White Paper" is strangely 13ilent.


We would philosophy the human rights of the _blind, the mentally-ret arded, the delirq uency-prone child, to which the first students 1963, The reasons given for this decision were great wastage coupled with·the 92.Before·we turn to an analysis of the "White Paper to throw some light on the background.
on Higher Education" In July 1962 the of the Government of British an of the West Indies and to establish the intention it is necessary of Education in September cost of membership had announced from the University College of Liberal Arts and Sciences �inistry Guiana to withdraw independent would be admitted the high and increasing caused by the failure of many graduates of 97 since the opening of the University the university and the undesirable .
the-country; university only for the from the establishment important symbol national people for a university education contribute both directly country and ·provide a stimulus to country's of a local university both of the country's of skilled manpower.

independence, and indirectly resources catering to return to·British Guiana (56 out failure of to provide an adeq uate number of places to meet the needs of social inequality 1 11 1privileged College in 1947); the created by a .high-cost few.
The advantages were that it would ser� as an accruing meet more rapidly the increasing educational progress and of its: demands of the at a cost which the Guianese to the economic could afford, of the advancement and stop the drain on· the social progress only with the implementation 93.On its arrival in Georgetown, in the discussions ings, advised that the decision further study of the project.

with the original "White Paper on.Higher Education", the mission was asked to concern of the plan.
Its members therefore of_ a small working party which, after a number of meet­ to allow time for to withdra-be suspended decided to proceed.

the government are embodied of the government plan.

The proposals to which we turn.

Eventually itself joined in the 94.It consists of two separate- memoranda, the first on the establishment · of the University of Guyana and the second on its place in the system of· higher education in the Caribbean.
On national needs the White Paper concludes 40 of the economy will create ever-increasing demands for trained the special need for training for teachers that the expansion personnel at all levels.

It mentions in particular facilities branches local �raining would offer general degree courses in addition training should be co-ordinated under of the Civil Service.
and for personnel agriculture, engineering in pedagogy, The proposal is made that the diffuse efforts at which the aegis of the university for opportunities and ultimately and medicine.

in the administrative and technical 95.The paper quotes an eminent authority as saying that British Guiana should require between 100 a n d 15 O general degree graduates per year of the '1Liberal Arts· Type".

The government, therefore, provide diploma and certific�te courses year degree courses in three faculties sciences.
and certifidat�courses needs of the Civil Service·.

11 0 All these courses should have certain elements would be designed -the.humanities proposes The minimum entry requirement level in five or more subjects 11 to meet the "specific , the natural and social in common.

The diploma specialist" at the General Certificate of Education of one or two years' duration and four­ that the college should is to· be a pass at The university is to start functioning and lecture rooms-of examination.
college using the laboratories assumed that, even if it should prove impossible by that time, a sufficient Guiana to undertake faculties.

by an established ing·the determination of external standard university and concludes of the government as.those· of comparable institutions that its degrees and diplomas states that the government number of qualified The memorandum the teaching examiners, elsewhere.
of a limited number of subjects in the three has applied for sponsorship with a section on standards, reiterat­ to ensure, by making use of the services shall be of the same in October 1963 as an evening It is Queen's College.

to recruit staff from overseas persons will be found in British 96, The second and very important memorandum on higher education in' the West Indies and Guyana discusses the higher educational needs of the Caribbean the need of each territory for specific institu­ area as a whole.
It contrasts tions suited to its own society and so cial philosophy .

which no country .on its· own could afford specialists effect, that each te�ritory own College of Arts and Sciences but clusively specialist central university and engineering agriculture social sciences together be.

at the service of all contributing regional facilities territories.

serving the whole Caribbean should establish ex.tra-mural with research department area� to train.
'It suggests, in and be wholly responsible for its towards an ex­ that each should contribute and institutions There should also be .a which should and honours courses in the arts and in natural and with the need for which should provide courses in medicine, 97.This latter memorandum, with its evidence of the government's positive re-thinking seems to hold out very real hopes of fruitful British Guiana in a reintegrated area.
pattern of higher education participation within the Caribbean by 98.The policy papers and.statements , in brief, adumbrate a policy of.mass education at the primar·y and secondary levels with the usually accepted being.opened up to become a rectangle of tertiary of education" "pyramid a narrow column aims and content of education touches on the.

importance of community papers, however, translated-into action in terms of finance, pay little attention 11 involvement level education.
to the implications resources and in the range of educational The policy envisages on which is imposed changes in the facilities.

The and of adult education.

of this policy when and public acceptance.

It 11 41 C. Dual Controt(l) 99.We have from time to time referred to dual control; this system devel�ped as a result of the sociological we have outlined how factors and historical of educational practice in British Guiana (as in the evolution the West Indies).
which determined f�t throughout policy based upon its social philosophy.
very roots of the educational be] ieved, with the vital aims and purposes freedom of the individual and of the individual amorphous, Feelings pollr,i�al and consternation distrust of gratitude differences, which can easily turn to positive depersonalized in what it believes or reverence, system as it has evolved; The government an educational has propounded This policy is seen to strike at the ·it conflicts, churches of the Christian The emotive and with the of the church by the to be a state of persecution ,potency it·is within� democracy.
state machine is not one to be lightly brushed aside.

fear of extinction, at the misinterpretation perplexity of motives,.

forms of defence.

all form a complex of at presumed ingratitude traditional attitudes, suspicion born of 100.On the other hand the government has concluded that dual control is incon .. sistent with and in antithesis integrated to a national �dministration .and therefore economical system of educa­ opposing officers authorities are.
motivat�d with divergent is the difference ism, mutual suspicion in the encompassing that in the discussions it came to one conclusiort: working to the same purpose but two aims.

The mission wishes ·to state it held with the church bodies and sep­ and organiza­ same system.

sincere in this.
sincere in this.

Emotionalism, have been allowed to cloud the real issue and both parties, erst­ of by the same anxious concern for the· development when there are two authorities controlling the tion, and that efficient tion is precluded It assumes that they are not partners separate categorically arately with government while p�rtners, the people of British Guiana and are desperately traditional all that ·is· seen, and consequently exaggerated, as to the.best means to attain the aim.
This may be an -over-simplification which has caused so much tensiort; a problem not take into account the fact that the difference ferences greater emphasis State to the material these aims are mutually exclusive; Neither can we concede that a 11secular with the.

moral and spiritual hand, that the to attitudes considered social, the intellectual of society at large and the material depend .

not on the authority school and the wholesomeness provides.
tension and instability, are or communal may give the_ of the people as a whole.
We cannot see that of we may be accused that it does of views 1 i'es in deep· di f­ The churches the emotional of the child and consequently the school but on the quality of the educational that the moral and spiritual, development educational to the moral and spiritual controlling of the comprehensive development tone and atmosphere experiences and distrust, we believe that they are parallel moods and times of bitterness of social responsibility and loyalty to the State.
We may be in itself is incompatible of a school is of itself alien not conducive to.

potentialities.

of the individual; One thing is certain, of the individual, naive in believing philosophies.

of the economy, of individual nor, on the other development harrr.onious maturation well-being ultimately and physical prosperity religious education of opinion aims.
and of it 11 (1)In 1962, after the government had taken over SI schools fran denccninational control, the government still controlled population aged by non-denaninational remaining of 38,950 out of a total of 135,355, only 84 of the 336 primary schools in operation with a pupil bodies and three with 1304 pupils by Hindu organizations.

Three schools with 1906 pupils were man­ 246 with over 93,000 pupils were controlled by the·Oiristian The churches.
42 101.The church authorities still but superficially modernized must come to see that an educatioµal and still fundamentally system which is "Victorian" and 11 , with necessity need to mobilize 11plantation-economy-minded in the 1960s for a country moving of the size of British Guiana with its various its economy, with imperative centrally-directed manner all its resources, will be seen by the government is inadeq uate and anachronistic In a country in it is hut natural that as a major means of atti­ the various races and of changing "Colonial" rapidly to nationhood.
ethnic groups, with a people still largely critical to diversify the most speedy yet economical education making the State viable, of integrating tudes.

This change should be placed high among the aims; the people must he drawn away from their attitudes church or the State themselves, acceptance educational policy.

The government is at present can delay fulfilment wrong if it believes plans.

The church as.
The church as.

smoothly justified control with no recognition ment of education upon in the new situation has seen that the d�al control system as it of its plans, and in this it is right.
It is that the other 11partner11 may deliberately sabotage those can be -the benevolent to accept responsibilities by the government or of the part they might still be prepared even under new conditions of the vital part they have played in the develop­ to play if called­ are wrong in thinking effected under parents of the past -and learn to extend of these facts which has basically of a policy of abolition upon others, whether it be the the dual control system; and· and as efficiently of co-operation.
the bald statement of dependence authorities in resenting and to make their own decisions.

that reorganization shaped its of dual It is one, and can be that its ultimate 102.The gap between the church and State is, in fact, a narrow bridged.

them that the transfer The government is not the suppression needs to reassure of religion, the churches and to convince by the ·state of education It is possible and promotion reassurance of communities that 'the in education.
may accept that the only difference o-f any signi­ -· can be -the control of teachers bodies of schools are responsible of teachers;.

the government· has the final and the government At present the governing pbjective urgent needs of the times call for greater control and for the.

"involvement" churches with this ficance between them ·resolved.
appointment, word.·The machinery down tci the_detriment promote teachers those eligible by this token but it is possible "'pas s ed over b e c a u s e they are not of the faith.

concerned that the posts of responsibility teachers is.

concerned lack of promotion In particular, 1 in number increasing may find their ambitions schools is slow and tortuous The churches religious are not depressed .for staffing of innocent to see that able teachers, The churches in their schools and as many of the persuasion.
of their faith and sect; they will choose the best from amQng and frustrated teachers that better candidates non-Christian are of the "right" will promote or seek to may be .are seriously prospects.

as possible thwarted.

and can break pupils.


through for the who are The government 103.In a memorandum submitted to the mission· by the Christian Social Council, 'the denominations Teachers' Independent the appointment, transfer, Social Council", mei:nber denominations but on the contrary, then go ·on to s.tipulate guard -the Christian character have no objections see some definite· the document their preparedness expressed Service Commission promotion to deal ·with all_ matters teachers.
to accept in principle relating "The Christian an to reads, "desires and discipline of to emphasize the fact tliat its Service Commission per set to a Teachers' advantages their reservations.

to safe­ of their schools and the purposes for which they in the scheme".

"They feel bound, .however, The council 43 of some effect_ive of·those who are to teach in them.
To this end must claim _the maintenance governing bodies (a) are built, and for ·this ·reason control over the appointments the denominational a certain number of non-Christian though they would wish to have a voice in their selection, bound to insist upon restricting The memorandum of teachers that in matters of-discipline of all responsibilities, relieved selves of.this responsibility so employers makes a number of tentative staff appointments alternative proposals, the council would be hagpy to be but point out that they cannot 1divest them­ long as they continue, to accept_ among the junior staff of a school but (b) w_ou_ld feel 11 • would be willing to continue of the teachers".
all senior tea_chers •.. to Christians and asserts in law, to be the actual 104.This document is a positive step towards bridging the gap.

The government and respect, has taken a positive step also in announcing thllt the commission soon to retire from the service, whose would be We advise that the government co1D111.ission of the churches that the other educationist, and·of the ministry.
as defined by a relevant of making the commission and who has the confidence and wisdom cannot be questioned d in a way and its terms of office and functions its genuine intention by announcing headed by a professional integrity we believe, should further indicate independent would be appointe �ilities In p_articular, making an appointment to co-opt as a member a representative �ho would·have a vote.
It is possible that in.such circumstances the denominations they would he prepared stipulations of a commission, we have cause to believe.are somewhat exaggerated continuation of delays and frustrations.

ch'!lrches were assured that the headmas_ter �eachers_ of.
the appropriate of that--<lenominational governing the fears of the to withdraw which stipulations law such as would.make should· and would only lead to could be reached if the to a senior p�st in a sch�ol o� a �articular we would· advise that the commission they have made to acceptance and deputy post would be filled by would be allayed and religious Agreement members faith.

a·truly body of the commission and responsi­ this point indisputable.

Le required when d�nomination of this.


At the ·same time the government should progresses thus creating will multiply for promotion more he�dmaster now and.in the course of the as reorganization and as the government builds In fac_t,.

immediate ste1-s could be taken to provide more are housed in more by splitting_those of the very large schools which 105.Opportunities -··next few years more and more schools.
openings than one building educational advantages or initiate negotiations their school ·buildings to the government been evidence reasonable culty j.n .making ��conanend that every effort_ should be made to raise the necessary are of the opinion.that the church bodies would be prepared tion for their lands -and buildings negotiating realistic continue· as are·prepared to hand over There has against fair compensation.
and_just in all ways� Possibly with such church bodies of such intentions and enlightened· funds immediately on an instalment public relations may find some diffi­ the government posts -we need not dwell on the by some church bodies whose requests-have �unds; we to accept compensa­ plan.

Conciliatory and available for such purposes,_ but we strongly are essential.
machinery been 106.To return to the Independent this to he the best compromise Teachers' Service Commission, we consider solution_ provided that the emphasis is placed on the word uindependent constituted relevant that in inaking its decision factors 1 and provided is so that the commission it takes and is competent into account and give-dll& weight to each.

·In promotion,· -for to take.

all 11 44 competency?

.Does that in _itself ensure good leadership Potentiality .administration?
example, merit is-the most impo rtant criterion; seniority is important, etc.

But merit in what?

In teachi_ng and efficient as a leader?

But what if the leader does not fit into the environment he enters?

Administrative between the· Head ability?

But what •if for some reason tliere is constant friction and his governing body and/or teachers or groups of teachers?

We could go on.
We could go on.

The f.act • is that the commission must not only know the man and his qualities but also the ·school and dl that makes staff, its at111os­ phere, its corpora-te -life;· the attitudes and convictions the attitudes and aspirations strengths and we.aknesses reinforced of the parents .• The conuission wsf know the.

and appoint so that the strengths are up the school - its-milieu, its of the goH,;ning_bQdy; and the weaknesses of the school eradicated.
and organi:&ational at a professional cOllpe- lies in this, that an independent that the.

officers of the ministry would be in a much better pqsition �o make 107.The safegu ard f.or the denominations .

tent· coBllllission · cannot ignore these facts and factors.

We advise in: this way in the ligl)t of the prevailing situation despite our own con•ictions professional post and to work more speedily •.

They know - the right choice for ·any.


particular the teachers and schools not from files and hearsay alone, but frOlll per_sonal • experience school and its :t�al want9:.
They are professionals fessional· decisions on promotions teaching body should be undertaken after processing by the· personnel br;,tnch woultl be taken by a committee cooiposed of.the Permanent Secretary, appropriate relevant governing body or Board of-Governors; fers would be in the hands ol the Assistant Chief Education Officer (administra.­ tion) in collaboration ratification by the Deputy Chief Education Officer.

and social level.

They know the traditions of.

a• of .a ·high calibre with pro­ o!


the recommended that the administr-ati� by the ministry staff; Senior Edu�aticin Officer; the Personnel Officer and a membet of the with the Personnel Officer,.

and be subject to control and ·the Chief Educati-00 Officer or his deputy, the We woo.Id have postings and trans­ appointments, integ.rity.

108.We have accepted the appointment of an Independent Teachers' Service Commission.

for two reasons: (a) we consider that it is a compromise.
which · tt.at•, (b) we have C:onfid:ence can bring.harmony into educatio�; properly negotiated .

1··the commission will do its work competently na� d as its Chairman.

professional under·tbe leadership of the particular 109.. Other points of difference· between the churches and the government hu·e been.

of schools was the apparent One stumbling block -to reorganization -cleared.

�o permit such an entry.

In their efforts The govern,nent has now declared its .to pupila of their faith.
objection of the government to admitting clergy into government schools for reli­ gious instructiQn willingness the church bodies hav.e agr�ed, with certain reasonable one of a group o, schools each controlled selected.as a central secondary school, the school building most suitable for secondary school work, or most easily convertible used and the older children of the other schools shall be directed to the selected school.
This is a significant many of the gov.ernment s·chools have this advantage and new school buiidings will necessarily safeguards, -authority in view of the fact that that where has to be for this purpose, shall be so � so constructed.

to help in reorganization by a different particularly concession 110.In view of the necessity we have explained to-"involve11 COJllffUDities the government should require church bodies to.appoint Board$ of Governors to 45 each of their schools.
manager as Chairman members were of the community Chairman of the local authority The denominations and as members whomsoever within the catchment was made member also.

they wished provided that the area of the school and the would be free to appoint the present 1 11.

In fact, we are convinced desire to co-operate that the church bodies are sincere in their' with the government.
We quote again from the memo­ and with their rights and liberties secure, contribute all they have ••• would welcome any and removing useful partnership present misunderstand­ with the problems "The denominations to the mission: for solving outstanding randum submitted opportunity ings so that they can again work in harmonious and ministry, to offer for the benefit of the country any particular indeed in anything changeable fair and workable couricil that the educational to need the co-operation system of dual control, scheme of management principle, problems and maximum effort of all sections ••• They are not indissolubly wedded to and in matters.
of admin:istration, and.

that does not violate what they ho]d to·be matters of un­ a they are ever ready to negotiate with the.

;government and control · .•• · It is ·the opinion of the ••• are �f such nature and magnitude as of the community".

and contributions from 112.The mission's principal its hand in the question reason for recomme,nding to hold the government of dual control and to arrive at a more satis-.
ultimate we believe that point of view on the major issues in the government's is to -be found in the last two ·submitted needs which have to be satis­ by the Christian religion -can _do · and are The churches The magnitude the government to educational it is an obstacle organization, I y forthcoming.

itself is restored.

that their confidence from the government's with the denoMinations does need assistance quoted above from the realistic force.
We, too, as almost every other inquirer document of the educational -it was considered progress, factory arrangement sentences Social Council.
fied is alarming; wherever· they may be genuine to do more than they are doing now; they will accept to come to an prepared satisfactory agreement we believe, provided; vis-a-vis intentions dual control is an anachronism cehtury; ciency, to effective teaching into the educational system would have condemned· it were it not that stark reality calls for We cannot ori the one hand call upon the government all the resources source of assistance, community.
political fit into the evolving local management munities be free to maintain religious by the· educational upon such changes by historical, its present form is changed should continue system, the churches of their school affairs in the same way as we suggest com­ to mobilize and on the other hanJ advise it to jettison �chools.
of their school in accordance Dual control has outlived !actors and in so doing risk antagonizing its day, but hi�torical, shotild have in government do suggest that, provided but we have recognized We have recognized and financial educational principles.

the character In addition, political available policies factors.
to ready and economic mobilization or group of inquirers of British Guiana has done in the last 100 years, church bodies should now to to have effi­ of the with their In principle such even in the Nineteenth to administrative a large section of the and psychological the change in the system necessitated also the limi�s imposed a compromise.

an important 113.In this discussion of the grant-aided on dual control, secondary tions or by other voluntary schools whether controlled bodies.
We shall do so elsewhere • by the denomina­ we have not touched on the position 46 114.Our recommendations for the resolution of the problem of dual control are based on our conviction that it is possible and at the same time permit a positive and other voluntary agencies.

to evolve an integrated contribution On the resolution of the ethnic groups making up the population needs for achievemen� of educational satisfaction of the problem and of.
integration and economical to be made national system of education by the churches depends the ultimate the efficient social and economic targets.

D.The Curriculllll Guide (l) 115.The draft "Curriculum Guide" has been mentioned in this report and is re-- ferred to in the "White Paper''.

As it is consistent with our own thinking with some of the details in it -·we shall briefly even though we may disagree its theme.
bring out 116.It quotes from a report of 1925 to justify the neces·sity of all schools are very narrow and restricted for action: in outlook and in syllabuses "The studies is seve··ely and exclusive!� school curriculum was no academic".

to a document by one Kay Shuttleworth suggestions sent in 1847 by on the mode of organizing as part of a system day of industry, grotesque".
The secondary for the coloured Office -"Brief practical model farm schools and normal schools, some resgects ludicrously better: 'The course of prescribed It refers in appreciation the Colonial schools of education which stated that the aims of education composition, reading, clude hook-keeping individual for the boys and laundering, �edlework arrl cooking emphasis the business to the environment it was recommerded that local textbooks italics).

culum was said 100 years ago.

of life.


Ard in order that all subjects was to be ]aid on hygiene, nature study, geography will be achieved and the keeping of accounts.

races of the British Colonies" (our italics) - through arithmetic, would in­ and hygiene.

related to matters cor.nected with work Arithmetic 1or the �irls.

Special not as an academic subject, but as part of might be ta�ht in relation be prepared.

(our We feel there is little we can add.


What should be said on the curri­ garden plots as well as the school garden, and with the carpentry 117.· The c011111ittee which prepared the guide then goes on to make its own core of cul tore to be six races we contribution.

The school should "t.ransmi t the accepted developed ·have developed certain universal ..• Though we are supp.,sed hahits.

of thoughts, ns.

Most of us, thanks to our British heritage, share the same history".
advice ·to teachers which Guianese have, over the yea.rs, action .and aspiratio same language, and practical ment of the physical individual subject or subject in syllabus points when it deals subjects: with the practical where the labouring masses once set their faces very sternly against all efforts to introduce home economics caution of .discussing "Parent-Teacher of the school, of making allowances study.
It takes each The guide gives a great deal of useful the enrich­ on the organization the importance opposite "In a ·country the wise head teacher would take the pre­ of group work and of individual the imp ortance of these.

subjects and craft work in schools, It makes particularly area in turn suggesting aims, scope and guiding principles Association".

construction.
environment, differences anc;l cultural at meetings spee�h, speak the of the for (1)11Qir.riculum Guide", Ministry of Biuc�tion and Social �velopment, British Gu,iarta, 1962. l 47 secondary to introduce 118.The guide urges a great deal of practical even though the practical work in the of the all-age scnools and points to ways of making teachers departments a start on these activities It insists upon the building experiences" the aims of his school and always to relate them to the milieu of the school: 11A head teacher should study his shortages.
scientific by including If it is an agricultural agriculture, broadly based on "learning It asks the head teacher.

to define then it is his duty to fulfil this educational and the people know nothing about agriculture in the curriculum than one subject centred.

up of a curriculum facilities district district rather_ and find.out what are the educational may be lacking.

shortage ".
shortage ".

119.Throughout, the guide reiterates the school should have a distinct tha·t the scope and content o.f the work of· which bearing on the kind of environment ·the school serves, that it should draw its sustenancL should be the all-round development of the child, such as: to contribute responsibility".

to "self-real ization, from it, that the aim and that the approach good human relationships, should· be·,.
and c.i:vic 120.The guide contains many fascinating sections on education in remote areas, thus proving that the drafting of the Interior.

problems specific committee ·was well aware of the special and E.Educational Provisions, 1962 -1963 121.The situation that existing in 1962-1963 in the previous years.
The old primary schools are now called does not differ on the surface at least from the secondary before; no new secondary sc.hools all-age schools, exactly as ment; the private secondary non-existent on reorganiz as far as the government grammar schools -government and aided -carry on �chools have been establish�d continue by the govern­ to be, to all intents and purposes, is concerned.

But in fact the statements ation and general policy have made a significant impact,.
re- of French· background that untrained and resources made effective working in appalling It could hardly be expected meant simply a change of nomencla- or physics; the educational virtually of limited academic the lack of facilities impossible.

to comprehend guide.

Even trained teachers All-Age Schools 122.In many all.age schools reorganization .. ture for cla�ses; organization teachers turn ·easily to the teaching without guidance draft curriculum interp!eted ·of poli�y on reorganiz riculum guide.
Many assumed that· the government's a secondary with a will to imitate the curricul exhortations · flavour and content and by taking into account the needs of the comr.mnity; agriculture why, therefore, subjects?

been set, in accordance with syllabuses nor could they be expected which informs the often mis­ ation and the draft cur­ devote any time to these humble The new divisions urn of such s·chools.

and realistic The fault does not lie solely with the teachers.
grammar school within the primary school building Forgotten by introducing to make'the curriculum vital were vir.tually departments drawn up for United Kingdom candidates.

and they set to· were the should the secondary both the statements and headmasters was to establish and technical had target with standing philosophy could conditions practice, intention subjects local unknown in the grammar schools, How was this examination an overseas examination 48 guide?
Few teachers knew the and misunderstood, for the changes and new demands.

by several was undertaken implications on such matters of human and physical deployment etc.

But, and we repeat a policy.


The schools had a purpose even and There was renewed interest this, a The forgotten �f pertinent edules, syllabus thus misinterpreted with·the draft curriculum without due consideration was little time to prepare them construction, time-tabling target to be reconciled answer and there Reorganization, headmasters as teacher-sch assets of the school, textbooks, great deal of good came out of this haste to implement children of the past were no longer forgotten.
though the·teaching enthusiasm both by teachers were born.

Particularly thought leagues and conviction, excellent factors to qualitative to the new'problems and from ministry in all respects were eliminated.

achievements piogress praiseworthy presented, was not always meaningful.
officers, who proceeded and by the older the ultimate pupils: a new pride and new ambitions are �he heads who gave a great deal of who sought advice from enlightened with caution but col­ with firmness and whose schools within a few months are beginning to show how would be if the limiting 123.We shall enumerate interaction these limiting of one upon the other is gravely damaging factors and comment briefly on each.
The must always be borne in mind; their to the individual pupils cumulative effect and to the country.

(a)Staffing inadequacies: Now more than eve� is it essential that schools have competent to deal with the requirments of a higher level than hitherto.

teachers curriculum in the primary division,.weaknes moving into the secondary iri.
October 1962, only 774 were trained, is by no means improved by admir.istrative strictions nor by the high rate of "non-attendan�e" weaknesses in filling which cause considerable delays at school by departments.

ses in the staff will lead to poor material Of a total teaching i.e.

23% (Table 6) ..

This situation force of 3,356 and budgetary re­ vacancies teachers.

in schools, of the newly-orientated But even at the lower stages, has reached alarming i�rse, if that is possible (b)Overcrowding .
steadily of over 14 years of age stay on at school at the same time as the number from year to ye�r.

We have found children of new admissions outside the school perched for lack of space.

One school built in 1959 and.

designed for 350 pupils now holds 767 -this is not the worst case we met.

on window ledges or sitting on the staircase proportions.
to conceive, will get as more and more children The position increases Table 6 -Number of teachers October 1962 in all-age schools by status and grade, Grade II Unqualified He.ad J'eachers Grade I Head Teachers Head Teachers Deputy H.T.

Grade I Deputy H.T.

Grade II Sen. Asst.

Grade I Sen. Asst.

Grade II 223 24 64 94 4 205 5 Qua!.

Asst.

Grade I Qual.

Asst.

Grade II Unq.

·Asst.

Pupil teachers Junior Teachers Interims .


468 387 790 642 38 412 3356 49 Note': (1) Of the total of 3, 3S6 (excluding only 23% 27 part-time sewing teachers)• were trained, (2)More than half are unqualified assistant teachers, pupil teachers or interims (i.e.
temporary unqualified ), teachers (3) The teaching strength names appear at one time or another session giving an indication for the year 1961-1962 was 3,181, although 4,085 for that on the salary registers of the wastage and turnover in any one year, (4) The fact that a· teacher he is trained, tions for a certificate schools.
is "qualified" It may rrean that he h_as passed certain mean that does not necessarily examina­ in the while he has been serving qualifying of canpetency (S) Unqualified the 4th year examinations assistants grade, of the pupil teachers' are in the main those who have successfully passed (6) Junior teachers arc vacancies appointment examination, young boys and girls who arc taken on to fill in schools even though they have not passed the pupil teachers' , (c) Oversized classes: Although the overall teacher-pupil ratio works out at t:40 in actual fact th_ere are many many huge classes': classes of 60, 80 and even on� of 119 children were found -in cases such as the latter there were two or three teachers would be t·eaching in charge of the class but at 'any one time only one teacher the class because of overcrowding in Almost all the buildings buildings: as many as 10 classes and 10 teachers (d)ball-type Sometimes hall with blackboards �ubstantial it is often difficult tinguish the dividing line between one circumstances t�acher to a big class, the class cannot be divided for teaching purposes, particularly as as the only partitions: because is impossible and where there is more than one in one would be operating class and another.
becomes well-nigh are of hall-type of lack of space more partitioning impossible; Group work in such to dis­ the construction.

(e).inadequacy and discomfort or access to children children as closely together as possible each.

The introduction congestion in the limited of the furniture by the teacher.

Four-seater does not permit easy movement benches packed often have to seat six to eight children of of modern school furniture would lead to impossible space available.
enrolled of children a�d unpunctuality: (f)Absenteeism attendance be accepted as normal (and in some cases accept the various pseudo-socio-economic us to explain this state of affairs.

these justifications.


from the necessity ing a landless why should so many children Very few schools can boast of an average of over 85%, Chronic absenteeism as a necessary reasons that were often advanced to which belied and unpunctuality result to work in the field why should schools serv­ have attendance for children mining community in these areas be wandering We found too many instances figures of less than 80% and into the schools half If, for example, evil).

We could not.
We could not.

absenteeism has come to 50 an hour or an hour late?

Our own sample surveys into these problems that the answer lies mainly in the general attitude towards questions in ignorance ance to the educat.ional secondary on the part of parents of the importance career of cbeir children.

of time, in the unattractiveness in the Poor attendance , .
departments built up over the years and of school conditions, of regular attend­ of all-age schools is particularly disquieting, suggested (g)Visual and aural aids are s11dly lacking or grossly inadeq uate; the question without further arises how could aural aids be used in a hall-type building in such a Where does one display visual aids disturbing building?

and heads who have applied themse'lves for temporary material the whole school?
Full credit must be given t_o those teachers partitions and children's on which it is then possible in the school as to make space.

to so arranging to display visual furniture work.

(h)Storage space too is inadequate and the possibility of building up stocks of books and aids over time limited in consequence .

(i)Play space is· often so restricted the break period.
Facilities games and physical schools simply go through the motions of compliance tion.-A more determined despite the handicaps, and toilet facil�ties effort •to give physical in the curriculum (in a t�opical are such that teachers ar� not all that they should be.

that children education climate) and equipment for and pupils in many with time-table alloca­ its proper place, education has just been started.

Washroom do not take advantage of (j ) Shortage of practical work facilities: facilities.
Very few schools have workshop There has been considerable improve-· over the last few years, but science laboratories or There arc 42 home economic centres and departments laboratory home economics ment in this direction are still non-existent!.

in the country, schools on a 1-day basis.,.

For handicraft ments catering for an estimated of which 35 are in operation catering for the girls of 70 there are 4 centres and 25 depart­ 3,000 pupils of the 12-16·age group.
(k)The shortage and inappropriateness of textbooks primary division are required hooks only -when they can afford �o buy them.

With reorganization .secondary in many cases quit�'inappropriate.

are req uired to buy expensive the children books which are divis��n children the In the is a major problem.

to have readers and arithmetic (1)Lick of libraries: Very·few schools have school libraries have little opportunity or class to read widely, libraries.
or to learn to search for material., In consequence children 124.The net result of these shortages, inadequacies practical to bring out.the best and the full potential pupil.

Effective teaching-learning learning, 'and creative they appear to be utterly impossible has been made,) The teaching progress teachers ·premium on fact-memorization; frustrated, narrow curriculum.

These adverse factors, too, work are well-nigh processes, The waste of talent mu�t be enormous; imaginative teaching impossible.
and active (To an outsider where some and yet we have found instances becomes and pupils alike become.exhausted and remote and sets a abstract and to work· a.

1 :1· only the exceptional and limitations of either the teacher or the is failure often force headmasters 51 poor, standards much can come to the top and that only because character of the situation of other children.
in the schools is generally in key classes to give such children of determined of teachers of conditions A striking speaking continuation y in permitting down and will force them down further.

(1) special treat­ The quality of educa­ too low which force of the early-developer of the tendency ment at the expense of the development tion provided to allow for complacenc standards as it has developed futility set by one big industrial concern within the.
last four years, having passed the preliminary examination; their ability to read and write.

evidenced in a few schools by the high standards been able to work for some time under less intolerable gressive headmaster are schools where conditions in the fact that many -teachers, tend to set are.

coming.to their sights ever lower and lower.

The money and effort spent on education will 'be largely dissipated quickly.

removed.
removed.

lost had almost entirely What the British Guiana pupil is capable of is where the staff has attained under a pro­ - as normal and consequently will permit them to make their mark.
Danger lies � and there are many such headmasters, look upon these conditions number of the candidates if these obstacles a considerable to qualitative supervisors, heads, parents, are not improvement conditions was offered example by the result of tests many more than there school certificate administrators to a large number of youths who had left school 125.The buildings put up in the last six or seven years Park" -the "Greenwich and the more recent "Annandale" sanitary but lack classroom rooms, ex�ellent 'space� boards a�e inadequate� of construction they are well built and well designed.
the new buildings construction.

with the.barest and are equipping Qnd other friendly organizations.

necessities; were still unfurnished for practical-subject type -have separate classrooms, staff.

facilities and adequate storage No provision central storage and play and display boards; the chalk­ has been made in either of these two types space, shelving or laboratories.
workshops On the whole At the commencement of the session 18 of and vacant, or in the last stages of In the course of the s�ssion five have been opened and furnished enterprising headmasters are making good headway the schools with the help of Parent-Teachers Associations Nursery Schools ·126.

Of kindergarten the country, or nursery schools· there appear to be quite a number in but how many is not known as no records are kept since the over these schools has no control or supervision.
ministry there are· one or two in the capital which are conducted on acceptable Those (in rural areas) which the mission was fortunate could by no stretch of the imagination a house with gether_on uncomfort -�on-existent looking after children -where the house yard �s big enough the children will spend some time organized and apparatus ladies and young girls who see their task as one of and teaching crampt:d in, sitting huddled to­ equipment �ble hen�h desks; suitable games.
One such school was established in ah.ill above a restaurant; be called nursery schools - a room in .. We understand that a large number of to be invited to vi'sit in the open at play and young chi'Idren and numbers the alphabet· ; untrained virtually lines.

_(I) The results of the Pupil Teachers' only 91 passed, Of 1,153 candidates, leaving certificate of 7,590 candidates, f,,_165 passed, i.e.

92i failure.

·in the simple prima ry schoo l­ i.e.

85% failure.
85% failure.

Appointment Examination, 1961Y speak for themselves, 52 school because it held 137 children the nursery accept them.

The head had attended British Council; this job while waiting cheerful variably anxious to obtain advice.

she was assisted and friendly of whom some were over 6 years of age having stayed on at the local primary school was too overcrowded to gb abroad.
And a short training course organized by three young girls who had all taken up in­ yet we found the atmosphere keen.and and the te-chers in these schools, to by the Established Secondary Schools 127.Table 7 shows, known provisions, outside the secondary age schools, £or secondary education in British �epar�ments Guiana in the 1962-1963 has no check on of all- The figures are incomplete session.

private secondary schools.


1:27 but as we shall see it gives an entirely The teacher-pupil because the government ratio appears to be reasonable at false picture of the· situation.

Table 7 -Secondary Schools' Provisions, 1962-1963 (8) I No.

of schools Pupils Teachers Government schools Government-aided schools Private schools All schools 3 14 2S(b) �- 1386 66 7744 295 4670 149 13800 510 (a)Excluding Home Economics.
the government tP.chnical institute School of and Carnegie (b)At least 21 more schools known to exist.

128 •.

Jf.
128 •.

Jf.

we accept the were obtained as having a pupil-populati0n 21 known private secondary schools for which no figures of 1,700 (a fair estimate we comes to 15,500 out of an in secondary schools in primary and secondary schools of approxi­ in schools are in the secondary That is, 10% of the children of children schools contain less than 1_0% of the children of the age range 12-18, 18% are catered in secondary for.

Government schools, private schools over.55%.


The large number in the uncontrolled the pupil population total pupil population believe), estimated mately 156,000. schools; secondary the grant-aided schools is especially of these is of the poorest quality; facilities alternative significant as the education provided in the majority th� government's efforts to provide is more than warranted.

129.Let us examine the geographical distribution of these secondary schools as shown in Table 8.
It will be observed of the that the interior country is not served at all; this is hardly surprising the vast area and its thin scattered of the population than one-fourth tion.

The densely-populated rural area which has attracted build secondary Greeter Georgetown with more of the total pupil popula­ is the only area of the east and Corentyne coast population.

has two-thirds The government•�-efforts the attention of voluntary schools.
organizations which had been confined to when one·considers to 53 school children have now to the secondary in the Georgetown turned to Essequibo have in comparison.
a ratio of 2.7:1, all-age schools in relation or on foot from the environs school is build­ in the George­ the Georgetown of the children and compare this with the similar figures for the a ratio of 27:1, we see what appears to be the distinct In fact quite a•sizeable where a third government the total pupil population secondary·schools travel by train, districts.

The in and upon at great expe�se for parents and considerable fatigue for children.
for the sudden and recent blossoming of reorganization Georgetown ing up year by year..

When we consider town and Greater Georgetown population, rest of the country, advantage proportion by road, by ferry., fact that.
rural British Guiana is badly serve,d Georgetown We find here one of the explanations private secondary·schools scheme has not deterred schools in the rural areas_ It would appear that the government's after the initial enthusiasm as parents have come to believe that secondary age schools is nothing more than ti!e old another name.

They still_ pin their faith to the older established schools and the new ones with resounding Institute".
all­ educatio_n dressed up under secondary of people, has been followed education declaration, by disillusionment in the rural areas.
The government's from opening up new private causes concentration titles of nPolytechnic in the overcrowded and the-outlying enterprising amateurs dead�end or "Educational 11 11 11 Private �condary Schools 130, We shall deal only with the 25 schools which supplied us and in some cases invited us to visit them, The ,major;ty with information are makeshift twelve of them have been in the last two years in the rural areas.
Almost all have hall-type sanitary buildings teachers; with stop-gap schools.· All that most of those which have cladsrooms have them only because they are has been -said about furniture, etc,• with regard to all-age schools is applic­ much worse, One school affairs in makeshift established \building: using dwelling houses as equipment, facilities, able here except that conditions has 5 sq.ft.
of accomodation academically·and on the whole inexperienced pupil ratio of :t:31 is deceptive whole body of teachers The schools have no difficulty in engaging most are youths straight out Df secondary G.C.E.

110 reached even while .waiting for_ other jobs or while carr_ying on their own studies_.

and birds of passage.

in that there is only 1 graduate staff at pitifully school, who themselves The better ones use the private 1 1 level standards.

per pupil!
per pupil!

The teac�ers The staff­ amongst the are in many instances and perha�s·some in these schools, are untrained, low wages, but have not 9.trained teachers.

schools unqualified 131.The curriculum in all cases is "academic".

examination centred.

Some schools, attempt to reach G.C.E-.


The aims are without apology 11 0 level or 11 offered are the usual grammar school .• The subjects are any of the practical many of the newer schools are aiming no higher than the sub­ equivalent standards; College of Preceptors jects but the subjects case reported ·standard.
Pupils irt most of the schools are permitted any stage., Most of the pupils enter these schools at 1� o_r 14 · years of a�e and there is a great deal of wastage at e�ery level pr1nc1pally grounds; schools.

otherwise.

are limited in number to the barest minimum.

In no 1 0 level to drop any subject at .

verbal -we could not expect by which they attendance The t,eaching is dull, unimaginative, 11 taught to G.C.E.
1 and this is the criterion The examination on econom1� results, sciences varies and is nowhere as good as at any of the grant-aided 54 Table 8 -Geographical Distribution of-Secondary Schools, 1961-196 2 ·Area Government Govt-aided Private Tc;,tal No.

of No.

of No.

of No.

of No.

of No.

of No.

of No.

of Schools Pupils Schools Pupils Schools Pupils Schools Pupils ..
Rural Demerara: COUNIY DEAfERARA Georgetown 2 1216 8 5297 8(a} 2526 18 9039 Greater East Coast - -... - 3 (b) 248 3 248 - - - - - - - - - - - - 1(c)100 1 100 - - 1 164 2 156 3 320 - - - - 2 180 2 180 East Bank West Bank River West Coast COUNIY BERBICE Rural Berbice: Total DEMERARA 2 1216 9 5461 16 3210 27 9887 - New Amsterdam - - 2 981 -(d) - 2 Canje ·and Canje Creek - - - - 1 119 1 119 - - 3 1302 S(e) 1062 8 2364 Berbice River - - - - - - - - - - - - - - - ..,.. - -- - - - - - - East ·and Corentyne East Bank West Bank· Coas� 981 W�st Coast - - - - 1 (f) 30 1 30 .. Nil Nil 5 2283 7 1211 12 3494 ,.
Total BERBICE ESSEQUIBO COUNIY East Bank Islands, Rivers.

- - - - '"".
'(g) - - - North and South Coasts 1 170 - - 1 103 2 273 - - - - 1 146 1 146 Pomeroon - - - - - - - - N..W. District - - - - - - - - (Savannahs) - - - - - - - - Rupununi Total ESSEQUIBO 1 170 Nil Nil 2 249 3 419 14 GRAND-TOfAl.S 7744 25 ·467042 13800 3 1386 (a)Has at least another 8 not accounted 1 not accounted (b)Has at least another (c)Has at 'least another 2 not accounted 2 not accounted (d)Has at least another (e)Has at least another 4 not accounted (£) Has at least another 1 not accounted 2 not accounted (g} Has at least another for in the above.
for in the above.

for in the above, for in the above.

for in the above.

for in the above.

for in the above.

55 wish to be judged, are lamentable C.P.

level.

It is not surprising since many of the schools despite all the handicaps in 4 or even 3 years.

attempt to force the pace and complete at G.C.E.

level and hardly prom1s1ng what are normally even at 5-year courses 132.This has been a gloomy picture.
We should say that four or five of the older established schools in the capital and ·its environs are doing much work, at least· as good as that done by some of the grant-aided better academic secondary.

schools.

have made up their academic making sincere efforts through an association standards and status of the private schools.

They have managed to retain older, experienced The heads of these schools are shortcomings.
they have formed to raise the staff who Grunt-Aided 133.Grant-aided Seconderv Schools secondary schools are the 14 schools which are partially between of the Before and one in deliberations government subsidized were· receiving the resolutions one in Georgetown Paper of September aid.

The government school �uthorities.
teacher qualifications nominee on the Board, would continue minimum standards and teacher-pupil of the staff, to give annual home economics by the government in accordance with 1957 following upon prolonged and private secondary both denominational, then agreed to pay grants toward� running costs and craft rooms and com­ was drawn up and the would have the right of Sessional the Department of Education this time only two schools, New Amsterdam, ·a part of the salaries of well-equipped science laboratories, mercial subject rooms.
A minimum salary scale for teachers government's maximum contribution fixed.

The government inspection and would set certain matters,· one government staffing matters.
1958 to qualify for grants-in-aid ments laid down by the relevant good private schools were excluded of the less important more schools have become inspection from our own investigations that one which under the law should are below the standard appear then that by 1957 the government had realized were vital to the educaLional and th&�· resources educational funds to do this, the only source for such further funds being the government itself.

we formed the �pi�ton based on both the being granted and.
or near-satisfying that one or two of the reports made on the schools prior to assistance schools that the secondary their system as a whole, that 0r two of these schools were and still on the grounds that they could not meet some law.

{twas unfortunate Within the last four years five standards needed have been accepted.

to have full liberty in requirements.

ratio.


Governing grant-aided; by satisfying and technical in physical technical It would the require­ to be raised, and that they needed supplementary bodies, with Nine schools of which five were denominational managed in 134.The government's hopes of raised standards consequent have not been fulfilled to any great extent.
Physical improved, of the schools have been considerably renewed faith in their future some governing bodies raised to build well-designed however, tractive English, improved; the new salary structure was not at­ was only partially enough, and in any case to find competent qualified teachers of mathematics, funds The calibre of the staff, and phy�ics was not a question and well-appointed schools.
for in the first flush of of salary alone; or borrowed chemistry upon subsidization in many conditions 56 very uniavourably in the for the condition:, in the last four years have applied to government school On their schools salaries; teachers' .secondary making it difficult seems to have arisen has made it clear bodies.
bring bodies paying higher salaries:to the government· qualifica, anything own funds; it is for the with certain amount it will pay itseli; to governing schoolmasters They refer to the 1957 Education"<l) attractive.

has a moral duty to which specifically met out of the schools' and has fixed the maximum of service n,ore to be paid in accordance has widened considerably, their scales and those of the teachers to obtain or retain good teachers.
Furthermore compared aid should be only the first step towards that the government salary scales, to make the conditions bodies consider salary grants and thereby m·on Secondary Some misunderstanding The government Paper(2) also specifically ability secondary schools.
and governing salary rev1s�ons teachers onli' and the gap between grant-aided 1 _the latter sc .1ools of service of the grant-aided with those of _the government between the government that it has· no objection them into line or closer to the government has fixed the minimum salaries tion criteria, over and above that must be school authorities part the governing increase 11Memorandu ·partial fact that the Sessional be made subject to the government's bodies contend and one pays government pegged -and this is their main source of income -despite the rise in cost of living.
some governing .years _to seek government schools out of whatever quality ·ment subsidized monies rec�ived new buildings It may be necessary operating soon as possible, ultimately to pay 10fffc grant towards the costs of the in the aided schools" teachers' arises from th� fact tha� the grant-aided secondary schools ,;�!emoranduin:; and have based their policy and derive their attitudes sini:d they were consulted it acc:epte.
:I by the Legislative "Sessional did not include some by the last four to raise fees.

The fact is that all the aid to improving operating expenses and for essential a rise in school fees to cover increases in that the government policy should be, as or improvements costs.

It is recommended from this the !act that the .

11 • have given priority surpluses of their staff.


Again they fall back on the memorandum: to find the their c0ntribution of the points made in the "Memorandum in its composition, and overloo}{ Paper" and amendments to This would have been a valid argument states that this the bodies that it had not crossed if we had not been informed their minds in full aid.

They overlook states that the grants will that they cannot increase (our italics).
since receiving they have at any time had rather than to improving 11If the govern- rates) since the fees are to all intents and purposes funds.
The governing (some in fact do conditions th0 permission of a school., Assembly to approve salaries physical appeal to the The misunderstanding the salaries in fees and any bequests or endowments of staff, the whole or in part (our italics), the would be available for 135.The outcome of the 1957 agreement has been that ther� has been an ov�r- all expansion of secondary education, a very necessary one'.
b�t quality 1 has not kept pace; new buildings been made some laboratories certainly 1959-1960 1963 it is the same; in 1959-1960 to unqualified teachers have gone up, extensions t?

buildings staff ?n paper is have been built, but the.

teaching ratio was 1:26; 10 1962- the teacher-pupil _ the percenta�e ?f graduate and/or trained was 30%; in 1962-1963 no better: (In it 1s only 22%.)
have (1) on Secondary F..duca�ion11• 'Department of Ed ucation, Bt"lt:lsh Gu.iana, "Memorandum 195°7, 11Sesslona1 Paper Septenber 1957 Br1.t.tsh Gliana.

1957.

11 • _ • (2) _57 Table 9 -Government and Government-Aided Grammar/High Schools, 1962-1963 Pupil Population, Teacher Strength, Teacher-pupil ratio PUPI-LS TEACHERS No, of Boys Girls rfotalGraduate Non-grad ·schools Tra1ned Graduate Trained Grad.

/or Trained Teacher Pupil Teacher- Non-grad.

Tot·al RatioPupil untrained Ratio .. .

.


Govern-· ment Schools 3 760 626 1386 22 28 5 10(2) 65 1::22 1::24 Govern- ment Aided Schools 14 4231 3513 7744 13 49(2) 10(2) 219(4) 291 1::26 1::104 (a) (a) (a) (8) - 17 4991 413-9 9130 35 77(2) 15(2) 229(6) 356 1::25 .1:: 70 (10) (a)3 teachers on leave.

( ) indicates part-time teachers': 2 part-time counted as 1.

136.Only three of the schools, the three denominational 110 sch6ols in Georgetown, 11 Examination.

have 6th form provisions.


level and in the course of'so doing put their pupils through the College of The remainde:;-take pupils up ,to G.C.E.

A few boys for the last few years have managed to gain standard ·Preceptors entry from the 5th forms of the.grant-aided two private secondary a thre� or f6ur-year ments.. satisfactory, S!3me time scholarship, of their higher course.
the highes·t scholastic schools) into Queen's College where they are given Pork up �o university course for advanced entrance Despite the extra year or two their results have not been eii.tirely At the Guiana boys were awardedJthe it must be mentioned schools (and from the best has to offer, at the end award the country the weaknesses that two such revealing secondary of the boys' ear.lier ed_ucation.
require­ 137.Because of the pressure for examination results in the shortest possible time·several of the schoola fall into the iame mistake as the private They fore� the pace and try to shorten a normal five-year certifi­ for the Cambridge Jll .candidates schools.

secondary course.

One school in 1961 presented ·cate; only 29 obtained first diyision dissatisfied class by.two weeks· in addition hours and.on Saturdays, ce.rtificate ·all.without· charge.
the c�rtificate, and of these only one was awarded and· 7 a second class.

The staff of another school a with their result lengthened the school year for the examination to giving the pupils extra tuition after school 138� To return to_ the staffing qu�stion.
.encountered by the private secondary do have somewhat higher academic _ staff in· transit We find the same difficulties as that the unqualified schools except qualifications, that i.s 58 studies.at the secondary schools they upon a recent salary revision they·have gone further in their academic have recently left.
One school with a total staff of 16 had had 18 changes in the last 18 months': ten of the staff who had left had gone to the United Kingdom mostly for higher studies, while the other 8 had taken up·posts in the Civil Service since they_ could command a bette.r salarY, there than in the schools fol­ .lowing of 44 had.lost 28 of its staff in the course of 1961-1962. proceeded denomina religious started most commendably qualified teachers �topping the scheme on finding that the returning schools.
governmen A school with a staff Half of these had jobs!.

Even the older t_ional schools which have a stable nucleus of members of their respective of·lay staff.

One denominational school has scheme of its own to send promising un­ studies abroad.

It is now consjdering seven had left· for better-paid orders have a high turnover for Civil Servants.
for higher academic on higher studies, a scholarship soon leave for the t secondary graduates are available These key subjects 139.A limiting factor of moment is the quality and range of education provided even where laboratories the by these schools; there remains teachers.

qualified ty of recruiting difficul than not in the hands of the youngest, rate of wastage is the highest.

Consequen room wor}{ to the examination iheoretical learnt out of textbooks.
�chools which offer ture or sciences should provide alternative ability of their pupils are working strait-jacketed lines.

�re more often inexperienced teachers tly, many schools limit their class­ which most readily lend themselves -even chemistry and physics are is provided commer.cial subjects; with an agricultural teaching and memorization learning courses to meet the needs of the wide spread .of Home economics ed11cation bias in none.
The very schools which and metal work and agricul­ on out-moded wood work in the same two curricula among whom the subjects to 140.These schools in general differ from the private secondary schools in successes.

diversified that several of them do provide a better education� Many do offer opportunities t of the child with their active games' clubs, literary ' even though it still to British Guiana realities.
and hardly relevant be insufficiently On·the whole these schools have a purpose and an aim which is not exclusively limited to examination developmen societies historical societies, United Nations clubs, magazine etc.

The _prefect healthy development have liked to have seen such activities vinced that the majority good schools exceedingly and competent balanced for the fuller and de�ating .

.

associations, system and the house system afford fu�ther opportunities for total personality.
of these schools could rapidly if.

they could be ·assured staff and have confidence We would con­ be transformed above all of a stable, in their future.

clubs, dramatic old students' and growth of the children's science clubs, philatelic in all the schools.

The mission•is committees, societies, into Government Secondary Schools s College has won for itself the enviable school of British Guiana -there is a great deal of evidence 141.Queen.'

the claim for it as the premier school of the Caribbean.
school is permeated by.the tradition and reputation buil� up over �he years.

For many years a law unto itself it is feeling some s�rain attempti�g to bed down into a national integra'ted positi�n of the ·premier The whole tone of the system.

It.
It.

is housed in a badly-designed, to support 59 and du) lness_ It has a litrge auditorium on shabbiness halls, corddors, of classro.oms, the general appearan�e ve'rging which have made it a centre in British Guiana'of puilding; sprawling is one oI austerity and stage facilities activities.

It has spacious which need modernizing, _generously library w�ich should be playing a vital part in the general school curriculum kept·locked up; the volumes it contains make a greater appeal to adolescents.
whole·well-balanced teachers.

adequate for .wood work� It is not very games grounds, and even a workshop though again there is some difficulty and enriched to competent could be supplemented The staff is adequate, for the application of modern teaching techniques.

but not lavish l�boratories equipped cultural The large and on the in attracting science etc.

is 142.The school offers a wide curriculum subjects.
and other non-examination is on the science subjects, including education music, art, physical In the middle school pupils are streamed or into classes where· where the emphasis is on.

the arts.subjects.

into -tlasses the emphasis all--round majority 138 fifth _formers is Table 10 which shows what happened in 1961-1962, education.

of this stream leave at the end of the 5th year to take up jobs.

Of the Another stream carries on with general subjects anti.
the In both cases the school offers a isound 75(54.3?0 moved into the 6th form.
Of interest to the 1961-1962 leavers: Table l_O -Queen's College Leaver�, 1962 To Universities 27 To Civil Service To other studies abroad 36 (a)Technical 1- (b)Clerical 11 To teaching 28 To private employment 0 To commerce and industry: Unaccounted for 14 (a)Technical (b)Clerical 4 8 Total 129 profe�;$ -in fact the main source of recruitment We r�al ize the extent to which the academic, the country must have· relied on the Queen's Collegt· Over 5()%-went on immediately teaching the Queen's College of the.paucity of graduates, recent years curriculum for introducing still further �y making use of the technical subjects.
studies; to further 11; particularly important is the Queen's College science sixth form.

In a coniinendable well-organized pupils to technical 1 1graduate interested institute effort has been made to widen -in this field, in vie� the facilities over 20% went straight into ion al and cultural leavers for revitalization.

1 i fe.

of of the secondary �chools is 143.The school offers a full-range of extra-curricular activities and sets high store on games.
144.The school has a great past and should be assured of a great future.

It needs to modernize and make somewhat more realistic its curriculum, particularly to a greater extent in· the.upper forms.

A great deal depends on this as the pattern it sets will be followed by other schools as in the past -we hope in the future•witb in the junipr forms, and diversify the curriculum 60 _rather more imagination ·needs.
and· local and..national and a fuller appreciation of their own potentialities 145.Much of what has been said with reference High School.

to Bishops' to Queen's College is applicable a liberal at providing The school aims principally -.. � education and in so doing obtains very good examination results, It offers a The 6th form specializes through fairly wide range of subjects and does not neglect the non-examination subjects.
corporate healthy life is established activities of all kinds arid by means of a prefect and house system.

and a commercial economics _effort should ·be more actively The girls are given some instruction in home admirable extra-curricular to a greater extent.

A and more firmly established.

stream has been recently s_tarted.

This stimulated cultural is now building 146.The Anna Regina School was opened two years ago with junior forms only and the school is making up.
Under a progressive headmaster We and other handicaps.

with the other building rapid strides forward despite the makeshift urge that this school should be given parity of treatment schools.in government workshops, and equipment.

.to more advanced work.

The such matters as qualified school is beginning Thi� is especially import,nt staff, buildings, laboratorie as classes move through s, to satisfy a felt need.
Vocational Education 147.Apart from two trade schools run respectively the Demerara Bauxite Company for the training by Bookers Sugar Estates and of their own personnel, the providing on which "falls the exceedingly only institution Institute youth in the skills of which the country is so greatly in need and which will become increasingly programme develops momentum".
as the development is the.Government more important technical education important task of training Guianese Technical (1) 148.The institute offers: (i) Trade courses in the building, and machinery, fitting These are conducted control of the Board of InJustrial a five-year part-time electrical and motor vehicle trades, steel fabrication:, plumbing in the main for apprentices and welding.

Training.
Training.

coming under the The students follow day release or Block release course; (ii)A preliminary craft course to enable candidates to meet the require­ ments of the trade mural centres for a total, in 1961, of 66 students; The course is also held at four extra­ courses.
(iii)Technician courses, sandwich or par�-time, for the City & Guilds of London Ordinary spread over three years, Certificates 1n preparation in Mechnical and Electrical (iv)A one-year full-time course in surveying; (v) A one-year age �chools; Eng ineering full-time.

and in Building ; course J.D handicrafts for teachers in the all- (1)''Report of the Caim.ission to review wages, salaries and conditions of service in the public service".

(I'he Oiillebaud Report).

British OJiana 1961. p. 7.


61 (vi) A two-year full-time course in commercial practice.

(This course intended for teachers of commerc:i al subjects); was originally (vii)A handicrafts course organized for students of a number of-seconda�y schools in Georgetown.

149.The demand for places'at these courses far exceeds the p,-laces available, ·· excer.t for the technician G.C.E.

1101 level standard.

There is accom.odation for 600 students at a time, but the present staff can hei.ndle only 400.
With the normal growth of existing classes it is estimated that the institute will be filled to its maximum capacity in !965_, The institute in the face of dif­ ficulties is making a. positive c.on1/ribution must be given fulle� scope to reach its potential.

courses.

which demand basic ouali fications of a · to the economy of the country, It at the, technical institute · 150.Four Georgetown grammar high schools send pupils to the technical insti� tute for tuition in.

handic.
handic.

;rafts and geometrical and mechanical drawing: The two private trade schools train the limited n.umber of craftsmen requi1ted them.

Qbe, in the coastal belt, is enterprises by the industrial able to select its students from 4 w.ide:z.field and with well­ planned courses and.good teaching raise� its students to a rea�onably degree of competence in the skills taught.

The second, in the riverain area, cannot• be so selective nor can.
it always attract and retain �uitable staff; standa¥-dswith the bulk consequently of its pupils.

it is able to achieve less satisfactory of applicants sponsoring high -151.

Government for w0od policy aims at the prov1s1on of handicraft centres and metal work at every secC'ndary comp�ehensive pupils to offer craft at the College .

;,I There is a risk here "that, as this examination ill­ ·raising standards by encouraging Preceptors' Examination.
eludes no p�actical test, p�p�ls will concentrate practical work.-this has been seen to be happening-already.

However irnplementa-· policy for the secondarycomprehenstve tion of government the necessity for the preliminary .

at the same time, imp rove the quality in ter!

'lls, above all, of general education, of the candidates for admissi_on to the.

trade and technician craft courses at the technical institute and, on theory and do Ii.

tle actual schools will obviate app,lying courses.

.
.

and all-age school 11nd 152.The apprentice.ship system, which told, proving as satisfactory 1 is excellent in princip_le, in practice as it should do, because of a is not, we are .shortage of the trained staff needed to provide adequate sup�rvision.
middle grade technical staff, recruited in the main before the establish�ent the Bo�rd of Industrial not infrequent]y'find for which they are not intellectually of Training, stiffer from a lack of general educ.ation promoted, in view of their and to posts the.mselves seniority, equipped.

The ol�er 153.The Carnegie School of Home ifoonomics .

duration, for girls of a minimum age of fourteen and a. half.

There are about 375 applicants vacancies.


child care and housewifery, geography, examinations of the needlework of whom 50% come from the rural areas for· the, 75 annual needlework, laundry work, in English, arithmetic, and singing.

Some students are entered for the In addition to cooking and nutrition, it gives instruction at the Teachers' Training College who elect to College of Preceptors.
history, art, civics has a basic course of three years' for those s,tudents The college provides instruction 1.n 62 wishing subject and also provides to these daytime courses, to qualify as specialist offer this as an optional for teachers addition programme home improvement cooking for men -dressmaking, ing -including family living.
Within the limits of its aims, scope and resources making a real contribution teachers the school offers an extensive classes for adults in such subjects and home and the school is in the field of social development.

in home economics.

and popular as cook­ of evening non-vocational a one-year full-time In course 154� There is at present in the public educational system little training in commercial subjects.
There are however a number of private establishments to teach commercial subjects; limited in range and mediocre claiming speaking, general l�vel of secretarial is a clear need for a supply of well educated, boys to fi 11 the ·lower ranks of commerce and the Civil Service.

they provide is, generally It is recognized is very low and that there trained girls and the training in quality.
comp�te·nce and clerical adequately that the 155.In a predominantly bias in sections agricultural of the educational community the need for an agricultural system would seem to be indisputable - yet it is lamentably extension even with the little division lacking.

is concerned The r�partment its through with all aspects of agricultural of Agricu)ture, education, that· is done -school gardens -in the all-age schools.

156.It works in large measure the 4H Club�.


designed voluntary through to foster in with starting organi7-ations, of 12 and boys and girls of·the age These clubs, scattered and rural artivities.

in agriculture over the country, depend for their membership on the girls and consequently home economics · few purely agricultural to continue.

their membe1�shij> · after leaving school, few do so.

projects activities.


predominate Though children are and there upwards an interest thinly and unevenly schools; are comparatively encouraged 157.Young farmers' clubs, whose distribution is similar to that of the 4H Clubs, enrol men and women betwt;en the ages of 18 and, 35 who are engaged.

They are in general more active and more stable and consti­ field for the development of in.formal education in agriculture.

tute perhaps the most fruitful in agriculture.


from a lack of leadership burdened extension in sufficient measure.

They too suffer, though-to a lesser degree than the 4H Clubs, and technical guidance which the depleted and over­ staff of.the Departuent of Agriculture is unable to provide 158.There has hitherto agriculture ment is now establishing shall undertake the training courses agricultural pursuits.
been no provision in the country for training in at the professional or 'sub-professional level but the govern­ a school� at Mon Repos -which, it is intended, of agricultural field officers and also conduct of varying types and duration, for farmers and others engaged in hamination 159.We believe that it is necessary Standards standards at the secondary level.
We do so for three main reasons: (1) the quality academic and range of higher education of the secondary will depend ultimately on the (2) we must.see to what extent achievements schools; to look more closely at the examination 63 11 J the secondary tion; (3) by pin-pointing secondary and tertiary schools as they are at present can support a third level of educa­ deficiencies we may stimulate particular action at levels to eliminate the wea�nesses.
160.The two government secondary schools and the three Catholi c schools in Georgetown present candidates The other grant-aided exclusively secondary examinations.

schools prefer the Cambridge Certificate Private candidates Certificate is equivalent The results of the 1961 examinations 110 are shown in Table II.

take the London examination.

schools and thP.

private secondary and/or London G.C.E.

examinations.

(A credit mark in the Cambridge 11 .

to a London or Oxford and Cambridge level standard).
at the Oxford and Cambridge G.C.E.

· Table 11 -Examination Results, 1961 Candidates Pass 5 or I Pass 4 more subjects subject's Oxford & Cambridge G.C-E. 679(a) ' 209 London G.C.E.

2981 28.

68 31 Cambridge School Certificate 1026 10 Div .

I) ( i. e .

61 (Div.

Il) TOI'AL 4686 247 160 (a)Includes 150 pupils of the 4th form who take 1 or 2 subjects only.
161.The considerably the examination better showing at the Oxford and Cambridge taken by the 5 older schools, The ·London is proof of their marked examination, figures certificate secondary of the London examination, schools account for make dismal and and 50% of the successes of these schools superiority.

Thirty of the private and grant-aided and Cambridge academic reading.

25% of the candidates point to the failures include many pupil teachers to m.ake.
up the deficiencies Cambridge secondary that �he school system in 1961 provided minimum qualifications with passes in 4 subjects, for pre-service and the public service.

and unqualified of their formal education school certificate candidates require no comment.

schools and the results for entry to the University teacher-training, teachers at this level.

The remaining candidates and crt.he.rs who are seeking by private study.
The are from private and grant-aided at the most 247 candidates with the £act is The significant of Guyana.

If we add those then we have a total pool of 507 for the university, for the 6th forms, and for commerce, industry 162.All candidates at the advanced 11 level examination.

11 A higher level by schools.

(i.e.

United Kingdom university schools (again .the two government tion and with any real success.
and their failure ly significant Table 12a and Table 12b give successes level take the London University G.C.E.

at this level work The poverty of facilities for advanced entrance requirement) is made clear, Only 4 and two Catholic) make any serious contribu­ The number of private candidates is particular­ equally so; the need for an institution or • .. 64 institutions of higher studies is evident; the need for guided and informed study at this level, as at the lower level, even more evident.
Table 12a - Advanced Level - 1961 - by Schools 'Total Candidates Total Subjects Offered Subjects Passed Subject-Pass (percentage) Queen's College Bishop's High School St. Stanislaus St. Joseph's St .

., Rose's Indian Educational Trust Private Candidates TOTAL 99 48 23 12 3 2 328 515 241 126 55 19 7 2 716 1166 76.3 76.2 74.5 63.2 28.0 o.

16.3 184 96 41 12 2 0 117 452 Table 12b - Advanced Level, 1961 Candidates Offering 1 4 2 3 Subjects No.
of Candidates passing in 1 4 2 3 Subjec ts Queen's College 13 Bishop's High School St. Stanislaus St. Joseph's St. Rose's Indian Educational Trust Private Candidates 3 - - - - 4 41 29 12 1 2 - 53 21 11 8 5 - - 139 24 5 3 6 1 2 132 5 1 - - - - - 27 14 7 - - - 4 TITTALS 20 138 184 173 6 52 22 7 7 3 1 - 23 63 39 36 6 6 - - 79, 166 NarE: The majority of school candidates offering one subject only are doing so one year after taking 1'011 level and will remain at school for a further year to attempt more subjects.
65 J I ... -- 163.

We shall confine ou rsel ves on Table 13 to a few general comments only.

The results in the science subjects have a great deal to tell us of the standards and of the spread of science teaching in the schools.

In mathemat i cs the results of the schools pres enting candida tes are particu larly satisfactory; they ar e good in physics, chemistry and botany, although .not of the same high standard .

They compare ve ry ,favourably with United Kingdom results.
The small numbers taking geography and history present a 'problem.

The large mass of private candida tes understandably op t mainly for tke arts subjects, but do not fare wel 1.

Table 13 - Science Examinat ion Results (of the Schools), 1961 Oxford & Cambridge London Candidates Pa sses Candidates Passes Candidates Passes Cambridge 110 11 Level Physic s Chemistry Physics-w ith Che mistry Bot any Zoology Biology Maths.

Advanced Level Applied maths.

Pure maths.

Pure and Applied mat hs .


Chemistry Physics Botany Zoology (a) 14 from 1 schoo l. Not known II II II II Ii 136 137 53 5 - 212 312 - - - - - - - 76 86 19 ·:-r 5 - 132 169 - - - - - - - Not known II II Ii II II 36 43 19 60 44 29 48 27 31 3 17 (a) 53 209 32 37 15 45 31 13 29 164.

If we as s ume that student potential for the University of Guyana, etc.
is determined by some such figures of examinat ion suc ce ss e s as shown in the Tables of 1961 , it is c l ear that t he uni versity will have to de pend f or some time on the back- log of successful cand idates who are now in employment - decision t o start the College of Ar ts and Sciences as an evening establishment was a wise one .

It is hard to envisage a flourishing science faculty, unless more school s pre pare pupil s\ fo r the 110 11 science subjects.
We repeat:, all - round qu al itat ive improvement and widening of curricula in the se condary schools can be rap i dly effected.

level examinations in the practical the ~ Teacher Training 66 165.We take it as axiomatic that as the concept of education and its aims widens and deepens, so the need for better equipped teachers becomes niore urgent.
h no 1 onger .-.mere 1 y a The school system has a crucial part to play in the colleague, of tha child and in the wider sphere of the n·ational to fit into the changing life.

development of the rudiments., .within that system has to be competent the new orientations and the fresh demands.
The teacher of today, unlike his Victorian purveyor all-round The teacher patterns_, of British the teachers cheerfulness and mighty striving must· have the academic background, effective; their disposal • Zeal and Guiana are equal to their responsibilities.

the teachers are not enough in themselves; and the tools to be the 1>rofessional training s·ome have and we have seen how well they use the wherewithals at We must consider whether .

166_.
166_.

It was not until 1928, at a time when 95% of teachers a Teachers' Training C-entre, later called the Government Training every two years.

This was quite in­ that were untrained, College, need; but at least the principle established that in 1938 and again in 1953 so that each year 30 additional .• It was not until 1959, when the became available for the schools had been were to make a greater on them not wasted.
and more The intake was trained and the funds expended teachers of trained to meet the should be trained if the schools contribution was opened with an intake of 30 students adequate teachers positive increased teach�rs percent.age dange·r signals seriously.

for training co.Urse 1962.


The replacement serious course continued students serving in the schools, responsibility trainees had had some years of secondary expansion by 1962. a blow to education the percentage of the two-year 150 teachers the practice training were drawn from the ranks of unqualified of in-service of teachers, i.e� the teachers already and many of mature age w:th many years''experience or untrained behind them.

A point of interest is the fact that so many of the education.
of trained teachers As a result of the in the schools was raised to 25.6 was 17, that the government began to take the It then institut:.ed a one-year a year, the number being increased so-called emergency course by a one-year to 223 in course was not as as it might have been in so far as the emergency Emphasis background 167.The suspension appraisal of the two-year of the curriculum.
course compelled a great deal of re- aspect was laid on the professional knowledge the validity of the statement cannot compensate This to our minds made by of educational principles and understanding.

that tools without materials of the trainee except for the tool of the work, and the· academic subject of English was left very largely to fend for itself.

was a mistake as it did not recognize many· eminent educationists to the craftsman, theoretical .
cal· skill in the classroom content.knowledge 1962-1963 session became apparent called for teachers college switched and quickly do no more than is made possible competenci except for one part-time ·.Up to 1958 students, but the course was aban_doned when the tutor was sent on study leave.

The .loss for this more advanced work college can and the to training curriculum.

by the facilities es of its staff.


It has no laboratories and But the training it p�ssesses male and female, were given some grounding drew up an appropriate when reorganization for lack of range and depth in in the The urgency for fresh reappraisal system no teachers It has no ground for.

farming or gardening.

in agriculture, of the schooling level.

The training for subject teaching groups of trainees are of little value e�patriate.
at secondary of science and techni- 67 of a tutor specifically the college work in this essential field of studies.

trained for visual and aural aids instruction handicapped 168.We do not propose to examine the curriculum and scheme of work �n detail.
Each of the syllabuses and is has been drawn up with care and ability, of eacb of the members of the staff Our one point of criticism has already been as a whole pays and does not always take into account the actual insufficient attention to the academic will have to work.

The approach must be made A very good· start has been made in this direction the curriculum of the students, of the zeal and competence clear evidence within his own field of studies.
mentioned� training conditions under which the more practical and realistic.

in the course of this session.

far-seeing principal considerable secon_dary students the content of the level and for the new secondary All are capable of handling is a shortage is fully conscious with success, experience but there teachers schools.

schools.

range now required The over-burdened and All have had of its responsibilities.
in primary schools and some have had experience training staff under an energetic in the professional of lecturers who can for the training of teachers of deal with 169.The training group discussions·, of the students seminars, is conducted projects,.

through lectures, tutorials, lessons are assessed individual work,· criticism on both their work during the course is a at the end of the course.
The one but time is found after normal working hours for meetings of the through which it is hoped to foster the social development Students practice.

and teaching session a·nd by.

formal examination strenuous clubs and societies of.the students .• Students time activities own government and welfare.

up.

for the use of students; because the college has no librarian.
and arouse.their intere�t in community are given a great deal of responsibility An excellent professional of it it cannot offer all that would be expected affairs and leisure-.

in their library has been built and during the school session, the 170.From time to time during vacations training that they sh01d-i has organized in-service ministry of such courses lead us to advocate present form.
In the first place conditions out of the schools for one that we believe more is lost by taking teachers day a week over a number of weeks or for two or thr�e consecutive is gained from the courses or conferences conducted.

a time.
a time.

We applaud the well-meaning organize but vie would urge': be discontinued are such in the schools today and conduct these courses and give much of their own time to them, we found that too much was being attempted in too short who officers efforts of the education which we saw being or seminars Secondly, covrses.

days"'than Our own observations in their (a)�hat the real needs of teachers or groups of teachers be carefully considered (e.g.

music, P.. •.
music, P.. •.

E., art, for trained teachers); (b)that only one such need, one topic, be dealt with at any one series group; of talks or discussions or demonstrations, with a homogenous (c)that the length of the course be such as to allow for this topic to full discussion and ample practical be dealt with thoroughly work; and for (d)that the courses in any one area be a progressive series; 68 (e)that courses be so organized as to cause the least possible i.e.
they be held during vacations or on Saturdays n disruptio and of the schools, school holidays; (f) that principles the teaching situations obtaining in the schools; enunciated should be made relevani and appropriate to cl that there should be follow-up officers in the schools after the courses.

action and evaluation by education 171.We would urge, too, that the long summer vacations be uted fnr long courses for pupil teache_rs and prospective through these sources is eliminated.
up a good deal of the time.

interim until recruitment In the former case content work should take teachers, 172.The training and st�cking college has attempted libraries professional to help teachers in 36 centres housed in schools in We would suggest that greater publicity in schools by opening .

various parts of the country.

to this venture by teachers books needs to be overhauled so that the centres of schools in the neighbourhood.

The machinery and follo·v-up action instituteC:.


be given at present for loaning out these be used to a greater ext�nt than college has trained the "general practitioners", 173.The government the government training technical institute for handicraft for training of has been responsible School of (mainly.

wood work) and the Carnegie (Table 14).


These specialist will be very much in demand in the future; many of them are not teach­ either because their schools do not have the facili­ of home economics subj_ec-ts for teachers ·teachers Home E.conomics teachers ing their special subject, ties for the practical zaticm has been a hindranc work or because they have come to believe that speciali­ e to promo�ion to top posts.
Table 14 -Teacher Training, 1960-1961 to 1961-1962 Description of Course Institution 1960-19611961-1962 M.F.

TotalM.F.
TotalM.F.

Total General professional Government Training 75 75 150 78 72 150 College Handicraft and wood work (Government Technical Institute) Nil Nil Nil 12 X 12 Home Economics (Carnegie of Ho�e Economics) - 20 20 - 15 15 School 174.It will have.been observed that British Guiana for the in fact there has been no prov1�1on of teachers training in This has been a fundamental fact of the evolution separately of and for the established of the system arising weakness of primary education schools.
secondary from the historical of secondary staff of the secondary education.

Now that the two are to be articulated, schools can no long�r be neglected.

Occasional the untrained and conferenqes - 69 ?

8 !

:,/ or seminars sponsored by the Association of Masters and Mistresses or by the Science Teachers' As s ociation have but scratched at the surface of the problem.

.. Higher Education 175.


There are no facilities.for higher education apart from those providcn ior the training of teachers and of technicians .

A substantial number of people study pri.vately for external examinations of the University of London as .

well as those of a wide range of professional bodi~s.

the examinations being taken locally under the general control of the Ministry of Education.
The normal method of preparation is by correspondence course, though semi-private tuition is avail able for some of the professional examinations.

The examinations of some twenty four bodies based in the United Kingdom are conducted locally as candidates present themselves.

(Table 15).

Table 15 - External examinations(ahaken in British Guiana , 1961 M.Sc.

Economic's B.

A'.

Honour s History B.A.

General LL.B.

(Part I) LL.B.

(Part II) B.Sc.

Ec·onomics (Part I) B.Sc .


Estate Management (Part I) _...., Intermediate ·Law II II Referred subject Diploma in Theology Cert.

of Proficiency in Religious Knowledge TITTAL Number of candidates entered present passed (a) Figures refer to University of ·London Examination's Board only.

There are some 24 other examining bodies.

176.


All those wh o wish to pursue higher studies and who can afford to do so, or who can obtain a scholarship, go abroad .

Tabl e 16 indicates the number and spread of students commencing higher studi es overseas in 1961.

~ 70 'l'able 16 -Students Overseas, 1960 lhiversity College of the \\est Iridies U.S.A. Canada U.K. Total ·Arts Science Econ •.

& Soc.Sci.

Engineering Machine & & Agriculture Vet.


Medicine Education Other fields TafAL 12 (12) 18 2 6(6) 14 3 8(8) 1 6 2 9(9) 1 3(3) 6(1) 1 4 3(3) 1 1 6(1) 38 15(4) 38 28 43 55(5) 67 21(1) 31 2(1) 10 - 2(2) 5 - 43(43) 57 13 384(23) 497 (b) 1(1) - 2 - 16(6) 23 4 - 241(5)(a) 245 (a)Iricluding nursing 164; law '30; pre-university and pre-medical indicate those in receipt of a scholarship 26.

Figures or a government in brackets loan.


(bl Does not include students going to other count.des -no precise figures available.

has assembled in all fields and 177.The U.W.I.

has acted as a focus for the academic .

.

Caribbean a great stimulus area.

It has provided problems experts who because of their special interests made substantial lems� Though originally Trinidad .establishing mural ·department · has branches, The U.W.I.

is financed primarily-by countries.


situated of agriculture its faculties liberal contributions in both Trinidad with _a resident -arts colleges and engineering aspirations to research of the whole into local on its staff a substantial body of knowledge and specialized of these prob­ have towards the better understanding in only in Jamaica, it has now established and will shortly be and Barbados.

Its extra­ means of contributions from the member tutor, in many.

territories.
territories.

·cbildren of handicapped As the result of a survey carried Education 178.There was unti_l this .year no prov1s1on .

.

children.

branch of the British the· crippl"ed; a site and the Red Cross launched building was abandoned; temporary be used for deaf children with the help of an expert sent out by the Connnonwealth to build and run a school· for ..

The government before• .


However, and the plan made to take over a larg7 house to of this year could commence it was found that the land was unsuitable arrangements were deaf,.

dumb, •blind and mentally only.

The school opened Red Cross Society decided out in 1960 .the British an appeal for $300,000 for the education in February retarder\ Society for the Deaf, Guiana provided of h�n1icapped 71 who would train two Guianese teachers already selectea.
is at the moment in training in England as a teacher of the blind who will return to initiate classes at the Pl'.oposed ..

The Red Cross pro·­ ject is to use four separate houses and establish .

!>«:.

hoped that this project will.

continue to enjoy the support of the government and that from this small beginning of.time.

Guianese as specialist Meanwhile steps should be taken to train.a sufficient an administrative block.
It is to will .. be made in the course· Another Guianese teacher a full provision Blind Institute teachers.

number of Adult Education 179._ The principal ·whole are mentioned below and their activities bodies concerned with adult education in the country as a briefly described: of the University of the West Indies maintains we're· ·department abandoned; (i)The extra-mural a resident tutor in Georgetown activities draw· its support.
from the university: will soon be withdrawn department in all some 400 students, ,officer.s during the year 1961-1962 and nursery school' teachers.

.. Proposals when.

the.

government announced ·· it is expected and the branch closed.

the.activities of.the extra.


:mural included.evening classes in Georgetown £or and special courses· for senior Civil Servants, police its intention that the resident to with­ tutor In addition public lectures were given _ to establish a centre for extr.a-mural ;·�mainly in the urban areas.

The department maintains experience discussion or specialized gr.oup _leaders knowledge who are prepared at the community or local authority a panel of volunteers with to act as lecturers level.
or (ii)The Adult Education,Association was :founded in 1958 with the prime purp�se _of providing a m�ans.ofliaison and co-ordinatio n between organizations organizations C<lt!-cerned with adult· education,: ·voluntary and to' meet expressed with adult educadon.

The association .

adult_ educa_tion to assist ·organizers ·assist members in finding teachers induding-bpth government · and departments a:rid of' helping to stimulate all forms of_ adul� education needs.
Membership is open to any organization concerned ·conducts occasional in the fielcl,,.but in is t·o its main activity study conferences .

.

• .

. '

and in organizing courses.

was �e- district of Education basis.

Each officers is now responsible with_ all forms of extension within his area.
It-is proposed that there should be fifty vil- �f the twenty-five · for all· aspects of the work ·of Di�ision o� the Ministry 1n the summer of 1962,. the maJor change being to allo.cate duties on ·(iqJ.The �ocial __ Develol?ment .

organized a regional·rather than·a functional social development the.

division _·I•ie �orkers,.


actirig'under the guidance of the district S.D.O., concerning themselves late the growth of active.·community n·ewly ·appointed -the activities and'to assist in the:training ·the scheme of rural education .and 700 in 1962.: In 1960 fifty-five t_hroughout administered by the Carnegie_School of Home Economics .

(iv) The contribution co�sidered it is to co-ordinate ·to their officers of welfare workers.

She is also responsibl� for· women.

The total enrolment the.

country •.


The small vote for the scheme, $5,000 per annum, is life.

There is also at headquarters of the Dep�rtment of Agriculture officer whose function to adult e<iucation work and assisting organizations, to give guidance of ·-voluntary' adult education was .1200 in 1961 courses were held ·in 48 women's institutes ·generally elsewh�re.

to stimu­ for is .

a 't . '

I • .


72 Table 17 -Rural Education Classes,- 1962 (1961 classes in brackets) Berbice Demerara Essequibo Total Classes requested (48)10 (47)21 Classes held (16)8 (28)19 (23) 16 14 (23) (118)47 (67)38 Classes not held (32)1 (19)2 (-) 2 (51)5 as.

taking 11the form of • its act_i:dtie.� in 1961-comprised The activities of illiterates, (v) The British Council describes institutions services to Guianese in council-centres".

It maintains volumes.


teache·rs 11Sci'ence for Schools", to provide a.current affairs radio course for schools� major p�rt· in .the educational for the -e.stablishment Guiana Music Festival, enumerated, students activities both of the Adult Education both now independent.

bursaries 'the United Kingdom.


the council provides and others visiting and numerous courses on local government, In addition and indiv·iduals rather than council programmes a library in Georgetown seminars, of more than 5,000 study groups, a course for radio programmes on film ·shows.

·The councii has now been asked Its staff of two take a of the country anct were responsible and.
of the British Association and scholarship�, to the activities and gives help to with usually a staff of two welfare officers, provides Association of the centre is restricte<l (vi)The Sugar Producers' -centre Membership .a rule each centre has its own Adult Education from outside the estate, which attempts While basically tions in what each achieves.

for instance for the benefit of the 40 different course on local government lage in the open air.

In addition centre has a ·11brary, work shop.


and a majority has organized The Education in addition to employees on each estate .a community one man and one woman.

but as and their families, members with co-opted Council, to cater for the whole community.
there are wide .varia­ Council of one community centre organizations to frequent held in the vil­ to the main hall, often with a stage, each lectures in the estate area, and a have rooms for handicrafts and a wood each centre offers the same facilities, courses on how to conduct meetings and keep records (vii)The 39 village community in that they have no official resources .

organizer specific .flow from the school.

of the village or.

the local authority.
the ·centres· tend to become merely rooms that are opened up _for meetings unless they are brought into daytime use to take the over;­ In the absence of an active centres differ from those on the esta.tes mainly organizers and depend fot funds solely on the 180.We do not claim to,have made a close study of the adult education that there is no lead us to the conclusion our observations provisions; central driving force, no organizing the diffuse activities .important more concerted sphere of social development.
direction efforts, of the many organizations, which are interested if in this The stated aims cannot be.

realized and leadership are not forthcoming.

or integratirig authority to co-ordinate 73 actiTities l'ara-educational 181.There is a wide range of para-educ_ational are, in the main, associated in the country, bodies often through a.denomina­ tional school, hut each sugar estate cOfllllUnity centre ha& its own group of clubs.
Youth clubs and sports clubs proliferate troops, St. John's.Ambulance country.

national Brigade and Red Cross Units in many parts of the or most.of them, are somewhat loosely linked in a These organizations, association.

and there are G�rl Guides and Boy Scou� witk religious activities which 182, The volume of p�rticip!

'ltion from time'to time according spite of the apparently._substantial much greater drive to.
make some provision between the ages of 15 and 18 who have just left school ·case·s without immediate hope of employment.

authorities teachers varies i:onsiderably to the strength activity already give the_ lead, more might with would, we, think, be prep�red in particular With adequate from place to p}aee and of the loc_al leadership.

In there is an urgent need for a very for the mass of children and are still in many to· take a much more positive put-.
local guidance, Some encou:ragement d9 so� 75 PART II I 9 I ,._ THE NEEDS AND THE.

RECOMMENDATIONS CHAPTER 4 DEMOGRAPHIC AND ECONOMIC FACTORS AFFECTING NEEDS ,, .-* • i83.

Earlier in the report we discussed in broad lines prevailing demographic and economic conditions and prospects in ~rder to indicate the general possibilities and limits of quantitative and qualitative improvements in educa tion.
We shall now try to delineate more specifically the needs in different fields of education and training as they ari'se from growing population and changing economic demands and potentials.

Actually, this is a very complex task.

t.To ca.rry ,it out.

effectively, we would have needed much more detailed information.

·.

Of ne.c'e~'sity , we took the available data and made certain alternat.ive hypothetical assumptions to substitute for existing gaps ' in more specific knowledge.
We never theless hope that some basic consequences of prospective demographic and economic development will become clear.

\84.

There are two questions which we wanted to answet: (1) What proportions of .a cohort of school leavers can be expected to find employment in, .

or .

possibilities to be trained for, different .

occupational groups given the sex-age structure of the population and assuming some fixed rates of increase in nation al income and labou_r productivity?
(2) How many university graduates and other highly qualified personnel will the economy require year by year given the course ·of economic growth when measured by increase in National income?

185 .• For the purpose of question 1 we have div!ded the working force into five gr6ups in order to indicate the main requirements for pre -vocational education: and training.

The first group of white collar workers comprises all professional, managerial, administrative, clerical, commercial and financial jobs.
The second group refers to farmers, fishermen, forest workers and relat ed occupations, the third one to craftsmen of different fields, the fourth to manual workers in mining, manufacturing, construction and transport, and the fifth to all kinds of service workers.

In all these groups the capacity to abs orb labour will follow different trends, because of their diffe rent economic functions and the different possibilities of mechanization and rationalization.
Under conditions of rapid economic development, we can expect that labour demand.

will rise fastest among white collar workers and service workers in response to the greater diversification of production in secondary industries, rising per capita income and changing consumption habits.

The need for trained technicians will also grow relatively quickly as a result of more complicated production methods and more expensive machinery .
In respect of manual workers employment chances will expand as well but as more .activi ties, will be performed by techn_ical _ apparatus, .the relative demand will be smaller.

In ·agriculture finally we may expect comparatively small gains- in employment opportunities because of ris1ng mechanization.

We have carried out two sets of calculation.


One is based upon the assumption that national income will increase by 5% and labour productivity by 1.43 per year, while the · other a1lows only for a 33 rise in national income at the same rate of labour productivity.

Assumption ·11A" describes a course of development which we ·, ;.. -,,.

;; - 1 ~ 0\ rJ \ .
;; - 1 ~ 0\ rJ \ .

76 consider to be adeq uate to prevent heavy unemployment among the rapidly rising number of young workers, in contrast to Assumption 118 11 which indicates the impact of demographic expansion under conditions of moderate economic growth.
Table 18 - Percentage•of school leavers expected to be employed in or trained for various occupational groups assuming alternative rates of national income(a) Assumption A (5% rise in national income) Assumption 8 (3% rise in national income) Occupational group total male female total male female White collar workers Farmers, etc.

Craftsmen Lab6ure:rs Service workers No chances to be employed 21.2 17.1 6.2 21.

5 11.

7 22.3 20.8 26.1 12.5 36.7 3.9 0.0 21.6 8.4 o.o 6.6 19.4 44.0 11.8 17.1 3.3 11.
6 6.2 so.o 15.5 28.9 6.6 21.1 5.2 22.7 8.2 5.6 0.0 2.3 7.2 76.7 Total 100.0 100.

0 100.0 100.0 100.0 100.0 (a) For detailed explanation see Appendix D. 186.
The results of our calculations which can of course only be taken as examples out of a great variety of possibilit i es do nevertheless indicate the extent to which young people can be expected t a move into white collar positions, to become trained craftsmen, or to find employment in secondary industries whichever of the two lines of development the economy follows.
Under Assumption "A" not only the boys could be ful]y ab:rnrbed by the labour market, but also the girls who want to be tr?ined or emplo ~ ed.

Because of increasing production, especially in secondary industry, more jobs requiring technical skills would be open for boys, while girls would find improving employment chances in the tertiary sector of the economy .

In the case of Assumption "B',' however, the openings for school leavers would re main limited.
The greater preference which boys generally enjoy in the competition for jobs will tend to restrict girls not only from technical occupations but al so from clerical and administrative positions which in the course of rapid economic development and quickly expanding labour demand usually become more and more a domain of females.

187.
187.

With regard to general education, our exa.mples can give an approximate idea as Lo what kind of pre -vocational training at school would, under prospective condit~ons of economic growth be best suited for future employment purposes .

By this we do not mean that certain fixed percentages of school- _., F ~.

..... -- t ---{ ~ t7 This would jobs or groups of go·als, nor would it be economically advan­ occupations.

should follow special Labour.


req�irements and techniques corresponding to the results of our calculations for specific educational children courses in preparation ·neither be in line-with tageous., quickly, that it is impossible The curriculum preparing necessities, giving them the.basic knowledge qualities and experience.

·be placed and to what ex.tent and under what conditions course& form part of.a general educati.on.

or agricultural basic.


technical them to devel�p their pot�ntial should be geareii to the general de'mands and skills can b�st be developed It is clear, therefore, for school curricula where the emphasis indispensable by �ncouraging of production to understand the children in general.

change S() and fa9ilities of working life by· to keep P!lCe.

processes and economic· skills, and by to more specific training.

Such in training should technical• commercial, by way·of practical demonstration 188.The .
census returns were not.

sufficiently detailed to indicate the range of skills alllong the present labour force, and the supply of To establish a starting point for.

the treat-.

i.e.

the probabl,e future demand of university .questionla the.

municip;dity .ires to 150 private firms· and .to all ·E).

of Georgetown (t"ee App�ndix specific question, trained.

personnel.

we•.

addressed departments .artd and le·vels academically ment of our se_cond graduates, government t.Jnf9rtunatelywe returned-.
in general not consistent .numerical ·.relations execu�ive university enough to alfow some generalization.

demand for graduates ranks in the hierarchy ·The resp�nse, therefore, graduates had to fix.a very tight deadline for the questionnaires .. enough to permit definite was not vety satisfactory.

conclusions between the professional,.

te.chnical, as· to the administrative and to be.

The ·returns.

were of jobs and.

ski 11 s, but with regard to the answers appeared to be quite conlp!
!,rable and accurate The imp�rtant fact is that the present ·employed.

-The government app�ars· to be muc.h higher than the number actually 81 vacancies alone report-1:?d 28 vacancies our questionnaires reported which· answ_ered positions requiring normally filled by non-graduates.

how w·e ··have tried to al low for gaps in our information.
Table 19 summarizes qtialifi�ations academic and the private firms to 62 · in addition which are at prese�t ·some of the results and shows 189.The survey produced also information on the different fields of academic .. training and qualification, and indicated the most important sources of ··demand; Th.e.
results are shown by Table 20. clarified: How many of the graduates 190.Two problems could not be sufficiently carrying are actually out functions at present employed which bear no or How many of the graduates?

dep�rtments.

training?


have actually were burdened to their field of professional in the questionn1;1.ire to be filled by university reported was included to government were reported The first Only as working outside the only little relation vacancies question twelve out of a tot.al of 155 graduates field of their sp�cial qualification with technical graduates the sp�ere of their duties has riever shortage p�ofessional the demand for university to undergo such training, turn out to be much lower •.
The second question·leads to similar conclusions.

Returns.

from private.industry requiring academic throug_h s., and yet on many occasions and administrative standards.· There is no doubt that· the demand 62.

'are filled by non-graduates that out of.232 posts regarded exp�rience.

attain adequate, ranks and niore qualified leavers · from secondary With better training subordinates.
schools p;l'ep!3-red details .partly of whom 42 could partly because of been properly of qualified facilities we observed graduates training defined, indicate for the sub­ because as may �n many fields J.

78 Table 19 - Supply and demand in the employment of university graduates beginning of 1963 Source of information Total nllllher.of professional, mcinagerial,technical corrmercial & administrative personnel . )

Government Teachers in grant -aided & pr ivate secondary scJ:10ols Free profes s ions(e) .
Private indus try Total investigated T~tal in the economy(g) Not investigated 6,374 460 100 3_, 066 10,000 16,970 9,970 Univer sity graduates employed additionall) total demand(b) required(a no.

no.

% no.

389 61 44 144 95(c) 484 7.6 99(d) 25 99(£) 160 34.8 6~ 69.

0 243 7.6 638 1,008 370 318 438 120 956 9.6 1,446 ' 8.5 490 1.o<h> (a) Partly vacant, partly referring to jobs designed for graduates but filled by non-graduates.
(b) The e ffec tive demand is smaller since some of the p lace~ are filled by non-academically trained pers onnel.

(c) Seventy-six places described as vac;:ant by government departments and mini stries other than the Ministry of Finance, · Ministry of Education and Social Development 1 and Mini stry of Labour, Health and Housing .

(d) Ectimated by taking into consideration present absorptive capac it y.

(e) Estimated from income tax stat istics and fr om informa tion supplied by telephone directory.
({) Includes 28 vacancies .

(g) Estimated from ceps us ret urns.

(h) Rough es ti mate.

Table 20-The structure 1>f demand and supply of university.

graduates, beginning of 1963 (percenta5es) Field of Training Fmployed graduates Additionally required graduates Total dellll,l1ld for graduates Arts, socia l and political science Natural ·science Agriculture Engineering Education Medicine 22.8 9.7 6.5 29.l 15.7 16.2 19.6 8.5 11.

6 34.3 22 .

6 3.4 21.9 9.3 8.1 30.6 17.8 12.3 Total 100 .


0 100.0 100.0 I., ~ r, ·, <' f A ... ~ 79 skills will ri:"se in the course of economic there will be greater for other skills; deYelopment, as also diversification �nd· also at one the demand for training of skills.

For this .reason, level has always to be checked against this means that will very much depend ,upon concomitant the supply at other levels.

In academic the: returns of-�xpensiYe efforts in other field� of graduation for.
professional the demand_ greater particular respect of higher education training education experts for duties educated academically _attainment and training personnel but to different grades and·.

shades ·of qualifications.

refer not only to the highest levels of academic which produce personnel _able to free the highly qualified at the top _levels.

Our.

projections of future demands for 191� Our estimates qualified are based upon the assumption that personnel will tend to increase for certain _of.
university graduates depending differences the demand for highly somewhat· faster tba.n the national in the .demand for different on whether the demand is p�edom�­ 11 or by_growing:pop!llation of our emplc;>,Yment hypothesis doctors_.

in.come.· We have allowed· categories _nantly determined engineers of teachers and 11 A requirements.for university increase in demand.

Such a development favourable for graduates .graduates and the individual that can be absorbed emp�oyers ·course of economic by.
changes in production as·in the case.of ·· and rising per capita income as in·the case and techniques Our first set of estimates for school leavers.

and personnel graduates It assumes that tota-1 will standards of similar is in line with assumption by 8% per.

year,· as a result of a 2% normal wastage· and a-6� increase do n.ot rise disproportiona again .. would presume.

a· very -we must· emphasb.e growth,· and it would also require.
that saiaries of how much the, economy is a direct .function tely to other· incomes •.

The number of are able to pay for their services.

Table 21·-Annual requirements of graduates assuming a sh per cent increase in.demand for highly qualified two per cent annual wastage, 1965 to 1975 .and a personnel Year Arts & Science Agriculture medicine incl.education engineering, . '

All graduates 50 54 60 66 72 78 84 .

1965 1966 1967 ·�96� 1969 1970 1971 1972.

1973 �97.
1973 �97.

.1975 · � Total a1o(a) 92 97 105 112 65- 68 72 11 82 87 92 97 102 107 113 .

.

115 122 132 143 154 165.

176 �89 199 212 223 1,760 _ (a) The high increases 890 in this group mainly-due to the.high demand for graduate in-order to raise the quality of secondary towards the end of the period are_ teachers education.

which must be met HI) 192.


Assuming that up to 1967 half of the 11normal 11 demand could be satisfied from ·graduates in training, the average number of graduates that would be required every year between 1968 and 1975 would amount to roughly 290 taking into account the existing backlog.

1he number of young persons to be trained annually in institutions of higher education must be greater than 290 to allow for drop out and for fle xibilit'y in the employment of graduates.
Table 22 - Estimates of demand for university graduates, 1968-1975 and of resulting needs of training, 1963-1971 Arts & Science Agriculture , engineering incl.
education medicine All faculties 503 of "normal" demand in 1963-1967 11normal 11 demand 1968-1975 Existing backlog Total demand 1968-1975 .Average annual demand 1968-1975 Ave~age annual nu,ber to be 1_ trained 1%3-1971 a) Training needs per year as % ,: of age cohort 17 to 18 vears 106 812 210 1,128 141 188 133 817 228 1,178 147 196 1.1 1.2 239 1,629 438 2,306 288 384 2 3 ' (a) Allowance has been made for 203 wastage and 53 for flexibility in supply.
We have made alternative i.Jsti1.iates assuming a slower course of economic growth.

Table 23 - Alternative estimates of demand for univer sity graduates, 1968-1975 and of resulting needs nf training at different rates of increase in national i~come Assumed rate of lJlCrease in NI F.stimated rate of increase in demand for graduates Total demand 1964-1975 - · Existing Fmploynent Effective.
of new backlog graduates 1963-1967 demand 1%8-1975 Annual demmd 1%8-1975 Training requirenents 1963-1971 0.02 0.03 0.04 0.05 0.024 0.036 0.048 0.006 883 1,292 1,698 2,107 438 438 438 438 239 239 239 239 1,082 1,491 1,897 2,306 135 186 237 288 (a) (b) 180 248 316 384 1.1 1.5 1.9 2.3 (a) Average number per year.

(b) As per cent of age cohort 17 to 18 years.

~ .....__...., ........... ~ 4: ~· t +.

tt ....,... .....

I • !-- ~ J< I ~ ' } 81 193.


The estimates are, of course, into consideration that·under conditions existing backlog may·in the course of time become smaller or disappear.

further ignore the possibility development di_fferent conditions of ecQnomic abroad may_ who are now· in_'.training that under diffeFent of slow economic hypotheti=al.

take They do not for instance growth the Th�y numbers of graduates Nevertheless, to return.
in national is directly the estimates rates of increase _if other factors are considered· · be inclined different .graduates ning in the· field of higher education possible course of economic Higher education extraordinarily waste if the graduates· cannot be adequately absorbed other hand, shortage respect whole· economy and in turn the employment labour force; For.this•reason, training as well as all kinds of .vocational education, quality •be treated and planned as .

a co-or_dinated system.


development connected and therefore of individual fields in the.

supply of graduates .of primary and secondary of qualification expensive chances demonst·rate to what extent income may alter the demand for· to be constant.

· In-any event, plan,­ must be linked much more closely �o the than is the case in general it is also with labour requirements; education.

extremely liable to cause economic On the by �he economy.
in ·general as well as in and because the quality of.higher affects the efficiency of the of the other strata of the education depends.very much upon.the.

all fields.

of eiucatioti_ ha'ie to· 82 CHAPTER 5 EDUCATIONAL NEEDS AND RECOMMENDATIONS.

here the salient points •hich arise system in order to indicate the particu­ 194.
We believe it.appropriate to sununarize from our survey of the educational and weaknesses the problem is, we believe, and the range of educational lar bottlenecks tion is to be improved Essentially than of qua.ntity ..

In the main, apart from additional education standards, reorganized diversification for a dive�sification system and for·the wherewithals of curriculum.
and vocational and strengthening training, which must be eliminated one of qua.lity arr:1 consolidatio for higher · provisions n rather the need is for a raising of educational of activities to improve the quality and permit within the if the quality of educa­ activities to be widened.

195.The deterrents to progress are: (i)Laws and regulations perta1n1ng to education which are anachronistic ·and inappropriat'e cep�s of educational .

tion, thi:: organizational is.

defective and inadequate; .


to present political institutions and modern con­ .and social philosophy� and adminii;1trative .

Despite some moderniza- at· �11 leve.ls machinery .

machine embraced ' (ii) · A "dual· control" tion·of the system difficult dupHcation affairs; to effect,>and of effort, dday and frustration by these laws which makes integra- is one cause cif the · in the conduct of school (iii)The shortcomings of the teaching force; (iv).

The limitations and equipment etc. )


; imposed by the gross ,inadequacy and aids (buildings, workshops, of physical provisions books .

laboratories, (v)The narrow based curriculum manifold inter�sts, aptitudes and the vital needs of the economy; of secondary education and range of abilitiei which ignores the of its pripils (vi)The lack of post-secondary education opportunities 1n British Guiana itself.

196;· We shall deal with the major needs and incorporate for their satisfaction.
to.,· programming and implementations We have made some detailed concrete on the suggestions or some of the recommendations recommendations ·in · app:r:-oach app�ndices attached to this report.

The ·laws and regulations _197.

The laws_ pertaining to education need to be completely redrafted in the light of: (a)The educational policy "White Papers" and statements; 83 (b)The reorganized structure and system of education: .... _ ·.

(c) The present and proj!

:!cted · administrative · p�actices and organs.


and processes · in particular.

.J dev�lop�­ educa-· and not be confined.

in general and Guyanese to be_ a fully articulated many top _level decisions o�ertones, The laws or.law should harmonizewith the po}itical and c�nstitutiona ments,· current educational th�ory and practice tional p_hilosop�y provisions· .

intended however, many political ·permit hasty translation directions careful intended We recommend that·:·Unesco expert� educational suggestions .
(Concrete It should' cover.

the whole range of educational to only· one sector of what is system.

Before ·drafting can and should begin, too ., and social rewrcussions law for a peri.od ·have.

al ready lleen made to�the Ministry.)

to the Government· of British Guiana an of three months (Recommendation a11d'.pra�tic,es.

To ensu,:-e proper interpretation -drafting_,we suggest that.

an educationist .
an educationist .

wi 11 have to be taken; there are involved ,opme nt work.with the legal draughtsmen _s of general policy statements to operatiol\al lines/o,£�.deY.

:�l fully conversant with the impl i'cations:, at the same· time .as into detailed at all points.

make ava'ilable fin�ncial 1) .

Dual �ontrol 198.

A soluti«,n' to the question dual control.is-a prerequisite ing of a new law.

We ,,have already �iili1d tted in detail oar re.commendations · to the draft­ ' .

· .

o-f- oia this point •.


(Recrnmnendation 2); Th� teaching force 199.We shall not lab.our ·until the· schools are competently., questions-of .academic ;_ involves .

attitudes, P!lrt of the employing ·advantage, and terms and conditioas stable· and competent i�,' acu\;e. .the point tha,t there can be little· ad:vance unless .arid regularly and .

stiiffed; This on the.

and utilize this body to the best · ·of service which will make for a contented, staff.

The.
The.

urgency for action to achiev.e these_ desiderata skill -and desirable administration on the pi;irt of the body of ·teachers, efficient professional sufficiency, ·adequately to mobilize authority · .. ·200.

The ,co.untry must .. train its teach·ers.

But train theni for what?

For whom?

What is their role in an emergent country?

What demands will ·be.

made.

on social and historical, them by the schools and by the communities?

In these q.uestions of our thinking.


financial Geographical, factors demand that the teacher should be competent school assignments as an integral and that he fulfil also a definite for the ultimate of the curriculum the full role the teacher will be expected ·and social itdvancement benefit of the· community of 'teacher part of the general curriculum mnst be such, therefore role in the community o.f a co�ntry.

· (RecomJ11endation training 3).

·.

:, .

.

. '

' and the nation.


The content and range to play in the educational, , as to encompass economic to handle.his particular of the school, lies the basis and economic' in which he is serving 201.;Briti�h Guiana needs better educated.

and better trained teachers for �ll levels.of education --this is not to-imply that there are none such at the moment; on the contrary.

it.

has a number' of gifted teachers, but· not enough.

84 The need is therefore the education and training school system.
of teachers for: (a)The expanded and expanding (b)11ie more specialized (c)The skilled anrl specialized work required at some lenls of the srstem, and work required by certain types of educational courses� (Recommendation 4.)

202.The main burden will fall for some time to come on the Go�ern�ent Training College.

We have drawn up a "Programme for Teacher Training" (1) which deals to be trained over the p�riod .

· and other impHcations.


between the required the phasing of the programme, in detail with the number of teachers 1963-1975, It draws clear distinctions existing body of teachers and the training of recruits straight of secondary secondary education, at the Technical Institute is drawn to the necessity jects and for some to sp�ci�lize wood and metal and for home economics, and the Carnegie· School· ·and the financial training of personnel for ·example, of· Hon,e.
for some trainees in the practical school studies.

departments to go further in agricultural science subjects.

·sub­ The peculiar needs of the junior forms of the of all-age schools are a1lowed for; teachers for commercial will be trained Economics.

Attention drawn from the from completion 203.The programme calls for, without going into detail, a review of.the curri- of It is points.

The college must have varied courses,· each-carefully centres potential development role, in a rural community.
culum in view of the teacher's we believe, to supplement college and its supporting by giving details of the curriculum .. We shall confine ourselves unnecessa·ry, the training a few fundamental planned for and suited to the all-round teachers who have a specific common background each course should be weighted ments that will be allocated all typ�s of audio-visual .
and to improvise part of the course of all male ·students, home economics All students work and also be· introduced· extra-curricular safety, etc.

The teacher has many skills if he is to make his contribution of the community as we'll as to the educational include first -aid groups., · scouting, ·road and uplift.

and economic of the pupils.


should be trained in rural extension Hod youth to adult and ·fUJ1damental a·ids and ·should become competent Woodwork, metal must become familiar with to prepare their own to the techniques · activities to.

prep�re the.

teachers for the specific man, of wide interests to become a dedicated to ·them.

T4e trainees work, and gardening wheri necessary,.

and approaches ·to ti;� s.ocial advancement of a specific of education should' group of.
should form _assign­ of all female students.

and/or experience; ·education; to quickly disposes of the backlog of untrained it doubles the percentage of trained teachers by 1966:, · the· in­ · course fades.out by 1970 and the teachers will.all be trained by 1975; the fading out of the wasteful envisages training and consequ�ntly pupil teacher system.

the· success of the will depend on the quality and quantityof output from the second­ Much· will depend also on.
the availability of qualified teacher as academically highly qualified teachers .

"programme" .

204.The suggested teachers; service The ''programme" The emphasis is.

on pre-service 11programme ary schools.

trainers particularly to t_ake over· the content teaching.

draw from the understaffed t_eacher for the Government trainers 11 It would be unwise at this· moment· (qualitatively) secondary schools the 19 new required for September.

1963; it may be.
1963; it may be.

difficult (financially,) to recruit this number from overseas.

We believe.

that must be.

sought to with­ ( 1)This progranme is now in the process of implementation by the Ministry, and only the relevant tables are .i.ncluded .i.n ·•�p�nd1x G. I I I 85 and essential international libraries least the Government trained if necessary, the United Nations aid should be sought in this fiald and also for the prmsion of for the first two years at Given assistance equipment.
would have time to make arrangements to recruit., and have its own teacher trainers.

We re�o�ad, therefore, that ■akes available to British Guiana: (a)Six teacher trainers (for mathematics, and French/Spanish), agriculture, a�d F.nglish, chemistry, physics, (b)Six fellowships for the training of Guyanese prospective teacher trainers.

(Recommendation 5) Aid from other quarters, staff and supply of equipment and books.

·e.g.
·e.g.

USAID, we understand, may be available both for 205.We have mentioned that some teachers will have to be trained to teach science in the secondary .• · We recommend now being erected for the College of Liberal Arts and comprehensive schools new laboratories Sciences to the training tion 6).

It.would be far more worth while if the sciences an agric�ltural be made available in the mornings bias • College (Recommenda­ courses were given that the .

206.
206.

The training, academic and professional, of teachers for teaching the upper forms of the secondary departments more specifically must become the concern of.

the University of Guyana The university as also the training of teachers through the training college or with its of the .. grammar/high schools.

own staff should institute teacher training of-the secondary ·(both graduate and non-graduate) courses for the untrained teachers schools (Recommendation 7).

would be open to the non-graduates.


Outside Georgetown This course should be professionally university possible centres.

would be'expected, to admit the untrained Teachers secondary from grant-aided .of course, to pay fees for the tuition.
secondary,schools slanted since the academic school teachers and private schools to the training courses �f the it may be 207� If.the overall quality of the teachers is to be steadily improved then the conditions of service must be such as to attract the best possible can help, but in addi­ into· the profession fonds) irrespective with.

(Reconunendation of the aims we have put forward.

of· service must be-such as to offer prospects and to ensure that thi13 body is a stable one.
administration _material To a certain extent just and efficient tion the conditions of a worth:­ are while career.

We are of the opinion that the present sahiry structures We reco■mend not conducive to the achievement that there be.one salary scale for all teachers or indirectly of the level of education ou·t of gove,i'n111ent connected 8)It is only in this way that a unified reco-enda:-· manoeuvrable tions on the detaiis of.

the.

scale in Appendix ff.


(Re�ommendation of the teacher'-training programme has taken this scale as a basis� The un­ qualified ferent points within the scale in accordance proceed to different primary schools and teachers in secondary h�lders of p�sts of responsibility.

still inadequate with their qualifications between teachers teacher.and the trained graduate enter (paid-directly tbey are scale is but we are equally points.

There is no distinction can be built up.


We make positive for the trained non-graduate We are aware that the proposed the same scale body of teachers Allowances 9).

Costing teachers schools.

· are made for but at dif­ and in 86 of the We strongly of the exchequer to meet the just expectations tion.

as a priority when funds are easier.

(Recommenda should move upwards both the entry RDd maximum points of We have been able to do little more than raise the aware of the inability teaching profession.
maximum of the salary scale for the trained non-graduate.

that the Government the trained non-graduate 10).

It is totally unjust that.

the trained non-graduate should reach no higher point than the entry point of� non-trained may, of c9urse1 be argued that the salary seal� of the graduate we must.

r_emember that this is the established for equivalent and furthermore qualifications less attractive.
than that enjoyed by graduates entrants ·to the profession teachers, except such teachers ·under the new scale ·_.

their conditions they moved out schools as would lose of service would be safeguarded scale in all government it is a scale which in some ways is countries.

of.· 20 years' �xp�rience graduate.

is too high, but should be brought into this scale as also the present in neighbouring in government of the service.
secondary services All new recomaend until It 208.The uniform salary scale we propose should be an inducement obtain.

better professional or academic qualifications and the training that the university and qualified underpaid, untrained teachers.

and the_s�condary comprehensive relevantl y staffed.

tea�hers are.
tea�hers are.

no� as prone· to flit into other occupations centres will offer facilities lt would ensure, too, that the all-age· schools schools· are adequately,· competently and to to teachers �ow - particularly and trained .

as are 209.We recommend that the _grading system of schools be revised, so that there he three grades only in place c;f the present five; �nd that grading be on the basis .of average annual -enrolment attendance.
·P!-"ospects staffed at the beginning • (Recommendation of the session� 11 ).

and not on substitu.ted average annual Apart from the fact.

that this would improve for senior staff, it would ensure that schools are more realistically We must insist, however, that annual.

of the session, · enrolment ·figu res be based on actual enrolment at the beginning that is; the school register previous July.

We recommend, holders of posts of responsibility (Be.commendation 12).
· should.be made up at that time and not in the made·-to too, a small increase in the allowances in the primary and oll-lige schools.

210.We have.emphasized the.importance of-improvements in the grant-aided .schools.

We recommend secondary _the non­ profit making secondary schools to the extent necessary-to.enable them, financially tion 13).
We propose in fact that the Government of all graduates at ,leasi� to attract and retain competent and of all trained teachers that the Government in grant-aided subsidize should meet �he full-salary graduates.

(Recommenda­ .

·uniform:�alaif scale, provided that all teachers in grant:aided schools-under th� ·school� who or were on leave bodie� with or without pay who might suffer.
by their governing remain· on the scales obtaining were employ�d-by such schools in the session 1962-1963 authorized financial loss as a·result of the application opt.ion vacate their posts; in·such case the government same as at present teachers) at the app�op�iate meet its.

present share of :the cost of such salaries contribution; .• Unqualified irres�ctive i� 1962-1963 teachers .. the Government point in the' unified salary scale.
and the Government would under the present sy�tem of_ the sal_ary would make no contribution towards· of of_ post held, already serving in·schools of the scales shall at their (i.e.

for non-graduate contribution would remain the until such time as.

they untrained would be p_lac�d 87 who are non-graduate and untrained.

In the case of the unqualified new appointees teacher the governing posts of responsibility salary scale.

The governing rules and regulations fun� scheme.


No recommendation as the mission considers and resources.

governing body would be responsible for paying any allowances for or for salary over and above that laid down by the bodies, too, would be required to draw up and apply ]eave, sick leave, and� pension oi.
provident is made here on "vacation leave) leave" (overseas to British Guiana conditions this benefit unrealistic that years of service 1n any government or govern- 211.We must stress, however, educational ment-aided country (i.e.

recognized established) mental purposes -age and government as 'wel 1. )

institutio� for such purposes or any service in government within the country in which it is · service must be rec�gnized or in any recognized school outside the on a. one to one basis.
(In the case of teachers secondary schools it would be recognized for incre­ all­ in primary, for pension purposes 212.It follows from all we have said that the salaries must be uniform in whateYer level of schools they may be teaching.

would be unjust to t_he teaching at this iime of reorganizatiqn a different grammar/high difficult, movement Transfer of anomalies schools.

complaints of trained teac�ers-away basis according of non-graduate teachers It harmful as a whole and educationally.
on were·treated profession if non-graduate trained teachers to whether they were teaching in all-age schools or and promotion become within the system would would increase and there would be a voluntary from the primary and all-age schools.
213.If these salary proposals and would be more easily drawn into the service, and implemented are accepted graduates trained personnel bodies would make greater effor.ts ing bodies would be encouraged responsibility, professional in the schools and untrained qualifications • ::.o locate and appoint qualified to.appoint staff would be encouraged qualified staff to posts of special and to seek acad�mic �tandards of educational -all to the advancement governing staff, govern­ .

214.
214.

The financial outlay involved in the recommendations on the Government's of staff of government- .

part in meeting the salaries -there are not the graduates schools is not hig�; we cannot see any possibility all posts with graduates overnight few more would be added each year and this we have had-in mind in working out the financial they will be crippled: 'it •ill be advantageous teache,rs up for the ·graduates the market.

in• the future.
in• the future.

At the same time steady j 'Jb opportunities as they coine on to of the College of Arts and Sciences bodies, again, need not fear that of their present staff are safeguarded, rather than unqualified to them to engage graduates implications.

The governing the s!laries are opened aided secondary of all such schools filling available.

and A 215.If equal e�ucational opportunities are to be provided for all children, then there must be a fairer distribution of trained staff.
At the moment, to find a school in which 7 out of the 8 teachers are_ trained, it is possible and another in which 3 out of .17 are trained.

to the profession · to even out the' tHscrepancies; (Recommendation 14).

F�thermore after training tPansfers We recommend be poste� in the first place in such a way as· in the same way.
should he effected that all new entrants· to ensure tl,at the schools in the remote areas I, 88 we recommend that as vacancies are given equal consiceration, schools they be filled hy trainecl spell of two years in such schools.

year of service in a 11hard post" should he recognized as and �ew entrants for seniority sidered for posts of respon.9ihility have served at some time previously 216. will not, when th� time �o�es, he con­ in Grade A or Grade B schools unless they for two years in the interior.
occur in these wbo will be rer;uired to 15).

As an inducement, each two years of service (Recommendation new entrants purposes, do a The need for better educated area schools which have a pupil population and trained teachers of some 8,000, A particular is acute in the remote is experienced because most are of education because of the very will only be made when trained teachers who are likely to must be made therefore to train that the most able children on first coming to school.
The standard of the schools is low principally of teaching, Real progress of these children in the education speakers by the majority born in the ar�a.

Every effort personnel.

We recommend at the age of 12 he gathered 16).

difficulty non-English provided low standard will stay in these areas.

As things are the only teachers stai are.those more and more locally.born of these scl1ools Lethem, �baruma or Sand Creek where co,npeten� (Recommendation a secondary coJ lege.

The .Government training books, etc.


(Recommendation by this long-term conduct special.

long summer· born untrained ly content courses.

the remote.

wo6dwork, language .

217. sbould meet all The· immediate we recommend courses in the .remote music, art and English as w�ll as the teaching areas should stress health education, The course for the full training teachers.· (Recommendation p_lan •.

Consequently After a three-year course the children at secomlary teachers 17).
problem, expem:es -travel, board, however, that the Government area centres for locally 18).

These courses should be essential­ is not solved should of permanent for teachers handicra'fts, agriculture, of English a� a second departments at · will have been posted.

should be sent to school which can offer them further studies for entry to the Improvement houses for teachers of conditions of service will entail the building in the rural areas and �articularly in of many more the interior.
The mission was evident.

posi.tion ficient to erect one building or bachelors We recommend might he reviewe�.

or women.

unable to make a study of this qnestion l,e I.milt he·.

;ween that 50 l,ouses but the need was self­ In 1964 and 1975 when the many cases it will be suf­ (Re.commendation 19).

to house two or moce teachers, a married couple 218.It would appear that the present overseas to be curtailed.

We recommencl for potential e.g.


to working in good schools, on full pay be increased study leave of one year's duration studies, tration methods, in the schools of.British We see little value, in comparison, tion of a course of theoretical already competently or to attendance leave privileges of teachers study leave :faciHties 20).

Such (Recommendation thnt in conse'!uence hef!dmnsters.

should, w.e believe, be devoted to practical are at a comprehensive abroad and observing' school adminis-.
course of practical value Guiana, e.g.

rural studies or visual and aural aids.

in institutes of in the repetition educa­ teacher has done at his own training studies which the trained Guyanese college.

219.

We recommend that the sab.ries of the principal the Government Training College be_revised and cleputy principal of to bring them into line at ' least with the salaries paid to tbe principal College.

(Recommendation 21·).


We find it hard to understand nnd deputy principal why .the responsi..; of Ouee11;'s 89 bilities of the· principal onerous than.

those of the principal of the training of a secondary school.

less cc-llege should· be considered that the staff at the training college be styled lecturers 220.We recommend and assistant lecturers (Recommendation 22).

; the lecturer grade by non-graduates.


grade to be We that the assistant and the a,ssistant filled by graduates recommend priate increments ·to ensure no loss of salary if they had been holding posts of responsibility in all-age schools and proceed to �6,240 within the scale.

(Recommendation lecturer enter the scale et $3,984 with appro-.

lecturers 23).

Buildings, equipment, etc.

221� We have insisted that trained teachers must be provided with the facili- need and .
ties an� equipment and tools t'o make their work effective.

made our recommendations We have· in in some detail, j dealt'with.the ·we shall bring out now ·only a few of the salient points and_ rep�at which-involve finance or requel'its Appendix consequently- or bring in recommendations The country will need soine 59,000 new places by 1965 and a further 36,000 by·.

·1975.

The .figures ·.

ly.

The.


need is clearly an immediate school t>laces,,The bill will be an enormous when the costs of providing tories, and the equipment workshops., home economics are added.. one and principally one for British .Guiana the laboratories, for such practical fo�-secondary and becomes heavier for secondary schonl p_laces for external workrooms are 48,000 �,:d 14,000 .resp�ctive- labora-' _aid.
222� The main recommendations we have made to ease substantially the strain on the.country's .resources by effecting economies and affording more time.
for ·tbe_final satisfaction of the need ��e: (a)That a Buildings Research Bureau be set up; (Recommendation 24) (b)_ That communities he encouraged to participate actively in the solution of the problem; (Recommendatio� 25)' (c)That buildings and workshops of a double sessio!l system; be used twice a day by the applicatio (Recommendation 26) (1) n 223.The establishment of a Building� Bureau calls for the appointment of a schools architect, Tisors.
(Recommendation take·a:· course of training in the appropriate (Recommendation 28).

27).

We recommend Research a civil engineer and 5 draughtsmen-work also that the school architect ·super­ Un�sco Buildings Research under­ Centre.

224.We now proceed to make the following further recommendations: (a)That the Gov�rnment reconsider, admitting 5-year old children for the time being, its intentio� to the schools; (Recommendation 29) of (They_ can be squeezed ed to.all the children.f :.

(i) This.
(i) This.

question has been raised before and met with a stormy reception.

Before it is con- in only at the ·exp�nse of the quality of education provid.- · denned out of.

hand we request readers· to study the relevant section (Appendix 'J, paragraphs .16�54).
90 ·(b) That the present admission age requirements of the law be ntost strictly adhered to.and that intake be permitted session; only at the beginning (Recommendation of the 30)' (c)That the Government reconsider, 11 for the time being� its decis�on to provide education for all up to GCE 110 level standard; (Recommendation 31) be allowed to stay on after their 14th birthday (We suggest that children they have passed the College of Preceptors examination session in which they become sixteen, lege of Preceptors there are places in the secondary government After the Col­ will be kept on as or grammar schools or other are or may be established.)
only such number of children institutions·which comprehensive is the earlier: or to the end of the, examination whichever· until (d)Tha.t external aid be sought for the erection of the secondary of the and equipping comprehensive and laboratories grammar/high and workshops schools; (Recommendation 32) (e)That United Nations aid be soaght for the assignment to the British Guiana Government agricultural particular inexpensive competency apparatus education of an expert in technical and one in the teaching education, -one in of science with to set up a workshop for the manufacture and improvised apparatus.
of Established secondary schools (i.e.

g1·ammar/high schools) ·225.

Our further recommendations on the est�blished secondary schools are: (Recommendation 33) (a)The schools should be encouraged to broaden their curricula ing ·a wider range of courses.

(Recommendation should be given to the teaching attention manner, to the establishment practical of wood craft, art and the introduction offered at the moment.
these are not being by offer­ 34) In particular .more in·a education of the sciences of sound commercial where and home economics (b)Government pass legislation to permit the Ministry of Education and Social Development over the private institutions.

to have some measure of control end supervision (Recommendation 35) (c)·Machinery be set up for the transfer of able children schools· from the secondary greD111ar/bigh schools where the letter ere unable to meet the needs of·such children.
into the .departments of the all-age (Recommendation 36) Reorganization, school administration .

and curriculum .

. '

226.In view of the need for various reasons of reorganization fication of secondary school curriculum.

the secondary a:nd diversi­ ve comprehensi school must lead the way.

The problems such a school and recommendations which have to be faced in establishing are contained for this solution in a p�per -· 91 School Pilot Project" an� Social Development.
"The East Ruimveldt of Education too, the first ,p�rt of it is appended·to this report (Appendix recommendations particular coinmer.cial education.

how the comprehensive (Recommendation on zoning, curriculum selection, phasing, 37).

M).

It makes �tc.
It ·sho�s in school will fill voids in technical, craft and -already submitted to the Ministry Since the paper brings up other principles·, 227.Other· principles involved and recommen�ations made are contained in another paper -"Establishment of Secondary Comprehensive Schools and Centraliza­ 11 School Provisions (l) -which has again been put before the after on-the-spot investigations� Recommendations on priority, agricul­ and on education parts pf which are appended (Appendix of the country are made in the 38).
K).

(Recommendation in the interior tion of Secondary Ministry tural education, paper, relevant 228.As such recommendations and priority questions contained in these papers as have financial.implications are included within other recommendations made we shall not enumerate ·teaching school administration, tions have already been made to the Ministry made imp;icit in this report.
curriculum, the�: similarly, we do not �ropose to discuss ­ methods and techniques; or, on major questions, have been recommenda- ·Organization and administration 'iritegr�te4 of education oomp�ehensive eJucational system hais to be con- 229.A national, .ceived organized required exp�nded, function in its entirety, carefully planned in its detail, effectively · and efficiently administered.
Competent, informed p�rsonnel are at all levels; the machinery for administration must be set· up_._ An ?,,": reoriented educational system, different in structure, nature·and ·fro� that which it supersedes, cannot be expected to reach its goals , if it has.

to work with arid be operated by the outmoded and inadequate machin­ ery of the past.
In British Guia�a radical changes in outlook have brought on rapid changes of educational need to be accomp�nied ·developments and appropriate ··� _ _, sys-te·m demands prior appraisal preceded by, appropriate policy; calls for immediate by.

or better still,be administrative implementation to determine as redeployment The new educational services.

the most efficacious machinery for ., a reinforcement, and a redefini­ organizational administrative purposes:, and tion of duties and functions of personnel.
2�0-The mission has_ submitted in detail its reconmendations OD this problem in a paper, p�rt of which is contained not to go over the L.(2) in this report as ·Ap�ndix same ground but to present-only the made therein.

The mission has recommended: We propose, therefore, major recommendations (i)lbat &esco be asked to assist the Ministry ad■inistration by seconding for a short period, in P?rti­ to it an expert in edu�ational cular to overhaul the internal machinery of the_.Minist�y.
(Recoomendation 39) (l)This paper was prepared in the closest coJlaboration with an officer of the Ministry, · - whose c ontribution, in fact., is of major significance.

(2) This pape�- deals at length,· for instance with the aims; the structure ,, the functions .

and the canposition of each of tl-.e new bodies.

or departments established.


·it eq,hasizes the �tance of co-ordination of all their activities, and sets great: store on the contribution of a planning unit integrated into the system as a whole.

·· we propose shoald be 92 (ii)That the administration of education that the -chine may J,e able to deal with the new situation as a whole be reorganized (Chart 3) (Recommendation 40) so (iii)That a national council for education, coliulitte .
es and dist;J"ict education advisory county education, co11mittees (I\econunendation be set ap.

41) advisory (iv)·That the functions clear lines of authority of the senior officers and communic ation be laid down.

be clearly defined and 42) (Recommendation (v) That a certain degree of decentralization to permit delegation powers at regional intensified as responsible local government develops.· level be authorized, such decentralization of to be.

(Recommendation 43.)


(d)The expansion of the central and regional the establishment of adequate supervisory especially machinery services.

(Recommendation 44) by (vii)The reinforcement cal, an educational research bureau of the planning research, and also a documentation a buildings unit so as to include a statis�i.

and a textbooks research wing.


and archives 45) (Recom;nendation (viii)The Government (a)To provide (b)To provide request the United Nations and Unesco the services the machinery and equipment of an expert in t�.xtbook production; to set for the.Ministry · · up its own printing unit; (c)To train the planning officer at the Paris Educational.

Planning Centre, and (d)To train the economist in statistical work and demography the Santiago Centre.

(Recommendation at 46) .

231.


We find the salaries Ministry not commensurate with the responsi of the senior officers and supervisory staff of the · they have·to under­ bi'litie� take.

We must remember that the professional normal nature of their work to work many evenings We recommend, upgraded.

(Recommendation and week-ends that d,e salaries of the professional 47).

We would suggest the following therefore, officers are required officers be upgrading: in the field.
by the CEO F 6 to F 5 OCEO -Flo to F 9 .

ACEO and SEO (4 posts instead .County Education Education A4, but on completion Education (non-graduates)-· A4.

(graduate Officers Officers Officers (2 new posts) -Fl3 of 2) -from Fl3 to Fll as at present, <?f 4 years at maximum of salary scale·tomove to F13.
qualifications) or equivalent University of Guyana 93 232.The Government having 'determined Arts and Science and passed legislation, its policy with regar.d to the College restrict our terms of reference of us .to the consideration As, however., developmen·t.

the Government's ·desired the mission than those proposed, time when imp_lementation ·sets out its views.
of questions t-he mission of impleme'ntation and of lines of future' came quite early :to the conclusion that aims could be better realized by means other to the Minister.

of somewhat fluid, a memorandum which Education:,· at a p�licy was still submitted long-term 2331 Our recommend ations aim.at setting standards and, consequently, at enabling the university to find for itself an establhhed place within the English­ _speaking academic community.

234.An.estabJished "sponsor".


university has, it is understood, to act as been requested If this request.should not yet have been agreed to we recommend that this university pate.

in the selection nominate one of its members be invited, of all teaching as a prelude to full sponsorship, and senior administrati.ve to partici­ staff and· to (Recommendation 48).

to the Board of Governors.

235 •.


P�nding the establishment of selection committees ·represent ation, we recommend that all appointments with full academic to tbe teaching staff be on a temporary committee before the end- basis and that they be reviewed by a selection 50).

academic year.
academic year.

(Recommendation of the first short-term 236.The White Paper rightly defines their function examiners, stresses .. We rPcommend giving them controlling ment of external Under a system uf ,;;ponsorship to be associated with the app�intment the sponsoring of all external examiners.and require the appoint­ _ation 51).

".

"ould without doubt wish powers.

(Recommend the importance of external that tbe statutes examiners.

university 237.Assistance and advice will be 1_1eede?
·system and structure-of the un1vers1ty.

in establishing We recommend the adminis�rati!e that tbe un1vers1ty, whose sponsorship tor to act in conjunction tion cannot be granted, we recommend · (Recommend ation 52).

is being sought be asked to provide an experienced administra­ with the Registrar of the university.

that Unesco send an.expert If this applica­ on request.

238.We consider titular head, standing be appointed that there are great adva'ltages outside day-to-day· (e.g.
the Pead of State) or that the office of having a in a ·university's and we recommend affairs that·a·visitor chancellor 53).

In this 1 at ter case it would be necessary to appoint Board of Governors so that it fills IJ.n equivalent for preference, who should, be redefined ation role.

(Recommend of th_e· a Chairman not be a member 6£ the university._ eithei, 239.The statutes constitute should not be easily alterable.
the bedrock on which the university that.the statutes We recommend stands: they be by legislation and made alterable only by the Council of Ministers of the Board of Governors, be invited to assi.st and furthermore that the in the drafting of the statutes.

established on the recommendation sponsoring (Recommend university ation 54).

240.We re.commend that discussions be vigorously pursued witb the University of 94 the West Indies on the Government's torial colleges Indies.
(Recommendation of arts and sciences 55).

'project Cl) for the establishment of terri­ of the West and of a central University 241, In the initial year (1963�1964) we recommend that the intake of degree students be kept to ,the minimum necessary for a pilot scheme ·and that priority 56).

(Reco�endation be given to intensive in-service courses· for the Civil Service.

242.We recommend Universities ties of assistance.


approach further thot the Government without delay the Inter­ Council for Higher·Education Overseas to•discuss possibili­ 57).

(Recommendation ·E:xaminotio ns .

.

.

243.We recommend Ministry that· a local examinations he set.up.

(Recommendation board to repla.ce the present 58).
lt. should of Education Board of Education, with the university work in close association lege and should be made responsible, of the Ministry The nucleus of for the administration the new board's staff should be the staff of the present Examinations Officer and of the Ministry We recommend at least one of bis senior assistants be seconded t.o study administrative, procedur�s in the U.K. (Recommendation for the conduct of all local examinations for a period of 3-6 months that the Examinations of external examinations of Education.
held locally.

Branch 59).

and and the Teachers' Training Col­ under the general policy direction only Agricultural education .244.

The expansion importance; and strenghtening of agricultural education is of prime it cannot, we think, be achieved and field assistants officers work.

Provision this, we think, can most economically agricultural load of clerical field assistants; boration.between the University should be explored Repos.
The possibilities in connexion with each land resettlement benefit to the country and would provide an opportupity for rural· youths.

· · of the provision · of Guyana and the Agricultural by a heavy who are not burdened must be made now for the local.

training scheme; this, we think, wou]d be.


of without a strong force of be achieved School at Mon of farm schools of by colla­ and an encouragement 245.We recommend therefore (i)That the Extension soon as possible brought up to full strength tural officer in the field be given adequate (Recommendation of the llepartment Division of Agriculture be as and that each agricul­ clerical assistance.

60) (ii)That courses for agricultural field assistants by'the University Repos.
(Reconimendation 61) of Guyana and tbe_Agricultural .. .. jointly he conducted School at.Mon (l)Contained in the ''white Paper on Higher Educatioo11 95 PART III COSTING -AND FINANCING CHAPTER 6 PRIORITIES 246.

•.
•.

The problem of priorities presents decisions be· taken in priority special difficulties; between one sector of education not only must- and another, but also between th� competing and any Clearly all the sectors and stages within sectors are interrelated, in any one will have its repercussions development on all the for general advance comp�ls others.

·Nevertheless, selection, given lower priority.

(1) or retrogression inadequacy urgent claims within any one sector or lev.el.
there is full appFeciation of the imp�cts on secto·rs alway� provided .of resources 247.We have· app_lied certain principles and last resort priorities should be determined in making out decisions.

by the social and phi and human resources; In the first the particu ar sical needs of the soc_iety and by its material strengths and·weaknesses factors to be considered; draws sustenance deterioration the body corporate.
in the one will of and lacunae in the existing in an articula_ted system are decisive the one level system �f educ�tion from the other levels and in turn sustains retard the normal growth of the other; parts of them -qualitative 248.Implicit in all-that the mission has submitted in this report.is our firm conviction that the·urgent need in British Guiana is for qualitative advance and diversification Hence we recommend priority of curriculum of allocation rather than_ for quantitative" of funds in the following ordeI'!
expansion.

of full facilities for technical, education craft agricultural, com­ and for more science· teac-hing ·in p�ogramme.

1.The teacher training 2.Adjustment ·3.

Review of salaries 4 ..

Strengthening 5.Provision of teacher salaries.

of teachers of the administrative and supervisory se_rvices.

in grant-aided schools.

schools.

mercial and home economics the secondary 6.School building 7:.

School building 8.Provision 9.University 10.Exp�nsion 11 •.

Teachers' 12.Adult education.


of equipment, �ducation.

of technical houses.

(secondary education).

and reconditioning (primary·educati�n).

aids and · school libraries.

facilities at techn�cian level.

(I)Priorities within each of the sectors and stages have been .u,dicated also in the main body of the report, in the supporting papers included from the costing tab_les.
as .appendices;, and can be deduced ,· too, 249.We emp hasize that we are not suggesting that one of these needs in turn be 96 completely satisfied before a start is made on the next, we are simp ly the relative resources.

indicating potential will be observed balanced·, sp�cial attention.
weight of the demand of each upon the available and which follow it that moneys are made available each ,ear for al� so that In fact, in the details of the costing healthy progres.s is made by all parts with t.he weak points given -97 CHAPTER 7 COSTING AND FINANCING .250.
Educational tions are accurately planning is only of practical assessed A further.necessity in terms of expenditure and with regard to is that the time period covered is long value if its financial implica- the successive duration available funds.

enough to comprise system, and that the financial those given priority, educational allow us to fol low these rules to the necessary not_ include post-secondary .

are determined requirements education.


· in the context of all resulting changes in demand within this period.

Lack of time and information did not of all forms of education of every individu�l item, in the especially extent.

We could particularly · 251.Our cost estimates cover the period 1963-1975 and are based on 1962 prices, They pursue two different purposes.

unavoidable assess total costs of future demands This was meant as a basis_ to determine scope for improvements.
·consider ards.·It excludes, 5 years and 9 months and assumes lower _on a temp�rary p��vision h.ave been assessed of cheap multipurpose · in comparison -The second approach separately.

to absorb the growing number of pupils and to raise stand­ to the -first approach, pupils below the age ·of cap�tal expenditure by the introduction _basis of the· double session system and, to a lesser extent, by buildings.
Recurrent and capital expenditure In a first approach disregarding·the prospects we have tried to of realization.

possible savings and to delineate which we the all exp�nditure �omprises 252.Tables showing the details of our cost estimates are included in Appendix N.·ttere we need to discuss only the main items and the global results.

programme.
programme.

in recurrent expenditure The programme by trained teachers and the lengthening arise from realization itself is inexpensive, rise in total expe,1diture The highest increases teacher�training ·salaries.demanded will result in a material of the period when graduate in greater numbers.

teachers must be ascribed ever, the greater part of this increase reorganization natural growth> less than one-half (3.7 million dollars over the whole period) will result from employment more and.
better trained teachers.

far-reaching This is, in fact, a moderate that will accrue.
In order to secure the necessary of the salary scale towards the end force in all-age schools will almost treble in the period 1963-1975. of the school system.and to join the teaching to our detailed .advantages are expected estimates, especially to factors such as According salary costs for teachers P!ice for the How­ of t-he but the higher of · funds without draining that the Government 5 years and··9 months and to retain all pupils of over 16 years, ·since the savings from salary resulting.
to finance the training the sources for other urgent purposes both sources are sufficient and accelerated from the expanded its intention annual increases programme.

to admit' pupils below the.

age of reconsider in we have suggested Salary costs for teachers in all--ege scb.ools (Recommendation (1,000 w. I.
$) 9) 1965 1970 1975 6,294 9,572 13 ,258 programme_ 65 1,860 3,666 Total salary costs Costs resulting from training 98 253.Compared with salaries, other recurrent expenditure on all-age schools is of them to rise proportionately with school popula­ -for teachers small.

We assumed most tion.

Only in respect of libraries to meet the most urgent demands of the newly established and future compreheµsive schools.

been reduced should in our.


opinion continue Amerindian Although ards fr�e school meals wi 11 become less imp�rtant:, standards books for teachers' international raise its contribution will rise quickly enough among the Amerindians.

funds.

We suggest, in particular, population.


will qualify, libraries we do not believe that This item as well as as we hope, for assistance .from to that Unicef be requested The school feeding sy�tem which has recently in the areas with predominantly we hold the view that with rising living stand­ have we made higher allowances departments secondary in favour of school meals for Amerindian children.

'Books for teachers' libraries School Feeding Programme (1, 000 W. I.

$) .

(1, 000 W. l. $) 113.


130 150 1965 1970 1975 18 19 20 254.Recurrent expenditure in respect of practical instruction centres and will especially rise with the building of new schools and the dep�I'tments of teachers for practical training mates a more intensive P!lPPs wouldbe doubled immediately in our revised building to benefit from p�actical �0,000 in 1975. training plan (Appendix use-of facilities subjects.

We have assumed in our cost· esti­ to the effect that the number of •.
With the increase in centres as s:uggested N, Table XXXVI), the number of pupils could successively be raised to about Practical instruction (1, 000 W. t. $) centres and departments 1965 1970 1975 ·Total recurrent expenditure 236 434 831 255.As regards teacher training,, an immediate rise 1n sa1aries is unavoidable because of the greater number of lecturers needed to carry out the train­ has also been made for adjustment co°llege and for the employment in salary.

of the We of two deputies.


general payment_ towards maintenance of students.

As will receive their normal trainees course.

We have not separately and loans should be reserved for needy for such funds • in the general item llscholarships financed 11 allow::nces which teacher training holds in respect of rising not recommend as teachers.

in the two-year Allowance of the training courses are concerned, Scholarships ing programme.
principal do, however, far as in-service salaries students but have made some moderate Because of the key position educational opinion, for support from various sources, Financial private associations interested for needy students and especially and resulting assistance standards economic advantages, in our it qualifies, especially from Unesco and/or USAID.

should be sought from communities, in pup�ls better trained and better prepared from firms which should be directly for working life.
99 TeacLer training progra1a11e (1,000 W ••.

S} Salaries of lecturers Other charges (Recommendations 4,23) 1965 199 42 1970 188 38 1975 167 37 256.Salary payments for teachers item which will increase of grammar/high schools are again the major after 1968 when a greater.number of particularly from the College of Arts and Sciences teachers We have taken into consideration graduate employed.

ries for .graduate from fees wil 1 then -be free for maintenance, for the raising of standards.
ings as required and -for trained teachers equipment that the Government in grant-aided will have to be schools.

and extension More income of build­ pays all sala­ Salary costs for-teachers in grunt-aided grammar (1,000 W.I.$) (Recommendation /bigb schools Total salary To be p�id by the Government 1965 859 643 13) 1975 1,797.

1970 1,294 1,154 1,797 257.Increasing expenditure in respect of the Carnegie School of Home Economics and the Government Technical Institute reflects with teacher training.
in particular No allowance the expan­ -has been in the Technical Institute as studies needs to be more carefully considered techni­ by competent this aspect,of sion of functions in connexion made for other developments cal and technological advisers.

Total recurrent expenditure (1,000 W. l. of Carnegie School $) G. T.I.

(1, 000 W _-I.

$ ) 1965 1970 1975 no 118 122 276 292 300 258.Priority has been given to adequate and adequate payment of its officers and resp�nsibilities.
made of the fwids and more savings be freed for purposes top priority.

By more efficient of the Ministry staffing inaccordanc� administration with expanding more economic of Education use can be which we did not give functions F.ducation Di.vision o .

000 W. I.

S} (Reco11_111endations 44,45,47) Personal emoluments 277 352 1965 1970 1975 390 100 259.Total recurrent expenditure as assessed in our second approach increase will by almost $10 million during the period 1965-1975.
This is a tremendous possibilities Unfort:unate]y of rapid g�owth as to'how to suggestions but if standards revenue have been made which would alJow us to in educa­ finance the envisaged of future government are to be raised under circumstances The only year for which such estimate there are in our opinion hardly any material expansion, in school population, for direct savings apart from those for which we hav_e accoun.ted.

no estimates make detailed tional expenditure.

1g6s.
1g6s.

(l) Assuming that foreign assistance 360,000 W.l.$ in respect of teacher training, libraries, budget which is expected ture wo.uld then comprise is in any respect a reasonable highest increases revenue· for the p�rpose of recurrent 1975 or by 5;4%.per·year ·duly in relation $12.4 million will be left in 1968 to be financed share.
However, expenditure increase is available to the amount of must rise to $120 mil lion in un­ tb prevent educational expenditure school feeding.and teachers' to reach a volume of $.76 million.

Educational about 16% of total public recurrent expendi­ which expenditure will occur after 1968.

Government we have to consider out of the national can be attracted in educational needs.
to competing· from expanding expenditure that the is 260.Apart from teacher training, capital expendil ure on school' bui )dings, is most urgent, but because of labour only part of the existing needs can be the period under.consideration.

We have given preference to'a in the building by the Th!p�rt­ are based on building costs as calculated schools as outlined practical subject centres and equipment of 24 secondary comp�ehensive of funds and of.skilled shortage satisfied-within selection plan.
Our estimates ment of Public Works.

They must· be considered buildin•g rise in future.· Total costs for building sive schools including of total capital expenditure estimates (second ap�roach).

practical comprehen­ .80% subject centres will cover approximately and equipment of secondary f�r which we have accoun�ed in our-revised.cost costs have been rising rapidly during the last years and tend to as minimum esti-,ates, since will.
Build.ing and equipment of secondary comprehensive schools (1,000 W.l.$) rkw schools(a) Extensions of existing schools(b) (Recommendations 1965-1969 ) 1970-1975 of Appendix J 1963-1�64 1,530 323 318 3,670 95 (a)Including work centres.

(b) Mainly work centres.

261.In respect of primary schools we suggest the promotion by communities and managing allowed for 11 new primary schools to be completely in order to satisfy most urgent needs.
Thirty more schools as well as recondi­ tioning of old schools and t�e erection adequate in the form of·money and labour by the coomunities.

bodies.

We have, therefore, should attract T;he - of multipurpose contribution shelters financed of self-help in our p_lans only by the Government schemes (1).

Ministry of Finance: Table on Past Trends and Future Projections of Government levenue and &pcnditure 1954 to 1968.

....... .. _.. ,,.
....... .. _.. ,,.

101 "f/7' (?<.. s ame would a ppl y to teachers ' houses, provisions o f which , i n our opinion , should eventually become the sole r espons i bility of t he communi t ies .

Table 24 - Estimate of recurrent a~d non-rec11~rent expenditure on educat ion (a ) 1965-1975 in compqr i san with actual expendi t ure in 1960 and 1961 1, 000 W.I .$ (of 1962 pr i c es) 1.

·Approach (b) 2.
Approach ( c) Year recurrent non- recurrent (d) Total recurrent non- recurrent (d) Tota.1 Difference between 1. ar.d 2. approaches 1960 1961 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 7,478 7 , 909 12,259 13 ' 258 14,273 15,307 '16,359 17 , 431 18 , 524 19 , 640 20 ' 778 21,941 23,129 398 723 1,075 1,200 1 , 340 1,490 1,665 1,860 2, 075 2,315 2,585 2, 885 3,22 0 7, 876 8,632 13: 334 14 ,458 15,613 16,797 18,024 19,291 20 , 599 21,955 23,363 24,82 6 26, 349 7,478 7 ,909 10,248 11, 036 11, 884 12,784 13 , 72 7 14 , 706 15' 713 16,740 17,780 18, 823 19 , 863 398 723 42 0 480 540 610 700 730 760 810 830 850 875 7,876 8,632 10,668 11, 516 12,424 13 , 394 14,427 15,436 16,473 17,550 18,610 19,673 20 , 738 2,666 2, 942 3,189 3 , 403 3 , 597 3,855 4, 126 4,405 4., 753 5 ,153 5 ,611 (a) Excluding higher educ a t i on , tr ai ning in .1gr icu l t.ure, and vocationa ] training other t han by Ca r negie Schoo l and Government Technical Institut e .
(b) Provision of total requi rements acc r uing from e x i sting shortages of schools and te ac h i ng f ac ili t ies, from demogr a phic expansi6n of s choo f popu la tion, exte ns i on o f sc hool att e ndi ng age to 5 t~ 16 ye a r s, gradual re p lace ment of unt rained teache r s in a ll - age s chools and grammar sc·hools by trained teachers and graduates, and !rom conse que nt changes in other institutions.

(c) Reali za tion of t he revised building programmes, exclus ion.
of children below 5 ye ars 9 months of age , no furthe r provision for t extbooks and station e r y.

(d) Bu i ld i ng cos ts do not i nc l ude s ite cos ts.
Buil ding and equipment of primar y s choob and t eachers' houses (1 , 000 W. I.$ ) New school s Reconditioning of schools and multipurpose shelters Equipment Teache rs ' houses 1963-1964 1965-1969 1970-1975 282 108 423 100 50 50 230 125 200 160 125 250 _, __ ,,r-• >-".=trN·-~ 102 262.Realization of our building provide 33,000 new places in primary and secondary schools.

not be enough to meet total requirements.

57,000 places in 1975 (73,000 if children admitted), the present degree of overcrowdedness.
with other measures but together programme would in the course of 13 years This would It would still leave a deficit of under 5 years 9 months were to be suggested would reduce materiaJly 263 .• Capital expenditure on education qualifies ment budget.

We have stated elsewhere the significance development for finance out of the develop- of educational of the country.
There funds to enable us to are no of the future volume of development in our estimates capacity following as necessary estimates the financial projects within the overall economic official evaluate phased expenditure possibilities outlined allowed for expenditure centres to ·relieve the Government courses, mics.

We suggest that for these purposes, produced, further recommend that the Government firms, which,.
according and commercial concessions designed or a nursing school affiliated be willing to contribute to raise the efficiency on vocational assistance Technical to realize our suggestions.

However, we have upon a course of economic so that they will not exceed the financial development which we have to support rapid improvements training, such as separate in education.
We have .not training craft from preliminary _School of Home Econo- Institute to the Carnegie after accurate plans have been carry on negotiations to our information, with industrial would against tax projects financially to educational of the future labour force.

from the United Nations Special Fund be requested, We CONCLUSION We consider that the appendices to tHs report are an integral.part .
the report itself; not only do they contain the bases of our thinking, clusions and recommendations; British Guiana in its own detailed but also may approach prove of value to the Government of to these and consequent problems.

of con­ to 'l''ork within the 1:im its of the developments in all spheres in British Guiana.
We have tried to open the way to changes of changes in fact, to point to the urgency of the need for The mission has at all times attempted becoming to be utilized to educational more effectively we have tried to demonstrate as it exists and the limits of possible situation of activity nomenclature all resources mobilized; possible approaches that policy without practical full consideration disregard through preoccupation Guiana a ferment of new ideas and a significant challenges; these raphy, of explosive against a background education field of education working for the common good.
be kept out of the political of all implications growth, of inherited uncertainty.

have to conien� with the realiti�s be accepted as of principles application of political and relative a challenge population to be and for idJe resources both in the field and in this report problems; and implementation we have insisted -preceded by as the at all stages -is as irrelevant with detail.
There is in British consciousness of new goals and of geog­ of economics, traits psychological plead that We would earnestly arena so that the challenge in the to the community as a whole 3 rr .,.

---.. .. 103 Chart 1.

Education system of British Guiana, 1961 If HIGHER EDUCATION mainly In U.K.; U.W.I.

; U.S.A.; Canada TEACHER ~ GRADE.

1 J-+- ~ GRADE 2 t :.

I I Unqual ifled I--->- t- GOVERN· MENT 1 RAINING n COLLEGE ... ~I;.
~ r·---1 I .. c ... :> ~i1:.~ 0 *~-UJ ::z: u <( L!.l I-· ..J ::- 0.. ~====1--5~ ---- -- ., E _: ~ 0 0 ·~ u -51- .l.

'~ ~ . "'

> 0 ., 0 c ~ = u I I COMPULSORY PRIMARY SCHOQL Standards I to Vl ATTENDANCE AGE COMPULSORT ATTENDANCE AGE PREPARATORY DIVISION ..___ --- --- - - - - "<!

'I G.C.E.

A·Levef Ml NI G.C.E.

O·Levef School Certilicote ~ I I I a w I 9 < 1-- ~~ College of Preceptors a l .

.Pupil Teachers' Appointment ·~ 0 I~ < o- I Pr1_, School Ccwtlficate :I: ;:: .
; IX < a z 0 u w .,, w I- <( > c:r 0.. .

a I z 0 u w ...._ , C<>mmon Entrance Eaamlflatlon ~ • 1 co I ..0 II") "<!'

M · N NOTE w Broken lines indicates Cl extension of system.

<( gj I (I) Private Secondary Schools outside formal structure.

.,, .

:;;.,, \.. ·a- 00 ...... -0 .IO "<!'


(") ('I ~ ~ 0 °' co ...... -0 '~· <( -----~ ~4.- ~ · ~~ ~"'-- --~~~~-~~_..~_.... ........ ....,..~~~~~'-' Chart U - Proposed Organization pf the Education Division of the Ministry-of Education and Social Development NA Tl ON AL COUNCIL of EDUCATION .

MINISTER of EDUCATION I CHIEF EDUCATION OFFICER I I MINISTER'S COUNCIL (C.E.O., P.S •• , c.s.o.O.)

PERMANENT SECRETARY ~'~ <\0 r~ HIGHER EDUCATION and TEACHER TRAINING C.E.O's COUNCIL D.
c.e.o., A.c.e.o., (Admln.l A.C.E.O.

(Pl:r:r:lr:g) .

Snr.

EDUCATION OFFICERS I DEPUTY CHIEF EDUCATION.

OFFICER PRINCIPAL ASSISTANT SECRETARY I PLANNING UNIT ~--- SCHOOL ADMINISTRATION SERVICES --- SECONDARY EDUCATION SUPERVISORY SERVICES --- PRIMARY EDUCATION SUPERVISORY SERVICES STATISTICS PERSONNEL SECONDARY SCHOOL SUPERVISORS DISTRICT EDUCATION OFFICERS FINANCE and ACCOUNTING EDUCATION ADVISORY COMMITTEES (COUNTY and DISTRICT) 1--' 0 .

;:..
EDUCATIONAL RESEARCH COUNTY EDUCATION OFFICERS SPECIALIST SUBJECTS SUPER ·11SORS HANDICAPPED CHILDREN DOCUMENTATION and ARCHIVES STUDENTS' AFFAIRS, SCHOLARSHIPS, LOANS TECHNICAL and VOCATIONAL EDUCATl.ON IN-SERVICE TRAINING BUILDINGS RESEARCH BUREAU -· TEXT-BOOKS RESEARCH BUREAU -- I EXAMINATIONS BUILDINGS MAINTENANCE EQUIPMENT, FURNITURE and APPARATUS TEXT-BOOKS EDUCATIONAL BROADCASTS IN-SERVICE TRAINING - GOVERNING BODIES WHITLEY COUNCIL ADULT and FUNDAMEN- TAL ED\JCATION LIBRARY SERVICES SCHOOL FEEDING SCHEMES -· MUSEUM SERVICES HISTORY and CULTURE ' r .~ 'y • ~ ~ .., \ ~ 0.
105 O.art 111- Proposed Educational S1sfe.,.

;>QJ 6 I Compulsory school oge 14 I Age of s tucfent s University of Guyana r-- 4 I ..........

Secondary Crammar P.igh Sch~ls All • Age Schools __ , r--, r---.

Secondary Division 1H2H3-J .

L.-.a L--.1 L.;.. Government T~chnlcal Institute Carnegie School of Ho~ Economics Indicates department which will .
r--., r--., I H '"--"' I. fade out as Secondary '----' Comprehensi.ve Schooh ore built - - - ...., 106 APPENDICF.5 INDEX App.

A: ·'Revised terms of reference APJ:>• B: Demographic data -tables and diagrams App.

C: •Finance tables App.

D: Notes on estimates of employment prospects for school-leavers App.
E: Questionnaires Ap p. P: Tables in connexion for labour-force survey .with school provisions Teacher-training programne tables Salary scale for teac�ers Outline of a building programme and tables Estab_lishmen centralization t of secondary comprehenshe schools and of secondary school provisions .

The organization and administration of education App.

G: App.

H: App� J:· App.

K: App.

L: App.

M: App.

N: App.

P: East Ruimveldt pilot project Costing tables- Notes on adult education App.
Q: Notes on agricultural education App_.

R: Examination -procedures and machinery 107 Appendix A.

APPENDIX A REVISED TERMS OF REFERENCE Within the limits of the decisions taken and plans pre(Bred, and within the context the Mission working be: of the immediate and the p�ojected needs and targets, in close co-operation with the competent the aims of authorities will l, To study the prepared visory machinery_ the most effective broad lines of development imp_lementation laid down.
plans of the administrative, planning and super­ set up,, and to make such suggestions as wil 1 · lead to of the plans without distorting the 2.To advise on appropriate priorities approp�iate quantitative, potential of education for the balan�ed educational provisions and.

activities and and within the lj�its of the present and qualitative progress, resources human·and.financial of British Guiana.
3, TQ advise on the best use of available financial resources -both internal and external -in the development of the educ.ation programme.

4.To suggest stages for the development of the educat�onal plans in the light of needs and resources.

-5.

To ensure integration of the educational planning operation in the national development planning machinery.

d '() ''\ .
d '() ''\ .

per thousand 50 HJa Diagram I· Components of natural increase of the population of British Guiana, 1931 • 1961 (number of births and number of deaths per 1,000 of mean population) 40 30 20 10 1930 1940 1950 1960 ,"" ... ,;.._ > "--?

,, 109 Diagram 11- Proiected age-composition of the population of British Guiana for the year 1975 compared with the age-composition in April 1960 (,y / < C:?'

age-groups (years) 85.

89 80 - 84 75.

79 70 - 74 65 - 69 60 - 64 55 • 5'1 t-1t1.

::: _ .. r ·11 ~ 50.


54 ....

MALES 45 - 49 r:'-"""l---~40-44i----"""""'~ FEMALES 35 - 39 __ ...__---I 30 - 34 i-------- ,q1'> .,.,.,.,..,....-~ ......... .....,.,.

___ ~ :rli:~l~!l::11~·11::~;;=~~lll~::~~::lllll~?f 25 - '29 ~ ~ ~: I 1~: ~41 0-4 .. · ............ .. /9>.t 1 .

.

.

.

.

.

.

'.'.'.'.J.:.:.:;.

:i:i:::::.J·Lo 1960 1tr~~~r~1:::!i:!lii!illii!


:liill~rrn ;.f\I~~fffII~tttttt ........ :':':·:·:·:·:·:·:·:·: ... trttr 1960 1r@mrnrnrn?tr:tr 80 70 60 50 40 30 20 10 10 20 30 40 50 60 70 80 ~~~~~~~~~~~~~~~~~~~~~~ thousands ~~~~~~~~~~~~~~~~~~~~~~ ASSUMPTIONS OF THE PROJECTION (a} Fertility: decline of the gross reproduction rate from 3.1 in 1958 to 2.5 in 1975.
(b) Mortality: decline of the life table death rate from 16.5 o/ oo in 1958 to 15.4 o/ oo in 1975, equalling a rise in life expectancy at birth from 60.1 years in 1958 to 65 years in 1975.

...,.

•.

~ 0::....-.


~ 110 Apperdix B APPENDIX 8 DEMOGRAPHIC DATA Table I -Population in arban and rural areas by broad age-groups 1946 and 1960 (percentages} Area 0-14lS-64 6S years Total 0-14 years years and over population years years and over h-64SS years Total population 1946 1960 I Georgetown and 32.5 62.5 5.0 100.0 ·41.2 54.44.4 Environments .

New Amsterdam 31.
New Amsterdam 31.

8 63.64.6 lOG.O 39.2 56pl 4.7 100.0 100.0 f Urban total 32.4 62.6 5.0 100.0 41.1 �4.5 4.4 Demer:ara (rural} 38,7 57.4 3,9 1-00.0 48.8 .�.tL0 3.2 .

.

100.0 100.0 Berbice (rural) 42.2 54.5 3.3 100.0 48.7 48.7 2.6 100.0 Essequibo 8 -Rural tota] 8 Grand totala 38.4 58.2 3 .. 5 100.0 47,1 50.2 2.7 100.0 39,8 56,fi 3.6 100.0 48.4 48.7 2.9 37.7 58.3 4.0 100.0 46.3 50.4 3.3 100.0 100.0 aAdjustments have been made for Amerindians not individually counted 1n 1946.
Source: Census of 1946 and of 1960.

~ .

: .. .. _ '\-" 4- ~.

Appendix B 111 .

Table II - Total population, adult population, working population, and population not working, 1960 \ a:;J( Area Georgetown and Environments New Amsterdam Urban total Demerara (rural) Berbice (rural) ;; ·.

Essequibo Rural total Grand total (1946 = 100) Total population 158 147 157 150 147 137 146 149 Adult Population Working population8 populationh not working .
124 105 181 176 137 131 137 125 131 118 125 129 • 122 100 103 112 103 109 181 183 173 155 174 176 aPopulation 15 years of age and over - bsee note a on Table VI.
Suurce: Census of 1946 and of 1960 - "' C) 9 (/ 112 Appendix R Table III - Working force participationa s.nd rates of depenclencyb; 1946 and 1960 Area 1946 Georgetown and environments New Amsterdam Urban total Demerara (rural) Berbice (rural) Essequibo Rural total Grand total 19({; Georgetown and environments New Amsterdam Urban total Demerara (rural) Berbice (rural) Essequibo Rural total Grand total iWorking population as percent age of Adult Total Popul at ion not working per 100 persons in population populationC working force 40.7 41.1 40.7 40.2 36.6 40.7 39. l 39.6 31.
9 29.4 31.

7 26.8 25.6 33.0 21.6 28 .

 aworking population as percentabe of total population.

- bRelation between working population and non-working population.

- CPopulation 15 years and over.


Source: Census 1946 and Census 1960 ... .. ,.... -.. ~ ... ...., ...._ .. " ... Apperrlix B 113 :;) ~ ( Table IV - Working population by sex and number of months worked during the l2 months preceding the census of 1960 (percentages) ?
; Area Persons working Jess than 3 months 3-6 months 6-9 months 9-12 months ·Average nwri:ier of months worked per person Georgetown and environments New Amsterdam Urban total De~erara (rural) Berbice (rural) Essequibo Rura] tota] Grand total .. Georgetown and environments New Amsterdam Urban tota] Demerara (rural) Berhice {rural) Essequibo Rural tota l Grand total Males 3.0 4.2 3.1 3.3 5.4 4.0 4.1 3.9 Females 5.8 7.8 5.9 9.0 17.4 13.2 12.5 10.7 5.2 5.7 5.3 7.1 10.3 12.0 9.2 7.4 6.?

8.5 6.8 10.
8.5 6.8 10.

9 14.1 27.7 15.9 11.

7 1.

8 2.3 1.8 1.4, 1.4 1.0 1.3 1.4 2.5 3.1 2.6 2.7 3.0 2.2 2.7 2.6 Source: Census of 1960 89.5 85.6 89.2 86.3 75.7 81.

8 82.0 84.0 85.6 82 .7 85.3 79.3 72.6 58.1 72.2 78.3 10.8 10.6 10~8 10.7 10.

2 10.5 10.5 10.6 10.5 10.3 10.5 10.2 9.8 9.1 9.8 10.2 ""' i.;..

.,...
• 0~0 114 Appendix B Table V - Working population by sex and type of worker~ 1960 (percentages) "" • 1!_ •Area Georgetown and environments New Amsterdam Urbari total Demerara (rural) Berbice (rural) Esseql\ibo Rural total Grand total Get,rgetown and environments New Amsterdam Urban total Oemerara (rural) Berbice (rural) Essequibo Rural total Grand total F111ployers account Om Unpaid family workers workers Unpaid Paid apprentices employees working force Total Males 15.3 18.0 0.5 1.3 15.5 0.6 22.2 33.6 45.7 3.0 4.9 7.5 31.3 4.6 26.9 3.5 Females 20.9 27.3 2.2 3.1 21.
5 2.3 9.0 29.0 32.1 12.6 27.6 41.4 29.

5 18 ~ 0 25.8 10.7 4.0 5.2 4.1 1.

6 2;1 1.

5 1.

7 2.4 0.9 0.9 0.9 0.4 0.7 0.7 0.6 0.7 O.t 0.4 0.6 0.4 0.6 0.3 0.4 o.5· 0.4 0.1 0.4 0.7 1.

5 1.

0 1.0 0.

7 79.5 75.1 79.2 72.8 58.8 43 .

9 61.6 66.5 75.6 68.5 75.0 60.8 53.

1 29.2 50.8 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.

0 .

100.0 100.0 100.0 100.0 100.0 62 .

0 100.0 Source: Census of 1960.


• .. ,.., ~ • ~ ),.- '-< ,,.. Appen::Jix B HS SJ 3 ( Tab1e VI - Working populationa by sex and maj or industrial groups.
1946 and 1960 Industrial group Agriculturec Mining & quarrying Manufacturing Cons.truction Commerce & transportd Servicese 11 I -defined 1946b 1 '· 160 Male Female Total Male Female Total 51,402 16,052 31 4 , 108 16,961 6 ,255 173 7,074 13,954 4,279 11, 043 13,697 93 1,042 67,454 4,139 23,216 7 ,247 18 ,2 33 24,740 1,135 50,330 5,983 21,274 12,753 19,957 14' 113 327 9,457 80 5,033 105 6,054 15,915 26 59,787 6,063 26,307 12,858 26, Oll 30,028 353 Grand total 105,584 40' 580 146,164 1Z4,737 36,670 161,407 Percentages Agricul turec' Mining & quarrying Manufacturl.ng Construction Commerce & transportd Services~ 48.7 3 .9 16.1 6.7 13.2 10.4 39.6 0.1 15.
4 0.4 10.5 33.8 46.1 2.8 15.9 5.0 12.5 16.9 40.3 4.8 17.1 10.2 16.0 11.

3 25.8 0.2 13.7 0.3 16.5 43.4 37.0 3.8 16.3 8.0 16.1 18.6 Grand totalf 100.0 100.0 100.0 100.0 100 .

0 100.0 aThe "Working Population" includes every person who has been working for any length of time during 12 months preceding the census.
It differs from the "Labour Force" in that it excludes persons looking for their first job and persons unemployed for more than a year at the day of the census while on the other hand it may include persons who, at the day of the census , had already retired but who had been working for some length of time during the preceding year.

The concept of "gainfully employed" which was used in 1946 is almost the same as the working pop11 lation concept.
Errors due to difference s in defi nition do not effect compa1 :on in any mater ia l way .

- bAmerindians not indi vidually counted are omitte .

- Clncluding forestry, fishing and hunting.

- dlncluding finance, communication and storage.

- elncluding electricity, gas , water and sanatory services .

- fincluding {JI-defined.

Source : Census of 1946 and Census of 1960.
~ r 116 Appendix R ,, 3 ~hie VII - Working population by sex, ureas; and major groups of industry, 1960 Industrial group Total working force nunher per cent Percentage of working force working 1n urban· areas in rural areas nemerara Berbice Fssequibo Agriculturea Mining & quarrying Manufacturing Construction Public ut i li tyb Commerce Transportc Services ·Tota] d Agriculturea Mining & quarrying Manufacturing Construction Pub] ic utilityb Commerce Transportc Services Totald Males 40.4 4.8 17.1 10.2 0.7 10.l 5.9 10.6 50,330 5,983 21,274 12,753 902 12,53?
7,419 13 '211 124,737 100.0 Females 9,457 80 5,033 105 20 5,765 289 15,895 25.8 0.2 13.

7 0.3 0.1 15.7 0.8 43.3 .

I 36,670 100.0 3.4 5.6 34.4 34.9 68.0 62.

7 61.

9 56.9 27.6 1.

9 20.0 52.9 43.8 85.0 60.5 87 .

2 64.8 46.3 39.8 37.0 35.4 35.4 21.

6 20.3 22.9 19 .5 32.4 24.4 4.6 21.

5 18.9 5.9 10.

2 8.3 13.2 52 :B 8.7 10.8 4.5 6.8 6.9 10.4 33.1 21.

9 17.4 37.8 68.8 28.0 33.3 10.0 22.6 7.9 18.7 - r 25.6 27.9 3.7 13 .4 16.2 5.0 11.5 1.4 8.9 32.4 7.5 5;7 6.7 - 5.4 3.5 7.5 14.8 13.3 t - :I!'
aincluding forestry, fishing and hunting.

- hr.e.

electricity, gas, water and sanitary services.

- Cinc]uding storage and communication.

- dincluding ill defined.

Source: Ce hsus of 1960. ;; ,.

~ '· <.

Apperr:lix B 117 :2 35 Table.

VIIIa - Working population by sex, areas, .


and major groups of occupation, 1960 Occupational group Professional & technical workers Administrative, executive and managerial workers Clerical workers Commercial, financial & insurance •orkers Farmers, fishermen, hunters, loggP.rs & forest workers Workers in: Mining, quarrying & refining of these products Transport & communication Textile & leather Meta] {incl.
mechanics & electricians) Paper, bookbinding & printing Pottery, clay & glass Wood, paper board, cane & cork Food, drink & tobacco Chemicals Construction Painters & decorators Stationary engine drivers, excavator & lifting operators Craftsmen not elsewhere classified Service workers Workers not elsewhere classified 1 I Total I Urban areas Rural areas D:merara I Berbice I Essequibo Males 6,029 I 2,886 3,986 I 1,856 6,016 3,651 1,616 1,015 999 1,392 729 621 5, .513 I 3;121 1,326 625 512 402 352 441 47,238 I 1,356 18,396 115 , 322 12,164 4,023 226 719 244 2, 774 13,659 6,358 3,889 2,151 1,270 2,181 875 669 471 8,125 3,574 2,724 1; ' 1 1,597 164 491 4 1,141 62 166 612 6 802 256 954 80 205 8 569 80 Tota] 124, 737 134,451 41,346 127,287 21,653 Source: Census of 1960.
..,.._ .., ~" i .l 0 118 Appendix B Table Vlllb - Working population by sex, areas, and major groups of occupation, 19~~ Occupational group Total Urban areas Rural areas Thmerara I :HerbiCelESsequibo Females Professional & technical workers Administrative, executive and managerial workers Clerical workers Commercial, financial & insurance workers 4,146 I 2,290 745 t 2,515 324 2,123 921 192 274 4, 169 I 2, 289 1, 108 541 143 79 531 394 86 40 241 Farmers, fishermen, hunters, loggers & forest workers Workers in: Mining, quarrying & refining of these products Transport & communication Textile & leather Metal (incl.
mechanics & electricians) Paper, bookbinding & printing ··Pottery, clay & glass Wood, paper board, cane & cork Food, drink & tobacco Chemicals Construction Painters &.

decorators Stationary engine drivers, excavator & lifting operators 9,315 167 3,531 2,563 3,054 20 378 3,072 3 233 1,670 17 156 ·~.
Craftsmen not elsewhere classified Service workers Workers not elsewhere classified 1.l,013, 7,184 36 135 2,173 14 960 3 69€i 86 Total 36,670 116,971 9,3 84 5,427 4,888 Source: Census of 1960 ,... "'"" .... -.,, ;s.. Apperrlix B 119 ~ ~ Tab]e VIIIc - Working population by sex, areas and major groups of occupation, 1960 OccupatLonal group Professional & technical workers Administrative, & managerial workers Clerical workers Commercial, financial & execut i v·e insurance workers Farmers, fishermen, hunters, loggers & forest workers Workers in: Mining, quarrying & refining of these products Transport & communication Textil~ & leather Metal (incl.
mechanics & electricians) Paper, bookbinding & printing Pottery, clay & glass Wood, paper board, cane & cork Food, drink & tobacco Chemicals Construction Painters & decorators Statiorrary engine drivers, excavator & lifting operators · Craftsmen not elsewhere classified Service workers Workers not elsewhere classified (percentages) Total Urban areasa.

DemeraralBerbice I Essequibo Rural areasa · M~les 4.81 47.9 26.8 16.8 8.5 3.2, 46.6 4.

8 60.

7 25.0, .
8 60.

7 25.0, .

18.3 10.3 23.l 10.l 5' 68.9 9.3 7.6 7,5 9.8 17.4 8.0 11.


9 6.5 11.1 11.8 7.2 21.3 Total 100.0I 27.6 33.l 21.9 17.4 aAs percentage of total workers in occupational grqup.
Source: Census of 1960 • ; 120 Apperrlix B Table VIIId - Working population by sex, areas, and major groups of occup ~tion, 1960 Occupational group Tota] (percentages) Urban I areasa Pura1 areasa temerara I Berbice I Essequibo Fema les Professional & technical workers Administrative, executive & managerial workers Clerical workers Commerical, financial & insurance workers 11.

3 55.2 22.2 13.0 9.5 2.0 6.9 43.5 84.4 25.8 10.9 19.2 3.1 11.

5 1.

6 11.4 54.9 26.6 12.7 5.8 · Farmers, fiRhermen .
hunters, loggers & fore~c workers Workers in: Mining, quarrying & refining of these products Transpor.t & communication Textile & leather Metal (inc. mechanics & elect.ricians) Paper, bookbinding & printing Pot~ery, clay & gla s s Wood, p~per board, cane t~ cork Food, drink & tobacco Chemicals Construction Painters & decorators Stationary engine drivers, excavator and lifting operators Craftsmen not elsewhere classified Service workers Workers not elsewhere clas sified Total 25 .4 1.
8 37.9 27.5 32.8 0.1 l. 0 8.4 15.0 61.

6 54.4 ?0.6 0.0 0.4 98.l 0.0 100.0 S7.3 0.9 46.

9 1.

4 45.6 0.2 0.2 23.7 0.0 58.3 0.0 83.3 50.0 21.2 23.2 5.9 39.3 36 .4 54.4 16.9 33.3 30.

0 15.1 14 .. aAs percentage of total workers in occupational group Source: Census of 1960 .....

.)

., .... ,.

121 APPENDIX C FINANCE TABLES AppeaUx?
3 ( Tab]e IXa - Estimate of t~tal re-curren~ expenditure on education,1960 (W.1.$) Item Government expenditure Private expenditure Tota] expenditure Primary educationa Salaries of teachers OJ;her salaries Travelling expenses of teachers Tota] personal emoluments Materials, equipment, ~aintenance Examinations Miscellaneo.us School feeding scheme Total Practical Instruction Centres Salaries of teachers Part-time teaching staf f Total personal emoluments Materi,ls, equipment, ·maintenance Agricultural education Total Teacher training Government Training (4,llege Salaries o.f teachers, fixed establishment Al 1 owances t .o·.
teachers , non,- fixed establishment Other ·salaries and wages Tota] personal emoluments Furniture, ~quipment, materials Books and educational supplies Maintenance of students Library Bicycle allowance Total G, T.C.
Courses for teachers Conditional scholarships and training courses Total 5,058,426 14,092 7,084 5 , 079,602 212,987 27,793 439 85,241 5,406,062 54,854 8, 166 63,020 27,925 13,459 104,404 38,127 8,031 17,247 63,405 5,527 1,127 75,306 487 144 145,996 5,379 32,288 183,663 • GoverDJBent Secondary Grammar School s Salaries of teachers, fixed estab lishment 304,666 Salaries of teachers, non-fixed e~tablishment Other salaries a nd wages T-0tal personal emoluments Materials, equipment, maintenance Prices Scholarships , free places Cadet company Total 6, 972 43,542 355, 180 21,762 553 937 3,833 298 , 416g 5,058,426 14,092 7,084 5,079,602 1,178,167 27 , 793 439 106,241 6,392,242 54,854 8,166 63' 020 36,150 13,459 112 ,629 38,127 8,031 17,247 63,405 5,527 1,127 75,306 487 144 145,996 5,379 32.288 183.663 304,666 6 , 972 43,542 355,180 81,502 553 85,043 3.833 442,26WI (cont .• \ 965)8oh 21,oooc 986,180 8,225d 8,225 59,740e 84 ,1 06£ 143,846h - -··-· -·- I 1 Appendix C 122 Item Government I Private I Total expenditure expenditure expenditure Grant-aided Secondary Schools Salaries of teachers Other s alaries and wages Total personal emoluments Books and stationery bought by parents Other charges Schol a r s hips, free places 243,927 243, 927 12,541 55,280 276 , 858 41,635 318,493 124,632 130, 709 10,500 Total 311,7413 584,334h 520,785 41,635 562,420 124,632 143 ,250 65,780 896' 082 208,900 66,500 23,000 298 ,400 90, 142 20,613 25,589 1, 056 137 ,400 77 , 244 902 14,427 700 208,900 66,500 23 , 000 298,40011 1, 140J 1,140
 49,695k 13,178 Private Secondary Schoolsi Salaries of teachers Books and stationery bought by parents Other charges Total Government Tedmical Institute Salaries of teachers, fixed establishment Salaries of teachers, non-fixed establishment Other salaries and wages Travelling expenses Total personal emoluments Materials, equipme~t, maintenance Technical library Scholarships, fees, etc.
Miscellaneous Total Demba Trmle School Port Mourant Trade School Carnegie School of Home Economics Salaries of teachers Other salaries and wages Total persona] emoluments Materials, equipment, maintenance Prices Scholarships, fees, etc.
Miscellaneous Total Frederic School of Fome Economics Total personal emoluments Materials, maintenance and other c harges Total Evening courses (at Queen's Coll ege and Carnegie School) 90 ' 142 19,473 25,589 1,056 136,260 27,549 902 1,249 700 153,4821 49,627 7,370 56,997 16,258 210 966 1,349 74, 1oon 1,400 1,000 2,400 64,013h 35,ooom 80,000ffi 217 , 4951 35,ooom 80,000m 49,627 7,370 56, 997 18,058 210 2,046 1,349 77,Sson 2 ,532 1,857 4,389 1,800 1,080 2,880 1,132 857 1,989 ,.. 4,559° 15,334P 19,893° (cont.)
123 ~rdi« ;- sf Government I Private I Total expenditure .
expenditure expenditure Item Vocational Training Schemes of various Government Departments 'Training of nurses and dispensers Trainin~ of farm youth and apprentices -Land surveyor examinations Apprenticeship scheme of the Shipping Service Conditional scho1arships and training courses Total Special a~d Reformilry Education Education of blind children in Trinidad Essequibo Boy Sch09l Persona] emoluments Other charges Total Pelfield Girl School (Salvation Army) Persona] emoluments.

Maintenance Total Remarr:J.
Home for boys (Salvation Army) Persona] emoluments .Maintenance Total Education Department Pers~tr.a.1 emoluments ,~ · Quarters for education officers Other charges Total Other educational expenditure Maintenance of government buildings under contro_l of Education Department School medical officers and staff School dental service Broadcast to schools Teachers' pension and gratuities Grants to churches for services among Amerindians Grant to Public Free Library Training of domestic servants for employment in Canada Total Total re-current expenditure on education (excluding higher education) I 7,544,009 34,557 32' 020 994 9,243 1a2,1~a 25B,937 2,731 ' ~ r\8, 186 28,354 86,540 9,550 9,550 4,186 4, 186 186,557 3' }:65 36,002 221 , f108s 31,124 6,soot 29, soot 15,267 214,175 24,400 i00,000 657 421;623 34,557 32,020 994 9,243 182,123 258, 937 2,731 58,186 28,354 86,540 20,000 9,550 29,550 10,000 4,186 14,186 - 20 o~ch·· ' 20,000q 1:0,000q lo, oooq - - 5,416r 5, 416r 186,557 3' 865 41,418 226, 424s 31,124 6, soot 29, soot 15,267 214,175 24,400 100,000 657 421,623 2,255,617f9,799,626 (cont.)
,_ ~- .. .

.. VJ- I Appendix C - page 4 124 I ~tern l(;overnment I Private expenditureexpenditur expenditure Total Higher education Contribution to University College of the West Indies Contribution to Exhibition Fund U.C.W.l.

British Guiana Scholarships Colonial Students Contingency Fund Stud.en ts' Liaison Officer in the · united Sui t es .... West Indian Students' Centre in the U.K. Pass~ges and expenses of engineering trainees Al lowances to students at l.C.T.A.

Annual grant to l. C. T .A.


Grant to ·Latin American Forest Research and Training Institute Grant to Institution of Tropical Medicine Other expenditure 501, 042 27' 305 16, 501 3,000 4,700 6,452 3,330 1,583 16,228 855 1 , 440 1,723,322u 501,042 27,305 16,501 3,000 4,700 6,452 3,330 1,583 16,228 855 1,440 1 723 322u ' 2,305,758 ' Total re-current expenditure on education 18,126,445 Total 582 , 436 1._?.

?..~ ~}22 3,978,939 ~2 , 105,384 Fees and private scholarships.
1 Es~imate based on information received from a sample of aExcluding private primary schoois.

- bBooks and stationery supplied by parents, calcul~ted at average annual costs of $7.70 per pupil.

- cEstimated costs of Unicef milk.

- dstationery , materials, and fees paid by parents, calculated at average annual costs of $2.00 pet girl and $0.25 per boy.

- eBooks and stationery fees paid by parents.

- - gNet-expend~ture, i.e.

minus $83,849 school-fees paid by pare_nts to the Exchequer.
- No allowance has been made for travelling expenses and for extra ma intenance costs foe students attending schools outside their place of residence.

·- private schools.

- JOne expatriate teacher arriving in October 1960 paid by AID.

- kBooks, stationery, working clothes, etc.

paid by parents or private firms.

- !Net-expenditure, i.e.

minus $13,178 fees paid by parents or private firms to the Exchequer.

- ~stimate at the basis of $2,000 per student.

- nNet-expenditure, i.e.


minus fees paid to the Exchequer.

- ONet-expenditure, i.e.

minus fees paid to the Exchequer.

- Pfees.

- qRough estimate.

- minus examination fees paid to Exchequer.

- medical service for school children.

_uEstimates have been made on the basis of total operational costs in different faculties .of different universities and of different charges for tuition, maintenance , lodging, books, etc.

They do, however, not allow for travelling expenses.
Apart from approximately $537,500 estimated as paid by students or private national firms and associa tions, the bulk of this sum comprises ·foreign contributions (private or governmental ) .

rExamination fees paid to Exchequer.

- tcover only part of actual 8 Net-expenditure, i.e.

• •· • 125 ?
( ApPetrlix C TahJe IXb - F.stimete of total recurrent end non-recarreht expenditure on education, 1960 (W.1.S) - j Item _GoY-ernment - expenditure Other expenditure Ministry of Education and Social Ministries expenditure national foreign ' fonds - Development ' other Government private total funds Tota] expenditure Prima~y education Recurrent Primary schools Practica] Instruction Teacher training Tota] recurrent Non-recurrent Primary schools Practical instruction -Tota) ·non-recurrent Secondary educadon Recurrent Government schools Grant-aided schools Private schools Total recurrent Non-recurrent Government schools Grant-aided schools Tota] non-recurrent Vocational educationt Recurrent .- Government Technica J Institute ~mba Trade School Port Mourant Trade Schoo] Carnegie School of Home Economics Frederic School of Home Economics Evening classes Vocationa] training schemes .
5,680,670 5,406,062 90,945 183,663 5,680,670 - - - 612,808 298,416 311 ;uB - 610,164 2,644 - 2.644 236;835 94,097 5,774,767 973,405 296,100 7,044,272 - 13,459 - 13,459 5,406,062 965,180 8,225 - 104,404 183 ,663 5.

694, 129 973 ,405 21,000 - - 21,000 6,392,242 112 ,629 183,663 6,688,534 72,247 8,391 80, 638 .

72,247 8,391 80; 638 - - - 42,647 655,455 l,M9,880 - - - - 298,416 143' 846' - 311,748 584,334 298,400 610, 164 1,026,580 - 199,580 75,520 275,100 - - - - - .
~,1- 271, 827 83, 911 355,738 1,705,335 442,262 896, 082 ' 298,400 1,636,744 647 42,000 42,647 297,-769 3,291 42,000 45,291 - 23,300a - 23 ,30(f .

534,534 198,076 - .... - 43,.514 3,291 -.

65,300 68,591 776,124 62,873 35.

0.00 - ·l,_140 ·- .· 217,495 35,000 152,399 - 1,083 - - - 74,700 2,400 4,559 - ...,.

- - 153,482 - - 74,700 80,000 2,880 2,400 4,559 1,989 lS,334 - 258,937 258,937 - - - -- ...;.
- 80,000 77 ,580 4,389 19,893 258,937 Total recurrent Non-recurrentc Carnegie School Vocational training schemes Total non-recurrent 234,058 260,020 494,078 198,076 1,140 693,294 2,777 - 2;111 - 37,679 37,679 2,777 37,679 40,456 - - - - 42,374 42,374 2,777 - 80,053 -82,830 (cont.)
() Lt' '\... A Apperrlix C - - Item Special and reform- atory education Rec urrent Non-recurrent Amerindian educationd Recurrent Non-recurrent Other education expendituree Recurrent Total expenditure on education (excluding Highe r educat i on) Recurrent Non-recurrent Rig~er education flecurrent Non-rec ur r entg Total expenditure on eclucotion Recurrent Non-recurrent 126 Government expenditure Other _ e_xp~nditure Ministry of Education other Government private and Socia] Ministries expenditure national Development funds total .. fo1·eign expenditure Total funds - - - - - - 103,007 103,007 - 25,157 24,400 757 103,007 103' 007 - 25,157 24,400 757 30, 000 30,000 .
.

.

·• 317,143 301,088 618,231 5,416f .

.

.

6~816 - 6,816 .

- 133,007 133,007 .
31, 973 24,400 7,573 623,647 6,847,456 6,842,035 5;421 559,000 559,000 - 863, 695 7,711,151 701,974 7,544,009 161,721 167' 142 644,871 85,871 582,436 23,436 62,435 62,435 ' 2,256, 777 2,233,477 346,430 22,140 23,300 324,290 562,908 1,185,850 537,472 l, 185,850 25 ,436 - 10,314,358 9,799,626 514,732 2,393,629 2,305,758 87, 871 7,406,456 7,401,035 • 5,421 949 , 566 13,356,022 725,410 8,126,445 224,156 229, 577 2,819,685 1,532,280 12,707 , 987 2,770,949 1,207,990 12,105,384 602,603 324,290 43, 736 \ ~ acapital expenditure from budget only; total non-recurrent exgenditure from non governmental funds (such as chur~hes) has been much higher.
- No a]]owance has been made for private comnieroial schools and training schemes of private companies apart from the two trade schools included.

Evening classes, other than at Queen's College and Carnegie School are also excluded.in thi~ calculation.

- cNo information has been available of private capi tal expenditure made in respect of Demba and Port Mourant Trade Schools.
- dNo information has been available c oncerning the a.mount of financial contribution made by chui-ches and private associations towards education of Amer indiails.

- elncluding Education Department.

- {Examination fees paid to the Exchequer.

- gLoans and loan repayments.

General note: A dash(-) in the table means "does not apply"; a dot (.

)means 11no information available" while indicating a probably material omissi on.
For more detailed data on recurrent expenditure see Table IXa, the footnotes of which also apply to respective da~a in this table.

The estimates of non-governmental expenditure and consequently total expenditure must be considered as minimum estimates.

Private nationa] sources mainly comprise expenditure on books and stationery supplied by parents and scholarships granted by firms and associations.
No allowance has been made for travelling expenses and e xtra maintenance costs· of students attending schools outside the ir place of residence nor have been taken into account wages and salaries paid by firms to employees actuaJly attending technical schools .

Non-recurrent expenditure from foreign sources mainly comprise expenditure met by the Colonial Development and Welfare fund.
Non-recurrent expenditure made by government comprise extraordinary budget expenditure and ex penditure financed from budget surplus.

Table Xa - Analysis of government expenditure, 1951-1963 (percentages} Item 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 , .

1962a 1963b 5.

09' 26.

38 9.93 28.54 10.99 11.37 6.18 11.

78 5.03 0.45 3.81 5.76 3.59 0.38 - 6.39 27,41: 9.24 27.00 10.92 11.08 5.00 11.
21 5.05 0.41 4.06 4.79 5.09 0.01 - 5.96 28.67 11.69 25.95 10.12 11.16 4.67 10.47 4.60 0.33 3.60 4.49 4.83 - - 5.50 24.67 10.28 28.52 11.32 12 .18 5.

02 9.54 4.89 0.48 3.47 4.

83 5.59 4.98 22.45 9.33 30.78 11.

52 13 .

03 6.23 12.

25 4.84 0.31 3.79 4.84 6.83 6.46 8.41 22.158 24.57 9.61 9.61 34.

18 I 32.86 12.15 12.83 15 A: I !4.34 6. s11 I 5.69 11.

2S !

10.3 6 I I 4, 7~ I () •1 ~ ' I 4.82 0.25 t ~ C') lt.;)"" 5.

05 i I 4.

OS I 3.73 1.

30 1.

8~ ; - - 2.


77 0.06 I i I l I i - - - - 8.94 24.38 10.50 31.12 11.

71 14.

08 5.33 11.49 4.46 0.24 4.44 3.81 1.02 - - .

100.

74 100.66 100.

59 100.54 100.46 100.46 100.43 100.40 9.64 22.37 10.86 33.

92 12.67 14.

83 6.42 10.44 4.

81 0.24 " 4.39 3.75 - 11.

74 24.41 10.41 30.88 12.02 14.91 3.95 9.74 4.74 0.21 4.62 3.61 - - - 11.

89 23.72 10.04 30.84 11.56 14.19 5.09 10.30 4.84 0.20 4.40 4.09 - - - 12.93 20.38 11.

05 31.28 10.68 13.95 6.65 9.09 4.46 0.14 4.


22 3.29 - - 3.45 15.39 19.46 10.83 32.32 10.63 15.0l 6.68 9.44 4.36 0.74 4.48 3.25 - - - '"" ('.

:) -.I 100.29 100.27 - - .


100.42 100 .3 6 100.32 Debt charges Administration Economic development Social services Medical Education Others Public works Pastal and tele- communications Defence Pensions Transport and harbour (net) Emergency measures Flood relief and rehabilitati.on measures Salarr revision (un a located) Deduct charges in- eluded in debt charges set off against ~evenue of transport and harbour [ r. 0.74 0.66 0.59 0.54 0.46 0.46 0.43 0.40 0.42 0.36 0.32 0.
29 0.27 Total 100.00 100.00 100.00 100.00 100.00 100.00 1100.00 100.00 100.00 100 .

00 100.00 100.00 100.00 aRevised estimate.

- 0Estimate, Source: British Guiana, Report of tha Treasure r, 1952 ££.

; 1963 Es·.

ir.at e.;; ;,,:; pre.

:>ented to the Legislature.

~ l "'· )< C") '-.)


,., ""' LAJ ,, .. Table Xb - Analysis of government revenue, 1951- 1963' {percentages) I tem 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962a 1963b r- t a .... >< ("') Income t ax Customs and excise Licenses Internal revenue Total revenue from -taxation Fees of court or office, etc.

Post office Rents and other in- come from lands, forests and mines Interest and refunds Misce l lane ous Extraor dinary receipt s 26 .

50 42.

61 13 .

20 2.


32 27.

28 41.33 12.

17 3.12 35.

64 46.24 1.

96 1.84 33.92 46.74 1.

94 3.

12 28.

51 46.

67 l.85 7.

18 31 .

14 48 .

31 2 .09 2.91 34.84 46.93 2.

02 1.

98 38.68 43 .

96 1.

95 1.68 34.34 47 .1 8 2 .07 1.

46 30 .

95 50 .

00 1.89 2.28 31.

63 49.30 1.

86 2.27 32.20 46.50 2.06 1.

79 31.

85 45.81 1.

81 4.65 84.63 83.90 85.68 85.72 84.21 84.45 85.

77 86.27 85.
77 86.27 85.

05 85.12 85.06 82.55 84.12 4.01 3.79 4.03 3.55 4.20 3.37 4-.15 3.29 3.94 2.95 4.95 3.12 4.7 0 3 .10 4.69 2 .88 5.07 2.84 4.79 3.11 4.22 3 .

63 4.73 4.03 4.75 3.67 ._..

t-.

:> ~ 2.12 2.03 3.39 1.

94 2.12 2.

53 1.90 2.44 2.32 2.13 1.

98 2 .69 o.oo 2.55 1.

96 2.39 2.56 1.97 3.62 2.30 1.

76 2.87 0.

19 0.54 0.

53 Tota l aR ' d .


ev1se estimate .

- 100 .

00 100.

00 0E ' st1mate 100.00 100 .00 100.00 100.

00 100.

00 100.00 100.

00 100.00 100.00 100.00 100.00 Source : British Guiana, Report of the Treasurer, 1952 ff.

; 1963 Estimates as presented to the Legi slature .

r - 129 ~ Appendix C .


Table Xla - National income, total government expenditure and expenditure on education, 1952-1963 (at ~urrent prices) Expenditure on educationa nationa l income as percentage of total governnent expenditure B National income Government expenditure as percentaje of nationa income 1,000 $ A R 1,000 $ 1,000 $ A B 145,335 143,157 160,146 157,912 176,238 173,971 175;571 173,249 190, 056 187' 36J.
198,800 201,500 191 ,500 207,522 195,700 212,410 214,000 238 ,2 97 227,000 210,000 236 ,000 .

.

19.6 20.0 28,459 31,398 19.

6 19.7 19 .6 19.9 34,543 22.8 23.1 40 ,016 21.2 21.5 40 , 247 21.

7 21.4 4.3' 073 24.3 22.4 4•6' 580 23.3 21.4 45,507 23.7 21.3 50,691 .
57,013 25.1 63,sooa 30.4 67,700c 28.7 Year 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1, 000$ 3 ,153 3,504 4,206 5,214 6,226 6,177 6,548 6,748 7,555 8,092 8,906b 10, 163c - A 2.2 2.2 2.4 3.0 3.3 3.1 3.4 3.4 3.5 3.6 4.2 4.3 2.2 2.2 2.4 3.0 3.3 3;1 3.2 3.2 3.2 .

.

.

11.1 11.2 12.2 13.0 15.5 14.3 14.1 14.8 .

14.9 14 .2 14.0 15.0 A = Official estimates.

B = Estimates by A. Kundu .

aExpenditure gn education made by the Ministry of Education and Socia] Develop ment only.
- Revised Estimate.

- CEstirnate .

Source: British Guiana, "Quarterly Statistical Digest", The Statistical Bureau, Ministry of Development and Planning, Georget0wn, March 1962: - Estimates made by the Ministry of Finance.

- A. Kundu, The Economy of British Guiana: 1960-1975 (a long-term projection).

Institute of Social and Economic Research, University of the West Indies, Kings ton , Jamaica, September L 1962, page 3.

- Rritish Guiana, Report of the Treasurer, 1952 ff.
- British Guiana, 1963 Estimates as passed by the LegislaturP-, Georgetown, 1963.

~ ,,.

v} .
'.t,/ f.1 Appendix C 130 Table Xlb - National income and expenditure on education per capita of population and expenditure on primary schools per capita of pupils enrolled, 1952 - 1963 (at current prices) Year Populationa National income per capitab 1,000 446.2 459.0 472 .2 486.0 500.0 515.1 531.9 549.9 567.0 582.2 598.4 616.4 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 $ 326 349 373 361 380 386 360 356 377 390 351 383 Expenditure on education per capitac s Pup~_ ls in primaryd schools 1,000 Expenditure on pJ;imary schoolsC per pupil $ 1,000 $ 7.07 7.63 8.91 10.
73 12.45 11.99 12.31 12.27 13.32 13.90 14.88 16.49 78.7 84.1 89.0 94.5 102.1 105.9 111.

7 118.4 125.3 130.2 135.3 139.4.e 2,557 2,466 2,978 3;622 4,632 4,502 4,743 5J105 5,411 5,669 6,312£ 7,353g 32.49 29.33 33.46 38.31 45.37 42.51 42.44 43.13 43.17 43.54 46.64 52.75 aMid -year estimates inclusive Amerindians.

- bCalculated from official esti mates of National Income (series A in Table Xla).

- cExpenditure on education from general budget made by the Ministry of Education and Social Development.
- dNumber of pupils enrolled as· on 31st of August.

- eAn increase of 3 percent over preceding year assumed.

- £Revised estimate.

- gEstimate.

Source: British Guiana, Quarterly Statistical Digest, June 1962; Estimates made by the Ministry of Finance .

- British Guiana, Report of the Treasurer, 1952 ff.

- 1963 Estimates as presented to the Legislature.

- Annual Report of the Registrar General, Annual Summary for the year 1957.

..l. ,..,_ - 1.

-.

)">; - __ , 131 Appendix C /.


Table Xie - National income and expenditure on education per capita of population and expenditure on primary schools per capita of pupils enrolled, 1952-1963 (1952=100) (at current prices) ~ Year 1952 .1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 .

.

1963 Nationa] income per capita of population Edu~ation expenditure per capita of population Expenditure on primary schoo]s per capita of pupils enrolJed population 100.0 107.1 114.4 110.
7 116.6 118.4 -110.4 109.2 115.6 119.6 107.7 117 .5 100.0 107.9 126.0 151.

8 176.l 169.6 174.1 173.6 188.4 196.6 210.5 233.2 100.0 93.

7 110.1 J30.0 161.6 152.5 155,7 162.0 166.5 170.0 184.1 208.2 loo;o 90.3 103.

0 117.

9 139.6 130.8 130.6 132.7 132.9 134.0 143.6 162.4 I For explanation see footnotes on Table Xlb.

Source: See Table Xia and Tah~e Xlb.

t a .... >c (') ,,,.,.

~.
,... t,.o.J · ~ Table XII - Expenditure on educati.on from public funds, 1952-1963 1,000 W.I.$ at current prices 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962a 1963b Primary schoolsC general budget development: budget Government Training College general budget Se-condary schoolsd general budget development: budget Vocational schoolse general budget development: budget Special and reformatory educationl general budget Higher educationg general budget development: budget Miscellaneous expenditure: Ministry of Educationh general budget development: budget Other Ministriesi .general budget development: budget Total expenditure general budget development budget Ministry of E4ucation general budget development: budget Other Ministries general budget development: budget total total 2,653 2,577 76 34 34 193 193 - - 148 148 '76 76 183 183 - 13'7 137 - 289 289 - 3,713 3, 637 76 3,229 3, 153 76 484 484 - 2,643 2,489 154 33 33 233 233 - 161 144 17 '78 78 362 362 --- 129 129 - - 309 309 3,948 3,777 171 3,6'75 3,504 171 2'73 273 - 3,2'73 3,013 260 1)5 H 298 298 - 20'7 181 26 89 89 300 300 - 141 141 - 448 441 7 1,811 4,518 293 4' 41J2 4, 206 286 319 312 7 3,953 3,665 288 63 63 -367 3.67 - ' 229 222 7 95 95 393 393 - 185 ms - '1'7 687 30 6, (102 s, 677 325 5,509 5,214 295 493 463 30 4,91'7 4, 671 246 115 115 398 398 - 242 242 - 103 103 401 401 - - 199 199 '735 680 SS '7, 110 6,809 301 6, 4'72 6,226 246 638 583 SS 4,86'7 4,562 305 99 99 437 437 - 255 255 "'" ltrr 107 458 ' 405 Sl 145 227 18 906 869 37 7 , 3'72 6, 961
 4H 6,551 6,177 374 821 784 37 5, 081 4,813 26!1 111 - 97 621 l81 40 257 234 23 io6 106 1123 522 1 :261 261 - 5,43'7 5, 179 25l!
116 116 '7:U 661 90 258 247 11 l'O'l 107 180 ' 180 - 244 244 · .. - 364 1,038 1, 006 32 99'7 951 46 '7,984 8.
01J1) 7,620 7,685 405 6,880 7, 10'7 6,548 6, 748 H9 983 937 46 332 1, 104 1,072 32 6,430 s, 151 679 153 153 '18'7 754 33 2"13 273 - 109 109 836 836 5,858 S,502 356 146 146 '14'7 105 42 253 253 - 104 104 689 689 - 280 280 - 1,!H 1, 060 64 '7,923 6,407 1, 5_16 1H 154 819 802 17 323 323 - la4 124 871 B71 - 366 366 - l. 14'9 1,084 65 9,201 10,076 11, '729 9,273 10, 1'31 8, 7:J9 1, 598 462 8,815 10,439 '1,953 8,906 8,.092 1,SSS 1,533 723 398 1,290 1,161 1,248 l,ns t, 181 1, 184 65 80 64 3"T'f 366 11 1, 111 1, 031 80 803 - 'l,6'75 7,475 200 143 143 91'7 917 - 3?J4 354 - 138 138 1,060 1,060 - 1,096 410 686 1,4U 1, 255 206 12,844 11, 752 1, 092 11,049 10, 163 886 1, '795 · 1,589 206 aRevis.ed estimate.
- bEst:imat:e. - Clncluding practical instruction centres .

- dlnc:luding goveMl!llertt payments to grant-aided schools.

- e('..overnment Technical Institute and Carnegie School for Home Economics.

- fEssequ.ibo Boys' School and government eontribution to Remand Home for boys, Belfield Girls' ·school, and towards education of blind children in Trinidad.
- iContributions to the University of the West Indies, subsidies for student welfare abroad, stuqents' loans and contributions various international education agencies.

- hincluding adminlstration, i.e.

Department of Education.


- J.lncludes school medical and dental services, teachers' pensions and gratuities, maintenance of !fOVernrnent schools, broadcast to schools, grants to publlc library, different vocational trainlng schemes, ./\lnerindian education, contribution for cultural development and expenditure on l"C9earch.

1i9Urce: British GUiana, Report of the Accountant General, 1952 ff.

; 1963 Estimates -as presented to.


theUglslature; 1963 Development ·· Estimates as presented to the ·Legislative ·A.s-seni:>ly.

133 -Appemix D APPENDIX D NOTES ON ESTIMATES OF EMPLOYMENT PROSPECTS FOR SCHOOL LEAVERS .

The estimates have been based upon the assumption that total ] abour demand would be met only by school leavers, lation groups remain unchanged.

eater or could be trained for different been calculated ·from the formula i.e •.
that working habits of all other popu­ The percentage of.school leavers (x) that could occupational groups year by year has in which denote: .X = 1 • m(a+btc) n 1 =Number of persons in working force expressed as percentage of adult popu] at ion (here represented by the age group� .-of 15 years and over); working in different occupational groups expressed as -.

m = Number of persons percentage of total working force; n= Cohort of school leavers (here represented ··.
:t6· years) expressed o= Percentage �f females in different as percentage "X" by "on gives the percentage absorbed by for boys (xm) to be employed of annual wastage the various occupational or trained; a= Percentage by the age cohort 15 to under of adult population; occupational groups.
Multiplication of of girls (xf} who may be expected to be groups I x:..xf denotes the prospects due to death and retirement; b = Percentage of expatriates in Jabour force gradually to be.replaced by local labour; C = percentage of annual increase income and rising labou� productivity.

in labour force due to rising nat_ional data which have been deduced from the census of 1960; data but without the necessary census returns we :had 1, m, n, o represent denoted by a,b, and c had to be estimated."A?
from •orking life-tables·, make a very rough approach.

survey which we made to investigate this.survey 1rorkers is around 3.5.

Assuming local labour could IIIOVe into these-jobs iu the course of the next 1$ years, the rate to be applied -�o 0.23 per cent.

It has only been applied number of expatriates to white collar workers, groups is nil or negligible.

in our calcul�tion since the· of graduates.


From among white collar it appeared that the percentage the employment situatio� has been estimated lroa a special could be more accurately in othe!

occupational of expatriates The value of 11b to turned out 0 determined 2.Two sets of calculations have been carried out.

"An is based upon the assump- tion that national income will increase by 5 per cent and labour productivity •ill rise by 1.4. per cent per annum.
"B" assumes the same rate· of increase labour productivi�y income of 3 per cent per year.

but a rise in national in 3.The individual the following table.

rates applied and the results of the calculation are shown 10 ,0 9-- Appendix D - page 2 134 Tab le XIII - Estimate of prospects for school leavers to be trained for or employed in various occupational groups assmning alternative rates of increase in national income Occupational group 1 m n a b r. .
--·- B A a) Rates applied Craftsmen White coll ar wor kers 0.536 0.205 0.0386 Farmers , etc .

0.536 0.350 0.0386 0.536 0.062 0.0386 0.536 0.266 0.0386 0.

536 0.117 0.0386 o. j36 1.000 0.0386 Service worke.rs Labourers Total 0.02 0.0023 0.0522 .

0.0150 0.02 .

0.02 0.0516 0.02 0.0383 .

0.02 0.0520 .

0.0360 0.02 0.0191 o.01so 0.0182 () .

0113 0.0182 0.0160 b) Results Occupational gr oup 0 x Xm Xf as percentage of cohort total males I femal es Assumptions A White collar workers Farmers, etc .
Craftsmen Laboure r s Servi ce workers No chances Tota) <>.

5146 0.2122 0.1030 0.1092 21.2 20 .

8 0.2469 0.1713 0.1290 0.0423 17.1 26.l 0.0030 0.

0618 0.

0617 0.0002 12.5 6.2 0.1552 0.2152 0.1818 0.0333 21.5 36.7 0.

8367 0.1170 0.0191 0.

0979 11.

7 3.9 o.o 22.3 0.3638 0.7775 0.4946 0.2329 100.0 100.0 21.6 B.4 o.o 6.6 19.4 44.0 100~0 Ass111112t ion B Whi t e c ollar workars 0.3495 0.1180 0.

0768 0.0412 11.8 Farmers .

etc.

0.1647 0.1713 0.1431 0.0282 17.1 Craftsmen 0.0023 0.0329 0.0328 0 .
0001 3.3 Labourers 0.1092 0.1157 0.1042 0 .

0115 11 • .6 0.5879 0.0621 0.0256 0.03651 6.2 50.0 Ser vice wotkers No c hance s 15.S 28.9 6.6 21.1 5.2 22.7 8.2 5.6 0.-0 2.3 7.2 76.

7 .

Tota) 0.2272 5.0000 0.3625 0.

1175 100.0 100.0 .

100.0 .... > " ':-- 135 APPENDIX E QUESTIONNAIRE (P) Appendix E 1.

Name and address o.f employer: 2.

Type of business:--------------------------~ (e.g .. sugar factory, department store, insurance company) 3, Number of persons employed.
; t o t a l ' : - - - - - - - - - - males : females: 4.

How many of the total working force (as described under 3) are engaged in the production process?

(This should include all employees from unskilled wo r kers to professionally qualified staff such as draughtsmen, designers, engineers, but not personnel.

wholly or mainly engaged in 1dministrative work.

In the case of a-gdculture, persons employed in both field and factory should be included.)

'!'ii'.

}.
'!'ii'.

}.

(a) Manual workers: total' : males: females: (b) Supervisory and managerial personnel (foremen and higher ranks} total: males: fema l es: 5.

How many of the tota·l working force (as described under 3) are \Vholl y or mainly employed in administrative, commercial, financial, or other activities not directly connected with production?

(a) Lower and lower middle-grades (e.g.

messengers , typists, clerks,.


book keepers, sales personnel in stores): total:-------~ males: females: (b) Supervisory and managerial personnel (section heads or similar ranks and higher ranks): total' : males: females: 6.

How many of the supervisory and managerial staff (as described under 4b and $b) hold a university degree or a diploma of equivalent standard to a degree?
: total': males: fema l es·: 7 .• How many of the professionally qualified personnel have a degree or diploma pertaining td:(l) (a) Arts (e.g.

languages, history, geography) (as described under 6) (b) Social or political science (e.g.

economics , law, sociology)~~~~- ; (1) (v.here a person holds more than one degree or its equivalent, he shoold be entered only against his main field of study.)

.

!

~ •; :; ~-- ,, ~ Appe11dix E ( ) H6 (c) Natural science (e.g.
'mathematics, physics, biology, chemistry) - (d) Agriculture (e) Engineering (f) Education (g) Medicine 8.

How many of the professionally qualified staff graduated 1957 or later?

_· ~~~~~~~~~ (as described under 6) 9.

How many of the professionally qualified staff {as describ~d under 6) are expatriates?

10.

How many posts do you consider require an academic or professional train ing of degree or its equivalent standard?

(a) Total': (b) How many such posts are vacant?


(c) How many are filled by persons not hol ding such academic or pro fessional cer~ificate~?

(d) How many persons under lOc do you consider through experience have reached the standard of degree or its equivalent?

11.

How many of the supervisory and managerial personnel (as described under 4b and Sb) NITT holding a university degree or its equivalent are expatriates?

12.
12.

How many supervisory and managerial posts which you consider do not re quire an academic or professional training of degree or its equivalent standard are vacant?~~~~~~~~~- General remarks: concerning demand and suppl) of highly qualified manpower; requirements for education and professional training, advantages and dis advantages of in-service training; future requirements of qualified personnel, etc. '

--).

137 Appen:Jix t QUESTIONNAIRE (G) ::2 s 3 ~ _ ... 1.

Ministry: 2.
Ministry: 2.

Total l)umber of permanent staff ( including contract staff): total': males: females: 3.

How many of the permanent or contract staff are: (a) Of the lower grade (e.g.

messengers, watchmen)?

·total': males: - - - - - - - · fema] eS': (b) Clerical staff?

total': males: - - - - - - - - females·: ______ _ (c) Administrative sta.ff?

tot.al': males: ______ ~ females: _____ _ _ (d) Professional sta ff?

total': males:-------- females: -----~~ 4.


How many of the administrat ive staff (3c) hold a university degree or a diploma of equivalent standard?

-- - - - - - -- 5.

How many of the professional staff (3d) hold a university degree or a diploma of equivalent standard?

________ _ 6.

How many of the graduates (as described under 4 and 5) have a degree or diploma pertaining t,d: (1) (a) Art~ (e.g.

languages, history, geography) (b) Social and political science (e .
g. economics, sociology, law) __ _ (c) Natural science (e.g.

mathematics., physics) (d) Agriculture (e) Engineering (f) Education (g) Medi cine 7.

How many of the graduates (as described under 4 and 5.)

graduated 1957 or later?

8. , How many of the graduates (as described under 4 and 5) are expatriates?

(1) (Where a person holds more than one degree or its equival ent, he should be entered once only against his main field of study).

( 1 ~ Apperr:lix E 13 8 9.


How many posts design!d for graduates are at present: (a) Vacant?

(b) Fil1ed by non-gradua tes ?

10.

How many of the graduat es (as des cribed under 4 and 5) carry out functions as whole or main part of their dutie s which hear no or littl e r e·)ation to their field of prof ess i onal training?

_________ _ .

lL Please, give detail s of each such graduate (as described unde r 10) i n t he · following two col umns': Main field of s tudy (e.g.

history ) Present duties {e.g.


administration) 12.

Have policy decisions or plans of the Ministry give n any indication as to the number of gradua tes r equired to implement plans?

(a) By 1965: (b) By 1970: {c) By 1975: 13.

How many o f the non-graduates among t he admi nistrative and professional staff are expatriates?

14.

How many admi nist rative and professional pos t s designed for non .. graduat es are at present vacant?
General remarks: concerning demand and s upply of graduat es; requirement s for educat i on and pr ofess i onal training; future demand for highly qualified per s on- .

nel etc.

"'I( ..... > .

D L. _$ c ~ Appendix F 139 .

.
APPENDIX F SCHOOLS AND PUPILS Table XIV - Growth of primary education 1876-1962 0 Yea-r Total populationa Percentage of total population enrolled in schools Number of schools Average annual enrolmentb Average attendance (percentage) Number of teacher sh arr 9.6 12.0 16.4 16.4 18.0 18.8 19.4 20.4 20.6 21.0 21.5 22.1 22.4 22.6 168 212 224 242 248 279 293 295 302 309 311 327 326 337 336' 17 , 238 27,512 35,490 55,296 63,046 77' 988 88,999 94' 536 102' 083 105,911 111, 746 118' 358 125,348 130,202 135,335 59.3% 59.6 56.0 74.6 75 .7 81.8 82.0 81.8 82.9 N.A.
80.6 82.0 81.3 84.3 83.0 280 N.A.

931 1,299 N.A.

1, 839 2,107 2,424 2,548 2,682 2,757 2,920 3' 171 3,181 3,356 • " ('a) Estimated population at middle of the year.

(b) These figures do not include the pupils or teachers in private i.e.

non aided schools or non -aided primary departments of secondary schools e .

g. In December 1962 one group of schools, under Church of England control, in remote areas had an enrolment of 220 primary school children.
There are a number of non-aided primary schools or departments in Georgetown for which no returns are made.

iv Note (1) The introduction of compulsory education in 1876 made little impact on the percentage of total population enrolled in schools or on averag~ attendance; there was a marked improvement only just prior ~o the Second World War.

Apperdix F - page 2 140 (2)Between 1946-1960 the school populatiou doubled.

(3)In the ten years 1951 to 1960 over 1,300 teachers were added to the strength.
(In the same period the Training College has trained teaching only 300.)

(4)New school building (Ext�nsion$ has lagged far behind increase are not shown here.)

buildings to existin6 in school populatic;>n.
141 Apperdix F - page 3 Table X.V - Pupil population and accomodation.in prilllDZ'y scheols, 1961 - 1962 Area Number of Average Number of number on places schools available in enrolment August 1962 1961-1962 Notes 1UfAL DEMERARA COONTY 146(£) 61,316(f) 78,908 1UfAL BERBICE COlJNTY 73(k) 30,976(k) 35, 953 1Uf AL ESSEQUIBO 117 (m) 18,613(m) 20,474 GRAND 'IUfALS 336(n) 110,B:OS(n) 135,335 (f) Excludes 10 vacant schools with 7,700 places (k) Exe) udes 7 vacant schools with 6,100 places (m) Exel udes 1 vacant school with 100 places (n) Exc ludes 18 vacant echools with 13,900 places IJl.Mffi..t..RA ox.Ml' (a) Georgetown (b} Rural Demerara 25 16,895 19,279 Greater Georgetown 11 (a) 5,898(a) 7' 711 (a) Excludes l school vacant with 800 places East Coast 46(b) 14, 728(h) 21,185 (b) Excludes 5 ' schools vacant with 4,600 places East Bank 16(e) 6 , 832 (c) 9,390 West Bank 12(d) 5,179(d) 7,136 River West Coast 18 4,780 18 (e) 7, 104(e) 4,992 9,215 ( c) Exd udes 1 school vacant with 800 places (d) Excludes l school vacant with 600 places (e) Excl udes 2 schools vacant with 900 places 1UfAL RURAL DEMERARA 121 52,221 59,629 I,_ " ~ Apperr.lix F - page 4 Table XV (continued) Area 142 Number of Number of Average number on )laces schools avai able in enrolment August 1962 1961-1962 COUNTY OF BERBICE (a) New Amsterdam (b) Rural llerhice 5 2,951 2,884 68{g) 28,229(g) 33 '069 Canje Canje Creek 9 2 3,817 165 4,012 91 East & Corentyne Coast 26(h) 15,430(h) 19,335 Cor entyne River Berbice River East Bank West Bank West Co11st
 ESSEf]UIOO Leguan Island Wakenaam Island River 2 11 5 4 9 (j) 353 1,171 958 1,780 4,35l(j) 211 824 1,388 2,158 5' 050 5 5 13 ( 1 ) 1,351 1,762 1, 759(1) ·- Potaro Mazaruni River North & South Coasts Lakes · Pomeroon N.W.
District Barima ~ Aruka Koriabo Kaituma > Waini Barama -RIRN:m: N. Pakaraimas North Savannahs South Savannahs 4 7 14 3 12 4 4 8 4 3 3 2 8 8 10 480 931 4,628 194 1, 857 750 ~ 05 872 206 175 172 98 881 791 1,356 2,120 2,100 1,750 185 590 6,015 120 2 ,335 889 256 963 168 115 148 62 639 802 1,217 Notes {g) Excludes 6 vacattt schools with 5,700 places (h) Excludes 6 vacant ~ schools with 5,100 places (j) Excludes 1 school vacant with 600 places (1) Excludes 1 vacant school with 100 places -· ,I ., ' ... __, .... .. ... 143 Appendix F - page 5 Table XV (continued) Notes l. The figures for "available" headmasters carr.ied out by competent making the measurements staff accomodation, etc.
verandahs, toilets, included by on a 10 sq.

ft. per pupil basis.

No proper survey in are based on returns supplied that headmasters accomodation persons.

has been It has been confirmed in.their calculations space used as headmasters/ woodwork shops, home economics centres, ms, store-roo 2.When this table was prepared enrolment returns were not available on 53 schools in Essequibo.area.·Estimates were made and inserted which indicated later, when returns for 50 of the 53 schools were made available,.
that the total enrolment that is 323 ·1ess than actually shown.
The Grand Total should read 135,012, is 20,151: for Essequibo Table XVI - Enrolment of pupils in primary education by age and gradea, 1961-1962 1st year 2nd year 3rd year 4th year 5th year 6th year 7th year 8th year Total Age groups (years) M F M F Under 6 2,706 1, 688 31 52 M - F 3 M - F M - - 6 and under 7 5 J 21 6 s, 030 1, 548 1, 757 59 76 3 3 - 7 and under 8 4, 756 3,537 2,752 2, 831 857 1,081 SS 73 4 2 8 and under 9b 2, 811 2,668 2,994 2, 155 3,401 2,340 1, 015 915 66 109 4 12 1 .- 9 and under 10 466 330 1, 816 627 2,498 2,245 2,866 2,067 2, 553 844 623 194 10 7 F - - M - - - ~ - - - M - - - .
p - - - M - - - - - F - - - M F Total 2, 737 1,743 4,480 6,826 .

6,866 13,692 8,424 7,544 15, 968 - 10, 292 8, 199 18 ' 491 - 10, 832 6,3 14 17, 146 I ....... ,f:>.

,f:>.

~ (' ~ .
-g a ..... >< ..., I 'O Ill (Jt:j ro 0\ 10 and under 11 144 254 398 438 2, 172 911 2, 161 2,053 1, 936 1,864 1, 394 1,625 144 Hl 30 13 8,379 7,309 15,688 11 and under 12 62 49 107 136 801 2, 270 3, 1'27 2, 783 1,847 1, 946 1,578 1,552 400 419 203 196 8, 125 9, 351 17,476 12 and under 13 42 24 13 and under 14 23 15 Over 14 10 - 15 10 21 47 284 89 460 266 1, 243 I, su6 1, 486 5, .... 82 6,849 12, 331 28 149 233 408 306 428 386 1, 184 2,878 2,358 2,090 4,603 5,93.2 10, 535 Total 16, 236 13,595 9,692 8,065 10,145 9, 112 9,271 8,684 8,587 6,906 6,857 8,336 4,243 6,034 4,780 4,275 69, 811 65,007 134,81 8a arhe Table was prepared m March 1963, when all figures for 1961-1962 were available.
There is a significant discrepancy of 577 between the Total here and the Total arrived at by the Mission.

· bniere are over 5, ODO children between the ages of eight and nine years in their first grade at school.

.
.

; ~ J..- , .. , II ' c "' ~ County DEMERARA Georget own (Urban) Rur al 'Demer ara TOTAL DERBICE New Amsterdam · ·(Urb an) Rural Berbice TCTAL ESSEQUIBO Rural TOTAL GROO 'lO!AL Table XVII ·- Secondary school provisions by county and by rural and urban area, 1959-1960 to 1962-1963a (Excluding G.t.I.

and Carnegie School) 1960-1961 1959- 1960 1961-1962 No.

of Schools No.

of No.

of No.

of Schools No.

of No.

of No.

of 'Schools No.

of No.

of Govt.

·Govt , Aided Pupils Te achers Govt .

Govt.


·Aided Pupils Teachers Govt.

Govt.Aii.ded Pu'pils Teachers 1962-1963 No.

of schools No.

of Govt.

Govt .

Aided Pupils No.

of Teachers 2 - 2 - - - - 0 2 6 - 6 1 2 3 - .


0 9 4, 890 208 - - 4,890 208 476 702 l, 178 - 0 18 26 44 - 0 6,068 252 2 - 2 - - 0 - 0 2 7 1 8 2 3 s - 0 13 S,683 246 144 8 S,827 254 777 1, 161 l , 938 - 0 25 39 64 - 0 7,765 318 2 - 2 - - 0 1 l 3 8 1 9 2 3 5 - 0 6,309 268 148 8 6,457 276 867 1, 289 2, 156 146 146 31 41 72 4 4 14 8, 759 352 2 - 2 - - 0 l l 3 8 l 9 2 3 5 - 0 6, Sl3 263 164 9 6,677 272 981 1, 302 2,283 170 170 32 46 78 6 6 14 9, 13 0 356 ,... ..,.

i:.n t a i.. .
i:.n t a i.. .

>< ""' I aDoes not include Private Secondary 'Schools.

These are concentr at ed in Georgetown with smaller ones dotted in New Amsterdam and rural areas ln the three counties.
M G' - '• Table XVIII - Government Secondary Grammar/High Sch6ols, 1962-1963 Pupil population, teacher qualifications, and teacher-pupil ratio PUPI,LS Est ab- llshed Boys Glrls Total 'Graduate trained Graduate graduate graduate Non- TEACHERS incl ucies Head) Non- trained un-trained Graduate Teacher- t-rained Teacher'.'"

Pupil Rado Total Pupil Patio 1.

Queen's College, 1846 656 - Georgetown, 656 12 2.

Bishops' High School, Georgetown.

1870 - 560 560 7 15 13 3.


Anna Regina, Essequibo 1961 104 66 170 3 - 760 626 1386 22 28 - 4 I 5 4 31 1::21 1::24 4(2) 28 1::22 (2) 1:: 23 2 6 1:: 28 1::42 10(2) 65 1::22 (2) 1':24 ~ ~ ~' t a .... >< ~ I ""'"' ,j>.

O'\ Remarks 3 Teachers on ]eave; effective strength - 26 teachers; 2 part - time counted as one.

~ ~ { A .,/ ' ~ ,' Appendix G 147 APPENDIX G TEACHER-TRAINING PROGRAMME TABLES Table XIX - Training programme A.

Teaching Strength as at 31.

8.

61.


Trained Teachers Qualified Teachers Unqualified Teachers Pupil Teachers Male 430 350 363 310 1453 Female 3 31 446 624 327 Total 761 796 987 637 1728 3181 Note 1.

150 Teachers were trained in 1961-1962, and 225 are undergoing training in 1962-1963.

8.

Wastage (Trained Teachers) (a) Normal Retirement (b) Resignations, Deaths, etc., 53 up to 1965, gradually decreasing to 1.53 1961-196511961-1970I1961-1975 54 164 280 120 174 220 384 320 600 Note 2.
It is assumed that no teacher will opt to retire at 55 years of age.

c. Training Programme as on 1.9.63 Immediate requirements Additional Additional I Total by 1970 by 1975 For Primary & Se condary Modern 2400 Wastage (round figures) I 2400 I 1600 380 1980 I I 500 220 720 I 4500 I 600 I 5100 <, ,.

,.

Appendix G - page 2 148 Table -XX - Ov·erall trained teacher strength requirements A.

For Primary and for Secondary Modern Schools (5 years 9·months - 16 year age group) ,.. 1.

Primary Schools 2.
Primary Schools 2.

Secondary Modern Forms Heads ,____ 1965 By 1970 By 1975 2720 2950 1260 14.90 398C 4440 300 400 3420 1630 4870 450 TITTAL STRENGTH 4280 4840 5320 B.

For Primary and for Secondary Modern Schools (5-16 year age group) i.e.

ori admission of all children reaching the 5th birthday on or before the first day of the first term of the school session.

1.

Primary Schools .

2.


Secondary Modern Forms Heads 1965 By 1970 By 1975 3060 3320 1260 1490 3650 1630 4320 4810 5280 300 400 450 Taf AL STRENGfH 4520 5210 5730 Note: 1.

Calculations in 'A' and 'B' based on pupil population figures given in Table 2 of the main report and footnote 4 to same.

2.

Calculations based on teacher-pupil proportion of t:40 (excluding Heads) for both Primary Schools and Secondary Modern Schools.

3.

No calculations made for upper school forms of Comprehensive School i.e.
for pupils over 16 years of age in these schools.

4.

Headmaster strength takes into account that 'there should be a rapid increase in numbers of heads required as more and more separate secondary modern schools are provided.

5, Specialist teachers for Technical Handicraft subjects, Agriculture 'and Home Economics not included.
149 Appendix G - page 3 ~ Table XXI - Teacher-training programme, 1963-1975 (Government Training College and Branches) ONE-YEAR COURSE Tota] Admit Available Staff Admit Available Staff Output Staff Tota] 1WO-YEAR COURSE Sept 1963 •1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 1977 - 400 360 340 340 300 240 180 400 360 340 34_0 30ll 300 300 300 2640 24,0 240 (a) (b) 9 18 18 18 21 24 24 30 30 30 3:) 27 24 400 540 520 520 480 480 420 240 300 300 300 300 4800 29 36 35 Output by 1965= 940 35 36 36 33 30 Output by 30 30 30 27 24 1970= 3360 (a) Does not include contribution to be made by the College of Education Faculty of the College of Arts and Sciences, which should give in the period at least the 300 trained teachers required to complete the Pro gramme.
Any number it can give over and above this after supplying the needs of Secondary High and Comprehensive Schools s hould be used to lower the teacher:pupil ratio.

(b) Does not include Principal and 2 Deputy Principals; nor part-time staff.

Note: 1.

As from 1970 the two-year Course may be, if necessary, divided into a day and evening course.

2.

Excludes contribution of G.'I.l.

and Carnegie.
and Carnegie.

l .- -'4,i'i<, i( (._ Apperrlix G - page 4 150 Table XXII - Projected number of teachers in all-age-schools resulting from different programmes of teacher t.raini ng and different assn11p.• tions of school population, 1963-1975 1st ·September Assumption A Trained Qualified Unqualified teachers teachers teachers Pupil teachers Assumption El Total Additionala Total requirements l, t)36 1,398 1,902 2,384 2,895 3,371 3,835 4,235 4,454 4,731 5,026 5,211 5,320 1,036 1,226 1,423 1,622 1,819 2,020 .
2,208 2,391 2,572 2,752 2,942 3,141 3,347 730 625 472 330 208 125 50 36 27 19 13 7 - 653 611 571 529 485 447 401 365 335 .307 281 255 228 Suggested trnining programme 3,641 3,950 1,185 1,282 690 645 1,321 1,123 999 863 719 569 451 276 82 585 550 395 250 120 - - - - - - 4,280 4,387 4,497 4,609 4,724 4,840 4,932 5, 026 5,121 5,218 5,320 - - Current training progrn11111e !
;,121 5,218 5,320 66 145 240 263 287 313 340 370 378 386 395 .

404b 410c 66 145 240 .

263 287 313 340 370 378 386 395 404 410 3, 707 4,095 4,520 4, 650 4,784 4,922 5,064 5,210 5,310 5,412 5,5l6 5,622 5,730 3,707 4,095 4,520 4,650 4,784 4,922 5,064 5,210 5,310 5,412 5,516 5,622 5,730 Year 1963 1964 .1965 .
1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 aAdditionally required teachers for the pupils 5 to 5 y~ars 9 months have been added to the group of unqualified teachers, except for 1974 and 1975 in the sug gested programme.

The other groups under Assumption B are of the same number as under Assumption A.

- h287 still unqual i fied.

- c94 still unqualified. "
.. 4 ... 151 Appen::!ix G - page 5 ~ 67 I Tabl e XXIII - Trained teachers as percentage of all teachers in all-age-schools, 1963-1975 (1st September of each year) Year 1963 1964 1965 1966 1967 1968 1969 ,, • 1970 1971 1972 1973 .1974 1975 Sugges ted programmea Current programme A B A B 28.5 35.4 44.4 54.3 64.4 73;1 81.2 87.5 90.3 94.1 98.l 99.9 100.0 27.9 34.l 42.l 51.3 60.5 68.5 75.7 81.3 83.9 87.4 91.l 94.8 98.4 28.5 31.0 33.2 37.0 40.4 43.B 46.7 49.4 52.l 54.8 57.4 60.2 62.9 27.9 29.9 31.5 34.9 38.0 41.0 43.6 45.9 48.4 50.8 53 .3· 55.9 58.4 8 Account i s not taken of the specialis t who will be tr ained out of the teacher-training department s of the Governme nt Technical Institute and the Carnegie School of Home Ec onomics .
'technical' teachers if Appetrlix G - page 6 15� FINANCIAL IMPLICATIONS OF TEACHFR-TRAINING PROGRAMME AND COSTS Ge'aeral It .cannot be too strongly stressed that the estimates .the following adjustments is accepted Tables would haye to be kept under made from time to time if the suggested in principle for implementation.

constant and calculations review and necessary 10 Teacher-Training programme .
2, Assumptions and bases (i)· Certain assumptions unqualified year by year: these assumptions of the intake for· training and of pupil teachers entering had to be made about the number of qualified, programme the Training of �re based bro�d]y on the proportions in.the sessions 1960-1961 and 1961-1962.

(ii)Programme "A" in the Tables shows the working based on the estimated need of teachers ·years nine -months� Assumption limit.

_for the schools· if admittance age remains at ·five A, therefore,.
refers to this_ lower age (iii)Programme "B" shows the working based on the estimated age is ]owered to five years.

Assumption need if the· B, therefore, · admittance refers to this lower age limit.

(iv)Current programme refers to the present programme of 225 intake for a one-year in-service course of training.

(v) Interim teachers are for _the purposes of these Tables classed under 11unqual ified teachers".
(vi)Sewing teachers are not inc]uded; neither are additional specialist teachers for "technical" teaching.

(vii)In computing salaries, the calculations have been based on the , of each specific average salaries the estimates from one salary scale, (b) appropriate for 1963; a 11 owance has been made (a) for the fl ow to a higher category at appropriate incremental for accrui�g entry into the salary scale of new entrants.
grade of teachers costs and (c) for the category as a whoJe in points in the (viii)All salary c o�ts are based on the proposed salary scale, (ix) Salary costs are calculated made for the new iritake year.

for the calendar.

year with aJJowance into the trained ranks in September _of each �-ObserTations (i) The last intake of pupil teachers·wouJd be admitted in 1965 and would-complete It has been felt that social, economic that this be so.
their three or four years as pupil teachers by 1969. reasons require and tactical 153 Appendi� G � page 7 .

(ii) will teachers be,some 900 in respect of programme There gramme A, unqualified service course comes to an end.

These should be''almost profession, paratively experienced service couse by this time.
The unqualified will have to attain the minimum academic 'entry to the two-y�ar.trainihg into the teaching teachers unqualified new entrants teachers in the service in 1970 when the in­ will have beea trained in the in­ qualifications Band 570 under pro­ as the more from 1970 onwards requisite for entirely com­ course,· if they wish to remain; in teaching.
(iii)The figures for traine·9 teachers do not include the 40-60 qualified Class 1, who it has -been recommended teachers, summer course and pass into the trained category.

ments are involve·d.

should undergo a No salary commit­ (iv) Attention is drawn to Table (a) which shows the estimated·increase in period 1963-1975. the expansion Between of training as against 450 from the current increase the actual on Teachers' The real increase 0 ); the extra cost of lowering salaries over the resulting.from (i.e.
760 trained teachers would be negligible.

·which will keep pupils in school to the age of 16 plus the school age to five would be expenditure 1963-1965 facilities programme) to the natural growth of pupil ·population reorganization ($819,00 $ 191,000.

The accelerated programme get.from·1965 oni and would make an even greater i�pact as and when the profession the greatest natural pupil-population not from the proposed came into the rates.
But still salary costs would result frdm· and growth and expanded Teacher-Training would begin to make heavier and heavier demands on the bud­ of the Coll ege of Arts and Sciences at, for our present purposes, part of the additional school facilities substantially (salary-wise) is due and expanding programme.
proposed graduates graduate augmented by 11 11 Teacher-Training (v) Table XXVII shows tlie··actual costs of the suggested Teacher-Training will itself programme approximately salaries the same amount as the extra expenditure be a little over $3 million from 1963-1975, on teachers' i.e.

for the manning of classes of the five year old children.

n / Appendix G - page 8 154 Table XX.IV - Comparative calculation of salaries.

of teachers in all-age-schools, 1963-1975 (1,000 W.!
:$ at 1962 prices) Suggested programme Old programme A B Additional costs of B A B Additional costs of B Year i963 1964 1965 1966 1967 1968 1969 1970 5,496 5,569 5,884 6,042 6,294 6,557 6, 758 7,046 7,357 7 ,672 8,066 8,409 8,751 9,117 9,572 9,972 1.971 10,368 10,756 1972 1973 1974 1975 10,986 11,385 11 J 701 12' 114 12,501 12,939 13,258 13,790 72 159 263 288 314 343 366 400 388 400 413 438 531 5,430 5' 502 5,905 6,064 6,249 6,512 6,529 6,817 6,797 7 ,111 '~ .. -~ \ Table XXV - Changes in expenditure on teachers' salaries for all~age-schools, 1963~1975 (Increase (+) ' or decrease (-) in expenditure over 1963 calculated for the suggested programme B) (l,000 w.1.r at 1962 prices) Year Trained Qualified teachers teachers a · Unqualified teachers Pupil teachers Total staff Changes in total expenditur~ due to admittance of natural growth, reorganisation, puhils between sugge· ~ted and a volume of 225 newly trained and· 5 years teacher.s per year tra1n1ng progr amme B t e age of 5 9 months 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 J + 452 + 1,019 + I, 963 + 2,969 + 4,089 + 5' 169 + 6 ,288 + 7 ,208 + 8, 027 + 8,982 542 300 139 - - - - - - 1,040 906 758 - 1,065 - 1,081 - 1,094 - 1,104 + 9,990 - 1, 116 +11, 082 - 1,130 + + + + -.
- 193 339 148 38 82 210 342 462 639 - - - - - l, 025 - 1,253 855 -· - - - - - - - - - - - 32 70 91 + + 474 989 + 1,477 146 + 2,103 260 + 2,841 370 I + 3,549 478 478 478 478 478 478 + 4,404 + 5'187 + 5,817 + 6,545 + 7 ,371 + 8,221 + + 475 819 + 1,099 + 1,,367 + 1,668 + :,966 + 2,282 + 2, 620 + 2' 934 + 3,322 + 3,730 + 4, 162 + 87 + 191 + 216 + 242 + 270 + 300 + 333 + 342 + 350 + 360 + 370 + 377 .. - - + + + a0b 21 b 163 494 I 11-1 ii:.n · ~, 902 + 1,2 83 + 1,789 + 2,225 + 2; 53 2 + 2' 862 + 3 '271 + 3 '683 t '"'· >I ~ I "" i:'>l ~ \0 aincluding headmasters.
- hThe smaller expenditure due to the suggested programme in the beginning i s due to the fact that trainees of .

th~ one year course have not to be replaced but stay in s e rvice.

~ ,., .. ~·,· • .. _ _ - I ' '*" '--r> ~ ·~ ~ ,, .... ~ ... ~ ... ~.i(.1,.•,; _j f. Appendix G - page 10 156 T~ble XXVI - Extra Funds requ ired for September, 1963 - December 1963, to commence Teacher-Training Programme.

(a) Summer Course F_.xpenses (Qualified Teachers) (i) Travelling exp~nses only i.e.
initial move to and final move from Georgetown 50 (?)

at $5 (ii) Tutors' hqnorarium - say 3QO hrs.

at $5 (b) Summer Courses for Interim Teachers: (at Georgetown, New Amsterdam, and Suddie) (i) Travelling expenses for initial move to and final move from Centre: 400 x $3 (ii) Travelling expenses and subsistence .lor Tutors at New Amsterdam and Suddie (iii) Tutors honorarium - say 3000 hrs.

x $5 (c) Correspondence by Radio Courses (Aprii-September) (i) Stationery, etc.
(ii) Part-time tutors (d) Teacher-Trainers (i) 2 Deputy Principals and 19 ·Lecturers at $5,000 p.a.

(ii) Tutor-Travelling (iii) Part-time tutors, say equivalent to 6 ful l tutors 30,000 + 3 (e) "E(jUipment, stocking an~ -C-urnisf.ing libraries W. I.$ 250 1,500 1,200 2,000 15,000 500 3,000 35,000 2,000 10,000 10,000 80,45 0 Note: The extra funds required for September-December 1963 are approximately $80,000.

External aid may assist in t he form of teacher trainers; but the costs .
of evening classes for G.C.E .

the scope and magnitude of such classes is as yet not known.

'0' Level students are not included, as 'r ..,,.. --4 ... ,.
• 157 ;J 13 Appetrlix G - page 11 s Table XXVII - Estimated expenditure on teacher training based on the suggested training programme, 1963-1975 (1,000 W.I.$ at 1962 prices) Salaries Other of (a) salaries Lecturers and wages 1963 1964 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 98-,4 171,8 199,3 204,3 211,0 212,8 202,6 187,6 188,6 191,5 194,5 181,2 166,9 13 , 9 15,9 16 , 2 16,5 16,8 17,1 17,3 15,4 15,6 15 , 8 15,9 16,1 16,2 Total s a laries and wages 112 ,3 187,7 215,5 220,8 227,8 229,9 219,9 203' 0 204,2 207,3 210,4 197,3 183,1 Other Correspond- Tota] charges ence courses expenditure 32,6 21 , 0 21,0 21,0 21,6 20,0 17,0 17,0 17,0 17,0 17,0 16,0 16,0 3,5 5, 0 5,0 5,0 5,0 5,0 5,0 5,0 5,0 5,0 5,0 5,0 5,0 228,2 (b) 213,7 241,5 246 ,8 254,4 254,9 241,9 225,0 226,2 229,3 232,4 218,3 204,1 ' ,.. ' ''( "i'• ··' t }·; J r-:, ·y· ... ~- .. ..... (a) Including Principal and 2 .Deputy Principals - and assuming no external aid in the form of teacher trainers is made available.
(b) Including $10,000 for teacher training courses and $59,500 for main tenance of students provided for in th~ 1963 estima tes but which have not been .

accounted for in the foll owing year's, the total includes further $62,000 required for the period September to December, 1963 in addition to the official estimates for 1963.

7 ~ ,.

--- .

;·s ...... ~~~~~~~~ ....... ~~~"'""'~'""'~ '"\ 158 APPENDIX ff Appendix H SALARY SCALES FOR TEACHERS IN GOVERNMENT AND GHANT-AIDED SCHOOLS - PRIMARY, ALL.
:.AGE AND SECONDARY ~ I.

Graduates A4: $3984 x 144 - 4848//5280 x 240 - 7680 1.

Trained teachers with (a) Diploma in education (abroad) enter at - $4272 (b) Honours degree (c) M.A.

or higher degree 2.

Graduates (untrained) with (a) General degree enter at (b) Honour~ degree at (c) M.A.

or higher degree at 4416 .,..

4560 - - 3984 4128 4272 Preceding teaching experience as qua] ified or unqualified teachers in recognized .educational institutions should be recogn~zed with ·one incl:'ement per year.
... Senior masters and senior mistresses in g0-vernment secondary schools should be placed at, and .proceed further irom, points which are two increments higher than those reached before their appointments to posts of tesponsi- .

bility.

· -·· ' ' All graduates including senior masters and senior mistresses proceed to the maximum of the scale, i.e.

to $7 ,680 p , a:~ Senior masters arid mistresses on reaching the maximum are paid an allowance equivalertt .to.

two increments.
two increments.

Con.,-ersion table $3984 5280 6960 4128 5520 7200 4272 5760 7440 4416 6000 7660 4560 6240 - 4704 6480 4848// 6720 3.

Headmasters (graduates) .~ fi xed $8160.

II.

Trained ·teachers (non-graduates) .$1416 x 84 - 2088 I x M - 2340//2532 x 120 - 3012 // 3192 x 132 - -3904 Al I holders of a Training Col 1ege Certificate and of a Certificate of Competency.
/ I __, " Appendix H - page 2 159 / Class I enter the sca ]e a t Class II teachers enter the scale at Class III teachers enter the scale at - $1584 p.a.

1500 p.a.

1416. p.a.

~1 Preceding teaching experience as unqualified or qualified teachers in recognized educational institutions should be recogni~ed with one in crement per year.

Teachers additionally trained in a one year special course to teach crafts, home economics, or rural science, s hould he given one increment.
Conversion table $1416 1500 2088 // 2172 3012 // 3192 1584 2256 3324 .

1668 2340 3456 I 1752 2532 3588 1836 2652 3720 1920 2772 3852 2004 2892 3984 III.

Untrained and unqualified teachers $864 x 48 - 1248 x 84 - 1416/ / Unqualified teachers can only cross the bar of $1416 after 20 years satisfactory service, they will then proceed in qualified scale to $2088 p.a.

Pupil teachers who at the end of their fourth year become unqua] if ied assistan ts enter the scale at $1008 p.a.
Conversion table 960 1008 1056 1104 1152 1200 1248/ $ 864 1332 912 1416.

IV.

Pupil teachers First year Second year Third _year Fourth year After fourth year Junior teachers $720 p. a.

780 p.a .

840 p.a.

900 p.a.

960 p.a.

540 p.a.

lo Interim teacher~ With pupil teacher exam.

end of second year $72 per month ($ 864 p.a.)

( l008 ·p.a.)

third ( 1104 p.a.)

fourth " ( 1416 p.a.)

II Class III Assistants 84 92 118 II n · " II II II II II II II II II II II II Iii v. VI.

-- L?
160 Allowance s Appendix H - page 3 Grades Head t eachers ~nior teachers - A B c 144 96 48 (1) 60 (1) 36 - Grade A = Schools with 500 and more pupils enrolled Grade B' = Schools with 100 to 499 pupils enrol led Grade C = Schools with less than 100 pupil s enrol led ~ ... ... ---4 - 161 APPENDIX J Appemix J OUTLINE OF A BUILDINGS PROGRAMME BUILDINGS RESEARCH BUREAU -The magnitude of the building and furnishit.g needs and Social Deve]opment of the country makes should not and super­ ·operation the control, of Education inv�ntories, that the Ministry Bureau.
This se·ction but should its�]£ undertake should be part of the Planning It needs to set up and staff its own Building Unit; in addition plans, specifications, it should imperative only initiate, vision of the buildfng programme.

Research to preparing vising construction, compatible with the greatest should consist of a schools' mobile draughtsmen practical experience officers agree­ which could be eHectea should alone be sufficient ment to the scheme.
In any case, the easing of this load from the Ministry of of many new staff, or Work!

; should obviate the necessity the purchase cal]ing for tenders and super­ economy· to ensure the greatest The Bureau and_at least five of preparing drawings should be-stationed in Berbice and one in Essequibo.

functional efficacy architect, -buildings officers capable of a great .deal of equipment.

One of these buildings for the appointment in school building.

carry out research construction.
in supervising a civil engineer The economies Government ·to ob.tain and with .2, The Bureau would undertake the following planning duties: (a)the study, resear�h and documentation of the building situation; - (b)interpretation in terms of building and equipment needs; of the educational policy and curriculum requirements (c)the preparation of a ·building programme following upon this research; (d)the drawing up of principles governing the technical and economic aspect of school buildings, etc.
; furniture, (e)the drawing up of building regulations; (f)the preparation plans; of standardized (g)costing of the programme with the Planning Officer; (h)establishment of priorities with the Planning Officer;.
(i)phasing the buildings prograomie; (j)drawing up criteria for site selection; (k)establishi ng principles and procedure for the award of contracts; (1)establishment of procedures liminary and final drawings for submission and specifications; and approval of the pre- Appen:lix J page 2 162 (m)analysis of labour -skilled and unskilled up as a result of shortage requirements -to avoid of the right type of bottlenecks labour at a particular building place at a particular time.
3. level the Buildings Research Bureau would be concerned On the operational with: (a)initiating the purchase .

great deal of money; particularly co�tinually rising; action for acquisition of suitable sites in good time - of a site years before building is necessary in areas where land values are may save a (b)preparation of drawings and specifications for· specific projects; (c)close supervision of work in progress; (d)taking over of new buildings on completion.· fulther.
The aim of the right type and siz� are built in the right.

for the parti­ 4, Certain points may be considered .

to ensure that.schools places at the right time, and that they are suitably equipped ·cular purpose the question does not.achieve substantial ·pretation of research Its motto should be maximum economy with maximum functional for which they are intended.

of costg: it will ha�e failed to justify its exi�tence savings by wise planning if it and judicious inter­ and health standards.
The Bureau has always to consider data while maintaining educational competence, The of the Bureau would be And it is for this reason that a school architect needs and is to serve educational needs to be matters, with educational purpose of a school building ·ultimate purposes.

familiar building is truly functional it will facilitate active learning and make the administrative The basic philosophy, determine the character the Buildings Research ject officers specifications of the school building.
the objectives are finalized.

· principles and practices.

effective teaching and If the school of the· school curriculum and organizational .work easier, will in fact· · between and t-he specialist Close co-ope�ation sub­ of the Ministry· is a prerequisite.

before any drawing s and Bureau and the administrators 5.
The size of the buildings' bill in the next fe• years i� sucb.th�t Unit must begin to work on and experiment with economy build• Buildings the Not only is this type expensive but·it is not recently and adaptable all over the country.

monumental school bui'ldings ings_ immediately.


The repeated truly functional, flexible _were put up before the new policy was declared that the secondary was made for the programme In deciding future must include schools (and to others whith may bear conversion) and factors need to be deduced from the "Draft Curriculum "White Paper on Educational in design.

functional in their curricu.lum.

enough.

Admitted} of activities Buildings Policy".


exten�ions schools of the to these data all the pertinent Guide" and the should be simple, modern ·and y these· buildings and consequently no provision put up cannot be for the 6.
Economy, too, demands that the schools be planned primarily but should also be Fojects and for commqnity .. and adult educational and cult1.1ral o.f the school population educational requirement� suitable 16J· Apperdix J .... page 3 This is particularly in the rural areas: there is little money on conununity centres when the school can:provide important simi­ act1v1t1es.

point in expending lar facilities.


benefit of avoidance becomes integrated community school �nd its activities� An advantage which must not be overlooked the -apart ·_from of duplication of costs -is that the school �erving the with the village life and fosters int�rest in the This is of particular importance at tli;is time.

7.

·It is not o�ly_ the school building that should bdmulti-purpose.

Building 1'e�-�!l!

:C.�� Bureau should go into the qu�stion The of mu] t�-purpose In· all multi-purpose.
rooms and worksho�s.

it" should ca·II for the advice of experts or skilled t>ersons in and fittings, ·furniture, fixtures its· thinking the various fields; This may be of particular clusions the use of local materials effect.economies.

concerning importance in arriving at con­ and of local skilled labour .to 8.

·In the _rural area_s,.

and for primary education in particular, buildings .
must be cheap and easy to erect.· At the same time allowance made, in the plans for c.ompletion urban areas the buildings by stages as extension should fit into their surroundings.

should be i In the s required.

.

9.

The "Santa" type .

o .

f open building with certai� m�difications · would appear .to be cheap and easy to erect.

Unti_l such time as the local population .

the �pper of gre�ter civic pride and social respon�ibility, attitude� Such a building acquires part could be closed in with mesh.
Louvred'windows to maintain.

Provided the overhang Light construction the classroom low shelving room cupboard is possible type but the divisions should be included space and school storage space.

is big enough, problems in the rural areas_.

in the specifications of rain and glare will not arise, The building should be of .

need not be ceiling high.

Chalkboards as also built-in and class- are a luxury and expensive would require one 1 ock-up room for equipment-.
10.As emergency measures the Mission would recomm�nd: ' (a)the remodellin g, modernization and repair of existing buildings.
country Cctnnot afford to let buildings more years use fa] l into such a state of disrepair The which can be saved for· many that they have· to .. be demolished; (b)that the strain of overcrowding can be eased in many schools by the shelters� All that is required of simpl� multi-purpose or galvanized This shaded multi-purpose _ �ou]d provide shade from the sun or shelt_e·r from the rain erection that a· raised floor of beaten earth be laid down, and that a roof of aluminium on uprights.· education, during the By judicious time-tabling shelter and ease conditions periods of the day.
This out-door warrant, iron sheets or troulli grass be supporte� shed would be ui;ed for physical easily and cheaply closed in to form classrooms in the main school building· break, and offer space for space can be, when circumstances �an rotate classes to thi� the headmaster open-air for many lessons for two classes.

or workshops.
or workshops.

is 11.In fact beads and education officers-will this question of using shaded areas in the vicinity have to give careful thought to of the school for out- Apperdix J - page 4 164 of the headmaster; door teaching by rotation.

We commend the initiative though we dep) ore the necessity for it, who procured the use of a "bottom house" for one of his classes.
It may be that Government should for the time being consider the possibility suitable rooms for use by the Preparatory advantages ment shouJd build small schools (say two, three or four classrooms) only preparatory points between two large over­ crowded ·schools which are one or·two miles apart (e.g.

as in some parts of the Berbice and Corentyne Coast).

It cannot be too often repeated that.

it is of renting one or two houses in close proximity with are .obvious and the cost of rental small.
When funds permit Govern­ division ciasses at appropriate Division of the parent school.

The to house al­ ·.

absurd to talk of teaching on act'ivity Jines when children find it impossible to .move out of their benches,.

and have no elbow room to write or do practical work.
12.Another most commendable effort by a headmaster to relieve the congestion in his school building is to be found .at Perpetua Kawa} l Memorial C. M. School; the whole effort ·of the headmaster its realization in the f.orm of an airy, spacious, yet closed-in ciassroom has .much to teach the responsible authorities.

The classroom fits ittto the rural ,environment and cost very little indeed •.

It was eas:ily and qµickly erected b; :·.a few interested ·their_ P,factical edui::ation.
parents, teachers .a.nd by 11enior boy� fof' wh(JIII it was pa:rt ol ; froni the inception of the idea to · · the hall.,.type 13 •.

Efforts s·hould be made, too, to provide more of the existing schools of · to afford some privacy to each class.

These· dividers would serve l:lho as we'll space for display of vi.sue] aid, children's local interested work et_c.

This is something which could be undertaken groups or parent-teachers' ''with screens associations.

or partitions by.
or partitions by.

14.The prerequisite for reduction in costs is: sound planning ari'd intelligent forecasting.

This applies not only to buildings but also to furniture and equipment and other supplies.

Costs can be lowered by placing bulk orders, and perhaps by placing the orders regionally available locally.

Orders for teaching aids and· for for science teaching and for �orkshop instruction able limits by supplying schools wit_h lists and specifications etc.

which may be required.


Further economy can use of improvised apparatus construction officer-s wherever the materials a�d labour are·.

apparatus and equipment apparatus and kept informed by the respansihle of work in this field done thrmighout and equipment.

Teachers 'the be effected by encouraging can be kept within reason­ may be trained in the of• improvised the country.

of equipment,.
of equipment,.

· 15.The Mission may be permitted to direct the .attention of the Planning Unit and Buildings Research Section to one or two details which may make for saving s· in building costs and in time and effort of all concerned.

(i) Population areas need mobility trends and population growt'1 rates in spt1cif�c · to be closely watched.

(ii) the_ overall Jong-term economic development plans of the Go•em­ ment have to be analysed in terms of location, si�ing and size of ·a school.
(iii)Plans and contracts should include all facilities a school or 165 Appemix J � page 5 .

classroom shou.Jd 'grounds, drainage and cupboard have e.g.

approach .syst;em,cbalkboards ways, levelling on walls, shelving, or space, etc., etc.

of school storage space, display boarding (iv) To avoid delays and mistakes should co-ordinate volve other Ministries lined.)

all interested authorities and officers their work.
(Building regulations usually in-;· must be stream-· administrative procedures (v) Avoid use of expensive materials and fittings.

(vi)The headmaster's room--no need for.

a huge room should be at the .

nodal, control point of the school with the staff room next to it.

(vii)False economy·should not be practised; initial of may save considerable proper treatment sums later.
materials and regular maintenance (viii)Local authorities, and organizations of land, clearing of land, interior, repairs -in· al 1 · these_ fields· _ties may be d-rawn in. )

communities,.

parents' ass�ciations, individuals (Donation and deMration, and others indh'iduals · ,maintenance· ana communi­ -all need to be tapped and involved.

\ix) The whole question of relative costs when a job is carried out.by labour and when given out by contract needs thorough investigation.
should be erected, without the approval (x) No building undertaken ,officers important should be promptly of simple plans and intelligible of the Buildings in self-help Research given, esp�cially no extension and guidance or aided self-help projects.

Such assistance Section.

This is particularly by way of speedy production specifications and work directions.

made, no alteration · of the technical We advise that the British West Indies Developnien� ·to supply literature _in the West_ Indies.
Pending tion be requested buildings to be made by the.

Buildings the outline of ·a Buildings at the Ministry Research Bureau the Mission ventures Programme it h·as prepared, and data i_t has been able to assemble authoritative study to put forward based on data available and process itself.
the more detailed, by its Research prepared and Welfare Organiza­ Unit on School Aims and assumptions 16.This paper attempt�: (a)to indicate what the present situation 1s as regards accomodation; for-1963-1975; (b)to assess building requirements (c)to break down the requirements for primary school places and for secondary school places-separately; (d)to make recommendations for replacement on the of present buildings !erge of collapse; -�x 'J �-page 6- ·166 (e)to indicate located; priricip}esin deciding,wher� new buildings·ahotild be d) ·to rec�nd wh,ere auxiliary · wili be �quired;" buildings e.g.• workshops, .
laboratories (g)·to indicate requirements of furniture, equipment� -�i.d.s�-�_tc�f ' .

.. .. , � .

·ta�(ota.

to b� ·conside j{{) t� dete��trtf :·• \i> t� sugg�st t�e phas itig oI the building ,, ..

The findings and r�otnmendatfons ate based o.n declara.tions: .

.
.

·., the follQWing poJi�y red iti attiving · at·.ptiot-i u;aj �- programm� � .. ,· ·_:\,}:\j'.•fj/:,;f�/ ·(a)" Admittance r,;chools who of a1l chi1dren into_· have reilclied the age ·of ·­ the fiut .day of the first terla of the Xmas ses-· , five on or b_efore sion.

(In this connexion ·mendation that admiuiOQ should be confine� of the first term except on authorize<!

of admitting ' wJth �n:b-061 ,, ·toty dhisi.on.


_ necessity :C. seri,ous obst�cles ·_inaccessibility investigation should not rest with the head teacher._) youngsters pr·oguinmiQ8 the Mission wishes to make a strong recom• to the fj.rat fortnight The present practi-ce .

trander.

at· any time duriQg the year creat,4,ls huoe .

in the prepau-- efficiency and with teaching public;;.

opinion to the enrolment be.

permitted -should enrolment c:if prOl!IPt enrolment of ·t;heir children.
Only .in cas·efil of It is a matter 9f ed�ca�ing and authorization by the education having prevented anq then only after -grave il"lness, officer.

The decisiott (b)Provision of free secondary education• for all up to 16+.

(c)Secondary �ducation consonant _ties, interests and take cognizance the needs of the economy of the courtry as a who)e and of the region .in particular.
sha]] give an education and aptitudes of the pupils, with the abili­ of_ · 18.Certain assumptions have of necessity been made': (i)that no child is admitted into a sch�ol unless he fulfils the nts-of the Jaw or·of regu)ations or of directives strict requireme for admittance; (ii)that the number of 12-16 year olds in secondary gra11111ar·schoo)s will be 10,000 ephemera) private each year up to 1975.
This assumes that the secondary schools wil) cease to attract pupil�; (iii)that 90% of the chi)dren made for handicapped children, non-enro)ment in the 5-16 age range wi)l enrol; (i.e� for other and a small percentage of enrolment in private schools); a11owances reasons, (h)that Government appreciates its responsibi1ity to provide and make 167 Apperdix J-page 7' accessible p]aces for the fu]l enrolment and not simply for average annua] enrolment or-worse still for average annual attendance; (v) that children are not allowed to stay on after the end of theses­ sion in which they reach their 16th birthday; {vi) that spa�e allowance is 10 sq.
ft. for the primary school and 12 sq� · ... ft. for the secondary school (when separately housed); · (vii) -·that the Building Programme to time as new data comes to hand or as circumstances from time· wil1 he appropriately adjusted make necessary.
The present situation · ...... ,.·; (Figures given are those obtaining at the end of the 1961-1962 session, figures include only those c_hildren enrol Jed in the then the school population Government and Government-aided primary schools, now called all-age schools.)

19·.

-· The ·a-larming shortj::omings and inadequacies ·A few buildings put up in the 'Jast six or seven years, Greenwich Park and_· Annad�Je type, are we]] built, on the whole well designed, and well appointed lavish details.
but ·the Annadale type is too costly and contains unnecessarily The .Greenwich Park type is a more suitable building; economies could be effect-· have already been brought out.

.

ed ·he.re too, however, without detracting ,from its functional suitability.· Pro­ vision has not been made in either of these-·two practical subject workshops ·or centres.
Eighteen schools of the Annadale type were still under construction Consequently equipped some 14,000 places and would-help to relieve the congestion in their immediate vicinity.

they make available in the 1962-1963 session when furnished and or just completed and vacant in August 1962. for types of construction 20 • .

_The information available from annual returns submitted by headmasters e·stimates the number of places in all-age schools as 97,000.

(excluding the vacant schools -see Table XV)O ) •.


It is known that this figure is much too high as the computation �as made on unrealistic bases;· A fresh.

survey is being made with cle.ar instructions their calculations.

of this paper would have to be revised when· fresh data is processed.

A sample survey, in the meantime; indicated that the headmasters' figures are as much as 10% too high, and in some cases higher.
We shalJ, therefore, deduct 7,000 places from to headmasters as· to the manner ·of making The calculations, of accomodation consequently, .. the.· figures gi veil in the annual returns.

Consequent} y for the purposes of this paper we shaJJ assume that the folJowing places were the·l961-1962 session.

avail.able at.the end of 90,000 in schools operating 14,000 in new·schools not yet opened or still under construction Total.

104,000 : .

.. .
104,000 : .

.. .

Deduct 9,000 (for_places to be renewed -see Part V) (I) TIie mmi>er ' of pl aces avail able was afterwards found to be 11 0, 000.

The error of 13, 000, however, is offset by-the fact that the census returns now available show the nuaber of children in the age group S-16 as i0,600 greater than our figure.
C,onsequendy our f�es of places necessary are l, 400 more than required for the S-16 age range pupil-populat.Lm.. Appen:lix J-page 8 168 21.The practical are: purposes implications of the Yarious policy decisions for planning (i) The school age is extended both at the bottom and at the top i.e.

from 6-14 to 5-16 or 17, with consequent the school population, and all that that rooms, furniture equipment.
additions substantial implies in terms of class­ t·o (ii)More space is required more expensive aids for the new horizons to be aimed at.

for effective teaching of older children and (iii)Teachi�g-spaces alone are no longer SJfficient; complementary work­ centres, agricultural rooms will be required, are essential is �o be effected.

if the diversification of educational craft and Many more laboratories, facilities shop facilities provisions home economics teaching tooled.
Failing to provide these ives of the educational take into account.

the abilities, pupils, nor be oriented economic be of value to the real needs of the area in which the school is situated teaching fully equipped, would lead to defeat policy, neither wouJd the education furnished and of the object­ provided plans of the country in general, and social development towards the fulfilment in particular.
of the arid aptitudes of the overall specialist interests nor Rebuilding 22�· In addition to the new places required account must be taken of places which have to be renewed because the present buildings are ready for survey officer.

Unfortuna a detailed carried out a·nd that the condition Such a survey h�s not been should be given to it if Lhe Planning tely this is a field which·requires demolition.

by a competent technical urgent priority plans and prepare intelligent progra�ing.
given in Table XXXI but this in itself is of little value in that.it has been observed of a school in this country is not primarily dependent on age.

Initial building maintenance factors.


tively new are small, simple buildings, move�nt of the sparse population uprooting new simple structure and regularity are equally important which are shown as being compara­ put up in remote areas where a.certain is to be found, sometimes necessitating adequacy construction, and ·termite depredations the sometimes the erection Unit is to make sound of schools is and re-erection • .
of the school building, some of the structures The age composition against climatic Furthermore of a of An attempt was made by non-technical personnel to determine the schools For.

lack of better data and limited as it is, must be taken as the basis.

of replacement places.

which needed to be totally replaced.


adequate It is emphasized country (in.particular Georgetown this partial SIII"vey (Table XXIX) .there ·would appear to be renewed, assume that no more that the survey is incomplete, schools are condemned between 1963-1975(!)

and for working purposes we shall put this is not included).

it did not cover the whole From the figures given -in be so� 8,500 places to number at 9,000 and this survey, in­ �169 Appetdix J-page 9 23.
Table XXVIII -�e�all _requirements of additional places A.�erall require11ents of primary school places by 1965, 1970, 1975 1965 1970 1975 Pupil population 5-12 .

Deduct 1� for non-enrolme�t Pupil population eni:olled ' .

129,000 140,000 154,000 12,900 14,000 15,400 116,000 126,�0· 138,600 Deduct places.

available 1962-1963 95,000· 95,000 105,000 New places required 21,000 31,000 ·33,600 B.Requirements of secondary school places by 1965, 1970, 1975 1965 .
1970 1975 Pupil population 63,000 73,000 79,000 Deduct.

10,000 at grammar schools' 10,000 10,000 10,000 12-16 ·53,000 63,000 69,000 Deduct 10% for non-enrolment 5,300 6,300 6,900 ...

Deduct places available 1962-1963 Nil .

Pupils enrolled 47,700 56;100 .

.• .

· 62,100 .

� Nil .

Nil New places required 47,700 56,700 62,100 C.Additional classroom requirements by ,1965,1970,1 975 i965 Additiona 1966-1970 l Additional 1971-1975 .
Total II.963-1975 Primary school at 50 pupils .tQ classroom Secondary·schoo] at- 40(!)

to classroom 420 200 250 870 1,190 230 130 1·,550 1,610 430 380 2,420 the issue at this stage, it wiJ J be observed 24.In.

·order to avoid complicating as providing that the new "Annandale" .primary school places.

In fact most -of these schools m!ly well he used for second- type of schools have been considered Appetdix J � page 10 170 ary education; shou]d be amended.
as and when they are so used the overa]] figures given above 25.Certain o�servations need to be made on these tables and conclusions drawn: (a)By 1965 the total· accomodation now avai]able in a]l-age schoo]s w�]l be 21,000 places short for the children alone, of the primary school age (b)By 19.70, even if all the present buildings shou]d.have returned schools,,we conditions available in the schools, for the 56,700 children were used as primary exact]y to the present (1963) and there would be not a single p]ace of ·secondary school age, (c)It is clear, that even if the funds were to assume that the building forthcoming, of 1,610· c]assrooms spaces), spaces and practical-subject impractical could be attempted ancillary between 1963�1965; work entai]�d cou]d not be done in time for the operational to be able to mobilize materials to comp]ete erection for programming and skilled and in the given time.
Consequently will cover the period 1963-1975. and administrative suggestions unski11ed research, ·planning personnel it wou]d be labour (+ Ancillary spaces and practical subject teaching spaces 26.We have been concerned up to this moMent with providing each chi]d with c1assroom space, but a school contains a·great deal more than classrooms.

Staff accomodation, tial.

As these, however, as a whole, this requirement storage space,· are included neednot detain us here.
toi1et and wasn-room fa-cil ities are essen­ in the costing of the schoo] building natural laboratories, drawing rooms, etc, Which 27.But the secondary schools to be erected will need practical subject teaching spaces, craft shops, home-economics school wi 11 require technical .laboratories, subject spaces that will be required.
of the school, the number of the school popula­ relative in the area, It is difficult, to make any firm forecasts science and rural ·science of t_hese and how many spaces of each kind any particular will depend on the location tion it is to serve and its position ary comprehensive schoo]s information now availab]e of practica] assume that there will be no wastage of pupi] popu]ation of 12-15 (i.e.

over the three-year evidence schoo].


This is one more reason for the carefu] decisions comprehensive a comprehensive schools; at the same time it shou]d be possib]e to make up the wastage in the upper forms by transfer of chi]dr�n.
from sma]ler secondary cQmprehensive into the fourth fom, schoo]s dutside the immediate catchment area of the secondary school is to be ]ocated and on its size .• Io genera] schoo] should be sited where it can best serve its feeder to guide us as· to the extent of wastage to be expected in the upper school.
This would mean considerable between the ages there is litt]e basic co1T111on course), as to the tota] number particular]y we may safe]y on where each Although saving in centralizing to other secondary and _second­ with.

therefore, 171 Appemix J - page 11 .

school.

we believe Consequently, schools providing subject facilities.
From the educational practical entry secondary school can hardly be viable as a that thinking enfry, and a number of smaller tacticaJly-situated at_ ]east the more-advanced ang]e, t·oo, a one-stream comprehensive proceed along the lines of strategically situated comprehensive at least a three-form secondary it is recommended ment and of staffing; than a two-stream .have six classrooms (for 240 pupils over a three-year These latter would require only one multi-purpose purpose home-economics general the first three-year that, for economy and effectiveness secondary of building, of equip­ less school should ·school should be erected for craft shop, one multi­ for equipped and planning must with schools course, and in this connexion and one of _the classrooms entry i.e.
the smallest common basic course).

laboratory, no separate secondary separate science.

28.On the primary school side, it is strongly recommended that new buildings should in the main be of the small six-classroom room per class) and sited in or near pqpulated are two or three miles apart.

This obtains, the •overcrowding ·take off the children other obvious advantage own school project.

who walk long distances ·s especially .

.

cou.ld be relieved immediately type (i.e.


one class­ areas where the nearest schools in particular, along the coast; by the erection.of a school to down the main road.
There are 11 in the 11invoheme.nt 0£ a· community in its Requirements 29.In calculating gramme, we have to assume that a certain number will be equipped with roughly the cost of the Secondary Pro- Schools Building and others with practical facilities for_ room fac�Jities investigations the full practical the-first three years' work assumptions will have to to earlier, documented survey referred personal and observations factor, too, is the problem are improved centrally Buildings to the erection schools; they are intelligently located comprehensive placed schools may be considered Programme.
in·the country, of the smaller the question ·secondary .

.

only.

For lack of the necessary data certain be made based 9n _the incomplete and inadequately ·on known population trends, and on along the coastal belt.

(A deciding of coQllllunications; as _and when the cOD111unicatioiis of pupils to .
of transportation re-thinking on the This in ·fact is one argument in favour of giving priority and necessitate schools rather than to ·primary the former can be easily.adapted for primary school pnrposes, sited, when transportation ly schools becomes feasible.)
of pupils t_o the centra] if 30.·0n this basis, it is assumed that between 1963-1975 spaces required for secondary 40 X 20 classroom 30 X 15 50 ][ 6 • • • • school (four�stream school work will be allocated entry) = 800 classrooms • entry) = 450 • entry) = 300 (three-stream (two-stream the.

1,550 teaching as follows: Total 1,550 cJ.assroonas Apperdix J·- page 12 ·172.

·It '!ould seem .reasonable .

b'een done but for the fact that a recent pol icy decision which allowance has not been made.
Pupils will be allowed to stay on in school to the end of the school session in which they reach their 17th birthday.

of this paper that the wastage will be Consequently, offset by the pupils staying on.
to m�ke al 1 owances for wastage and this :would have has been taken for we assume for the purposes 31.The requirements tus.not considered for practical workshops, etc., (equipment, tools appara­ here) will be built to house groups of 18�24: (a)For the four-stream entry school': 3 laboratories total of 120 3 workshops 3 home-economics II II 120 II 120 II (one of the ordinary teaching of the younger pupils) classrooms would be equipped for general science (b) For the three�stream entry.schoor: 2 1 aboratories total of 60 (one of the ordinary teaching of the· younger pupils) classrooms 2 workshops II 2 home-economics II 60 II II 60 for general would be equipped science (c)For the two-stream entry school':1 workshop total of 50· H 50 1 home-economics II (one of the ordinary teaching ).
classrooms would be equipped for general science 32.One ·item has not been considered, 200 schools, some big, some small, is envisaged a.1d that is sites.

The building in this progranwne and of over that means the acquisition rural areas and some in the urban areas, Costs here would have to be worked out when decisions approximate and appropriate area of site, and value o·f real estate in those areas est_imated.
�f 200 sites some big, some smaller, have been made by planners on location, some in the .. siting 33.One or two points on sites come to mind; donation .

ly stimulated; representations possibly· a few schools have large .

tion of the smaller type of s�hool :,..if the location made for reservation of suitable plots or parts of_ plots;' )and could be exchanged for privately-owned enough play spaces for part to be used for the erec- land all over the country should be pl�tted and is also suitable.
some government Government of sites must be active- (A propos, parcels; we have been somewhat surprised using the larger part of it for a school garden.

First things first.)

to find schools with restricted play space .34� We have been particularly interested in the activities of some communi­ ties as proof of the Ministry's correct estimate of the fund of good· will that is waiting to be tapped.
We·presume trate a few points� The decision liy one community to take down the old to take one example to illus• 173 Appemix J - page 13 collecting of savings that can be effected disused school and to use the materials :fodication possibilities, We hope that such an effort will not new building experts, materials effort.not and the construction frustrated.
must be erected in accordance are to be wisely and economically material to erect practical subject rooms is an by 1 ooking_ at details, examining and mobilizing community only be encouraged interest �ut also guided.

The and skills.

with plans prepared by technical itself must·be directed used and community and supervised, if the and enthusiasm 35.Whatever the response of commun1t1es to the self-help and aided self-help for the the responsibility can­ the process Communities will remain with Government.
protracting The real savings in the main Buildings building_without large-scale of the big schools, the _major part of the programme, campaign, construction not ·undertake of-construction.

primarily as a result of detailed tion of the specia-Jist·resources at all ·stages.

The Mission has been interested laboratories; the price Government certainly not more effici�nt for the ·purpose.
put up, furnish�d for example, and equipped research, and skiJls of the Mini'>try's intelligent pays for simi]ar·bu�]dings, admitted]y (and con�erned) inordinately Programme will come planning and officers to find for just over half mobiliza­ advising more imposing-but Respite 36.The Mission believes tive contribution this is the opportune of solving the immediate moment t0 put forward a posi- building prob­ to the question provided too, which would make for immediate by the increasingly will permit Government lem, a solution, of education solution number of years and consequent} any one year.
We must substantial ·if the present situation crowded by 100%, some by 150% and more.

No educationist tion of any kind is possible sums that will be· required in such circumstances.

continµes almost for sites, We hopelessly remember to spread buildirtg capital substantially y decrease that we have not iri our costing included costs over a greater the vote required in the too, that must remember, all ich6ols will by 1965 be over­ 1mprovement congested schools.
in the qtial ity The can accept·that educa­ terms that it be applied as a TEMPORARY measure in And we do not hesitate to 1-ystem.

We recommend in the al 1 the abuse an,i criticism levelled because we believe that at a facts will be faced squarely; reason can despite.

possible strongest some years back.

We do not hesitate 37.We refer, of course, to·the double-session the LAST RESORT where there is no alternative.
make this recommendation similar suggestion in a state of EMERGENCY unpalatable and will prevail.

acquired at stake.

What are the alternatives?

of .educational provision?

second will.

disillusion ·them •.

The Government has a responsibility opportunities.

The public wiJJ be prepared habits and to put asjde self-interest, highe·r taxation?
We believe that the · people even more when realization has a responsibility to itself to fulfil its own pledge to provide educational to the country and to the people; it to accept some _disruption of when the children's or a comp_lete first is more unpalatable; future is breakdown the of the truth hits 38.The Nicol's recommendation met _with furious opposition for two reasons: (a)The situation ·was never explained to the people honestly and clearly.
Apperrlix J - page 14 17 4 (b)The workings of the _shift system we·re never explained; with hosti,lity on entirely various sections false assumptions and as to how the system affected their sectional interests of the public reacted conclusions and convenience.

The opposition, of course, support their arguments, premises had been valid.

tried to find general educational considerations to if the �nd these would have been valid arguments 39.
It is a sobering the accomodation thought to remember that the Nicol's Committee situation ten years ago as to propose the so desperate cansidered shift as a sofotion; efforts made by the extended How much worse is the situation today, despite the brave - building prog�amme of the last decade.

40.The Mission will be permitted to make more explicit its views on the double session system.

It starts with the premise that school plant must be used to the greatest possible extent ·in short supply.
It is a simple economic tal and high.demand, Operational costs may be slightly this-case, serves double· the output.

fuller utilization increased to cope with the demand when time and-money are of capi­ principle of capital investment that given shortage must be made.

plant in thereby but the· capital, 41.We are concerned with the application equally concerned provisions with measures of this country educational talent and skills can be realized.
This the case is presented positive response when forward questiort: limits of their potential?

·avoid some discomfort do we prefer our children to ourselves of economic principles, to ensure qualitative improvement but we are so that the.

full potential angle may have a greater in _the of its human impact and to the public.

It is a straight­ to have a real chance to reach the or do we choose to sacrifice the youth in order to and our established ways of thinking?
42.The shift system in 1952 was attacked on the following scores: (a)It meant a curtailment of hours and therefore for the less education children.

(b)Teachers could not possibly stand the strain of two shifts; it would mean less efficient teaching.

(c)The teaching great number of unqualified mis-understanding ·of the Nicol's proposals profession would teachers.

be diluted by the admittance of a (c); the (This contradicts of another seems to have arisen by the confusion with the "shift" proposal.)
(d)The hours away from school would be fraught with danger for the children.

43.The attack was emotional and sometimes inspired was made to clarify the issues_ by motives of self­ at stake, allay interest.

No attempt misapprehensions involved.


or _propose constructive methods of dealing with the problems 175 Apperrlix J page 15 44.Refore dealing with these criticisms let us put forward our explanation of what is meant by the doubie session system, how it works and how some of the difficulties inherent in such a system can be met.

(i) In the first place, the measure is, must be, and will be declared to be, .a TEMPORAHY measure.

other possibility found inadequate.


be given due consideration new building is beirig decided.

of solving over-congestion Areas where it and is applied as a last resort will has been explored for this sacrifice when priority for It wi] l be applied only when every (ii)Secondly: head's room or at least separate costs, apart from the part-salary and two separate If play� (say 12.30- entities.
equipment, -cleaning, in the afternoon there should be a separate etc., but with separate (say 7.30 - in the mornin� session two.

schools using the same plant, facilities, one scho�l operates 12 noon) and a separate school operates• 5 p.m.).

This means there are two sets of teachers headmasters: space, furniture, possibl� storage space.

That and slight raising of overheads wear and te_ar -are the only extra of the extra head.
It would not be the full salary.as the bloated sohool which has been divided would not require all the responsi­ bility -post holding officers it had previously, well be the new head.

·Allowance has been made for the additional heads· in the ·sa 1 ary imp) ications of the Teacher-Training The original although the size of the school as it is on or after division.

would be required since the same number of children there may be difficulties relationship personalities to collaborate children.

prerequisite.
prerequisite.

between the staffs will depend very much on the and efforts of the two �eadmasters.

old staff would be coping with the but divided into two groups.

Of course, of the their work in the interests is a of people who can work together obtaining No new staff would get the allowance but not insuperable Wise appointme�t any new appointee and co-ordinate ones.

Harmonious head's personal They must ]earn allowance one of whom may for would have to be safeguarded, · Programme.
(iii) for the mo:i;ning school.

This means that if neighbouring where there are such, wou�d cater practical work centres, for the pupils of the afternoon Thirdly: in the mornings afternoons schools co-ordinate will be available accomodated w_ork can be done on the present basis.

Doubling niean,.

doubling while expenditure obviate the immediate necessity the practical to double the number of pupils that can be and in the end will be a· saving.as it will their time-tables the rractical at present.
subjects staff.

It is a worth­ for new centres in some areas.

W.here there is no demand the practical does the capacity school and'in the facilities (iv) the school population Fourthly: ly or vertically, a certain class in one school and the remainder school; the division school takes approxima�ely"half �Jass of the original school, i.e.

the division is roughly by age groups.· Alternatively the number of childr�n in each each say one of each group of two.
parallel can be divided either horizontal­ may place all children above in the other ( Apperdbc J - page 1.6 176 remains an all-age school.

For many and consequently we advise that· the division streams, reasons, the children old school, then, breaks into a primary school proper, and a secondary simplifies efficiency and eases reorganization and particul school proper.

being separated at the end of the fourth class.

The This fits into the educational policy and.

arl �· of financi .. l repercussions.


should be a horizontal one, in terms of administrative (v)It is possible to alternate onamonthlyorterm basis.

This alternation to s-ay disruptive.

Generally ·school to attend in the mornings (The implications gramme would have to be considered.
would assist: the teachers provided session school du_ring their period of training of this on the.In-Service that trainees speaking .school the morning school and afternoon not can be disconcerting and th� secondary it is advisable for the primary in the afternoons.

Pro­ Teacher-Training In most cases the double session to undergo training with fewer inconveniences were always put on the staff of the morning at least.)
45.· Some qf the criticisms broug:1t against the Nicol's proposition have been .answered, we hope, in the previous paragraph.

in.

fact, they will work half-an-hour There will be no strain on less a day if .. the "times •.

There is no question of dilution of the teaching body.

the teachers; sugg�sted are adopted In any case, ·this was a strange percentage teachers of trained could hardly have been dilute� more, argwnent to raise when at that time the in the teaching body was less than 20%.
It f6, · The charge of curtailment of hours appears to the uninitiated to be .\YelJ- founded, · since·the:cbildren would lose half".

'an-hour of retention llt school a day (on our working day).

The charge is unwarranted.

task to convince a comparatively value educationally frustrating atmosphere than five.

hours, nay eight hours, in cramped, the· simplest noiseless, that 4½ hours of learning happie'r congestion free, We are .certain that teachers, surroundings.

layman.
layman.

, judges, will have no doubts about this, and can bring convincing noisy, It should not � a' hard .. i� ·-bbi,ifort, · in·, •,:·' is of'greater who should be the best arguments and practices principles part� we cannot believe convenience duty.

To the teacher, and comfort before his the system can offer and reward.
He can work more effective]y, of more opportunity it will mean less galling and of a and on modern educational integrity and national experience he can be assured his professional skill; end:_product· to his untiring based on personal to allay the fears of parents.

And for the teachers' that any teacher would put his pe'rsonal professional great personal satisfaction exploit successful less desperate frustration, are practical centres the children of working a longer week, as the practical hour day.
The younger children for the same time as now.

Only four classes, of it be losing the half-hour.

rebutted where there is goodwill that it would be advisable year· could be lengthened.

·are really anxious to see.that t�ir children's Two ot\ier suggestions of the preparatory and regularity punctuality short-cuts, efforts; of attendan The charge of curtailment without difficulty.
of education .can be In any'case if it is felt to make up for the apparently lost time, the school no time is lost, they may be encouraged may be made here.

If parents to ensure ce at sc�ool.

More less nervous exhaustion.

the senior.divisions would actually be work would be additional division t�erefore, would be in school wou]d on the surfac� Where th�re to the 4½ 177 Ai,,,emvc J -page 17 is lost through unpunctuality education cutting ng ill effects, far-reachi hour.
Secondly, teachers may be encouraged methods of calling the roll, so that another remember, too, that the internal eats up far less time than is required than through to use more efficient ten minutes may be gained.

of a comfortably and speedier We must housed school administration to get an overcrowded school into gear., and irregular attendance, with far more_ down the school day by half-an­ we do not believe out that children of the day may essentially to ·be educated.
On first principle fall into evil ways.

We -understand but guards· and superv'isors.

(jmt.

more politely out of school for_part this fear, although s it must be pointed 4,7.

We come to the fear that children it fully justified.

·are sent to school primarily and meant to be not�iiig there is no reason why they should be tra'ined why a child should not be kept in his guard house until twilight.

only;· we ·suggest ·in school for five hours ·school can serve the.community education ·astray.
It is possible the application may lead to more regular attendance; it is a matter of conjecture, worth whi]e the study of research or irregular or_ leanings this be made 4½ hours so that the.

better by giving a better education, that a happier of better active teaching may mean less desire or inclination on the part of the child to go .

· in the towns, is connected towards delinquency.


particularly in favourable attendance, to ascertain as teachers; techniques atrosphere workers, there is no reason The child is If teachers are and a .better in the school with, for example, to what extent t�uancy,.

-baby ·sitters) to delinquency surroundings, but maybe 48.It has been asserted that children will be at home or be going home to find mothers and fathers out at work.

This will undoubtedly Available will be going ))ome or But in how many?
The majority?

show that the female working population On the whole, we may.assume that the majority, .in some instances.

-statistics decreasing.

the children the mother may be in the fields with her husband cases, even today at·such seasons the child goes home to find.it more, with the new arrangement, -join his parents, which he is not at school, a·ffairs, be at home with their mothers� if that is what the parents if that is what the parents want, for want.
the child in the rural area would be able to is small and is, in fact, by no means al], of that part of the d_ay 10 for part of the year.

In such or he would be ahle to help with the-household In the· rural ·areas, empty.

Further­ be the case 1960 census 49.We do, however, of parents.

appreciate that there 1s some justice in the apprehensions That.
is one reason why we have proposed that the practical the gardens handicraft, open to children At least the older children should and later laboratories) alternately occupied.

to the shifts� We urge that every effort be made to have community �entres (home economics, function .of the .

"week centre facilities could find volunteers poses.

The comnunity day on a roster basis.

In the case of the estate community centres, to make a more positive possible through In the towns,.
the youth club movement should be stimulated areas where there are premises, greater Sports Council would have excellent and wider activities.

scope to.play its part.

We are certain that many teachers offer their services during the day, even if only for study pur­ the· centres during the for sympa thetic estate management for part of their off session of their welfare and _in the ·rural to supervise the services The National would h�ve Diore would be happy to officers.

it may be to • contribution 178 .


50.

We ·would emphasize that we are fully aware of the disadvantages.

It is not a solution we would have even hinted at if we could see any other way-out •.

be applied q'fl.Y-where the country.

The being throughout we must ad�ise at consideration should.

that this expediency or we must accept some temporary That is why we have 1nsisted there is no other remedy, and not applied wholesale choice.

is a choice between two evils and given to the lesser _of the.
two evils.

Either we must be prepared come.to a standstill, In.Loth cases there can be apprehensions of children, Of course there.is a further alternative be given priority were possible, economic ·so urgently projects:?

And if the funds were made available, ,a pace as to ma_ke up the 1 eew_ay overnight, so expediency for other essential -heavy taxation; coul� education could building required measure's?, in a country where-funds are and social development at such progress is applied.
but we believe fewer where the double session system as to the moral and spiritual growth to speak, to make unnecessarr but even if this : to see educatiori measure of inconvenience.

51.It is of some interest and perh�ps of sorr.e significance that the Nicol's the· suggestion recommendation brought out -local from various quarters -that there should be special business or regional basis for school building •.
And in this connexion ,in l:JSO when he recommended levied on a national men, municipalities authorities, ·taxation _so· as· to avert "this disruptive what.

the Archbishop "the entire proceeds community on all immoveable property throughout ·to be given over.

to education.

will accept tightened 11 , and concludes up and punctuality would have to contribute".
He goes on: "If we are responsible should _be to· be levied in such a form that al 1 sections His Grace suggested school discipline with a plea that of Guiana wrot·e the country, we would recall a special tax, of the·.

an educational _rate or a tax on special items citizens purposes step!'

we and regularity of attendance enforced� 52.One further point: discussions are proceeding.on of changing practicability the hours of work of If a change is made there seems.
to be little reason why the double if the change is made:.

schools Q.C.

and .B.H.S.

of having· (e.g.

in Ruimveldt, not be·more acc�ptable.

Moreover, schools.

session system should Government me.y well look into the question .

functioning Staffing vestigated, savings could be effected done while the university in each· of its buildings, and financial and public opinion_ and time gained.

In the case of Q.C.

little could be is housed there.


implications considered would have to be thoroughly in some cases.

But considerable two secondary problems etc.).

in­ the advisability and and of public servants 53 ... ln the case of some schools it may be possible to gain breathing .space by introducing another system rather than the double session system.

·For system.

In this the over a six day week, that is will.operate on_ as well.
All cl asses and teachers want of a better term we shall call it the "rotation" school plant would function Saturdays days so that on any one e.g.

on Mondays Preparatory ·population Tuesdays .

Considerable many varjations say monthly so that not always· easing of the,strain and permutations, Forms 1 and 2 may be away and make up the is possible.
and in particular day only 5/6 of the school population A which forms approximately on etc • This system lends itself to the changes maybe rung is away with its staff and makes up the time on Saturdays; time on Saturdays, wil 1 attend on five of these· six.

is·in school, have do the same group of pupils and teachers 1/6 of the school 179 Appemix J - page 19 operation For efficient by form teachers.

to Jose the Saturday.


and teacher �]location, especially handled over to his deputy once a week, or two half-days adopted .

should be aprised of.the details of·class and staff rotation da·y off so that he.

may know what he will find in the school on the day he intends we would advise that the district now that the secondary The headmaster, by any school, it requires careful forms are being a week.
If this system is education to visit it� too, would have to hand the school officer time-tabling and of headmaster's does not reach impossible on their admission only if accomodation by to ensure that overcrowding 54.
It may be advisable proportions · will that .the five year old children with the directive division, that the Ministxy Similarly, children it simply.emphasizes and that ·district education s to see that the terms of the directive That is, that they will be enrolled of the· law permits, to inform all concerned be.enrolled only where strict compliance has· been observed.

stric·t observance equally strict instruction abused.
This does not in any way mean that the Ministry original circular; pliance with the directive.

preparatory in· the.

first· fortnight· of the first .

term.

The present practice masters· of admitting having two-or three admission periods create educational for· the post-primary fice there must he.

The law requires consequently efficient either.


the White Paper on Educational 14 years of age.-The .price parents may have to pay for admission year·old children tlie under six or the over 14, must be rationed.

requires should be enrolled on the strict age requirements and administrative Pol icy gives priority to the children the youngsters is• the earlier that children education; division at any time during the year and everi of is retracting on its , strict com­ into the.
of the law, and then only of some head-.

if there is not room for both enrolment, We are ·advising that ... to develop with some degree of hope.

Some sacri­ system.

introduction of the double session officer·s have are· not · of six to 14 are given an· of over -does 'of -no matter how well-intentioned difficulties as well as make it difficult �f their five (For costing see Appendix N -Costing Tables.)
Table XXIX � Some ·schools to be rebuilt (Grand total replacement places= 8,500) Total of · (350) Oemerara Cottnty Mahaicony Catherinville Meth.

(450) Potosi (175) • Hyde Park, Blake &·St •.

Lawrence Stanleyvi] ·La Harmonie (50) (SO) .

Clemwood (500) 1,925 places le Meth.

(350) Berbice County Total of 3,800 places Lachmansingh Memorial St. Ambrose (15�) ·wellington Providence Park (550) (650).
(600) St. John's (250) Auchlyne Blairmont (850) (750) (<:ont._) Appea:lix J-page 20 180 Table XXIX (continued) Essequibo CoUDty Total of 2, 775 places · Success (500) St. Lawrence (650) .

Maria's Pleasure (450) Johanna Cecelia (650) .

No schools in the following: Kabarupai _Kumaka Quebannah (200), Monkey Mountain (75); Thou Aruou (100).

(75), Aranaputa Basin (75) Table XXX · Suggested.

"location, (*already secondary comprehensive .


school� facilities) built and require supplementary A.Berbice County: four (or five) stream entry: Ske J don•, No.

66, Al nes s -Auch} yne, Port Mou rant, Rose-Hall, Rose-Hall Lot (West Coast)*, Vryman's Ervenr New Amsterdam.

Belvedere*, Mibikuri (Canj e), Rampoor - Cot ton tree, Bush *, Cumberland - _three stream entry: •Leeds - No.4R, Bush ·Lot, Fyrish -Gibralter (three year course), East Bank, (Berbic�),.Fort Ordnance (three year course) .
(two stream entry schools at: Rose-Hall - New., Forest, 'Lichfield\ Bel ladrum, Providence - Friends (three year course)) B •.

Essequibo: four stream �ntry: three·streom entry: ·(two stream entry schools at: Bartica, Leguan, Anna Regina (with 6th form) Suddie, Vergenoegen Wakenaam, Dartmouth (three year course), Charity (three year course)) Queenstown, .

c� Demerar�: four st-ream entry:_ .

.. Lust•, Campbellville - Redeemer, .Beterver·­ Mackenzie, UitvJugt -Stewart- Wismar, Vreed-en-hoop, 1:ville, ..
M�haica.;.

Supply-Canegrov�, Hope::_Gold1:m<:irove, Enmore -Paradise wagting, Vryheid's East Ruimveldt*, RuimveJdt -Non Pareil, Annandale•, Kitty; .·eight in Georgetown; (La Penitence side) in-MaJgre Tout, (three.year course), Bagotville -Leonora, -·L'aventure, Zeeburg•, -Ann's Grove, Cummings Lodge*, Kitty,· Windsor Forest, · Buxton, Unity­ Goed-Fortu Patentia•;· BJ ankenburg Lancaster Covent Garden*, _peter' s Hall, Mahaicony."

Christianburg Plaisance·- -Houston,.


Providence (three year couirse), St. Pauls)) Agricola Stanleyvil]e, :.. three stream entry: (two strea■ entry at: Note: The above list is not complete particularly as regards the-smaller se�ondary schools.

f Table XXXI -Age-composition of 'school buildings as on 31 August 1962 .. County COUN1Y TOTAL DE�RARA: TCYrAL BERBICE _COUNTY TOTAL RSSEQUIBO GRAND TOfALS COUNTY.

Number of ··Less than ·10-2021-30·31-4041-50·.
51-:-60Over.60 Not _schools 10 yearsyearsyearsyearsyearsyearsyears known 156 53 40 ·12 ',, 6 7 8 14 16 4 80 34 · · 21 12 118 57 7 354 144 97 : 31 ' 5 1 2 2· 2 ... 3 2 2 .. ·, 11 11 12 4 1 10 19 30 1 1 5 .5 4 .. ·36 ,· 3 1.DF� Georgetown 25 Rura� Demerara: Greater.Georgetown 12 East Coast East Bank West Bank River West Coast 6 51 15 13 9 17 4 .13 4 5 18 7 5 1' 9 4 20 1 TOTAL RURAL DEMERARA 130 49· 35 11 4 1 8 .• 1 3· 2 2 1 1 1 1 1 1 3 1 1 .4 5 2 2 3 5 6 3 9 12 2.BERBICE New Amsterdam 5 Rural Berbice :·� 1 3 1 Coast Canje Canje Creek East &-Corentyne Corentyne River Berbice East Bank West Bank West Coast River TOTAL RURAL BERBICE 3 9 .2 31 17 I 2 11 .5 4 10 74.
1 5 1 2 4 33 1 1 1 1 2 1 9 5 1 2 2 1 ·1 2 .4 1 20 12 2 2 2 .1 1 1 1 1 .. .

.

1 1· 1 .... lo.o .

I .

'O '\ '\ .

Di 3 ' _SJ.

Count y Number of Les s than i o years school s 10- 20 yea r s 21 -30 years 31- 40 years 41..; 50 ye ars 51 - 60 ye ars Over 60 yea rs Not kn own Table XXXI (continued} 3.

ESSEQUIBO Leguan Is l and Wakenaam Is l and River Ma zaruni River .
N. & S. Coasts Lakes Po taro Pomeroon North West District Barima Aruka Koriabo Kaituma · Waini (Rupununi): N. Pakaraimas N. Sav annahs S. Savannahs 5 5 14 7 14 3 4 12 4 4 8 4 3 3 8 8 10 1 2 5 4 1 2 4 2 2 7 1 3· 2 7 5 7 3 1 4 2 6 1 2 5 2 1 1 3 1 1 3 1 2 1 3 1 1 1 1 1 'I 2 1 l 1 3 2 3 - 't a "'· >< I.,,, I 'Cl Ill ~ Ni Nl """ c:i Nl ) " .~ J.. , J. .

- -.... j > 183 APPENDIX K ESTABLISHMENT OF SECONDARY OF.
SECONDARY COMPREHENSIVE SCHOOL PROVISIONS SCHOOLS, (EXTRACTS) AND CENTRALIZATION .Principles end problems In looking ·determined, dir�cte� -�nd limited our thinking: _at this question statements of policy were borne 1n mind which (a)Equal o,_pportunities must be provided possible all areas for all; consequently, moment schools which can.offer should have at the earliest such opportunities.
(b)Government's anxiety over the private should be given to the establishment secondary priority in areas where students are now being mulcted-for an inferior of ·comprehensive schools education, schools; consequently (c)The establishment of a comprehensive school should assist in easing the congestion in neighbouring schools.

(d) provisions incorpo�ated In this connexion, careful consider::\�ion Funds are limited; consequently, andexistinr priorities, and whenever possible.
Where a neighbouring facilities, may be undertaken tories to be used by the comprehensive times even if these be after normal sessions existing utilized handicraft by the junior forms.

two e:icampiles may be offered.

school has laboratory to arrange for these labora­ school upper forms at convenient or on Saturdays.
Similarly , should be irlto the plan wherever centres or branches and home economics grammar:/high negotiations established must be given to (e)The comprehensive schools should be comprehensive workshops, laboratories, in the fullest.sense etc., have to of the word; and consequently, be provided, be seized.
Opportunities for setting up temporary facilities should (f)In view of Government's declared policy on the denominational question, for _provision public funds were not to be appropriated in or to denominationally·controlled buildings.

of facilities 2.

·in most cases the buildings recently constructed are appropriately sited and should be set up -and equipped as comprehensive schools.
Certain prob­ ·lems arise: (a)Where the new bui�ding has already been opened as an all--age school, with the parents if and when the younger there will be difficulties children other schools.

we suggest mountable, �urned into a comprehensive in and the lower classes are asked to move out.to make way for the senior children If the difficulties encountered that the senior division are considered of the school be of unsur• school, no new preparatory groups be taken be allowed to work their way through.
Thus Appen!ix K -184 each year more accommodation schools.

from other neighbouring will become available for 12 ,ear olds (b)Where the empty school stands in a thickly populated area, public opinion will be exasperated the preparatory ·expected in particular, to walk to a school some distance division are to be excluded and be away.
The problem will be at finding that the younger children of acute especially in those areas where parentq have.already come to believe that the school was established to serve them.

(c)Some of.

the new buildings are not big enough to take the 12 year old will become even if some pupils from schools outside the obvious feeder· the position schools; (The capacity from the surrounding based on a 50 pupils per classroom population more delicate group asked .for admission.
construction would not obtain in a comprehensive unsound to have more than 40 per class.

In practical will have to be halvecl: Moreover, than .40, Government secondary available very large and accommodate schools.

by using the staff room as a classroom.

would be open to criticism could be partitioned, One more classroom if the nu:·1ber ·the staff as well.)

if absolutely might, as a last resort be made· the· head's room is necessary, to of these schools was on basis.

This of course school.


It would be educationally ·work this number were raised to more from ·the established (d)Public opinion in the areas has to be educated.

At' the moment the belief is that these new schools will be opened as 11grainmar schools would provide 11grammar The fact that comprehensive nor the fact that courses as well has not been fully appreciated; the provision courses from a certain level would give wider opportunities greater hopes of success to children.
and/or commercial of t.echnical and/or agricultural and 11 schools.

school" (e)The fifth problem, and one which needs to be very seriously considered participation indeed, is this': community stimulated, encouraged and carefully be taken to mean that _the community, shall control the school and decide its make-up.

urged by·enthusiasti policy of a national c groups may integrated system of education.
run counter to the tenets of the nurtured; or a group within the community it must not, however,· is essential; ·it must be plans Uninformed (f)For educational exceptions such 1963, September and financial secondary comprehensive limit their intake to pre-c6llege schools as are opened -in · · for�sr of pre�eptor• reasons it is proposed that with certain 3.

The provisional plan proposed ·ditional comprehensive .should hear reference provisions on an ad ·hoc basis.
does not preclude schools as and when conditions the establishment warrant-it.

Any such of ad- to the overall system and should not he decided Berhice (R�ral ) 4.

There are at present three secondary grammar schools in the are�: 185· Apperdix K (a)Skeldon Lutheran (b)Tagore Mem�rial High School (c)C.Orentyne ' .

High School_ High Sch�ol - a denominational school 11 school 1 ocal community" - a 11.school.
- a "local community The·se._three schools have as main catchment area a thickly area of some-40 miles.

Not one has a 6th Form.

Skeldon have laboratories biology, building and part provisions laboratories.

11 -for work up �o G.C.E.

in physics� equipped and Tagore Memorial High School is now level in chemistry ·Lutheran 1 10 populated coH .. 1,a) and C.Orentyne 5.-Reco-endations: _·(a) The empty.Skeldon Government should be equipped-and opened as a Second- School in September 1963.
Its capacity is 640 second- ary Comprehensive It has land available and two· laboratories education, .. ary school children.

handicraft academic, time,-ll!ith school.

It would be fed initial1y of Scotland fill up the•first centres, commercial extra classroom (300), and by transfers, three forms oniy.

f0r building craft or technical and preparation courses: and of home economics room.
It shot1ld offer: It would-build µpin accommodation, int.o_a.complete four stream entry (300) and Skeldon Church by Skeldon Anglican if any, from the secondary high schools to· The numbers are such in the immediate vicinity that Crabwood Creek C.M.

division must develop its_ own secondary pupils could use workshop facilities away) when these are made available.

in one cif its two buildings.

The older at Skeldon Comprehensive School (two miles (b)Establishment sc�ools in the neig�ouri of.No.
68 ·school ng areas.

and·pr9visions for fntore cOillprebensbe the against A_cconnoodation; distance and population· factors would militate schools between P/as.siah and Eversham for the at No.

68 can accommodate equippe d as home economics would leave free two· classrooms school take just primary division In view of the fact that the new buildi�g -establ is�n-t of comprehensive _present.

only 400, it is reconnended that·this of the area.


These children temporarily senior pupi)s of Massiah, New Market and Tagore Memoria) High Schools.

since there are no other facilities warrant, land holding that .. purpose.

This school would be fed by school� ment to Massiah C.M.

Another such school will haTe to be built �omewhere .between N�.
48 and Leeds to serve the> area between Memorial High School should be maintained school should be b�ilt_on the flice Development Company at No, 66, a site which should be secured by the •inistry nciw for and No.

56.

Tagore as a GraD1Dar School in the meantime.

in this neighbourhood.

a comprehensiTe and handicraft from No.


59 GoTern­ rooms for use by the Eversham -Later� as circnlliStances ranging which may be chi)dren (e)A Ceapr�heasive School at Bash Lot could be fed by· Voliva C.C., Wellington Park C. of S. and Kildonan C. of S. Schools.

Such a school for about 600 pupils in the first place.
At leas� �cconnodation should provide 400 places -will be fil1ed in Septembf?r 1963 from the schools considerable number of the 100 or more children mile$ to-schools is expected to attend as well.

in Rose�Hall who now travel seven or eight named.

and a Appemix K 186 to consider_ The community.at prefer to send their children that a grammar school as proposed Bush Lot have been seeking assistance from Government build a secon:Jary graomar school there.
Such a school •e fee] could cater only for an area extending two to three miles either way since parents from Alness westwards would importbnt be unsuited Government school with.

the assistance the school have three streams, · In addition handicraft laboratories munity are fully aware ?£ the financial to the needs of the area and counter to Government's take the :initiative policy.·· further that··· I craft and agriculture.

Le.

general academic · that wil 1 be.


required, and a farm ·plot with storehouses.

to C.Orentyne High School.

It is in the establishment -should, therefore, to,the 15 classrooms by the connnunity would of •.

the community.

centre -(metalwork It is recommended It is not clear the ·school wil 1 rieed a and woodwork), implications home economics centre,· three involved.
that the com­ ot· this to The site for the proposed school is marshy, unconsolidated land, 11 11grammar susceptible engineers to inundation.

before Government proceeds with an} plans.

·It should be thoroughly examined by.Government (d)Tain Government, St. Joseph's Anglican, Port Mourant R�C •.

and Rose:... Hall C. of S. will have to continue as at present until such time as schools are built, one to serve Tain Government and St. Joseph's C. of S. and Port Mourant R.C.
We recommend and the other Rose-Hall be given to the erection of the latter school.

comprehensive Anglican, that priority ' .

·· .. One of these two new schools should offer technical and an agricultural course at least, and the other science and commerciai courses at least.

Some rethinking on the nature of the streams may be necessary i1 Coren-.
tyne High School should become more close-ly tional administration; established competent :tion as the arts and science streams of the area, and afford pupils the opportunity into the University at this school, with full laboratory in such a case; it is recommended of d·oing two years' .

6th .Formr, staff appointed.

facilities that a·, 6th .Form be and provided In other words, this school would func- work to gain time.
credit on entry with Government connected graduate of Guyana.· educa­ (e)The new building .

entry secondary at.

Belvedere should be established as a five strea■ school in September 1963·.

It has .

for 960 pupils (40 per class) and is approximate] comprehensive y. one mil_e from acconunodation Albion C.M., J.B. Cropper C.M.
and Rose-Hall will provide between 600 and 650 post-primary _children may be placed in the form appropriate to from private se�ondary schools who wish t.o enter the junior school their attainment.

le�el, provided C. of·S.

The two Albion schools pupils at the outset.

A·few classes.

of facilities it will� onfortunately, .

that no year bas more than six parallel ·4th Form only if they have passed the C.Ollege Qf Preceptors.
unavailability subjects restricted.to theoretical utilize laboratories hours ancl on Saturdays.

·home economics, the three empty For pre_-C.O·llege of Preceptors classrooms for·po�t-College be necessary in the neighbouring only, unless arrangements could be made to even after normal school Pupils may.be taken in the· In view of the_ of Precept�rs work in practical for pupils in the 4th to be handicraft equipped.
should be temporarily subjects schools, science, and 187 ,M,pealix K _Practical workshops facilities will have to be provided ·at Belvedere School by �eptember .1964 at the latest.

(f)Black Bush Polder It is recommended that the biggest of the four schools as secondary school 960)_-should be earmarked -Mibikuri as a potential secondary (capacity compre- .

hensive school· (five_ stream entry).


We further reconunended that the post-• streams one commercial College of Pre�ptors_ tenance), ·the area, it will be necessary primary-school age children to open up Mibikuri pressure and two agricultural.

When the population of to consider to Lesbeholden as an all�age the question or Joanna Schools in order to avoid school.

should be one science, one craft (motor m�in­ moves into of transportation Berbice (Urban) that there may be some difficulties 6.

.Vryman's .
.Vryman's .

·has a capacity, Erven, unfortunately,.

as a seco�dary Division distance.

Erven Primary feeder schools, are within easy walking .

schools appreciates dren of Vryman's ary tops of the possible situation.

It should be borne in mind that -Amsterdam are already.overcrowded they were to take in the Vryman's ,secondary departments.

school to be built in New Amsterdam.

land a_vailable in the immediate Education such a school.

If it.·is not intended primary children earlier should _be applied.
taken in next September through.

Officer-considers he may persuade from Vryman's vicinity There is necessity, and the present primary The district opened as an all-age school..

It has alre·ady school, of 800; the other four all-age Officer, .

.

Education the younger chi!- in requiring to move out to make way for the second-.
but he feels that he can handle the the four other schools in New and would in fact become much more so, if Erven Primary Division therefore, and lose only their primary for another We understand of Vryman' that the municipality s Erven, part of which the to reserve for the municipality has to raise this problem Erven, then our alternative That is, no further preparatory of transferring· solution children be allowed mentioned s.hould be to move children the outcome of with the future of Berbice High School and also.
The New Amsterdam whatever Institute school will be required will have to cater for the post-College schools such as are proposed If the Berbice High Schoo] .

.

A second comprehensive negotiations possible in connexion possibly of Berbice Educational sive schools the small secondary Berbice River.

Gov�rnrnent, we recommend that, as in the case of Corentyne should be given a 6t_h Forni in order to provide for more adwnced work.

Possibly Berbice Educational would be advisable Form science.
If there is no likelihood would require a second comprehensive 800. school, capacity ·of such control, in simi'lar Institute of Preceptors comprehen­ pupils of and for Fort Ordnance comes under the closer High ·School,·· it control of too, the same could be applied to the in which case it circumstances, for one school to offer 6th Form arts and the.other, 6th then New Amsterdam New Amsterdam with facilities We suggest that the streams and one science or general academic.
should be: one technical, one craft, one coamercial education Appemix K 188 De■erara (Rural) 7.

Mackenzie-Wis■ar-Cliristianburg (a)The chronic .

this area overcr.owding in these three schools wi 11 become worse as develops.

Two four stream entry secorrlary comprehensive schools are required, one on the Wis111Jr side ard one on the Mackenzie side.

and craft education· facilities; Each· of these schools should include at least one should have·in addition stream ard the other a com­ mercial stream.
In addition Christianburg .

hensive schools or Mackenzie there should be a two stream entry school at for a three year course with transfer technical a:science after to the two compre- High School.

These schools would.

also serve Coomacka and.

It uni.


In considering the practical subject facilities, careful consideration should be given td: (a)fullest use (by conversion or re-equipping, if necessary) of the present centres at Mackenzie All-Age School, and (b)possible assistance by the Demba _firm in building and equipping laboratories shops.

and.machine The question require rethinking of the size of the new schools and their composition if-the Mackenzie-High School is to expand or to be expanded.
may We are convinced that top priority should be given to building one of the schools on the Wismar side.

Secondary education in the Ruponuni 8.

The unique conditions obtaining ment.

For this·reason we have dealt with the Rupununi in the hinterland warrant special treat--.

separately; and it 1s our hope that some of our recommendations with the Education that.while some of·the main principles .

to similar remote areas.


Discussions _trict revealed application peculiar be made, and new approaches to the North West District, to the area dictate that certain modifications sought in other cases.

geographical, dealt with here can bear social and other factors of detail will have to for this area might be applicable Officer of the dis­ 9.

The physical environment has forced the Ame.rindian into a nomadic supplemented by hunting.� to ac_com!Dodate himself and with this his of the former.
But he has over the intellectual develop­ agriculture based-on subsistence the forces of nature and must perforce his experience existence cannot contain them.

This has restricted ment -for the latter is but a function centuries evolved in its primitive effectiveness for dumbness; or simplicity Can anyone who has observed craftsmanship ability of these people to· advance towards their rightful world coD1D11Dity, given.

the opportunity conmensurate with their present level of development?
of the men, or the ;,rganization of adaptive the weaving his special cultural ingenuity.

an inherent to realize pattern, response skill of Amerindian women, ·or the for intellectual incapacity.
of community life, doubt the place in the modern their full potential at a pace primitive perhap!J, hut reveaHng Let·us not mistake shyness 189 Appemix K 10.Our first t·ask then is to influence the Amerindian child through tic curriculum, intellig ently conceived syllabuses, ing methods to develop the desirable elements of his cultural his art and his skills, while guiding him gradually .

· language, a realis­ and sympathetic teach­ heritage -his in the reorienta­ tion of attitudes community life.
He must_·be enabled _agricultural methods, other ·concomitants towards the objective of a modern civilization.
of stable, healthy and progressive of modern the need for adoption to perceive of sanitation measures, of money economy, and the various 11.This.is a heavy programme and requires trained teachers who have the desire and.the resource guide the pupils and adults towards the attainment _effort should be made to select teachers them with the specialized to provide is to be achieved, if success training ·Ministry must· be made possible so frequent visits by professional stimuktion that t:1e necessary required for this work.
Above all, of· the officers the most careful selection of and.

to stimulate Every of these objectives, and themselves from the communities can be giv.en, correlation and research into and constant of efforts in the different ·communities reappraisal of methods facilitated.

and guidance achieved, 12.

There is a basic-difficulty in considering curriculum most of the Amerindians Eng]ish is a' foreign language·.

of language.
of language.

For Apart from the obvious need then to concentrate made· to get the-childrei:i success has been achieved able number of quite old children a prerequisite obtain a minimum their _occupations.

the admission -purpose- and _to become acclimatized of instruction, So impoftant of children education on English teaching, to attend school from an early age.

Some measure in this regard, though one still finds_ an appreci­ every effort has to be of in the junior divisions.
An early start is for post-primary organization -and wil 1 al low every child to before he is forced to leave to assist parents in is- this question of language that we recommend where possible before but to acquire the rudiments the age of five not for the o:£ English through pl�y to the school atnosphere.

transformation 13.

For the older children the practical of society envisaged woodwork, craf� and gardening must therefor,1 -Home economics, in the curriculum; these subjects the Ministry.
in the school to appreciate under the constant It cannot be too strongly must go hand in hand its sign if�cance facilities supervision s11bjects in this progranne is to be achieved.

are essential, if the · · he provided place must occupy a prominent of of for the teaching officers of the specialist emphasized, that this work with_ COIIJplunity�development however, if parents are and be expect;ed to co-operate.

Reco1111endations for secondary ·14.


· The small size of the schools provision of full secondary militates against school facilities school proTisions line of action would be to centralize to each separately� effective and economic The secondary will have to be school for the area.

But many practical difficulties a reality.

Th� distance involved The' only solution lies in providing would in most cases hostel accom­ who are selected for secondary school education.
The most profitable provisions overcome·to make this �reclude modation 'imp lications daily travelling.

for students of thi� are tw.ofold... Appecdix K 190 (i)Economic - The suggestion that parents should pay (in cash or in kind) for such accommodation is unrealistic.

becaule they have not got it; payment in kind cannot guarantee constant can possibly made.in the case of ranchers, Government ·servants.

They are unable to pay cash the· be or quality of provisions.
Exception businessmen and higher-paid public supply_ will therefore by providing have to meet almost the entire · as well ·expense - food and various amenities, Additional -for children from remote settlements.

cost of.the project, as transport will also be incurred :maids, etc.

; and living quarters them.

in staffing of the hostel - warden, cooks,· .


for members of staff who may need·1• · · (ii)Social - One ·obstacle to the implementation posed by some of the administrators, .. dents of the area, whom we interviewed.

teachers of the hostel project ·was• resi-:•: and influential by these to allow .· The view expressed parent would be unwilling persons was that the Amerindian his children to Jive away from h0i,1e, particul�rly girls.
Other persons whom we saw were, however, that one chief assured significant willing to adopt the plan if financial removed.

It would of course be essential welfare of their children is guaranteed.

in the case of· · optimistic; would.

be on their part were to satisfy parents us that.his community obligations that the · 1 and it is ·15.
It was to be e�pected would have.been where.any expansion that any regional prov1s1ons for secondary education based at •Lethem, the administrative centre of the district,.

is most likely to occur.

The sitirig of a hostel at St • .

Ignatius was therefore ill-conceived, anj the absence of educationa1 facilities at Lethem, no doubt the consequence · role of St. Ignatius mately 90 children-daily between Lethen and St. Ignatius.
of thinking in relation School·, has Jed to the present need to transport to .the proposed approxi­ 16.· From discussions with.

responsible officers and it would appear that the future development residents of the district, of the Rupununi, is uncertain.

consideration (bilateral?)

might have to be given to .the .

.

school at ·Lethem to serve the needs that the main building If and when the area deYelops establishment of·a secondary of the whole area.
Until such time we recommend School be established St. Ignatius the district who may wish to avail themselves demand for places .exceeds the available in a position to provide alternative hav_e to·be made on a selective ·of borne economics, expenses ·.we suggest.that two of the rooms in the girls' wing and one room in the boys' wing of-the hostel be equipped is based· on the expectation, admission This recommendation few girls will seek n,·and Government is not at Lethem·, admission may woodwork and domestic science rooms.
To c_urtail accommodatio accommodation to _the hostel initially.

basis.

This proposal already discussed, that relatively for.the purpose.

as a secondary If the facilities.

of secondary envisages of ·the equipping school for those pupils of consequence 17.An importarit provisions and ·Lethem.
•Lethem, of course, irrespective St. Ignatius purpose one of the present Governn_ie nt buildings of the adoption building, requires will have to be' made ·for the primary children of future developments of St. Ignati_us with the · · a primary school of its own at once.

For this of this plan is that separate may be converted or a low cost 191 Apperdix K erected in the v1cinity of the Lethem playing fields.
There adobe structure appears to be ample and ment of this and·any secondary (secondary) children the primary children of ·Lethem of St. Ignatius suitable space in and around Lethem for the.establish­ school proposed for the future.

Only the older would then have to travel to St. Ignatius.

there are two alternatives: For (a)The adobe shed adjoining reconditioned.- the main St. Ignatius building could be (b)The old St. Ignatius R.C.
school building pur.pose through negotiations with the authorities could be reopened concerned.

.

this for The latter alternative tion is fu1ly taken up� In this case the building referred could be converte-l handicraft the.secondary school .. might prove advantageous if to provide home economics, to at (a) above and science rooms for the present hostel acconvnoda• Steff'eccommodetion in the· area would justify the provision An additional 18.Until such time as a sufficient .
the area b�comes a�ailable, number-of suitably the staff of the proposed will-have.to be drawn.mainly from the coastal districts.

situation premises.

be_ available remain behind to do individud cufricular The latter practice ·not as yet adequately in the-evening.

·after normal school hours to supervise should in fact be encouraged, study, and to undertake which are an essential of this arrangement for the children acti-rities advantage equipped qualified staff from secondary school.
The difficult housing of staff houses ·on ,the is that -the st.a.ff would those who might wish to the various extra-_ adjunct to the educational homes are as most Amerindian scheme.

to undertake preparation work Suggested corricol� break-down 19.· To give effect to the recommendations contained ·the adoption· of the curriculum outlined such as in allocation.of desirable minor alterations which might be considered and others.
Since the school for many years to come will be a single.stream· entry, it has been neces.sary _to provide for options in the senior school, which would entai 1 The financial must be clearly understood.

of this in terms of_ additional into small groups for purposes after discussions implications below, subject•, · separation staffing with the head·teacher ' · · time and in the choice oJ subjects; of instruct-ion.

provishms in this_ paper,.


:w�_urge of course, �o�, Form I Engfish English 1 ite rat ure and 1 ibrary· -Maths ·Handicraft./bome economics .

History Geography Science Agriculture 1!1usic./art Physical education 4 6 8 6 _2 2 4 3 2 1 38 F•rm.
II 4 6 6 6 2 2 4 5 2 1 38 Form III 4 4 6 6 3 2 S· 5 2 1 38 ---------- Appemix K 192 Forms IV and V Boys Girls economics English Eng 1 is·h 1 i tera ture Maths Craft/home History,/geography Physics_ Agricultural• Connnercial subject�/agriculture Portuguese,/art,/agriculture for boys only with chemistry biology 4 ,!

6 6 3 5 4 6 4 4 6 6 ::J 9 6 Notes: 38 38 (1)The time-table here proposes a basic 35 period week (40 minute periods), with three extra periods added.

Reljgious per week.
Reljgious per week.

Registrati on, assembly instruction, games and extra-curricular and breaks to be activities outside ·time-table.

The extra-periods have been s�ggested and other schools, at St. Ignatius Other advantages have been adumbrated of retaining the children in the first section of this paper.

and meets with the approval of parents.

in school up to 4,30 or Sp.m.


because this is current practice (2)Th� courses in agriculture should include, particularly for girls, bee­ keeping, poultry rearing, processbg of dairy products, For the.boys, the help of the Agriculture in 11use of agricultural Department equipment" might be solicited etc.

in the 2nd to provide instruction and· 3rd forms.

The science taught must be correlated with the agricultural work.
{3) C.P.. could be taken at the end of the third year in English, English literature, rriaths, handicraft./home economics, geography, history, .

science,· (4) For 11011 level G.C.E.

or equivalent, offered '.... �nglish, with chem.is subject./s.

biology, try, agricultural English literature, the following subjects could be history/geography, physics 11,aths, modern language and practical (5) is drawn to the provision Attention of libtary periods� these periods be used fully to ensure the de•elopment tion.
The reading the children's will hav� to be supervised, comprehension carried out.

and frequent It.is intended that apprecia­ of language assessment of 193 Appemix L APPENDIX L THE ORGANIZATION AND ADMINISTRATION OF EDUCATION The best laid policies and plans can be stultified ed or by -being imp] emented in a piecemeal fashion for lack of understanding �o programme, to _for lack of personnel to co-ordinate, the pol icy bases, or phase and to control or supervise the operation.
A Minister cannot do all these' things; a· sing.le officer cannot do all; a team: ,is required· and· each member of the team colleagues.

in one s�ctor may welJ.

mean de] ay in the who) e programme.

In praticul of.

the adiritinistrator must; be tlte ·executive, officer.

'And, yet.

ahd coheterit:e and" immediate takeover at the appropriate the.

functions must dove\ail so that there is understanding Co-ordination of.

effort becomes al I-important; and of the operations delay ar there · mom�nt.
field of by remaining unimplement­ 2.

It hds been observed that in many $ystem df education to a ministerial exercise of control and supervision countries moving out of the 11colonia_l 1 11 the_r� -is often a period of confusion, nlisur\derstanding; with •�ic_� �he new -chal 1 enge is met.

Too often policies 1 emain · but statements of hope·s �tid aspirations, to seek· and the �emedy is therefore easy to apply where there is _goodwill.
-and this-despite the ·\mergy, -often dynamic:, and plans academic exercises.

inaction at the operational '1'he causes are not·· far attd _enthusiasm· level and side and for the professional head but in a po]i tical head.
to advise on the administrative policy; it i�_for the professional _Authority is ho ibnger vested in a professional The latter conceives and formulates tionist to advise on the policy on the educationid administrator £foal decision has been taken aµd the policy defined the professionals the details and implement the policy.
If this is clearly understood can be no justification ing at top levels as to who is responsible The, political head, on the· one, hand, can best fulfil his own functiop.,_of policy­ making if he disencumbers al officers on their.part bilities which are part and parcel of their duties when they are·not inhibited· by the fear of arrogating be considered himself of details and routine matters.

The professfon­ will not hesitate to take upon themselves for the one or other stage of action.
of, or cause for, inactic>n work out then there aspects of the policy.

Once a -which may afterwards responsibilities resulting from misunderstand­ of the political head .

the prerogative ·to themselves responsi­ educa­ .

3.

Another difficulty observed in many countries arises from the uncertainty as to the rel at.ionship between ·the administrators and their staff and the professional group leaving action to the other, and neither taking any action .• officers and their s:taff.
This misunderstanding may lead to one 4.

Another weakness observed is that of the vacillation of officers who are uncertain of the ·e·xtent to which powers have been or have not been assigned and/or delegated to.them.

5.

However, the most serious weakness in the "shaking-down" stage is the fact that ;m expanded system of education :.Vorking at a much quickened tempo is .
left to be administered and supervised by essentially the same number of person- Apperdix L 194 nel as hitherto, because all their energies burden.

personnel who cannot always attune themselves to the new tempo are·taken up with attempting to car�y the additional 6.

Why should these difficulties arise?


lt is appreciated that the super- imposition of a ministerial in the Council of Ministers, his which in its turn collecti'vely system, where a Minister resporisible,to is upon a colonial to the electorate, with its single fountain colleagues responsible education never an easy one to effect.

All the participants and shed their old habits of thoughts an example, is expected the Minister within.

the lines of the.
the lines of the.

economic the executive ble for the control and supervision not expected the day-to-day only at the expense his chief advisers council of the Government.

and delegates powers of his Ministry.

of education.

to initiate recurring business of his main function.

He exercises and attitudes.


of dministrator of po)icy-maker:/contra]Jer:/a system of administration is have to learn their new roles In British Guiana, to take policy along.and laid down by and formulate and social policy and philosophy Under the Constitution he is respottsi­ In such cases a Minister of plans or with is This a Minis_ter would do broad control through to concern himself with the det�i]s of execution to them to perform this function.
formulation 7, · "The senior off ice rs, on the other hand, are expected of pol icy, and consider how of pupils, of parents, into terms etc., into terms the policy, the When the Minister.confirms of finance, •to advise in the .

this policy translates of teachers, and implementation.

of education, of feasibility senior professional that policy through his professional Minister directs, senior administration on the wider front of ·the public and finance.
officer should direct and control the implementation of staff.

From time to time, or as the_ _and the.

of progress, he would keep the Minister informed officer.would report on the impact of policy and plans 8.

If these duties are clearly defined and powers delegated there would be less likelihood of the senior professional officer becoming Jess and less of an adviser or of an interpreter vehicle for transmittance being involved thereon, routine matters of the administration against such situations but.
refer them back to the Minister of the Minister's developing him�elf, and executive he may not guide the action himself nor take decisions and more and-more simply a Not ideas to the lower echelons.

· tha� new nations should be on their guard.

and implementation of policy.

It i_s who now finds himself involved in 9, In some cases a new factor in the organizational the situation still further -the introduction machinery of a Permanent closest counsellor.
comp] icates His Secretary for example in Britis¾ Guiana, to be the process­ and advice received and the submission system is the Minister's who under the Ministerial chief duty has been defined, ing of the information Ministry tions and policy decisions agencies officer fi�s into this pattern is not clear, since the functions by the Permanent previously Secretary iQ which he allocates of this to the Minister.

of the Minister pass policy and the implementation by the professional head.
Furthermore, of-the Ministry funds since can influence Secretary·, performed In addition, from the various branches he is in full control of the education of policy by tjie m�nner vote.

that is the senior administrative officer, were for action.
Exactly where the senior professional through him to the various the Permanent ·the insttuc­ now assumed of the 195 Apperrlix L once more the senior professional officers have to attune tbem- Consequently isel ves to a new· situation administrators and functions work that efficiency that team-work Guiana if the framework to drawing up: and purposes outside their pre\lious.
experience; <>n their part, tl,e should appreciate that the·y complement and supplement the work of their educational will come and a lightening It is through team­ colleagues.
of the burden -and we all know and time can be gained in British with a view which all seek is examined needs time to be perfected, of co-operation ·(a) the distinct duties of the administrative those staff and separately of the __ professional personnel; (b)a definition of duties and.precise assignment of duties and delega­ tion of powers at all levels; (c)�odes and means of co-operation between the profes_sional and admini­ strative branches.
lo.· We are fully conscious ·precisely as no educational sional or purely adminis_trative, a broad but detailed top levels, (and a more precise and more detailed duplication ·Only thus cari overlap!

)ing, levels).

definition are either purely profes­ for that matter.

However, attempted lower definition-at·the and misunderstandings at the be averted.
of duties can and should�be that it is not always possible matters or measures or purely political to define duties IL At the top levels, advice should be sought from those quarters most competent to give it, but in the first place it should be sought from or­ person whose function the.educational then, the senior professional Broadly it is to advise on these matters.
officer should be the Minister's through.the speaking, primary source of advice bn -matters tion, affecting and in the educational _supervise the administrative Minister on it; inte·rpret cial · resources of that policy on the public at large, and process and clear all papers to.and from the Minister.
advise on the availability of policy and on the repercussions and set it into action; advise the· machinery to bear the load put of finan­ and impact· the laws.and repulations; the content and quality of educa­ of the administrative staff in the Ministry should control and on the _competency for imp]_ ementation inst·itutions.
The Permanent the technical st::-ticture, Secretary machinery affecting · and physical are too onerous for any machinery and speed, that is with economy.of resources conscientious attempt to tackle.

· and energetic· 12.

The-implementation of policy and the total manpower of the administrative and his two senior advisers the mass of routine business and operational one or three men to handle with efficiency effort and of time, no matter how well intentioned, they may be.
If the Minister personally to-g_ive their ;full attention of education which principle, parts-, will be exhausted enthusiasm initiative should be their main concern, of general control and supervisjon, at top levels to grapple with small problems, and resourcefulness of other officers.

and principles to ·providing the guidance· on details, .

,, .. to questions of policy and and driving power.
Their to seeing the whole and not the efforts and time over­ will tend to be overlooked; which arrives daily they will be_ unable and clear thinking to the vital and major matters may deaden the ·Appendix L 196 13.In particular the Minister's time and strength quired for decision making upon reflection and concentration after advice has been obtained.

are re- even must not be allowed to interfere to political on major policies It is the expedience.
and progrannnes; he can and audience of routine business who has to take the decisions Pressure though the latter is an unavoidable adjunct Minister concern himself with the individual application is involved.

Minister Ministry.

ability of his staff; be should delegate respective real issues, the outstanding should wish to be fully cognizant sphere.of compet�nce.
once he has declared In time, however, issues.which of all matters passing through his the duties and assign to each officer· his his policies and appraised He can then turn his full attention to the he alone can resolve.

case only when a new problem of major In the early stages it is understandable that a 14 •.

And one of the major issues he may have to decide upon is whether his staff .
is adequate in numbers to handle the ever-increasing flow of business, and whether their cumulative activities that the new· policies have introduced.
experience, training and skill cover the range of new 15.The.Minister, therefore, and his senior advisers have to ·(a) consider- the internal structure of the Ministry; (b)consider the function and structure of every unit or part within the ·organization· and assess its efficiency and adequacy; (c)define precisely the lines of authority and responsibility; (d)root out cumbersome machinery and all areas of duplication and in­ efficiency; (e)draw up plans for a rational and· sound scheme of administrative onganizat;ion; (f)create· the new services made necessary effect the educational resources to mobilize and assets of the country; to the fullest (g)indicate the decision-making processes; (h)lay down the netw.ork of communication; (i)reinforce the staff to deal with the expanded and new volume and range of work; (j)delegate powers in accordance with the competence and responsibility of the officers; (k)ensure that every member of the staff down to the newest messenger is fully aware of the general working of the organiza_tion it; and his part .
in (1)guide, stimulate, advise and direct this staff.

It is recommended anc� in this task by requesting of an expert in educational ·that .the Government the services administration.

of British Guiana seek Unesco assist­ for a short period (three months?)
Proposed organization 197 Apperdix L 16.We have dealt above with general problems which may depend the efficiency of the administrative upon the speedy solution of machine to implement e and without time-lag the plans formulated to meet the needs and with competenc demands of a developing consider system is to be guided, controlled and elaborate basis upon w�ich the system must rest.

the administrative country's people and economy.


·Let us turn now to the means by which the educational organization, and supervised.

In so doing we may illustrate upon the points made above, and at the same time suggest the legal lJ.

The organization chart (Chart 2) presents our suggestions as to the machinery 1 ines _ of authority some of the component and of communication.
units of the Ministry (We shall deal in greater detail with m.) later in this memorandu whi�h may be able to deal with the new situation, and indicates 18.

We recommend that the Minister at the national level Council of Education at the.cuunty and district Council and County Advisory ·among its membership in like manner and for _the same reason each Distr:i ct Committee details).
sented on the County Committee between the National Council will include at least one member of each cf the County Committees, level.

To ensure co-ordination Committees, (see .later sections for the National will be repre­ be enabled to seek advice from a National Committees and from Advisory and 19.Once month] y, except in cases of urgency, the Minister will de liberate with his senior advisers on matters of policy.
It is recommended that between· the two divisions; (We would wish to s·ee a Officer should be a member oJJhis 11inner cabinet" whose policy and aim shoul� be officers of the two divisions one and the same becomes a r·eality.

of work and functions the Chief Social Development so that integration fundamentally great deal more co-ordination the social development of commun·ities "involvement" district Education Officers which are, after all, only another form o'.

education.)
education.)

may call in to the discussions ledge or background In this· connexion cir officers subject - defining problem, volved, making clear recommendations, legal or financial sult the ]aw officers decision and the Permanent any.
officer or officers and analysing the we would suggest repercussions or financial or experience and outlining be requested be required Secretary advisers can and should play an important part in the in the educational plans, in the same way as should be active in social development plans, Council The Minister's know­ whose particular may help to clarify the problem in issue.
has been taken an action sheet with time limits should be prepared that well before the conference, an officer may follow, th_e rapporteur(s) should con­ to prepare _and submit a paper or papers on the to see that it is complied with.

the implications.

Where as the case may be.

When a identifying the principles in­ 20.-The profe�sional or "technical" side will be directly supervised and i.e.

post-s�condary by the Otief Education wisdom of.his s-taff.
controlled lated professional education arises for submission principle.

cers once fortnightly Council meeting), except in ca�es of urgency.
of papers to the Minister Officer who should embody the accumu� ·AJJ ·matters pertaining to higher ·level will be dealt with by him, unless necessity for decision on matters of The Chief Education Officer will hold meetings of his senio� offi­ (in the week after and the week before the Minister's The procedure should be the same 198 of there taken, and also to seek advice.

on the matters· to be .discussed Council meeting.


as that for the Minister's should be used in part by the Chief Education cers fully advised on the deliberations ·decisions at the fol lowing meeting of the Minister's Council.

Education Officers of decisions.


Council meetings should be circulated to all-Education before schools are informed Officer to_ keep the senior ,;;,fJ,.i­ The minutes of the Chief of the Minister's with the greatest In particular, and �er.tai.nJy expedition these conferences Officer's Council meetings, · .

21.

· .We believe that well-organized meetings of this kind at top levels.will take off a great burden from the Minister•s ·shoulders.

The work done pre­ the meetings ce_ding will.


prove fruitful, sheet and follow-up and the time given for reflection and will expedite at the meetings.

business on this will ensure implementation upon the issues at stake The action.

time.

in the specified 22.· The Planning Unit, it is suggested, will report direct to the Chief by the shortest of course, that the· Unit may seek informat_ion and advice again· and again from-any other route.
It is understood, Officer, since its work directly Education reach the Minister Planning section of the Ministry pared its final plans these will go l.o the Chief Education ing befQre submission to the Minister.

unit.

We deal with th_e rationale ·bnit.

in a later·section.
The Planning of the establishment or any individual but when it has pre·­ Officer· for process­ Unit is not an operational and work of this vital or organization, policy and should concerns 23.The Deputy Chief-Education Officer is responsible to the Chief Education· · Officer for nursecy and primary education, for al] forms of secondary , · education, and for short in-service training courses - that is of al 1 the branches ,of the Ministry, .operational schools .and the teachers control and supervision.
recommend, the foll owing three braJ!t;h�s have pow.ers branches (routine or delegate decisions to take decisions or recurring the branches directly in contact with the" of managemtmt,.

and dealing with the everyday business The �_p"1,ty Chief EdlKM--ioo Officer lihotd:d: ha.�e, .

.,it .
.,it .

under his immediate authority and should_ ng to t·be heads of these .. , dec�sion-maki may be made· at even lower levels): · School Adm_inistration Services, Secondary Primary (and Nursery) School Supervisory Services, Supervisory Education Services •.

Each.of the.servic�s should be in the charge of an officer of the Assistant .· 'Chief Education Officer grade, wm tever the title given to him.

(We deal at ·.

some length wi�h the roje, functions and responsibilities of these serTices later.)
24.The Permanent Secretary through his �incipal Assistant Secretary is responsible for the general administration, the ancillary services, ·educa­ tional authorities In additi?n, in his capacity he co-ordina�es the new tempo a�d to at county, district the activities of the two divisions.

of Permanent Secretary and.

school level and for public relation1i".
to· the whole of the Ministry, In gearing the machinery to ease the burden he wo�ld: ·(a) make thorough investigations into the working of each branch of the 199 Ministry to ensure that all dispatch is used; (b)establish a system of referral and clearance which would involve the least possible number of officers; (c) simplify or outmoded mo�t conscientious employees; the present procedural complexities and weed out the obsolete forms and procedures which exhaust the energies of the (d) the machinery overhaul of the registry and routing and storage of papers in the interests fication and security; the classification, of expedition, simpli­ filing, (e)reorganize the typing pool under the immediate supervision and control of a responsible, experienced employee; (f)look into the functioning _directives and are distributed officers professional and circulars of the dispatch are kept up to dat�, are easily available, to the right people without delay -including the system; see to it that who should be kept a� fait with all developments; (g)lay down clear instructions· as to the manner of drawing up minutes and action sheets.
· thereon; (h)'insist o� distribution of minutes to all concerned (specified) within a fixed time after the meeting 01· conference (say two days); (i)examine whether the premises and equipment to the were being utilized best advantage; .

(j) consider what equipment would speed up the work and furth�r lighten the burden.

·0e centralization 25.To all intents and purposes highly centralized.
the system of educational Some efforts have been made recently control is still to effect a have had little speci,fic authority certain amount of decentralization Officers post boxes, education or community interest has· been a source of disappointment _tributed : Government is still very·much in educational and do contribute - a nebulous taskmaster establishments .has not been aroused.

It have con­ to find that even municipalities little towards education.
-or to the churches; The schools belong to the ]et them look after but in s-o far as· the· district delegated them and act mainly as Education administered from headquarters.

·Local the schools and let the� make no demands upon the communities �uthoriti�s.

�n the schools rev�ved and demonstrated instances can be cited of headmasters' organizations efforts to "involve'' meeting with success.

in welcome material This �tti�ude is all too common but it can be changed and interest fashion.
communities and individuals Many ' or the local 26.Government's efforts to build up responsible local authorities and the drive to.get communities to engage in self-help which may prove of immense value in improving conditions schemes are two factors in the schools and Apperrlix L 200 Government commitments in the educational and local authorities in meeting its financial if they come to understand assisting field.

But the communities port retained midst is theirs and their regponsibility.
they accept and share in this responsibility.

Individual·, unco-ordinated by headmasters What is required interest.

and statutory communities, field.

Consequently can only be won and their sup­ and to see that the school in their They wi)J work for the school when efforts but of little lasting effect.
of administration Officers support and through systematic to county Education Officers is a means of ensuring decentralization of certain functions nt'' we are convinced co-operation, and to Education is best achieved Such "involveme we recommend: .
or Education are admirable continued Officers in the to the (a)the setting up of County Education Advisory Committees; (b)the setting up of District Education Advisory Committees; (c)the appointment duties (mainly delegated; of county Education administrative) and the estab)ishmeni assigned Officers who will have speeific powers to them and specified of county education offices; (d)the assignment district Education o-f specified Officers; duties (mainly supervisory) and powers to (e)the appointment the community authority �where s�ch exists); of governing and the immediate bodies to schools who will the local of the s�hooJ and vicinity b� drawn from (f)the delegation of certain functions, powers and responsibilities to theie•governirig bodies and to local authorities.
27.If the recommendations for partial decentralization admin­ of educational istration can then be included relevant appendices) in the proposed new is intended to guide the law-makers the appropriate Jaw, and what follows (here and in the in the drafting.

to the legislature, are acceptab'le legislation 28.

At present the country has been divided into 11 districts this division It may be advisable education.

both as to for purposes of in particular number and boundaries; into another.
a district Officer of a county other than that to which it is assigned istration administered as a Oemerara If, for geographical.

under the administrative or other reasor-s, responsibility purposes, district.)

it is necessary to place of the County Education for public admin­ the law must specify this.

(E.g.

the Rupununi may be better n1ust overlap from one county to scrutinize no district 29.Each county be administered by a County Education Officer.
The office will of the County Educ.ation Officer would in fact take over a great deal of the at the Ministry.

We need not expand on the work now performed administrative advantages with be in close contact expeditious contented of Jess frustrating delays fewer absences dress f�r their personal problems body, and _teaching handling of this in terms of execution of business by officers who are or can the pub] ic and the situations they have to deal of business can only lead to a more satisfied with.
The a more public, qualitative improvement in the schools as a result in the satisfaction of the needs of the schools and from schools by teachers who have hitherto other than by personal often found no re­ visits to Georgetown 201 Appendix L At the same time the Minister headquarters.

representatives public opinion in the counties.

to stand in for him at the various functions now make it difficult would through these personal on developments He would, too, have an officer of high level.
which dist.ances be kept fully and carefully informed and conferences and on for.

him to at tend.

30.The Assistant Chief Education Officer (Administration) would perform the Officer, Detnerara.

Thus only two county-Educa­ .

duties of County Education would be required.

Chief Edudation has duties to perform related It is recommended that _Officer and professional tion officers would have the same status as the·Assistant tion).
The County Education administration section, duty is similar to th-at of the Assistant but at .county not natio�al and·in consequence Officer would have his County Advisory National Council Minister would chair its meeting instead of his representative.

would it be the County Ed�cation of pub Fe opinion and· aspiration Minist�r such information Officer's through the Commit tee and t:..·ansmi to both the and even in this latter activity his-· Chief Education Committee When circumstances has the .
permit, of course, the he answers to the Permanent and advice as is offered by it."

in fact, is a miniature job to keep his thumb on the puise level.

His office, for Education.

as -the Minister Secretary.


t to the Officer (Administration)" · The County Education Ministry, the two county officers Officer (Administra­ But in practice 31; The district Education Officers would have principally but-they_would be vitally connected with the "involvement" duties, supervisory and campaign under the county Education Officers for this purpose, Schools) Officer (Primary but, '!ould be in matters con-· They would submit their reports in to the County Education to the Senior Education duties.
function responsible nected with their supervisory duplicate : on all matters contained maintenance, report to the Senior Education ·Education therefore, function of adviser to.the teach�rs.

equipment,.

staffing, Officer, therein pertaining Officers who would take appropriate action to administration etc.)

and forward the duplicate (e.g •.

repairs, copy of the Officer, would be enabled to concentrate Education.
Primary The District on his primary Th� lower echelons 32.· This, in short, is the proposed briefly of the lower echelons.

organization.

It is necessary to speak No matter how efficiently or energetically of action can be fail to keep pace, or are to a virtual standstill the machinery and slovenly.
if the mechanics As with the ·administrators quality of the work of the lower echelons or on their qnalifications responsible work at the top and ·upper levels is performed, ·brough-t, inefficient nel, the output,and solely on their numbers, ·must be spontaneous, human material brought and guided to the point where they are determined however humble it may appear to be.

All must understand and indifference the schools.

duplication i� paramount.


of delay resulting It shouJ.d be t�e Permanent Secretary's must be utilized wisely In this o�te�sibly will ultimately fro� ignorance the attitudes of effort, ones, and furthe�more the and the work co-ordinated.

All must be to play their part that procrastination provided of education in affect the quality lesser sector the need for avoidance of and professional" person­ depend The response will not and skills.

of duties or indolence, concern through his .


Apperdix L 202 and to control the flow of work to There is no justification to train personnel immediate subordinates ·to develop a system of movement the lower echelons, and of papers which will keep the should be the machine worki�g at a regulir and steady pace.

This target within every branch or section of the Ministry·and between every section of the Ministry.
a building in the out-tray another officer the number of letters, de) ay in answering troubles care.must be taken that the machinery suddenly of an officer to take a fortnight in the next room to the source, forms and documents for a minute to reach an officer-in by the source; to reach the in-tray of ed.

On the other hand., is not clogged by a great volume -of work falling upon it or _upon parts of it while others remain id.le.

one mile away 20 days after signature must' be.


sought out and the machinery forward queries by teache_rs.

There is no justification that are mislaid; The s·ource s_traight or for a file overhaul none for the of.

these for Getteral- has changed considerably duties of other officers The situation that in defining Lack of time has·made the recommendations be given some att'ention.

with it since this consultant and assigning made Ly Mr. W.H.
Scaife of U NT AO in 33.·it is recommended and personnel, 1961 _should structure the educational a great deal· of useful material Yet it.

contains the.manner in which the problem of definition and assignment tackled.

officer's duties have liked.

-We have perforce and making general remarks 6n which we hope the details may be based.
In addi­ tion we have further gone into greater detail with respect to a few of the as examples and bases for fuller treatment of these· and posts and activities other· offices.

(Some of these sections We have, too, from time to time made oral suggestions clearing submitted as to.

and affords many pointers for the Mission to deal with each and in the detail we should and responsibilities separately and overhauling the have been withdrawn as t� ways a-nd means· of it impossible bottlenecks machinery.
restricted to bringing of duties may be ourselves .and· his report.

out principles from this Appendix;) 34.There are, however, much of the load the Assistant four points which we would make· Chief Education Firstly, in general terms.

Officer (Admin­ control and _Officers· is heard.


He would now c�rries �ould be takei:i off him ���ur plea f�r the appointment Branch and·deal· with general administration the Deputy problems SecondJy, Officer should have an the Personnel Chief Education of County Education Officer and Assistant Officer·• (Demerara), .Ofhc.ers and senior Education Officer as required.
Chief Education istration) of county Education perform the functions supervise under the.Deputy Chief Education administrator.of the Assistant to assist them· in routine matters, relevant ·Laws and Regulations, and in particular now constituted.

Examinations well be controlled the professional services.
officers between any one top and .upper level off�cer and his subordinate and administrative And lastly, the recommendations be redistributed officer in charge at present is required the Mission has already submitted in such a way as to make possible to work in close co-operation by an Administrative with interpretation We would point preliminary 'Secretary; Secretary Thirdly, Section.

staff.

out again that this section couid very.


immediate contact professional drafting of Laws and Regulations, we have made imply that offices and with the Personnel Br�nch as in the supervisory of the and application the specialist field of a Paper n the grade •1nder their immediate control 203 35.The need for a Nations] {'puncil f()r Education has been recognized by Rn� , countries.

Its functions some cases it i� an advisory other.

In ing upon the Ministry, matters educational.


it should be a _regularly constituted functions.
Whatever nry considerably between one country and the in others it functions are hind• body, in others its proposals court in as a supreme appellate shape it takes and whatever body with carefully prescribed powers and its respon$ibilities We believe.that such a body would be of invaluabl in his task of determining an educational Guiana, gear people to the necessary be flexible enough to dovetail e assistance to the policy which is to unite of an· the into and to promote attitudes and socia� cnanges·as they come about and to stimulate to reach the highest point of his own potential.
and develop Minister the many race� of British independent economic the.

individual country, We make tentative (a> �s to proposals (b) the its its its status and functions of constitution; members�ip; relationship .. (c) (d) the Council; and co-ordination with the Ministry of Education•, 36.

\a) Status: The National Council for Education ·Constitutio -and constitution, n of the country which shou}d dE and allow for legislation should be a Statutory .
ifine in general terms· its functions _to work out the details to be Body under th� drawn up by the House of Assembly.

(b)FUDctions and duties: The National Minister of Education -and Socia] Development.

It is suggested Council for Education wonld be a�;�dvisory Body to the that it: ( i ).
consider· him for long term _policy ported by estimates years or more; and advise the Ministe:-� and ph<ns of educational upon proposals to it by sup­ for an initial period of fi-ve submitted development of expenditnre (ii)· the organization .examine tion from time to time in relation ·gramme, and make recommendations .tion a·nd other· means nec'essary to carry out the.

proposed _programme; and establishment with regard to staffing; to the proposed of the Ministry policy and pto- policy and of Educa-.
organi:ta­ '(iii) recommend such Jegislation advice if this advice is followed; as may be necessary to give effect to its (iv)advise the Ministe·r seeks its advice; on _any educational questions when the Minister (Y)de]iherate consequence; upon th� poJicy proposals prepared by the Ministry in Apperd.ix L 204 (vi)function as an appelate in the law on education; court 1n such matters as may be specified (vii)perform all duties and exercise by the law or any regulations.
all powers which are vested 1n it (c)Constitution and composition: (i)The National Council for Education would be a regularly constituted body under the Constitution.

(ii)It would consist of the Minister of Education as Chairman and 12 men·and women of.high standing in variety of experience men and women, having a knowledge matters, are known to be motivated interest and not-by any sectional ·who represent to command public confidence.

the conununity, with the requisite They should he .
a wide cross-section of· and an interest in.educational · of the public and who in matters educational or party interest.

by the national (iii)Each County Education Advisory Committee would be represented on the National Council.

(iv)The body may include e.g.

a member of the Academic Board of the Guyana, a member of the Trade Union Council, a member with industry, University·of connected ing, a member representing of the Union of Local Authorities, Graduates, etc.
another with commerce, another with far�­ all the teachers a memb�r organizations, a member of the Guild of (v)The body wouJd'hay_ e at least three members of the female sex.· (vi)No one should be appointed on political grounds.

(vii)The members would be nominated would require the approval the•Head the Head of State.

of State.
of State.

Alternatively by the Minister and the nomination of 2/3 of the House of Assemb]y.and of the members would be appointed by ·(viii) Every member appointment and would be eligible would hold office for three years from the date of his (ix)_ The Permanent Development Secretary to the Ministry _would act as non-voting Secretary and Social to the Council.

for reappointmen t�.


of Education (x) No member could be removed from office except ·incapacitating imprisonment, illness, committal of p_ublic long absence from the country; offence· leading to for·repeated absences, (xi) A member may resign at his own pleasure.

(d)Meetings of the Council (i)• The National Council would meet four times annuaJJy for a period not exceeding two days on each occasion.

205 ·Appen;!ix L. (ii)··The Minister would call all meetings of the Council.
(e)Powers of the Council (i)The Council would be empo·wered questions.

These sub-committees specific would be composed than three members.of the Council who would be authorized not .more than four recognized committees sideration.

would submit their recommendations experts in the· field under study.
The sub­ to the Council for con­ to consider of not·more ·to.co-opt to api,oint sub-committees (ii).The Council would be enabled to make rules for the transaction of its ·business and the conduct of its proceedings.

37 •· The standing .... : in educational the 'selection interest is.the national good.

of .the Council and its ability to bring harmony and.
confidence matters for the nationa'l benefit will depend very much on on a non-partisall basis of understanding men and women whose·sole Part II -County Education Advisory Committees The purpose of the· County Education Advisory Distr_ict Education local knowledge, of· life, who see the impact of the educational who can ·advise realistic · strengthened, 'the.County Committee wou]d be: gaps filled and weaknesses the experience, the thinking Committee Advisory Committee is to make available as .in the case of the to the Ministry the people P,f every walk of discerning provisions from different ang�es, .ally,.
who can point out how.

str-engths can be further eradicated.

The immediate concern of .

(i) to consider how educational of policy policy and implementation applies-to and is applied to the actual needs of the county and its people, and to advise the Minister through the County Education Officer accordingly; · (ii)to consider provisions and advise the County Education needs of the county in terms of educational Officer accordingly; specific (iii)to consider co-operate strengthening with the.
County Education Officer ways and means of, and with him in, enlisting public support in improving and· educational provisi�ns within the C?unty; (iv)to consider co-operate cultural the county; with the County Education with him in, fostering, and educational activities Officer way.3 and means of,.
and and organizing stimulating at post-schooling level within (v) to deliberat� upon and advise the County Education Officer upon such matters as the County Education Officer may put before-them; (vi)to.bring-to the County Education Officer's attention-such educational 206 problems gation by him; and matters as the members consider need review or investi­ (vii)to appoint sub-committees to look into specific such experts as questions and to may make a positive co-opt·on to such sub-committee contribution; (viii)the committee would.
be enabled to make rules for the transaction oi its business and the conduct of its proceedings.

2.· Status The County Education Advisory Committee would be represented its members who down by·the relevant ]aw.

on the National Council will be nominated by the Minister would be a statutory for Education by body.
It at ]east one of as ]aid for appointment 3, Composition and Constitution (i)The County Education Advisory than nine and not more than 12 members, Officer; shall be the County Education for Education outside the.

statutory and Socia] Development number of 12.

Connnittee would consist of not Jess who including provided the Chairman that the Minister · sha] l be an ex-officio member, after consultation Commissioners Council for Education, provided .
and at ]east one member of one of the-District (and in no case shal] any one District by the National by the Minister Officer and District (ii)The members would be nominated with the County Education would be appointed that the body includes Education Education appointed that the body includes -Loca] Authorities; member of .the elected members of the Municipal in the case of Demerara County, and of New Amsterdam ·Berbice.
Advisory Advisory to the County Education.Advisory Committees Committee and provided County.

at ]east one member of the County Union of have more than one of its members .that the body indudes at least one Committee); and provided in the case of Council of Georgetown, (iii)Every member would· hold office for two years from the date of his appointment and would be eligible for reappointment.
(iv)No member shall be removed from office except for repeated absences, illness, committal incapacitating ment, Jong absence from t.he country, appointed Loca] Authorities, Municipal ing to be a member of the relevant Council, body.

in virtue of his being a member of the County Union of or District sha]I cease to be a member of the Board on ceas­ Education Advisory Committee or of offences leading to i�prison­ except that any member who was (v)A member may resign at his own pleasure.
As in the case of the National Council, care should be taken to appoint members on a non-partisan basis who are sincerely interested in the welfare.

207 _and deYelopment an interest in an understanding_-of education.

of the people of the county and of the country, and who ha•e '•·'· Meetings of the Co-ittee, The Connnittee would The Assistant duties of Secretary Secretary of the Committee� nc.

.

.

meet regularly four times a year� of the County Education Office would perform the .
the.County -Education the members of the County Educa- .

tion Advisory aims and object better.understanding, Colilmittee, ives of educational .

greater _ policies and decisions and thus make.

for.

harmony and closer co-operation and support.

and individua]ly, make c]ear the purposes, Officer may through collectively Part III--District Education Advisory Co111111ittees .

This body would advise the .County Education Officer, .

atio� Officer, ·Educ District matters at district on e-iucational level.
and through hitn the '2'.

Functions What has.been said in respect of the functions of the County Education Advisory Committees .

Education.

Officer" applies here (but read "District" for "Minister").

for 11County 11 and "County· Status· It would be a statutory body.

Composition (i)The body would consist of not less than seven and not more than nine and Constitution: includ1ng the District Education Officer who shall he the .
members, Chairman.- (ii)The meniliers ·would be no�inated with the District and shall be appointed by the County Education Education Officer and District Officer after by the Minister, of one of the local authorities at least one member who shall be Chairman who_ are teachers) consultations missioner body include the district, cluding members at least one member of one of the Boards of Governors of one of the schools· in the district (excluding provided district of the Municipal that in the case of there being a inunicii,a lity in the the body include C<,m­ provided at least one member of such local and provided that··the members who are teachers), authority, of (ex­ Council.
that the body include of the elected members and (iii), (iv) and (v) as for County Educat�on Advisory Committee.

Appendix L 208 5.

Meetings The Committee would meet regularly four times a year.

The Assistant Secretary of the County Education Office would perform the functions of Secretary to the Committee.

The County Education Officer and the District Commissioner may attend any meeting in an advisory capacity.
Part IV -The Planning Unit Throughout the world the realization of the fact that education is both a fac.tor and an element in economic ·scrutinize their educational and social development systenis anew'.

The questions has caused nations to asked_ are: What are the determinants of this system?

What are its aims, its functions, its targets?

Is the system geared to the immediate ne�ds of the economy?

or 1s it a .

deterrent to progress?

Is it inspired it alien to them?


by the social and cultural aspirations of the people?

or 1s Is it prepared plans of the country?

to fit into the long-term social and economic development Have its end-products adaptability nation, present and developing, and qualities, of skills to serve the needs of.the as well as the needs of_ the individual?
of mind and flexibility the attitudes the resourcefulness, the Is it capable of expansion ensure integration development what are.the implications human resources of the country?

between education and reorientation and overall economic.

if these be necessary and social t� plans?

and if such expansion and reorientation of the changes on the financial, be necessary, and material What will the impact of changes be on the society at large?

on the country's if not, how is this to be effected?
is public opinion attuned to accepting economy?

the changes?

Are the votes made available spent?

to education adequate and.are they wisely What funds can be made available changes contemplated, what educational to education?

programmes shall be given priority?

If inadequate for th� ·., How shall the programme effected be best phased so that the proposed no bottlenecks changes are created?

over a certain period of time and 2 • .


These and many other similar questions, which: are a gauge of the considera- · 209 Appen:lix L factors to find and.

the.minds of national, assessment and economic The answers, more difficult for education.
of educational always di!ficult And it is the function and planning , exercise social, psychological and to apply, are arrived at·with greater accuracy tion given to prevai1ing as determinants those_responsible certainly ease where there has been a great deal of research lated and processed.

work _methodically, .

gestions On the basis of the Unit's interpretation information, ·all the possible try and his professional advisers can make deci�ions to the problems.
For these reasons we strongly map out an approach that.a P�anning it 1s an Officer be established; -inves.tment even if only seen from the angle that sound educational leads: of the Planning scientifica1ly plans·which have taken into consideration_ Unit to do this and to put forward sug- at the policy and operational and of data, of sifting of evidence comprehensively and on all sectors the political done and data compiled, as to its intelligent Unit under the Planning on matters of policy and· repercussions .head of the Minis� utilization of carefully elaborated planning recommend levels._ col­ · (a)'to better education at reduced expenditure per unit of education, and_ (b} ult1mately economy, t9 greater efficiency, hence that the output of the educa­ of the country, in the economic by ensuring development tional system in quality.and educational and relevant to the demands that will be made on it.
qualification is equal to 3.·The functions of the Planning clearly require that the Unit be staffed Unit, as implied in the foregoing by personnel who are competent paragraphs, to.

the and technical deal with the many facets of educational professional ence .to· deal with· the fundamental graphic and statis�ical ·sources of British Guiana are limited and its educational s"ize as to warrant a large department.

educational, that will arise.


On the other hand, the re- qualifications and experi­ sociological, One man cannot combine· and necessary background The Unit should consist of an education- system not of such a p1anning.

economic, problems demo-_, .. and a schools' architect.

and a sociologist.

in demography ·Tue economist and educational Fortunately, the �Janning to be appointed .

Officer should We recorimend statistics.


for aid in training in demography the educationist in educational at one of and educational statistics Centres (Paris, New Delhi� Santiago, Beirut).

The the key ·pe rsonnEl in situ by foreign expe rts should be _:ist, an economist, :·is both ·an educationist be given further training that Unesco he r�quested planning its Educational possibility explored.
and the economist of training Planning 4.· Oiart _3_shows the various sections of the Planning Officer would he_ad the Unit, be responsible Unit.

The Planning the Unit, and direct the work personall for general planning and co- y of the and documentation sections; research and archives would not require to have professional ofiicers upon the professional of the officers.
In singly or in coD111ittees, (the University, the Training for advice; he would the College, with the other for advice; he would deliberate research, .
ordination.of the work-within textbooks as and when necessary, educational in this way these sections fact, the Planning-Officer would draw Ministry call upon the staff of institutions Technical the schools) Institute, Ministries· and their specialized private individuals would make the greatest mittees and advisory possible or extra-governmental branches; he would request the assistance of He bodies, agencies, use to study specific problems-of organizations.

working com­ c011111ittees.


In particular, he wouid work in close co- Apperdl.x L 210 Unit and the Planning Units of other Minis-· operation with the Central Planning tries.

He would, in fact, tap all the resources br�ins of every individual, on the issues invo1ved.

roles are.all-important ning Officer the accumulated and .administrative tries and outside bodies.
expert or lay, who can contribute to his thinking and Permanent The Chief Education in that it is they_ who will make available Secretary's to the Plan-_�· Officer'·s wisdom and experience of the Ministry's professional staff and arrange for formal collaboration with other Minis­ of the country and pick the 5; The Ministry has made a start in setting up a Planning Unit by the appoint­ will not he to nought by and do any planning have been put under his ch_arge Officer.
ment of a Planning The function it concerns We are certain that our motives when we state that this wise move has been brought has had 1 ittle time to debarred of the Unit is that of research, misunderstood .

the fact that the Planning Officer that the sections· of the Ministry which should and "direction are still with other branches.

the Planning Officer and the Planning duties, and should ·be deliberately business.

advising; meet those needs.


It draws up Jong-term and projection, sets out costs, suggests financing well -i::easoned, ·advise that plans be translated into , al or pilot project basis; when the outcomes adjusted breakdowns changing if approved.

consequences, programmes priorities, or revised for general application foresee in implementation, in time and in material itself with long-term It thus makes possible circumstances.

the programmes.
the programmes.

and: econ_omical can be evaluated, the plans may be He would forestall and make allowances for It cannot be over-emphasized that Unit should not be involved in from preoccupation analysis, with day-to-gay planning, provisions and· to needs and educational operational based on expert fact-finding ways of and indicates policy-making which is purposive, He may and human resources.

actions in the first place on an experiment­ 6.


The fact that the Planning making and consequently there must be continuous plam,'ers services and the professional formal consultation and informal which are to implement.

the plans.'

may lead to implementation of propo�als, liaison between the means that· Unit takes the first step towards decision- 7.
The general functions points mentioned relevant of the Planning Unit have·been given above.and a few to the selection and training of personnel, methods and phases of work in planning, .

• ships with sources of information throughout Implied within the Ministry.

planning duties and:responsibilities Buildings therefore, Bureau.

now turn our attention in the effective implementation Research Bureau has been considered have been dealt with in some detail;· the work of the in a special Paper.
We would, to the specific duties of the Statistical co-ordination rela.tion- and advice, and the role of the Planning Unit of educational has been the significance of overall plans.

The of activities, Officer's Planning 8.

The relevance and practicability of proposed educational plans will depend very largely on the accuracy of the information and by its realistic fed to the Planning Officer and dependable approach to Bureau, and financing.
by the Statistical costing this Bureau be in a position keep up to date statistical th� raw data now made available In order that the economist/statistician in charge of be will have to amass and to advise .competently it and process data, collate it.

He must examine to the Ministry, investigate their reliability, 211 Appealix L the gaps, and take immediate steps as he requires for his of data lying constant pin-point .and processed, a great quantity their comprehensibility, There is, in fact, at.
the Ministry and full flow of such information has convinced valuable; determine to ensure a purposes.

unused: a study of this material be, when collated as it �ppears to have been collected persons who had been given little insight into what was required of the -inquiry, the data.

Many fields of basic study have been comparatively extra-governmental secondary and aids, pupil wastage, teacher wastage, to mention a .few)/ In particular power resources planning and projected development.
•fill in some of the gaps, to collate and interpret there is little information needs and may be a hindrance and on manpower needs and little guidance may deteriorate non-enrolment to an academic The Mission, schools, exercise somewhat costs, state of buildings, has in the limited time at its disposal, without relevance us that a great deal of it can· but much of it remains to be checked haphazardly-and by untrained or the purpose neglected (private of furniture of school-age ·on available pupils, man­ to actual attempted to· as to the manner or basis of collection of and supply, without which.educational and not an aid to economic and social the data available.
9, We proceed to enumerate the statistical related factors which are prerequisites information for successful about education planning, to collect and pro­ and Some of of other Ministries is the responsibility this informat;.ion cess.

However, as possible; Bureau itself, it is by no means exhaustive.

it is mentioned No doubt the list can and will be expanded by the Statistics here in order to wake the list as comprehensive A •.

Schools and institutions (i)By level and type of education.
(ii)By regions, (iii)By counties by level and type of education.

and/or districts, by controlling body, by level and type of education.

(iv)Numbers of primary schools by grades, by numbers of teachers and numbers of pupils enro11ed.

(v)Numbers of-primary schools hy·grades, (vi)Nuinher of classes "by grade, by size.

by counties and/or districts.

B. Pupils (students) and/or districts.

(i) (ii) (iii) (iv) By sex, age and grade.

Numbers by counties ·Ful1�time and part-time.

By socio-economic origin.


By domicile.

Average attendance.

Average attendance Average attendance Ayerage attendance (v) (vi) (vii) (viii) (ix) at first and second levels of,.

by grades, by sex, •by age.

by counties by months, by age, by grades.

and/or districts.

education.

Apperdix L 212 for the first time, by age, by (x) (xi) and/or districts.
in primary schoo]s from one schoo] to another, Numbers enro]Jing sex, by counties Numbers transferring by counties and/or Numbers ]eaving school each year, by grade attained, Field of activity education, etc.

Numbers repeating grades· each year by sex, age and grade.

(a)Numbers entered of school-leavers, for extra-school examinations districts.

(xii) (xiii) (xiv) (xv) by sex, by age.

1.e.

kind of occupation, further by age, by grade, (each exa�ination •separate] y).

in detail.
in detail.

successes (b)Examination (c)Numbers of same grade group not entered for examination.

Students grade'.

Students (where employed).

by field of study, by sex, by age, by in higher education rn higher education by sex, field of study, by employment (xvi) (xvii) (xviii) in higher education by sex, field of study, level and type (Xi!IC) ·Graduates of degree or diploma.

students First-year Students (xx) abroad, by country, field and duration of study.

in.higher education by sex, field of study.


C. Teachers (iv) (i) (ii) (iii) Numbers by sex, by age, by level and type of emp]oying Numbers by qua]ification of servic�/age.

Numbers by subjects Wastage by normal retirement, Other wastage by level of employing by qnaltfications, (vi)Teacher-requirement by field of teaching projections.

(or group of subjects).

by qualifications.

institution, and length (v) by length of service, competence.

(Reason&) institution •.


D. Adainistrative and auxiliary personnel (i) (ii) (iii) (iv) (v) (vi) (vii) of professional .Numbers Number o� non-teaching Wa�tage of professional Number of administrative empl a}ment.

Auxiliary personnel Auxiliary personnel Estimate study, etc.

based on (F); of requirements staff in Ministry, by type of employment._ staff in schools and institutions.

professional staff in Ministry.


staff in Ministry by grades and type of in Ministry in schools and institutions by type of employment.

overall by level of education, by type of employment.

by �ield of E. School buildi�s, etc.

213 Apperdix L (i) (ii) (iii) (iv) and by accomodation Age composition._ By type of construction and/or districts • By classrooms Condition, for and costs of repairs and maintenance.

New building Availability, suitability, Cost· of replacements, and special rooms.
state of maintenance each year, and capital costs of same.

conditi1..m etc._ additions, (v) (vi) and repair: estimates of time limit of furniture, equipment, aids.

availability, by-counties (vii) .

Estimate of requirements and geographical distribution of same based · on (F).
As regards demographic, economic, statistics and financiRl Branch of the Ministry by the Accounts those provided ·should.be provided·processed of Education -other than -these _or departments, e.g., by the appropriate mi,istries Registrar Gener�l Demographic statistics Statistical Bureau account statistics of production National Statistics External Employment statistics Apprenticeship Wage statistics statistics trade, etc.
•Ministry of Finance Statistics of Government Revenue and expenditure The economist should specify his needs for economic perhaps even design the form of presentation.

His duty would be to and social statistical ·information, combine the various statistics order to show.

long-term economic ning Unit would be not mere collection and analysis.

according Iri sh·ort, trends and interrelationships.
to spe.cific purposes·;, espec.ial l y in data, the function of the statistical section of the Educational but relevant correl�tion, with social and Plan• interpretation F. Demographic and by sex and age (five year age groups) by counties (iJ Total ·po_pulation districts.

Single year age groups up to 25; by sex and counties.

Migration Pupil population by sex, age and academic qualification projections.

(ii) (iii) (iv) of attainment.

G. Economic and financial (i)National account statistics, i.e.
national income resp.

gross domestic produc_t by components and origin.· Apperrlix L 214 by type of investment and industry.· and other products.

of main export products (ii)Capital formation (iii) Production (iv) Balance of payment by major i terns.

Government of expenditure.

Development funds.


expenditure (vi) (v) by major types of expenditure and source of revenue and expenditure by major type of revenue and type· D. Educational finance expenditure by types of schools and institutions (ii) (iii) (i) Public· sub-divided recurrent for teachers' .

personal emoluments, salaries, for maintenance, other salaries equipment, materials, stated.

by types of schools and institutions and cross­ and wages, other and other of teachers.
salaries to be compared of grant-aided with statistics by.number,-sex and qualification secondary charges grouped among kindred items or individually Teachers' classified Income and expenditure sub-divided cross-classified grants, private donations, Expenditure student and type of training ·Loans paid by Government home and abroad.

training at Repayment of loans.

Private scholarships univ_ersity and other sources).

made by Government at home and abroad.

etc.)

and type of training.


on scholarships subdivided student, by type of student and field.of �y donor, type of student (secondary school, schools uniformly of-government schools and as to source of revenue (i.e.

fees, government subdivided for type of .

(i V) (v) (vi) (vii) (viii)Public non-recurrent expenditure loans, C.D.

& W.) and cross�classified building, furniture, sanitation, equipment, tion (primary, secondary, expenditure vocational, of grant-aided higher, etc.).
(ix)Non-recurrent of funds (Government, bodies, etc.)

and kind of expenditure private, national, seconda�y foreign, schools by source international (e.g.

building, equipment, et�.).

by source of funds (e.g.

revenue, by kind ·of expenditure etc.)

and typ� of educa­ (e.g.

(x)Capital value of Government schools and grant-aided secondary schools.

I.LaLour force statistics and employment statistics.

(i)Working force by sex, age (five year age groups) and counties (cens�s).

(ii)Working force (census).


districts by sex, under 20 years and·20 years and ove� and by (iii)Working force by sex, age (under 20 and 20 and over) by occupa�ions and (iv) counties Working force by-sex, industrial groups for districts) and counties occupation (broader groups, (census); (census).

(v) Working force by sex, socio-economic (These census statistics which are to be provided (census).
by the Registrar status and counties 215 Apperrlix L General's ment statistics Office form the basis for interpretation of current employ­ to be supplied by the Department of Labour.)

(vi)Employed persons by sex,· broad age groups (under 18 years and 18 years and over), and industry.

(vii)Apprentices by type of training.

vocational (viii)Trainees training (ix)Trainees in Government •.

in Government •.
in Government •.

by sex and type of training training schemes by sex and type of vocational training schemes completing training (x)Wage rates by sex and qualification of workers and by industry.

Combination of data with total public expenditure, national income, total expenditure, development the calculation per pupil etc.

to show changes over time.

All these standard be performed students, of standard averages, e.g.

expenditure for types of schools and institutions separately etc.
should always be up to date.

The same refers to per head of population, calculations and types must of IO.

The economist/statistician will analyse and interpret the collated figures ·_bearing in mind ·that the Planning Officer wiJl base his plans on the find- that the direction .

ings.
ings.

Both will appreciate targets of development, be critically After having assessed educational for possible consonant facilities, sources of finance, with the educational affected human resources considered the attainment by their handling and the quantity and interprettition data.
of statistical and quality of existing and searched they wiJl draw up their proposed pl ans to be philosophy of tl-e· country as translated money availability anticipated in educa- of targets within a specified of policy, the es\;ablishment time, may of of these plans to the plans, and equally full awareness that into educational 1hey cannot afford to permit eagerness provisions to achieve of policies of the relationship possible.

I y desirable with full awareness and social development £or .translation .
tional policies, overa1l economic their recommendations must be practically ·· -wha_t is theoretical of resources,· and to overlook The planners will bring out alternative achievement staging so that the best use is made of the human, financial sources, cultu�al this thinking -of the Unit -the Buildings they will be guided also by the work done · to obscure the.

limitations the impact on pub] ic opinion, They will determine of ·targets.
approaches priorities after making allowances for historical In all factors which may affect the tempo of change and 0£ innovation.

and geographical, social and of the availability habits and attitudes.

to the fulfilment of aims and and suggest practicable and_ material re­ Research Bureau and the Educational Research Bureau.
by the other sections 11.If and when a plan is approved and implemented, the Planning Unit personnel will make themselves available, the administrators when required, more they may be called upon to draw up plans £or specific projects contained within the major Evaluation should be feeding in at all times tion possible process and the plan operators in order that modificatioµs may be made to meet new situations.

plan.

They will be engaged, executing the plan.


Further­ in fact is a continuous data and information which will make evalua­ too, in evaluating and supervisors at all levels the plan.

not to operate the plan, but to advise, 12.We do no� think it necessary at this stage to go into details of the Appemix L 216 specific functions Bureau.

A few pointers any others that the Planning committees advisory supervisors in particular of the Educational will suffice.
Research It is in these•fields Bureau or the Textbooks perhaps more than in Research Unit will make the greatest and individuals or groups of individuals.

use of working parties, and school Teachers will be mobilized to assist.

13.The Educational Research of the material Bureau will be principally by the Statistical in the inter­ Bureau, and in locat­ concerned provided pretation that hamper or restrict qualitative ing problems the other sections .·that is, directly �oncerned may not.
make·substantial of the Planning Unit attempting with qualitative contributions with advance in collaboration t.o find the solutions.

It is, not that its planning, educational to economies in indicating and techniques which will cut down on quantitative needs.

Among findings approaches questions may be: it may investigate new the for the various levels and types of education.

and vocational guidance� towards vocational status and role in rural areas.

education.

and mobility.

in rural areas.

changes.


(i) (ii) (iii) (iv) ( V).

(vi) (vii) and syllabuses Curricula Results of curriculum The need f9r educational Social structure The role of education Attitudis Teachers' Teacher-training School organization.

Teaching Improvised Television Wastage in teaching Drop-out Trends in enrolment.

(viii) (ix) (x) (xi) (xii) personnel.

of pupil popu�ation.

(xiii) (xiv) (xv) (xvi)Level� of intelligence.

(xvii)Aptitude tests.

(xviii) Language problems.

techniques.


apparatus aids.

and radio for education, and teaching curriculum as a result of (v)� (xix)School attendance.

(xx)Unpunctuality.

etc.

etc.
14.The Textbooks Bureau has an important role to play in that the Curriculum Research Guide, recently published content divorced for trial in schools; from the realities specially of.the country accepts as a basis that educational itself is•-unsuited to the needs of a country and the aspirations of a people ··moving to independence and desirous a great deal of wastage of talent, particularly effort and strain in the ]earning directed teaching, to the conceptual as a result of the fact that textbooks background and experience of establishing processes, of both learners a national in rural areas, a great more a great deal more artificial, mis­ content is often alien and teachers.
We identity.

There is 217 Appemi.x L We take a value to pupils of having to learn by from every fieJd of study and at every level., .

the educational .· with English history before or after that period, would quote examples few only: we question heart·-there is no other way.

- what a textbook writer has to say on the causes· of·the Civil War on England in the Sevente�nth.century, and this to children who have_ no acquaintance any glimmering of concept .other such phrases which they glihJy mouth.
Thr history of their own country waits to.be written _ ·_ readers somewhat · progress· has been made in introducing closer to B.G.
realities; 'fauna of the ·temperate studied until recently; External syllabusses have· its roots in, ·st.em and move outwards examination·boards have to some extent tried the new trends which demand that education produced have throv.n out the flora and ·climates which·were so assiduously and turned to the rich source of supply all·around them, - foreign teachers authoritatively in British Guiana should of 11divine right", of Parliament'.'
to satisfy in special, enterprising and in suitable "privileges or and from British.

Guiana life and realities.

and theoretically form.

Some, hut insufficient 15.The schools need books -textbooks, reference b:>oks, library hooks, supple- .

mentary literature -•in all the fields of study and at all levels.
for the new secondary and books are often expensive the·parents cannot· afford to purchase little money for;hooks; the Government age schools; their many children; ed, partic·ularly must have books, more so _because of the large classes, teachers when children of material in part for the poor presentation _te_acher.
The appropriately-written textbooks build up vocabulary up and broaden horizons, and stimulate children;s imagination, is, give the pupil and as a·citizen making a positive ,in-numbers and competencies� interesting creativity develop the opportunity to contribution have nowhe·re makes little or no provision any great number for each of (and unsuitable) divisions._ And we repeat the y.oungsters when import­ There is· inthe·all­ and the inadequacies of Group work becomes difficult to turn; a good textbook to control can compensate temporary by a raw, overwhelmed and supplementary range and language readers can open control, arouse and initil!tive, They can, that his potential as an individual to the country.
16.-The-Textbooks Bureau, mittees.ai are set up to assist it, has to consider com­ with such working parties or advisory of the implications Research .the Curriculum Guide (or its revised form) in terms of: (i)its overall objectives and targets ultimate and at the various levels.
of education; (ii)the content range and grading of material in each field of study; or in�erlocking of the content of each field of (iii)the co-relationship study with other fields of study; of the overall material into year by_ year, or where term by .term, units for the various grades and levels of (iv)the breakdown appropriate education; .

(v) the possibility and targets groups or of special.
areas�- of alternative approaches in order to allow for the specific needs of special to the overall objectives 17.In the course of this study the Bureau will undertake in conjunction field officers a thorough investigation into the existing situation with in the Apperdix L 218 schools and round off its findings teachers, individually conditions.
original needs at various levels, and be in a position and collectively, The Bureau will then be in a-position 16) and�arrive.at a :realistic to recommend after consultations (paragrpah findings who haYe· to operate.under existing to confirm or to revise its picture of the actual priorities·._ with the headmasters and and other 11literaturefl 18.

The problem having been defined and analysed, the Bureau may p:roceed to t.he next step - consideration of the satisfaction of the needs.
Until such to u_se the best.

If the recommende_d to selection textbooks Head­ to parents.

the parents have Government is approved, for the schools to see that ·the most ap­ which runs counter to and ·experienced out of publishing the titles should be strongly We give our reasons for this step can be made for books written specifically books are used.and at least cost and inconvenience does not supply books to schools.
has· a resporisibiTity houses all over the world; we �re able to assess the suitability time as arrangements of British Guiana, the Bureau will scrutinize from-abroad to decide which of them fit the local situation Bureau's the schools -in fact we would say that schools should be directed books so selected.

present practice.

_to pay for them.


But Government propriate masters are not in a position to examine the volume and range of -books daily · streaming say that not all headmasters This is no criticism trained The introduc.tion of secondary $cope of the-training �ovement in the use of textbooks, in the course of a year.

this difficulty Officer drawn up a list of the basic the area.

This is a good beginning, possibility sufficient experience in selection.
provide sets of alternative woul_d then be required emphatically,· school session from the list.

that no title should be discarded warning having been given of the intentio parents will have to make a second outlay for books We commend the areas where headmasters together school cur.ricula, most heads have received.

there are not many educationists accepted but it: is not enough; there is still}in­ of the wide range of books available of headmasters; in applying to use the same set.
It should be mentioned titles but all schools in each district, of pupils from one school to another; books to be used in all the schools of and have in consultation without at least one whole and with the Education for textbook too, is something Again, there is considerable unless there be some uniformity· of a textbook.

who are is that the Bureau should n of having it-deleted of examination and would go further have foreseen assessment.
compromise A possible criteria at least, beyond the .. · here, very an · 19.This approach publications, to standardization where authors encouraged ties up with.what we have to say on local to prepare textbooks must be as-· sured of a minimal.

market, right must ensure a definite ber, too, ·that headmasters and library books.

.or where the Ministry having taken over the copy-.

market for the book it.publishes.


We should :remem­ texts supplementary will have choice in selecting 20.In this period of transition Jy-�ritten publications to the preparation (and afterwards) of material attention which would bring pupils into closer contact with their own neighbourhood,.

their own country and its people ind ·history The ·preparation of such material should be stimulated at two levels -the schoo.l and actiTiti.es.
the textbooks, to supplement and assisted material from imported to local publicati�s or local- the Bureau should giie careful·: 219 ·Appendix L - a great many do now under great difficulties should be encouraged to prepare supp]e­ for -primarily should encourage �s shou]d the Training such resourceful­ College staff and the Ministry the materia].

it can be circulated can assist by making Where the materia] prepared sheet pamph]ets.

to other schools.
to other schools.

Such material, We are now because of format, should be given out for a particular the lesson is over for use on another occasion lesson and taken in or with other classes, Officers Officers Education own schools.

]eve).

Teachers typists and by cycJo-styling of good quality, of single sheet or four-six leve] and the national mentary material use in their ness and also make their own contributions and trainees.
County Education avai]ab]e is considered speaking its temporary immediate]y or, where it is intended provide themselves quality and of wider application cheaply (actually to cover costs and small honorarium teaching body can pool its resources tion Officer's Bureau should make available mention that the subject supervisors to assist hard-working techniques.
with file-jackets role as an inspirer useful training teachers to be used extensively in should be bound a lit'tle for bookbinding a class, the pupils should to contain the sheets.

Material of higher but and sold at a price for the author.

In this way the whole of the assist each other: The Educa­ and adviser cannot be overestimated and teachers classes) and the more substantial]y to him a]) its resources.
We should not omit to can use these techniques �ery successfully who ]ack content background and presentation 21.Supplementary material take the form of supplementary for the primary schools would for the most part reading material.

This does not preclude nature study, etc., content but i.e.

in story or playlet , historical, as reading material of geographical should be presented may.

be form.
be form.

Pupils' written .work in the form of a school newspaper the introduction we suggest it or dialogue distributed between for the secondary in the gaps left· by textbooks.

of science lessons with diagrams history which the textbook lessons dealing with a period of British Guiana history which the textbook has complete]y interested efforts mey be of considerable schools .and always arouses interest.

on the other hand, is intended It may, for example, ign ored.
There is no end to what can be done when teachers are and equipment drawn, etc.,.

to cover a part of the syllabus It may be a series of informal take the form of a series has treated scantily.

help to the Bureau's is made available.

Supplementary The results of such principally and material projects.

research schools, to fill material 22.Anot.her sphere of activity which should engage the attention of the Bureau is.the production not th�nk we need expand here.
of a children's magazine for the primary schools.

We do 23.In the meantime the Bureau will have forged ahead in its major project of fostering of textbooks and stimulating the preparation which satisfy the needs of the schools and conform with the principles inherent Guide.

We do not recommend that the Bureau shou]d take on a staff to write textbooks if it wishes to avoid stilted, staff ever be big enough to have cumulatively the competence., the various grades and le�els.
The Bureau by providin� teachers scrutiny.

the background, to co'Ver the whole gamut of subject areas at bo the Bureau for it wi]] then arrange for If the Bureau finds the book satisfactory and others to prepare textbooks the qual ifi�ations .artificial writing; for submission incentive� nor can a permanent the experience, in .the Cu�riculum must encourage Appemix L 220 .

'publication and issue.

The Bureau, however, putting iri time on efforts which are misdirected Consequently the requirements.
the·Bureau should announce: must save intending in that they do not comply with authors from (a)the subject-areas time; specific of textbooks it is prepa�ed at any to consider (b)the grade(s) and level(s) for which a book is intended; (c)tha specific material to be covered; (d)the approximate size of the book required; (e)the extend to which diagrams, illustrations, etc.
are to be used; (f)the general terms of contract between Government and the successful author; (g)the date of presentation of summaries of drafts with content table; (h)the date-of presentation of full scripts of those summaries considered by the Bureau worthy of fur�her consideration; (i)proposed date of issue to schools.

14 ..
14 ..

It is su�gested that Government in British Guiana are concerned buy the copyright by paying the author an honorarium to be so far as sales outright receive royalties fixed, The author·would this way the cost of the sale will be the cost of publication tion to cover the honorarium if, however, sellers, sion and not permitting puts sales and distribution and costs of distribution sale above that price.

Government on any sales outside the country.


with a small addi­ commis­ then it should fix the retail price by adding the booksellers' if Government into the hands of book­ In distributes; 25.We.recommend that Government should print locally press can handle the type of content competently, the price?

should it?)

add slightly to where the local printing even if this should (why 26.
In certain cases the Bureau may commission an individual to write a parti­ cular textbook, or where two authors have submitted scripts better than what is acceptable indicat1ng There is, too, available those of others but still inadequate, collaborate, ·each script.

is known that a number of individuals books and the Publications Committee prepared interesting, the Curriculum made an impact.

among other things, Guide and the suggested or in preparation.
has through it may suggest that the two·authors should or·can easily be made acceptable in a ready source of possible on their own initiative textbooks.·It the Ministry have written text­ called for scripts it will be A study of these may prove illuminating; underlying to see to what extent the principles courses of study contained therein have 27.One last question.
In considering needs and priorities the Bureau would be 221 Appemix L costs to parents.·We have noted in our investigations, readers as �ell as a more reader.

Should a]] these textbooks that Class III needs a history book, a geography we]] advised to consider to take just one example, a nature study book, a simple atlas, supplementary appropriate bear the costs?

or rather wou]d they be prepared level?

if we may digress': in which many of the chi]dren the class.
Would it be naive on our part to parents.cannot afford to buy one single book, and yet _in Class IV (scholarship class) we have seen all the chi]dren alone?

Apart from this, if the Bureau engages in attempting five, six, eight, :wi11 supply none· for a long time while it is eva]uating to bear the costs .at that· .
·_­ because we have seen many cl asses:· even the sing]e textb.ook used in ask how it is that in Class III the books for Eng]ish to supp]y, four, in every class al] at one time, we fear that it ng delays to would-be.authors the scripts received.

each with four-eight at once?


can pare_nts We ask the question or cause frustrati had not procured ten textbooks be required book, 28.In.the primary divisions,,to our minds, the priority need is for a suitable well-graded readers·of a somewhat reader course, for more substantial an arithmetic natJre than those suggested earlier.

course, and for supplementary 29� The provision of acceptable textbooks wo11ld, then, be a major function of th� Textbooks Research Bureau, but.

not the only one.
not the only one.

It would be engaged which would be of assistance to ·in·.researth authors and teachers work tb arrive at principles in the preparation of books and 11literature 11• 30.We recommend that G�vernment request the United Nation� for assistance 1n the establishment of a Textbooks R�search Bureau by providing: (a)the machinery and equipment for the Ministry to set up its own print­ ing unit,.

and (b)an expert in textbook production.
to set up an lnterdep:,rtmental 31.· We urge Government of the: of 'experts sisting· Planning Commission con­ (P]a�ning Officer and Economist.a�d Statistician) of Education of Finance Unit Planning of ·Labour Ministry Ministry Nationa] Department Youth Emp]oyment Section Ministry Ministry Bureau Statistical of Agricu]ture �f Trade and Industry shou]d meet from time to time, at ]east every third month, and This Commission discuss common prob]ems findings adjusted Ministry and suggestions to needs and possibilities of Education.
related to educational planning,.

of the educational planning officers It is necessary be checked and thac the beyo·nd the compas6 of responsibi]ity of the On the other hand, planning procedures of the other Apperdix L 222 would gain in effectivenes .

The Commission mini�tries ments of education other experts, in the specific in the case of demographic General' rowed to a core of experts from the following could occasionally fields under· discussion, be enlarged e.g.
the Registrar­ but it should more often be nar­ s if they took into account the require� ministries: problems, by inviting.

·Ministry National Ministry of Education Unit Plann�ng of ·Labour (Planning Officer, Economist} in social and economic the programmes of ·Labour, planning should �e in devised for the individual purposes.

The Ministry the-available to indicate for example, is the by skill' and and the p6ssibilities labour from areas of over-supply labourers to areas of demand.
It·can projects as well as for specific labour cost for general economic of Education, in respect of formal vocational to the speci fie requirements again, has to relate its .. and secondary and direct I y and of I ab our accruing training supply of 1.abour of retraining engaged distribution contact in 'order to balance This group �ost directly constant social.

and economic proper Institution regional jobs or of shifting assist als·o in estimating for school buildings.
·training highe.r indirectly from other competent ministries· budget, education concomitant designed planning whole interdepartmental the requirements of other ministries, Industry.

by way of co-ordination realiz.ation The Ministry programmes -education of economic �ould no· longer be treated as fringe· item, but as a legal which creates its own funds.
Projects development as outlined above commission and adjusted and Agriculture, could be discussed by the co-ordin�ted especially and Trade and with of the economic projects.

purposes Above al I, by involving from the development into educational 32.It cannot be left to the initiative when and under what conditions they.seek of the educational planning of other the co-operation officers ministries o� departments.
The supervisory services 33.One of the problems challenging Development is that of ensuring the Ministry that the many millions and Socia] of dollars allo­ of Education cated for educ�tional advantage in terms of efficient are used to the wisest and most economical embracing the princi- and effective education purposes ·_ples laid down in the "White Paper on Educational to illustrate the fact that the administrative and al�rted, date, but guidance services and the legal basis for the educational there is required on-the-spot if full value is to be obtained.
in addition.

of education Policy".

We have attempted must be strengthened system brought up to control, supervision and 34.After careful examination of the supervisory the Mission is of the opinion·that_they develop Admittedly that has developed of educational expansion have been strengthened provisions.

of late in numbers, situation ordinary services and will further services are inadequate of the Ministry, to cope with the as a result of the extra­ so, and but inadequately the supervisory ,.

J,.
J,.

l Y r l \ ;_ I f Chart 4 - Scheme of an Interdepartmental Planning Commission (to assist in educational plann1ng) .T , .. --,-1 .ts f 1 t ----·--- - -- --- - -- ' / employment ' pro:;pects •training needs ~ ,r. Educatfonal Planning Seo t i on ., ....

I" manpower forecasts labour dem?.nd employment conditions training needs .....

I ... ',_, Economic Plann1rig ' ~ Unit 'I .. ~~ Youth Employment Section 'lage Divisi on ~ 11\.

J Department of Labour .... ,- ..... , , .

/ I ' \.
/ I ' \.

I \1/ Ministry of Agriculture J; I \ I\~ (ti p. tn ~ ~ '1 ~ & ..... ~ g ~ S' {ill [ Ministry of Trade and Industry l labour demand needs for training and education , Ministry Of Finance 'I ' " Statistical Eure au J~ i i tot Nl "" w \Aj ~ ~ Apperdix L 224 who shou]d be engaged in matntaining-at least, if not are in the main functioni of education, ng of a dubious Jevel -checking centres,- examination n,: skiJJs, etc.
Their professional at all times to the persons who ·need pay sheets, investigati furnishing the officers and wisdom are not availab]e the quality and standard in any.case improving, as quasi administrators complaints, experience it -the teachers.

employed we·re taken up_wi"t.h, report-writing 1 1 11guides 1 and 1literature or in-service conferences and cultural activities, directly connected 11 .with ·such activities.

We venture to suggest that they would be more effectively·.
and happier in their work if their days, evenings and many week-ends on schools and teachers, with preparing .

· for their teachers, sponsoring courses, and conducting P-ducationat rather than as at present wading through papers not organizing extra-scl.ooi ,·.

sociai teacher of the supervisory services (The term supervisory which are, or should can make in order to give on­ of the Ministry the-greatest to teachers, of education.
35.It is in the field that the officers impact on the-quality is used·to denote those services training effort, and t-o act as liaison between Ministry .and Ministry.)

Officers services be, in daily contact with the schools and with teachers the-spot school's teachers or Education the administrative work; that is why we have strongly recommended of the administrative If this be' done, the Educations Officers their real ·contribution It is appreciated to education.
�ervices services and the establishment (supervisors) the overhaul to assess the ful 1 educational value of a and between that one reason why the supervisors and teachers are not in the field as much as they ought to be, is that have not been able to cope with the volume of new and strengthening Office�.

of County Education may be allowed .to make ' 36.But this in itself is insufficient.
The new direction gramme -that is secondary education for all and a diversification -at a certain level -demands not on]y the expansion without this the supervisory more efficient of the range and deepening of the competence may be unable to play a positive of the supervisory services of the reorganized in \he higher levels of study of the in system.
There must be no deterioration education secondary also a widening services; part in making education new institutions the qua) ity of education: cerned that this be so.
on the contrary there must be advance and all ·are con­ of the expanded pro- of �his of but 37.We p�oceed on the assumption that there is acceptance of our view that: (a) th� counselling/advisorj/supervisory a fuJl-time basis; staff are needed in the field on (b) the expansion expansion of educational of linked services; provisions calls for urgent compensatory (c) of educational the diversification demands a new type of supervisory to function ·this level, and we expand on this before turning our attention principles reallocation these services.
to of the supervisory of and the llestablishment of job-assignments, service competent for definiti-0n level at at secondary of functions provisions services, strength 11 38.The secondary divisions of the all-age schools, which are to be developed 225 Appemix L In the past the and counselling services.
schools, Government schools also), will require - (have of finance and man­ and grant­ secondary intensive grammar/high schools when resources have but rare]y been paid anything the private secondary supervisory into comprehensive power permit, and the secondary aided (and eventually required}"- secondary schools large numbers of untrained al all too short courses or seminars.
These schools, the secondary educational development aided schools are receiving Ministry schools supervisory imperative; to see are put to good purpose, services structure targets which can no longer be over]ooked.
staff given ]itt]e guidance section at the Ministry and consequently These services wil] establish divisions of all-age schools will now have a significance in the attainment of economic schools and in the and social new-secondary public monies which it is the responsibility The establishment Furthermore, the grant­ of the of a secondary to be appears thtrefore that {and advise to that end): but fleeting visits, except through occasion­ the (a)schoo]s are aware of the general Jines of educational advance and diversification of educational provision expected of them; {b) · schools are awnre of their responsibi]ities as the sole feeders to the Col ]ege of Arts and Sciences quality of student and adequacy by the secondary schools; which can stand or fal 1 by the of numbers of students fed into it (c)that instructions or reco�endations {�.g.
on curriculum planning, s'yl labus construction, selection inteJ]igent]y ·of textbooks, interpreted; time-tab] ing, intra-schoo l staff distribution, etc., etc.)

put forward by the Ministry are (d)th.at modifications to, or adaptations wis�ly made _to be consistent ties and with the needs of the area in which the school is located.

with the school faci]ities of, such recommendations are and competen­ 39.
It is recommended that there be two sets of supervisory services establish- ed, one to ·be 'responsible for nursery and primary schools and for all-age for the secondary schools pro�er i.e.

the grammar/high and one to be responsible schools, secondary hensive schools to be established, divisions the secondary and are housed separately Senior Education to give him the title of Senior Education under a Senior Education Officer (S).
Officer (Primary) - schools as at present estab]ished, and the s.econdary the sec.ondary compre­ schools formed as and when of all-age schools break away from the primary divisions from them.
The first will be under the charge of a it may be w.ore tactful for the time being Officer - {Secondary -·Senior Education Officer (All-Age Schools) Schools); the second 40.The Senior Education Officer (P) will control and supervise the work of the 11 District F..ducation Officers who-are, very rightly, The very nature of his duties together makes i_t necessary that the supervisory stationed in their with geographical officer districts.
respective and communication responsible point within his own district.

lems of the milieu of each of his schools; obstacles for the genera] work of all-age schools should be based at a vantage Only thus can.
he get to know the peculiar prob­ an understanding of these is essential Appemi.x L 226 is to adYise wisely and realistically if the superYisor to encourage the wider educational, In addition to the 11 District Education Officers, the Senior Education Officer (P)would have under his i111111ediate control at .the Ministry an Education Officer who is a specialist in nursery and infant education.
district to district assisting the District Education Officers in the Junior classes and supervising the work of such nursery schools as have been establish­ ed or are about to be established.

social and cultural activities She would move about from 10 the schools and is of the area.

4L The Senior Education Officer (S) will have.

the subject supervisors supervisors under his control.

These will be based on specialist subject and to duplicate.
this body at moreover, for many years to come the volume of work Georgetown.

It wou]d be ·financially imp racticable each county headquarters; would not warrant such expansion and expense; ·the secondary schools, too, are predo�inantly or in small groups, or.

as a whole team wou]d be made available Education Officer (S) to the Senior Education Officer (P) from time to time for of the work in their subjects in the secondary divisions of the the supervision all-age schools.
(These divisions would remain under the genera] control of the district based supervisor who would call through the Senior Education Officer (P} for the assistance of the secondary school specialist situated in the capita] and environs.

This team, either singly by the .Senior supervisor.)

42.
42.

· The subject-supenisor in addition to his indiviclual subject supernsion would be cliarged with the general supervisory duties of a number of secondary se::hools; he would he required to report on such schools � organic.

;> educational conte·nt and institutions · units and not· simply as tools or media for transfer of subject­ success • for narrow examinati9n .. 43.
• It is clear from the above that the supervisory staff would really function as a unit in which there is a wealth of res011rces and experience at the dis·posal of each of its members who has general duties to perform in a school, and at the.

disposal of the Ministry and its v,uious agencies.

To a great extent the success.


of the supervisory services will depend on t.he co-operation and understanding ble to the Deput1 Chief Education Officer, it is he who will harmoni,:ae ancJ co­ ordinate t.he duties of these services and 1Rake them truly c�leillentary:to each the purpose of the est.abli;;bment other.

In this way ·-achieYed, i.e.


to provide tbe schools wita the fall profes.�ional "Im•� :«>( of the two Senior E�ucation Officers, of the�e .senices ·Call be and since they are responsi-· a team of educationists and specialists.

44.

The dedicated efforts of such a team can Jead to real qualitative progress at a moment when quantitative expansion is near to swamping quality altogether; ·and adequately the danger is doubly imminent in view of the shortage of trah,ed personnel.
qualified (academically) 45.We recommend that the "establishment'' of the secondary schools supervisory services he as follows: 227 Appealix L SENIOR EDUCATION OFFICER (S) Six Slucation Officers (Academic subjects) 1 for English 1 1 -1 for mathemat.i·cs for sciences for history and geography 1 for commercial subjects 1 f9r foreign ]anguages {Speciali�t Eight F.ducation Officers or technical subjects) (male) (female) 1 for primary education 1 for primary education 1 for home economics 1 for agriculture or rural science 1 for handicraft -1 for music 1 for art 1 f�r aural and visual aids (all-purpose professional iri secondary plus subject work in secondary and secondary divisions) (specialist secondary divisions specialist divisions schools, schools work schools and secondary of all-age schools, subject work in primary plus where relevant) subject work in al]· 46.· This gives a total strength of 28 (13 on the "primary" side and 15 on the side).
this it must be pointed out is the minimum and we "secondary" recommend personnel that early steps be to bring the services strongly necessary) 1964.

By 1970 the services weight of work will be increasing tive services consideration techn.ica] Technical and vocational Adviser.

would have to expand ac�ordingly.

be given to a third branch education wiJJ have required taken for appointing and training (if up to this strength still further by September strengthening.
The year by year and supervisory and administra­ of the supervisory services It is-recommended that early ·-for Officer or -under a Senior Education 47.

Since we believe that the role of the supervisory services vitally critical, one in any educational we propose to set out our suggestions their approach of the supervisors, (using the word in its broadest advance, and functions or inspection deleted.)
system reaching as to what should be the duties is a critical, for qualitative to, and aims of, supervision sense).

(These sections �ave been Boards of GoveI'llors 48.The Mission put forward its view that communities through local (or of should take over part of the administration authorities municipal) schools and outlined authority, ment of furniture authority would be made available works; and after ratification and District would prepare The cooununity, should take over responsibility its reasons.
for maintenance, through the local or municipal and equipment and aids of its school(s), repairs, replace­ i.e.

the local estimates to them by the County Education of such estimates each year, with such technical Officer, by the County Education on all adults to meet assistance as for proposed Officer Commissioner(?

), would make an assessment Appen:Jix L 228 maintenance.

of new buildings, works).


Government's major extensions, · ini• of same, the provision of technical advice and by the local authority, and by making per would be the provision and equipping of works undertaken the costs (as is now done for irrigation responsibility tial furnishing supervision capita grants to assist authorities The local authority would be required (e.g.
in minor extension is no reason why the local direct Jabour basis, or self-help Inspector is, of course, a significant authority works, or seating) to fulfil their responsibilities.

to comply with specifications, as laid down by the Ministry.

There etc., should not carry out works.

on a community, · · basis.

The role of the County Buildings one in these operat::.ons.
49.There are three factors; of local which make this "involvement" and municipal authorities of general application: however, difficult (a)dual control -Government on denominational schools; ca·nnot interpose another governing body (b)parents' right of choice of schools': wish.
Consequently, as the law now stands, children it would be difficult a large.number of pupils from a neighbouring community support from a community may go to any school"�hey to get popular contained which could not be assessed school.

Zoning for purposes to offset this difficulty by one or more schgols and assessments of those areas for school purposes; by the local authority of school attendance would be necessary in charge of the.
or the combination of areas to be served made on all the inhabita nts if the school in its midst (c)the whole country is not covered by local authorities.

50.We do.not propose at this stage to consider forward suggestions discuss one alternative tion tax which could t�en be applied as ·to the resolution method of financing directly each of these factors and put of the problem involved, or to education, i.e.

through an educa­ or through local authorities.


51.For the present, therefore, of appointing we recommend that the Ministry Boards of Governors to all Government should imple­ ment its intention but should functions appointing there explicit members, not only the present con­ in· proposals in the future, then Government and powers.
If, for example, of what we have said in the opening consider in and powers of the Boards but also possible development of all after full consideration GoverlllllP.nt paragraphs, ly and implicitly made may he as from now, should, _ schools, _templated these functions the imp lications feels that the tentative of application possible involve -of by giving a large proportion local authorities the ·seats on each-Board to members of local or municipal authorities.
In �uc� a case the term of.office of any Board would by law coincide office of municipal and local authorities.

training of local that the Parent Teachers' defeat the whole purpose elected leaders.

since not all Board seats would be held by local or municipal .
In the case of Georgetown, Association of making the co1ID1unity responsible the educational should form the Board of a School would authority for all This would be a beginning one Board of Governors elected leaders in in school business would function By judicious appointment with the term of through its field.

The suggestion members • of the the parent body would be represented 229 ApperdixL schools, Government as also where more than one Government any one·local authority.
ment to the Boards of Governors Practising school is in.the area controlled by from appoint­ teachers should be excluded of the school in which they are working.

with the Mayor as Chairman; similarly for New Amsterdam, 52.We are not suggesting Associations.

that there is no place for Parent Teachers' Far from it; we believe they have a most important contri­ bution to make.

They would supplement as they are today supplementing national governing bodies.
the efforts of the Ministry'/or the efforts of the Boards of Governors · • · · of the denomi- 231 A.ppen:J ix ir APPENDIX M EAST RUIMVELDT PILOT PROJECT (EXTRACTS) is a new one with 16 classrooms, a staff room, and a very room, storage The building large,head's tories, wood or craft shop, or home economics for such buildings however, at 50 to a classroom; childre·n secondary school work is not.

really big enough.

to be erected.

its capacity We ,expand.


of necessity space, toilet facilities, centre.· etc.

It has no labora­ There is adequate land, in view of the recommendation The school was built to house 800 it to to confine It is 640 (40 to a classroom).
2, We envisage curriculum this schoo� ·as a four.stream,entry in the upper forms.· school moving towards school this in the upper forms should allow for courses in science, four-pronged diversification cal educat1on, and commercial stream as this side of the work is being dealt with by a number of high schools.
The future development of the schools.and the R�imveldt the inadequ�cy it is important possible Engineering of the present that the Government be able to shed its lower echelon· country calls for more science Comprehens�ve Two technical should as quickly as plac·e as the teaching can help in filling and Technological Faculty is made here for an ar�s to take its intended of the University For a Georgetown in the in part are suggested No provision education.

position.
position.

Technical Secondary Institute of Guyana.

streams t�chni­ as a Consequently the foUowing extensions are recommended:, (a)by September 1963: fully equipped practjcal centres an:1 shops (wood and metal, metal and a home economics); 1964: two laboratories (b)by September and £.our more classrooms., one of which should be.

fully eq':'ipped for commercial education .. Plans.should be prepared taking (a) and phased.

(Possibly The· specialist must be consulted in detail if costs are to be kept down.
a single-storeyed of the Ministry and Government officers building (b) as a single unit and the would be a actual construction .cheaper proposition.

Technical Until the laboratories for use as a demo�stration Institute are built, one of the classrooms may be cheaply conve�ted laboratory.)

3.
3.

One of the disadvantages of the law on questions of' a dual control of schools and of the vagueness etc., is th�t the planners of admission, enrolment, of the Minis.try can never q·uite population in any particular the· ludicrous-tragic anomaly its neighbour past one bursting school to go on a �ile more to another school.

arrive at accurate projections area or for any particular.

school.

of one school in Georgetown of school age This leads to being ha!£ empty and at the seams.
It leads-fur ther: to children walking right 4.

We recommend, there.fore, ·ries are fixed we propose that the Ministry limit intake up to.and including is·to serve, that is, a well defined that Ruimveldt pilot an experiment area.
Until such tim.e as 'the bounda­ .in zoning, It Apperdix M 232 Ruimveldt Form 3 to pupils who have completed Penitence, Anglican fixed, then there must be some form of selection Government's ed with children the three schools in Ruimveldt; policy to abolish, and Ruimveldt public opinion declared the primary school courses at St. Pius, La Lutheran.
If zoning or limit is not -which, we take it, it is Furthermore, flood­ if the school were from other areas it would not be able to take the weight off in the area would ba outraged.

11 11nice 5.

Another problem presents wish to move.

Does Government itself here.


Suppose some childre.n intend to permit them to stay in the feeder do not Suppose only a handful stay back in each form in the feeder· schools, be expected to provide a teacher for each of the sm.all groups� which should be foreseen them so that at all times and decisions the administrator taken as to the man­ and the field schools?

would Government These are problems ner of handling officer know what is· in each other's mind.

6.
6.

The present (1 March 1963) position in these schools is as follows: Division Accomoo- dation enrol led IV Form Form Form Total Pupils Standard Post Primary available 1 2 3· St. Pius 400 570 59 50 56 106 Ruimveldt Anglican 400 665 66 61 48 55 164 Ruimveldt Lutheran 750 1,073 135 81 56 74(3rd 211 .& 4th) 1,550 2,308 260 192 160 129 481 (a)There· are also two remedial cl asses with 74 children of over 12 years old in this school; these are not included.

in the total given.

7.


The approximate distance between each of these three schools and the new school is St. Pius -½ mile.

Ruimveldt Anglican - 2 miles Ruimveldt Lutheran - ½ mile l Ji ,.. - 8.

It wiJl be observed from Table I that the number of children in the First Forms of the three feeders is already too high for a four str_eam entry, however, and the F�.rst Form of the Comprehensive It is possible, the Anglican are.
If not, the school will have to take them in, and as a result of wastage by 1965 t�e group will be a four streamed one.

But the problem will still not be solved since in September 1963 there will be 260 ex-class schools IV of the three sch�ol in the School, for reasons of distance, that a number of the children etc., may wish to stay where they School may have to carry five streams.

The need for another for admission.

clamouring to consider secondary in.Form 1 at .


233 Appeali.x M area·(on the La Penitence is with us.

divisions side?)

to take in the.

excess and also the Agricola 9.

It is strongly recouended thaJ the school in April 1963 should start only with First and Second Forms Le.
it will take only the 192 children of the First Form of the three schools total of 350 say,· with four-five The numbers are such, unfortunately, fer to the school· of pupils from other secondary streams in the First and four in the Second.

that it will not allow in April.

for trans­ .

and the 160 children of the Second Forms, schools.

a 10.The reasons for· the above recommendation and the recommendations made in this Paper all lead back to one principle.
cannot a.fford start off its very first venture either on a false note or on false bases.

The pattern, that this type of school is re.ally · the effort, must be such that people are convinced going to afford equal (the BEST) opportuni- the organization, Government to : ties; otherwise parents will still opt for the fee-paying schools.

The school and wiq.

respect.

and the administrators time and time is short.

There must ·be tiine.


for.more·thinking not it must have the st;aff; it must have the equipment; it_ must inspire confidence _ but also by the specialist the intake .

in the first pl ace time.

wil 1 be must offer "the facilities; it must have the furnit-ure; this requires only by the planners and, the lieadmas ter.

By confining given to consider the many problems upper·.school.

· Aga'iri, Fourth Fornis of the feeder· schools may not fit into the pattern at all and ; :; cause undue ,:i:.
'-· to decide the details of their curricula 'little in common ground to work on.

In·fact·the ideal thing would.be to start with a_ .First Form only in September.

made ·on a ·wider basis; with careful consideration worth while can be done with the Second Form.

· · schools are permittied There may be very that feeder and syllabuses.
in the evolution Jumped together But the hard facts demand that a start be the ·older children now · we must remember comp] ications; of the problem of the middle and in the Third and something involved All offictfrs 11.· It was recommended that zoning principles be applied for the entry into the first three'forms.

1964 iaclnde not ••ly the school's .

age he aade ap·Ly adaission -cations froa.

secondary schools.

that applicants previous divisions It will be necessary, sch9ol.
It is recOllllended that the Fourth· For■ in_ Septeaber own children co■ing throa gh, Lot that wast• .

of children with good College of Preceptors qualifi­ of other schools and &oa other· secondary high for entry into the technical h<Mever,.

courses, have done a wood course up to the required level in their 12.It is in fact b�ing strongly sheuld s•e the pesitioa and standing reco■■ended that this school in Georgetown· of the other two Govern■ent ,;ra-ar level) -d tLat.

Fourth aad Fifth Forw (i.e.


post-College schoel-s, ••r' i■ �•--Rll:iaweldt.

school,_ he undertaken only General Certificate of F.ducation work in tL..ir respeetive mendation separate maybe modified comprehensive if and when G�vernment acquires strea■s.

or builds other Preceptors Ly those who · can go forward to This recom­ schools.

13.Consequently: (a)All-secondary schools must in time be or become comprehensive schools with a diversified curriculum.
Append .ix ,, 234 (b)There can be no question of perpetuating or·expanding the selection system.

(c).

There can be no question of promoting f�rther institutions of a privileged nature or status.

(d) All pupils should have the opportunity to the limits of their ability recogniied to reach equivalent, though not necessarily identical, accepted standards.

and (e) For social and· educational education reasons and share common experiences.
all pupils will have a common basic 235 Apperr1ix If I APPENDIX N· COSTING TABLES Table XXXII -Estimate of recurrent expenditure with �ctuaJ' on edncation expenditure in 1960 and a 1965, 1970 and·l975 in comparison 1961 (1�-Approach b) 1,000 W.l.

S .. .. ;.

f actual (current estimates (l 962 prices) 1960 1961 1965 1970 1975 prices)· .. ·5, 0_58) 5,281) 6,5579,972 .

1�, 790 ) 77 .. 92 -- ) 106 7 8 12 13 15 .

.

14 15 21 24 27 U>.

!4 0.3 0.5 -o.

6 5., 3 5 0.6 I ... .

etc.

equipment,.


al low.ances, ling al_] owances expenses Priaary and All-Age·Sc�ools · salaries Teachers' ·ilowances Station a Travel Removal Wages Bicycle Tot.al personal Maintenance, Textbooks ·Library.

Examinations School feeding ·Total Total �rimary Practical Instruction Salaries Equipment, materials Total Practical Centres and Departments and stationeryc for teachers .. other charg·es of teachers , etc, Instruction expenditure 5,080 5,304 6,670 10;107 13,944 etc.

213 .
213 .

224 295 .

350 400 ... programme 85 · .

85 113 130 - - l, 718 1,959 2,150 0 1 18 .

.

·20 25 28 41 42 64 84 150 326· ; 351 2,186 2,523 2.809 8,856 12,630 16,753 .. 5,406 5,655 and All-Age-Schools Centres·and Departments ., ... 63 59 .28 .1 • 22 ' • 166.

557 1,042 72 , .

204 329 .. 91 Bl 238 761 1,371 , ,· d ... 199 for teachers of lecturers G.t.C.

.. '6.3) 63) 7 11 21 17- ·, 5 5 5 188 167 ) 16 16 16 Teacher Training Salaries G. T,C.

75 79 - - - Other salaries.


and wages G.T:C. ) _of students Maintenance Other charges .G.T.C.

5 Courses Total Teacher Training 150 158 241 226··.

· 204 Secondary Grammar Schools Grants to aided schools teachers' salaries Other ;charges ) Gvt • Total Grammar Carry over Personal Other charges Tota) 256 325 643 1,154 1,797 355 377 509 532 553 36 47 49 49 49 647 749 1 201 1 735 2 399 11 :s19 .. 5,817.
6,128 8,203 12,554: 477 515 2,333 2,798 ·3,208 6,294 6,643 10,536 15,352 20,727 emoluments Schools schools -16 ) .. - ' 3 l 7 Appendix N 236 Table XXXII (continued) I actual (current prices) 1,000 W.I.$ estimates (1962 pr ices) Carry over Personal .emoluments Other charges Tota] Carnegie School of Home Economics Personal emolumentse Other charges Total Carnegie Schoole Government Technical Institute Personal emoluments Other charges Total G.'I:.l.
Special and Reformary Educationf Personal emoluments Other charges and grant·s Total Special Education Amerindian Education Scholarships Other Expendituresg Education Department Persona] emoluments Other charges Total Education Department Education Expenditure totala Persona] emoluments Other charges Grand total 1960 1961 1965 1970 1975 5,817 477 6,294 6, 128 515 6,643 8,203 2,333 10,536 12 ' so aExcJuding higher education, agricultural education, and vocational training other than by Carnegie Schoo] and Government Technical Insitute, .... b-rotal expend iture accruing from demographic expansion of school populatio~.
extension of .

school attending age to 5 to 16 years, gradual replacement of untrained teachers in All-Age Schools and Secondary Grammar Schools by trained teachers and gradu ates and from consequent changes in other institutions.

- CProvided by Government from 1965. onwards.

- dl960 and 1961 refresher courses; 1965 to 1975 correspondence courses.

- e1ncluding a gr ant of $ 2,400 to Frederic School of Home Economics.
- £Essequibo Boy School, grants to Salvation Army and grants for education of blind children in Trinidad.

- gMaintenance of Government Schools; School Medical and Dental Service; broadcast to schools and teachers' pensions and gratuities.

~ r __i ..,., ,.

.

1 237 3(3 Appendix N --x.

Table XXXIII - Estimate of recurrent expenditure on educationa 1965, 1970 and 1975 in compar:j,.son with actual expenditure in 1960 and 1961 (2.
Approachb) ' Actual {current prices) 1, 000 w. I.$ estimate {1962 prices) 1960 1961 1965 1970 1975 Primary end All-Age S~hools Personal expenditure Maintenance, equipment , etc.

Library for teache rs.

Examinations School feeding programme Total other charges Total Primary and All-Age Schools .

5,406 Practical Instruction Centres and 1Departments Salaries of teachers Equipment, materials, etc.
63 28 Total Practical Instruction Centres and Departments Other educational expenditure c PeEs.ona.l emoluments Other charges Tota l other educational expenditure Total Education ~penditurea Personal emoluments Other charges Grand total .
360 20 84 150 6i3·' 14,026 647 184 831 1, 113 868 1,232 941 2,042 1,123 2,666 1,374 3 ,364 1,642 1,981 2,173 3,165 4,040 5,006 6,256 1,222 7,478 6,595 1,314 7,909 8,615 1,633 10,248 12,700 2,006 14,706 17,424 2,439 19,863 8 Excluding higher education, training in agiculture,and vocational training other than by Carnegie School and Government Technical Institute .,- assumption as for Approach 1 , but excluding pupils below the age of 5 years 9 months and assuming school pjaces and practical subjects centres to increase acc ord ing to the revised building plan only (sec Tabl.e XXXVI).
This calculation does not make allowance jor textbooks and stat.ionery which are expected to be provided by parents.

- clndividual items are the same as for Approach 1 .

0 Same ...;- p ~ -· f .

~ .--.- <" '\ ' ') ( ) c r· I Appendix N 238 Table XXXIV - Estimated building costsa for Primary and Secondary Schools (calculated for 105,600 new places required by 1975) (1.

Approach) Number of schools class- rooms/ workshops pupils costs Total costs per total space 1,000 sq.

ft. 1962 prices sq.
ft. 1962 prices sq.

ft. 1,000 W.l.$ at $ Primary §chools Secondary Sc~ools 4-stream entry 3-stream entry 2-stream entry Total Laboratories 4- str~am entry schoo l s 3-stream entry schools Total Home Economics Laboratories 4-stream entry schoo]s 3-stream entry schools 2-stream entry ~chools Tota] Handicraft Shops 4-stream entry schools 3~stream entry schools 2-stream entry schools Total Grand total 145 40 30 50 120 40 30 70 40 30 50 120 40 30 50 120 265 870 43,600 872 5.

50.
50.

4,796 800 450 300 1,550 32,000 18,000 12,000 62,000 640 360 240 1,240 ' Hecoodit:ioning of schools and practical subject centres Primary schools Home Econ .

Dep.

Handicraft Dep.

Total No.


of schools 100 29 8 average costs $ 6,000 3,000 3,000 total costs 1, 000 w. I.$ 600 87 24 711 Teachers' houses 265 10,000 2 , 650 dExcluding site costs.

,,,,,.

I ,; .. 'I ~ r r "" ~ '1 ,4 23 9 Apperdix N ~_{ ~)" Table XXXV - Estimated costs of f urniture and equipment for Primary and Secondary Schools (calculated f or 105,600 places required by 1975) (1.

Approach) .Unit No.

Costs per unit W.t.


$ total costs at 1962 price s 1,000 W.t.$ Primary Schools Benches (18 vac a nt schools) Benches (145 ne w schools) Cupboards , shel ving, etc .

(18 vacant schools) (145 new schools) Teachers tab1es, .

chairs Staffroom tables, chairs Secondary Schools Benches Cupboard , shel ving ~tc.

Teachers' thairs, tab] es Staffroom :tables, chairs Office Equipment Typists' chairs and desksa Desks and chairsa Filing cabinets, cupboards Gestetners Typewriters.
Tea chi ng Ai ds General Science Laboratories Equipment, t ooling, stocking of: Laboratories Handicraft Shops Home Economic Laboratories Multi-purpose craft shops Multi-purpose Home Econ.

Lab .
Commercial Rooms 7,000 21,800 278 870 1,148 326 31,000 1,550 1,550 240 70 140 · Furniture and Equipment for Handicraft Shops Home Economics Departments existing: I 8 29 1 Tota] 1, 500 I 1,500 aFor large comprehensive schools only Furniture and Equipment 112 349 14 44 30 42 591 496 85 40 34 655 3 7 14 54 20 98 100 90 1,440 450 345 250 175 so 2 , 710 4.244 12 29 41 4,285 I ._' t ... 1" -· \ ~- ~ l Li (; Appendix N 240 Tabl e XXXVI - Reviserl Plan and Cost Estimates of buildings and equipment of Primary and Secondary Schools, 1963 - 1975 (at 1962 prices) (2.
Approach) 1963 - 1964 average total costs 1965 - 1969 average total costs No.

costs 1,000 W.I.$ No.

costs 1,000 W.I.$ No.

1,000$ 1,000$ 1970 - 1975 average total costs costs 1,000 W.I.$ 1,000$ Primary Schools New buildings New buildingsa fleconditioninga Multipurpose sheltersa ' total 1 5 20 40 33 15 4 0,5 16 22 Secondary Schools New· bui]dingsb Extensions Additional Craft shops & Home Econ .

laboratories,etc.
8 1 total Reconditioning of Craft Centresc ) ) Home Economic departmentsc ) Teachers' houses 5 10 Total building I Primary Schools Secondary Schoolsb Craft Centresc Home Economic departmentsc ·t-:eita.1, Total building & equipment 33 75 80 20 208 16 176 192 23 23 50 473 50 131 12 29e 222 695 average per year 347.5 Buildingsd 4 10 40 33 15 4 140 0,5 132 150 160 70 512 6 15 40 - 33 15 4 - 198 225 160 - 583 11 105 24 2 1,150 48 23 117 2,690 6 25 150 1,348 1 46 46 2,736 20 10 200 25 10 250 2,060 3,569 , Equipment 125 500 625 2,685 537 125 1,029 1,154 4, 723 787 .. .J , "t ...,,.... aWith self-he lp.
- bPractical subjects cen tres included.

- cExisting centres and departments.

- dExc]uding site costs.

- elncluding Carnegie School of Home Economics .

· 241 A-nfa-~ 5 !
Table XXXVII - Revised Cost Estimates for building and equipment of Secondary Comprehensive Schools, 1963-1975 Buildings 4-stream entry 3-stream entry 2-stream entry (14 schools)a (11 schools )a ( 9 schools)a Additional classrooms to existing schools Additional practical subject centres to existing schools Total buildingsb Equipment 4-stream entry (14 schools)a 3-stream entry (11 schools)a 2-stream entry ( 9 schools)a Additional classrooms to existing schools Additional practical subject centres to existing schools Total equipment T6tal building and equipment 1,000 W.I.
$ (1962 prices) 1963-64 1964-69 1970-75 - - - 16 176 192 - - - 24 107 131 323 450 520 180 48 150 1,650 680 360 - 46 1,348 2,736 174 173 33 16 104 500 1,848 694 223 63 - 49 1, 029 3,765 alncluding practical subject centres.

_bExcluding site costs.

..... )' ........ ;- !
1... -- ) s \ Appendix N 242 Table XXXVIII - Requirements and Provision of Places in Primary and Secondary Comprehensive Schools, by 1965, 1970 and 1975 (Calculated for the re vi sed buil ding plan) Assumption A Primary School s Total number of place s required Available Places by end of 1962a New places to be bui lt afte r 1962 Tota] number .of pl aces avai l able Remaining deficit: numbe r percent Assumption B Primary Schools Total number of places required Available places by end of 1962 New places to be built afte r 1962 Tota] number of places available Remaining deficit: number percent Secondary Schools Tota] number of places requiredb Places made available by 1963c New places to be built after 1962 Total number of places available Remaining deficit: number percent Primary and Secondary Schools Ass umpti on A Total number of places required Available places by end of 1962 New places to he built after 1962 Total number of places avai'lahle Rema ining deficit: number percent Primary and Secondary Schools Assumption B Total number of pl aces required Available places by end of 1962 New places to be built after 1962 Tota] number of places available Remaining deficit: number percent 1965 1970 1975 102 ,800 89 , 00C 2 , 100 91, 100 11, 700 11.4 116,000 89 ,000 2 '100 91, 100 24,900 21.5 47,700 5,500 160 5,660 42,040 88.l 150,500 94, 500 2,260 96,760 53,740 35.7 163,700 94,500 2,260 96,760 66,940 40.9 110' 300 89,000 6, 300 95' 300 15,000 13.6 126,000 89,000 6,300 95,300 30,700 24.4 56,700 5,500 7,540 13,040
 43,660 77 .o 167,000 94,500 13,840 108,340 58 , 660 35 .
1 182,700 94,500 13 840 11)8,340 74,360 40.7 122,700 89,000 12,600 101,600 21, 100 17.2 138,600 89,000 12,600 101,600 37,000 26 .7 62, 100 5,500 20,640 26' 140 35,960 57 .9 184,800 94' 500 33 240 .

127,740 57,060 30 .9 200,700 94,500 33 240 127,740 72' 960 36.4 ag schools with approx .

6,000 places converted into comprehensive or secondary ~odern schools.- hfor pupils 12 to 16 years only.

- c640 places Ruimveldt Com prehensive School and 4,860 from primary schools (see footnote a).
Places in secondary schools hsve been calculated on the basis of 40 pupils per cla~sroom.

Assumption A: Excluding ch il dren below 5 y~ars 9 months.

Assumption B: Including children 5 years to 5 years 9 months.

- .. { -\ -~ r 'T .... ..,, ' 243 APPENDIX'P NOTES ON ADULT EDUCATION We have shown that there is a considerable amount of somewhat The Adult Education activity in the field of adult education.

without an office and with only voluntary to make any significant contribution.
Department ordinated sociation, a position local branch of the Extra-Mural tion and make the more necessary ·better integrated �ent's policy to establish ·make full use of existing mural department of the University, status but who should be above all a person with wi�e practical ability.· He should be given an adequate office staff.

administrative which would make possible an all-embracing, voluntary organizations.
with a Director the establishment The imminent part-time flexible .system of a more comprehensive the realizati_on programme which would and of Govern­ What is required is an extra� staff, is not in closure of the of the UWI will aggravate the situa­ experience and who should have professional unco­ As­ There should be.an Extra-Mural Council, composed of members nominated the Council of-the University Adult Education pr<:sent together University, •Director Technical of Agriculture Institut.e the Adult Education with (ex officio) the Head of the Department Officer, (Extension), Ministry the Principals School of Home Economics.
of Education, of the Training and the Carnegie College, the of Social Studies of the Assistant and by each of the Member Organizations Committee (which would henceforth have no raison d'etre), by of the The Council should include in its terms.
of reference: (1)the stimulation throughout the country; and co-ordination of adult educational activities (2)the provision, such courses, community; either independen as might be required to tly·or in association meet the expressed with others, of needs of the (3) the provision of regular courses cf training in methods of adult edu­ cation; (4)the maintenance of a panel of speakers and discussion leaders; (5)the responsibility for schemes of general education; (6)the promotion of research into the educational requirements with special reference to fundamental of the and moral adult population education.
There should be a local committee in each county on which all interested parti�s should be represented work in close co-operation and agricultural use of local resources organizations.
with �du��tion in stimulating and working, whenever officers with an honorary part-time who would secretary so�ial development O£ficeri, and meeting local demands, making officers full possible, through existing Apperrlix P 244 It would, we think, be usefu] if the hon�rary office cou]d be created in each vi]]age, the agent of the local organizer.
or group of two-three of correspondent to act as vil]ages, of self-help with neighbouring Much, we fee], can be done at the ]oca] ]eve], merely by showing how the can be applied in this fie]d and by encouraging centres of principle pooling of resources the sugar estates present a special problem and offer special opportunities.

If their facilities staff were made available this could be done without detriment contrary),· the whole community of their fu11-time and we believe that would be greatly enhanced.
to the whole of the community, to sugar estate employees and, in particular, and comprehensive the po�sibi]ity communities.

The community the services of creating a fruitful service for (rather the trained the We saw more than one example of how promising through :ack of'a regular follow-up.

withered the choice of the natural leader, are essential A good follow-up ingredients.
and ambitious schemes had and, initia]]y, There seems· to be a need for simple pamphlets, talking points, to assist speakers sugg�sting of simple reading there is much evidence a few years of leaving schoo].

The Government help as well.


for distribution of a relapse into near-i]]itera material givi�g information and and discussion and group leaders, in the rura] areas, especially as Information cy of many children within Service could perhaps We found that there was a genera] awareness of the special problem created by the ]arge number of youths -and girls -who, on ]eaving school, were unab]e to find employment, so]ve it.
As we see the situation, these people something in them a receptivity that is often sadly licking.

there is, quite apart from the need to give to occupy their minds at this time, the need to create but at the same time, 1itt1e idea of what might be done to to new ideas and activities - a willingness to learn - 245 Appendix.Q APPENDIX Q· AGRICULTURAL EDUCATION training schools.

elsewhere education It_is, however, the place of agricu]tura] in the outside the schools that the has to be done.
The great need -and the -seems to lie with the boys -and girls -between the ages of obtaining there often appears to be hope We have discussed primary and secondary real work of agricultural great opportunity of 15 and 20.

Many are out of'work and with little prospect while work.

For the country boy in "particular, for nothing more than occasional casual unskilled extension _conventional and short practical he]p substantially.
Bearing and ·to bring new ]and under cultivation, ·project there should every h.nd development taking a sma]] number of selected groups of the age of 18-20, for a period of two years' intensive training, they w·ould.

suitable, establish themselves ment area could be set aside for this purpose.

practical be allocated as farmers.


in mind the need to open up underdeveloped with that in connexion land in the area and assisted be, on the site, a farm school A certain proportion work, with increased of land in each develop­ ·coutses in locally on Young Farmers' ·could of agriculture it is suggested important branches emphasis with Joans to Pt the end of which, if they had proved areas Clubs worth­ labour.
An intensification of An intensive programme of agricultural extension work, such as we are con­ vinced that the country needs, requires they devote their whole time to extension other duties a]so within a more restricted should not be wasted on cJerical better, by a good clerk.

a large and we]] trained staff.

Whether work over a wide area, or per�orm area, it-is essential work which could be done just as well, if not that they The training·of agricultural to be done abroad.
We feel, however, a speci11-l.course in adult educational College of Arts and Sciences.

knowledge Without the acquired they would lose a great part of their effectiveness.
their sk:i.11 to communicate officers will, for some years to come, have by that this will need to be supplemented at the methods which should be provided The training of agricultural field officers, who are required gx:eater �umbers and on whom the 1 arger share of the· extension is a problem that requires it·s previous urgent solution source of supply -the Eastern as.

the.country Caribbean Farm Institute.


in even work must fa] 1, is now cut off from at the Agricultural A school has just been established amount of the teaching.

at Mon Repos.

This, we think, should have as its fu]l-time of great experience who would be responsible course and a substantial it be economical that al1 practical the laboratories in teachers Director-of the provision methods as applied to agriculture.

·to provide more buildings work in chemistry, Similarly, practice the syllabus School.
of a course -and teaching the Agricultural at the College, for laboratories.
physics and biology should be done· in of of Arts and Science under the supervision with the to be drawn up in collaboration Station an officer for the genera] di-rectio� of the nor would It is suggested Space is Jacking, -in adu]t educational the College should-assist 1n the College, Director Research Appendix Q 246 It is for consideration, once the College of Arts and Sciences is fully 11 established potential two year past 110 an intensive the Agricultural farmers, secondary schools, etc, field officers who would then spend · whether the College should not take over ]eve] course before going on t.o the Agricultural work.
Such the basic education of two years following a general ° · School for would leave a re�r�anization third year of practical School more free to undertake special courses for established young farmers, teachers of agricultural subjects in the primary and The whole programme of agricultural We recommend planning.
careful and detailed adviser, development, not primarily· to make a· fre1:1h appraisal but rather to guide the co-prdination and implementation of existing plans.· education and training ca] ls for much therefore the appointment of an 247 Appendix R APPENDIX R EXAMINATIONS PROCEDURES AND MACHINERY Procedure We feel that the procedures for marking anP determining results istratively.extreme ing standards.
of the responsibility least one of the causes-of ly laborious and that they do not ensure uniformity Moreove·r the concentration in the hands of a very few examiners for marking the fu)] range of local examinations is at the very serious delay in issuing results.

are admin­ of mark­ We consider that the following lighten the load on senior examiners their assistants shoulders suring uniformi�y of the examiners also· place where it belonged, who marked the papers, the responsibility of the results.
that is, on the accuracy in the marking and the ultimate revised procedure and give valuable would safeguard examining would for en­ •.

It experience to standards, (a)A moderator examination.

subject, borderline, the Board shall be ?ppointed offered His duty shall be to approve the question for each subiect review a number of the scripts, including at any ·local papers in his all those in the and approve the final pass list.

He should be a member of for.


every examination at which his subject is offered.

(b)A separate Board of E�aminers shall be established for each examination.

This Board shall consist subject, the scripts approval determine a final pass.

list •.

the latter to be responsible for setting the paper, marking at each stage to the a list of marks, subject shall A meeting of the Board of Examiners and preparing of the moderator.
of the moderators.and an examiner in each (c)We would stress the necessity for maintaining a uniform standard This we think can �est be done by placing and by seeing that they for t·o then be in a position, the statistics if necessary, themselves results, at as a whole or of any single subject.

years.

They lacking.


on �he examiners present markedly the responsibility have before them, when they are determining would· the· previous adjust the marks of the examination It is suggested each subject of each examination,· and the four on �a'.··.h copies of the examination be reviewed, dde of the borderline expert.. by an external preferably about ten scr� pts -say, the two best with -be retained.
together that in orde1 to secure standards in the long term for papers· and that every five years these .s"h.ould Staffing and accomodotion brooch of exP.minotions There is a serious lack of working space and of storage space even for high­ ly confidential documents Even if the branch had its permanent staff.

think, be inadequately detailed examinations staff, in.the absence of the Examinations work which it has to undertake.
that this administrative .and above all there is a ·very serious lack of trained staffed to deal with the mass of highly confidential and· full establishment it would, we It is vital to the_ proper conduct of work should be in the hands of experienced Officer who should be in a position to ·Appemix R 248 inspect centres in and out of Georgetown.

either qualitatively ted or ineffectively the.manner in which the Examinations duties.
On the contrary, ditions which should be quickJy ameliorated, preserved� or quantitatively, carried· The in�vitab)e is that essential out by inexperienced people.'
Officer and his staff are carrying checks are ·either We make no criticism out their , omit­ of .they appear to be doing extremely we]] under adverse con­ if examination, standards are to be resu)t of·under-staffing Security of examination papers We have rea·son to be] ieve that it is by no means unheard· of for the packets examination containing ination.
burglar proof ·boxes and that there is a double check on persons provided Steps must be taken to ensure that the papers are kept in completely with keys� with before the start of the exam-· papers to be tampered Identification -of candidates .

There is at present; no serious obstacle we are awar� that cases have in fact occurred.

to impersonation at any �xternal.

or The;: present.

.. ,, .for external local examination; procedure of comparing given by _the candidate suggest bis.
entry forin three photographs his presence.}

Conunissioner, of the photograph milsion-card sent to the candidate by a )ocal person Superintendent should be retained exai,inations the signature in the examination on the application hall is quJ.te inadequate.

form with a signature We would :: · should be required.

to submit with :ea-ch signed by him and authe-nticated candidate (i.e.

signed in of-high standing, e.g� .Education Officer, District of Police, to whom he is personaJly known.

One copy.
One copy.

with the entry· form, one damped to the ad­ .and one, bearing in addition the number of the .-:.\candidate, should be sent to the supervisor.

It should be the duty of the super­ ,:visor, as soon as the examination .

'date by the photograph .. which he is· already required supplied to complete.

has started, to identify persona1ly 11 to him and by his signature each candi­ name s] iplt on the : .....

In the case of local examinations a simp Jer but less thorough procedure_might be adopted.
Entrance the commencement his school.

We would suggest that for the Pt-imary School Certificate-and ConBDon Examinations the Head Teacher or the Deputy Head should be present before of the e:famination and personal Jy identify from each candidate In the case of the PfA, Pupil Teachers' and Teacher's Examinations Entrance should submit with his entry form a slip bearing his sign ature authenticated to whom he is known personally.
person of high standing sent to the soperTisor examination· period with slips sign ed by the candidates Cobditious -exa■i�tiou balls These slips should be who wil1 compare them during the first at the centre, in his presence.
the candidate Certificate by a Examination, Training Examinations, College The few.examination hal)s which we Tisited whilst the Cambridge School Certi­ was in progress were without exception sitting elbow to elbow in oa;uch a way as to render it imp ossible for neces­ It is urgently we the accommodation; control would ficate Examination frequently them not to see what was being�ritten by their neighbours.
sary that al) possible obse_rved a te�ency to be acquiescent be �asier if specific minimum physical supervisor were required giving answers to specific questions steps should be taken oo increase to sub-standard to make a report at the conclusion were )aid down, and if every not on)y the physical of each examination conditions, conditions; overcrowded conditions covering -candidates .

but also irregularities of all descriptions.