Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697795347007.pdf (Guyana)
GUYANA P A P E R S E S S I O N A L NO.

1/68 fIRST PARLIAMENT OF GUYANA UNDER THE OONSTITUTION OP GUYANA SECOND SESSION 1967 - 1968 MEMORANDUM BY THE MINISTER OF EDUCATION ' ON EDUCATION POLICY (.January 4th, 1968 ,.
MINISTRY OF EDUCATION EDUCATION POLICY The government on its assumption of office inherited an educational system not only rooted in the past, but stultifying-to all but the brightest of our teachers, so inchoate and confused as to render it almost· certainly frustrating brains and to the majority • During 1964, a number of racially segregated schools had been established.
In many of these the conditions particularly and suitability (In one instance the.headmaster in the infamous "bottom of personnel were (to say the le.qst) not conducive where siting, virtually negated the aims to learning, quality of staff of proper education.

house schools," selected, was the only quttl.ified teacher on a staff of·27!)
Moreover, out of a teaching many possessing neither the academic strength of 4,348 there were 1500 interim qualifications _nor the_slightest teachers, disposition had not Preceptors College only the College qualified to teaching, Teachers in English even at the accommodating had been recruited to permanent appointments who standard of the College to the Training of Examination.
The age end qualifications for entrance s0 that students were admitted at 16 years with reduce4, were unrealistically of Preceptors Certificate.

of education had been attempted but the results were detrimental.to Report noted: "The lack of facilities and in 1963, The aims tne reorganisation were laudable, system.

As the Germanacos A general of this reorganisation educational resources expected conditions obtaining providing of.trained made effective that untrained reorganisation virtually impossible.
rt could hardly be teachers of limited academic background working in appalling could turn easily to the teaching of French or Physics."

Students were a secondary secondary teachers, in name only.

And in the fruitless· the primary grades were denuded education education, at of their meagre supply attempt attendance introduced in 1876, cover the full education in the all-age schools.

Children permitted is available.


The eight years of compulsory course plus two years of secondary primary are at present where accommodation (until recently) allowed .school leaving examination.

all-age schools were retained age of 16.
This has had a most undesirable, discipline together was satisfied to enter school from 5 years, but only in those sohools to sta;y on almost indefinitely were Pupils in the upper forms of (all-age' schools headmaster of the at the appropriate providedlthe that they had a reasonable The result was that in lD8lly instances, 'the ,s�� pupils in chance of success for as many as two years or more beyond the permitted and behaviour within the schools under the open class-room system with adolescents of 18 years; and in some instanceis, harmful effect on were often grouped since five-year-olds In the secondary schools, standards of education varied sharply and the new junior secondary schools, staffed, badly housed and ill-equipped.
set up in haste and without 'adequate planning, were poorly of the traditional As regards curriculum, secondary grammar school_ education throughout the country, is only type, whereas it has.been esta.blished that in most 2 the number of children countries 30%.

In effect the majority unsuited and inappropriate education.

capable of Guyanese children of absorbing such education stands at around are being provided with a totally A UNESCO Mission recommendations headed by Mr. C.L.
Germanacos visited for reorganisation were not put into effect.

In 1964, another UNESCO Consultant the Gennanacos Report and made complementary submitted majority reviewed the Ministry and also of personnel of the team of the International Developnent Since then UNESCO advisers of advice from other recommendations.

of the educational Guyana in 1963 and system, but the has had the benefit of Education which visited Guy ana in 1966.
Bank for Reconstruction H. Larby, and and technical education, advisers from England In the field of scientific valuable material Mr. J.W.

Gailer,·Assistant and Canada have also provided must be made of .Dr.

G.E.

Watts, who was at that time Principal of Brighton College; of Overseas of the City and Guilds of London Institute; Education Department of Technical University Morris, Sir Charles Dunnell and Mr. I1C.M.

Maxwell .• Education Deputy Director we are grateful to Sir Christopher for reorganisation.
and Mr. W. Partin of Canada.

In Higher Cox, Chief Education Adviser to the then of the Ministry (Overseas) Co-operation; United Kingdom; Mr. B.H.

Henson, Developnent, on Technical Vice-chairman of the Inter­ Council; Mr: li'rank Adviser Techni�al Particular mention This White Paper seeks to project Government's policies and aims for education in Guy ana and to implement to Government's correspond such recommendations policy.
of the various missions and advisers as The aim of Government's educational policy is to produce, in the shortest Guyanese with adequate skills to meet our needs and, at the same time, time possible, to broaden the scope and to change the content total developnent of each child.

of the curriculum to provide for the If Guyanese are to develop a national pride and a national real equality of opportunity outlook, in all fields of endeavour our system must provide educational in.
the country, and so remove all barriers irrespective persuasion.

of ethnic origin, social background, to progress of the individual citizen, religious convictions or political I n keeping with this policy of equal educational for all, our of Guyanese children with common ideals and opportunity schools working will be developed towards a common national as communities goal.
The content of our education will be primarily but not to the exclusion In all our schools emphasis of the world's the Guy anese directed towards store of meaningful and Caribbean environment and relevant knowledge.

traditional academic subjects on the will be placed equally subjects.

technical and scientific as on the practical, An integrated modern and progressive educational system has been carefully planned - a system relevant to the ability, child and ad.ult, as well as to our national needs.
But education basis.

It must be a continuous ·be entered and setting the scene for social and economic change with progress in other countries planning cannot process into on a once-fol'.-all and experiences aptitudes pace keeping of the•individual 3 within the country.

The Planning Unit in the Ministry transformed maintaining Develoµnent.
from its previous amorphous liaison with the Central character Planning Unit in the Ministry into a vital and purposeful of Economic is therefore being sector of, Education REFORM AND REORGANISATION Before the introduction of reform and reorganisa tion, it was necessary to restore mainly directe� towards school population.

of our schools.

order in the existing system.

Government's efforts were in the first instance, the.
urgent need for providing a positive attempt In addition, places fdr our rapidly increasing has been made towards reintegration Educational Legislation With the gradual clear that most of the educational the changes in practice to carry out a comprehensive return to order in the educational needs to be brought legislation up to date to on education.

of all outdated system, it has become legislation in and the new thinking revision for orderly .
reflect both fore proposed order to provide a proper legal framework administration.

It is there­ Government views with considerable apprehension the conditions ·under-which some private schools operate.

up by unqualified education and unscrupulous at all costs.
Some of these schools persons seeking are merely business ventures set on the demand to capitalize for It is proposed to legislate that every person wishing should first satisfy physical facilities illegal the Ministry of the building to maintain a school without in which the school the written authorisation of Education as to his qualifications, is to be held.

It will be of the Ministry.


to establish and to the a school Primary Schools An adequate primary education is the only foundation The Government's plan for reorganisation secondary education.

system of Guyana must therefore has already implemented are known as all-age schools level, except in such schools ·qualified staff capable examination.

begin with reform at the primary level.


Government the UNESCO team's recommendation in what that instruction should extend only as far as ·the College situated in isolated areas as have an adequately of Preceptors of teaching to the standard of the G.C.E.

Level 1 1 0 for a successful of the educational It has been decided that the term 'All-Age' school is to be abandoned.

What are now known as 'All-Age' will continue to teach secondary schools subjects on a new basis.
will revert to the nane primary school, but Admission and, although the statutory permitted to remain in primary school until age 16. into the primary school is to be made uniform at five years 9 months, school leaving age is fourteen years, children may be it is also proposed, as soon as oiroumstsnoes With a view to co-ordinat� the work of the primary and secondary schools, permit, to begin in the junior department 4 of the primary schools some of the subjects now restrtcted to secondary achools.
Secondary Schools So far, because of the massive inherited backlog Government's insistent needs the greater attention emphasis extended school building programme has been fully and sec�dary levels.

The time has come for of both the primary to be paid to our seconduy to be placed on secondary school needs.
accommodation and the greater of school places, the the in meeting Secondary schools will be classified as junior secondary, established .en area basis to serve the needs of the school population senior secondary schools, that is Level or equivalent in each county will be designated students from the junior secondary for sixth form work.
a county secondary schools standards, It is proposed schools also that a senior secondary school school to which qualified will be admitted on a competitive basis, with sixth foms, teaching within a given radius, to Advanced on and It must be explained also that at present some of the junior secondary operate as decanting schools schools, while others -the majority at the Common Entrance, Preliminary -accept students Certificate or College only through qualification of Preceptors Examinations.
centres for the secondary departments of neighbouring To provide for late developers, students are given three opportunities obtain entrance into Government Secondary Schools: achieving ages lC and 12), the Preliminary of Preceptors College Certificate 12 and 16}.
high marks in the Secondary Schools Examination (between to entrance is obtainable Common Entrance Examination Examination (between 12 and 14) or the through (between The m.mi.ber of secondary places available has been considerably increased and will continue of suitably will eventually to be increased, qualified teachers as rapidly permit, so 1jhat·adequate as financial resources and the availability and free secondary education it.
to receive be brought within reach of every child qualified A single integrated syetem of secondary education will be built up in co-.operation prescribed.

adequate curriculum with privately managed schools schools Financial aid to privately managed as the latter meet the standards will depend on efficiency, staff and equipnent, and acceptance of the general policy regarding admissions, and examinations.
kINDI.AN EDUCATION The policy of successive gradually Governments moved from the obsolete Guyana has past century to the modern concept the full facilities effort, Guyanese sodiety and to do this without mainly through education, and now inapplicable towards the .AXnerindian citizens theories of duty to provide .AXnerindians with intends integration to make every of the Amerindian into cultural values.

of the the tragic loss of essential available to other citizens.
Government to bring about an of Government's , A�)oi.J:l� committee comprising officials Government and Education has therefore been appointed from the Ministries of Local to consider the entire field of Amerindian education.
5 Amerindian scholarships other parts of'the country according The results finding proper accOlilmodation strain placed on the scholars in an attempt schools senior secondary have so far not been encouraging,_ in Georgetown, for entrance to secondary schools in Georgetown and to the choice of parents are awarded annually.

partly because ty in of the difficui and partly because to keep pace within the system of the of the educational while living in an imfamiliar environment.
It is therefore proposed to increase within the Amerindian areas and to make scholarships in the the number of places available to awarded secondary schools tenable Amerindian children in their own locale.

Plane under consideration the setting for providing vocational up of a central technical institute with hostel programmes for education and the operation of mobile units with the necessary teaching personnel Amerindian areas include accommodation and equipnent.
Priority is given in the Developnent Plan to the building of teachers' houses in the interior hinterland so as to attract qualified teachers to serve in .Amerindian and other areas.

A start is being made at Monkey Mountain and Kamar8Ilg.

The provision of.teachers' houses, itself a long-term programme, wilL not to the interior and remote areas the specially qualified and dedicated required.
It may be necessary to offer inducements, or to make pe:ri'ods of alone attract teachers rural service compulsory {with inducements).

THE EDUCATION CHILDREN OF HANDICAPPED Government will in collaboration for handicapped children.

with the Guyana Red Cross Society, In order to meet the needs of maintain from the rural areas, residential facilities will be provided as soon as is a school in Georgetown children financially feasible.
Provision hae been made in the Developnent Plan for further developnent in this field and Government will seek external aid.

KINDERGARTEN SCHOOLS It is not possible establishment of country-wide programme aimed at relieving overcrowding in the existing schools, some 6,000 additional.

places each year for yoi.mg Guyanese of schoo\,,T \ is as much as the country's finances can carry.

for Government to implement at the present The_preseQt of kindergarten schools.

time a policy sel:!
time a policy sel:!

:· 1 building as we 1 as finding Local Authorities and other cOIIIIII.UDity- organisations will therefore be encouraged tQ establish and six years.

kindergarten schools for children between the ages of three ill kindergarten schools, will be subject to inspection by officers of·tbe llinistry of Education, and will be required to conform to such standards, including 6 those relating to accommod&tion?

as are prescribed by legislation.


CURRICULUM REFORM Curriculum reform is imperative if we are to achieve our national goals.

A new curricullml has been prepared and was introduced 1967.

The new curriculum requires to provide greater mobility in particular September, administration sweialisation approach wa:y to pupil-participation stresses and repetitive in.-the·mElthods of teaching.

Mechanical restructuring The curriculum subjects.

and to learning by reason rather than by rote.


the need for a new processes must give of the primary school into the schools in among the teaching staff and to encourage The new curriculum seeks kept tied to.

the British schools was in form.

In this decolonisation rash and reactionary child, atld.

to remove that which is not.


In addition language {Spanish) emphasis on home economics, tor regular instruction early in the primary schools, science handicraft, in physical education innovation, system of bygone years to break the bondage by which education in our as well as to avoid care has been taken, however, process, to retain that �hich is relevaht to the Guyanese in content to the introduction of a second the new curriculum and technical places increased and provides training, and social studies.
It is intended to give spac.ial attention to agriculture, and animal husbandry, in the rural areas.

School gardens will be encouraged where · soience and they will be used for practical particularly in schools the school surroundings are suitable, teecJting •.

The re-introduction however past.

Government proposes the �eds of students · be proceeded.with cautiously and adults.
to establish of school gardens because even at this Ii.mi ted level will of the dismal record of failures in the or Centres which will serve Farm Institutes To meet the present needs of the comtry for technically trained personnel, the secondary school curriculum with the traditional emphasis subJects, by a nev curricultm in which adequate technical and science subjects, to school certificate even for children who have little or no interest in them, will be replaced provision will be made for teaching the practical, or an equivalent on the academic arts level.
The system of secondary education most favoured.

for the full develop11ent of the potential of the Guyanese child is of the comprehensive and multilateral type.

Govenmaent proposes to begin immediately on the gradual transl tion f'rca the traditional grmmnar school to the multilateral addition., the educational expansion progrnmme vill embody the establiBhlllent of new eecondar,y schools to Met the needs of the en'Yi.ronment.

type of secondary school.
In • education includes, A phased progrmme to increase the facilities for vocational end technical i) the introduction of teebnihal drmring end the prel:l.minary craft courses in secondary scboolsJ ii) the early extension of the Technical Institute in Georgetown to allow for the introduetim or ■ore craft coursesJ 7 iii)the provision School of the facilities education community which will be made available through at· the new Anna Regina Secondary and craft for technical to the classes; evening iT) the conversion of existing secondary schools (one each}' on the East Coast and West Coast Demerara into Technical Schools; of v)the building of a Technical Institute in New AmsterdamJ at the University vi)the provision advanced training technician Higher National and Ordinary of Guyana of to the level of the National Certificates; vii)· the transfer of training at the technician to the Institute level Technical from the Government of Guyana.
University The new curriculum level required for university vided for at the University will provide entrance of Guyana).

instruction in all subject areas to the in Guyana or elsewhere (in fields not pro­ EXAMINATIONS Steps are being taken to reviewand revise the Common Entrance Examination school entry.
From the inception of this examination the tests used for secondary have been set in Britain as he is, with more widespread of testing, prerequisite income group in a position coupled for common entrance and based on the performance of the English child, blessed educational media than the Guyanese.

This method with the rampant practice of fee collection by teachers has placed the child of the lower as a preparation, of great disadvantage.
factors between the exclusion Entrance subjects successful these subjects Further, the Common Entrance Examination is one of the contributing to the breakdown the ages of 7 and 11, tend to concentrate of all else on the curriculUJII.• in the educational on the Common Entrance Common The result is that successful drill to system� Teachers instructing children pupils enter secondary as English composition, school minus elementary history, geography and general training student remaining in primary school is then required in such essential science.
The un­ to scramble through in two years for the next examination.

All these are factors which prompt an early revision Examination, and which will be taken into account of the Common when the revision gets Entrance underway.

The Preliminary Certificate secondary Examination, school system, is also to be revised a second point of to which provides entry into the free government fall in line with the new curriculum.
The College of Preceptors Examination , an indefensible test, has been retained solely because at present it offers the late developer and retrogressive the 8 last opportunity College of Preceptors.

for free secondary education.

A local examination will replace the Consideration is being given to the early abolition of the annual Teachers' Examinations and the Teachers' Certificate Examinations.
In order to have a secondary school leaving examination Caribbean territories, of Guyana and the_independent the Governments of Jamaica, Trinidad and Tobago and Barbados on the setting up of a · Caribbean Examinations ty for holding at the levels now taken by secondary school pupils in the area.· This arrangement have the effect" equivalent.

Council which will assume responeibili the London G.C.E.
Examinations of gradually discussions replacing by a-Caribbean examinations will_ related to the needs have been held with It is intended that the Ministry of Education should exercise supervision over all public examinations public confidence held in Guyana tq ensure efficiency as well as to establish and uniform standards in the conduct of such examinations.

TEACHER TRAINING The Government has raised the age of admission to the Government Training 1 four passes at G.C.E.
·Level (including from 16 to 18 and has restored -College English Language or a pass in qualifying standard.

In addition, ·not bypassed, course for teachers, the Pre-Service Course.
persons under 24 years are now debarred to seek admission a paper in English Language set by the College) as the are of early·teacher from the In-Service tra:ining to the Training so that the benefits and are required training College for 1 0 The Government attaches training and to the urgent need to increase substantially teachers.
the h4';hest importance to its programme of teacher­ the annual output of trained A new residential Teachers' Training C;ollege will be built adjoining the University output of 400 graduates.

of Guyana campus at Turkeyen and will provide facilities for an annual In addition age and suitable temperament the Government has embarked on a system of training women of mature as infant teachers for our primary schools.
Experience has shown that in the main the teacher graduating from the Training or from In-Service classes, with qualifications College to the G.C.E, Advanced Level, is reluctant to accept posting in the infant division.

Yet it is in this division foundations transition from process.

home to school should not be an abrupt and emotionally of learning are laid.
It is necessary also that, for the child, the that the child's equivalent to education is formed, attitude disturbing and that the lasting In selecting the new infant teachers, therefore, on temperament care is being taken to ensure that they attain the competence in their field.

than on high educational achievement.


greater emphasis is placed In the training of these persons, and status of specialists 9 The In-Service Training Programme is to be varied to upgrade the educational teachers of untrained content crash programmes.

the rule that all will quickly render in-service In addition to make it ;obligatory and stated periods.
regular between It is hoped that these coupled teachers the ages of 25 and 45 year�• � a series of of training,' pre-service under 24 years of age should take application stringent with,the training unnecessary for the purpose of qualification.

steps will be taken, in consultation-with the Guyana Teachers' courses at to take part in refresher for all serving teachers Association,.
The Department of Education recently established at the contribution of.Guyana University to the professional is already gearing itself to make the fullest possible training diploma of teachers, and graduate will-undertake teacher necessity obviating·the The University level thereby training at both the for overseas training.

secondary required for teacher As soon as facilities school teachers in both Government to undergo time.
training within a specified training schools and Government-aided become generally will be available, all HIGHER EDUCATION vigorous responsive The rapid expansion social and economic taking place within the country presages developnent and the University of Guyana cannot but be an era of .to its environment, nor can it avoid being shaped by this environment, The old concept bustle of life is not possible.
domain, and is answerable universities view that the university to the taJC-paying community which supports and even the University it.

of a university as an ivory tower away from the hustle-and The University of Guyana is very.much in the public to the public in a manner in which the more detached older of the West Indies is not.
It is Government's has a dual responsibility -to the .world of lmowledge and Government acceptable while aclmowledgi.ng Therefore, wishes it to be clearly agreement with the university the academic :inviolability of the university, understood that it intends to seek a mutually of policy and administration.
on matters SCHOLARSHIPS AND STUDENT LOANS Three Guyana Scholarships are offered annually -one exclusively for boys, one exclusively for girls and one open Scholarship, The Government proposes, as from 1970, to change this and to award a total of six scholarships, Science, Engineering, at the University one in each of the following fields Medicine, Agriculture, Guyana Scholarships -Arts, Natural Science, Social will be made tenable • offers of Guyana in such disciplines as the University .
Conditional Scholarships, re-introduced in 1965, are awarded to persons in and out of the Public Service the past had exercised but the present policy is to be of value to Guyana.

and are Qffered, on a competitive basis.


Government :in very little control over the subjects selected by the students, to give preference to courses of study which are most likely 10 Scholars are requested to enter into egreempnts to return and serve the Government for three or five years after successfully completing their training.

The Government proposes to introduce stringent of loans to students, as in the majority return to fulfil their obligations.
This hes resulted of cases, loan students measures for the recovery are reluctant in a grave deficit to in loan ·recovery.

The.

Government has done much to facilitate the loan student by reducing the amount of guarantee required g11arantor covering will demonstrate Government proposes for failure to honour the loan.

In retum, ·it is expected from double the amount of the loan to a single that they of the students and of loyalty to their country.
a sense of responsibility to truce legal proceedings against students or their guarantore their.contractual obligations.

A further distressing feature of both· the· scholarship and the loan scheme, with which demands are made for extensions study after the qualifications is the frequency overseas had been gained.

Government's to serve within the country for the contra=ted qualifying overseas.
It must be realised qualified· personnel, the adventure within the countryo for which the student had originally applied policy in such cases: is that the student should return after number of years immediateiy shortage that, wi�p the .tremendous o€ into further knowledge delays the rate of progress .. of time to continue ADULT EDUCATION Financial and professional assistance is given to the Adult Education and there is much valued co-operation Association, the Ministry of Education.
Education initiative Association and responsibility.

It is Govemment•s to extend its activities between intention to ,encourage and to·maintain its individual this voluntary body and the Adult No proper facilities and African languages.

Government proposes Guyana to introduce courses extra-mural basis at centres throughout in African and Oriental the country.
in collaboration l�S:, offering with the University · ' of tuition on an exist ir.. Guyana for systematio instruction in Indian The full implementation of vocational for �ults will demand The the Ministry of Labour and the Ministry: of Education.

collaboration between Ministry services crafts and commercial and Home Economics departments will of Labour has already sought of an adviser be involved.

to provide local training arts.


It is agreed that the Government Technical in industrial Labour Organisation design, industrial from the International Institutes training the SCHOOL llELFARE SERVICE In order to grapple with the problems of school age� Government has recently of trwmcy �d delinquency fi�e School appointed Welfare Officers among children to serve in the three counties.
attendance ·acceptable at·school ·of children stand�ds of behaviour It is the duty of these offi�ers who have not been able;to in their society.� The Welfare with the are Officers fit ·in readily to ensure the 11 expected to collaborate with probation pro"sMuiuo (@.�!int,-.iruioth\11" fii;r'e<·, "(l)l'�ce:rs,: in,r,duesrerc!>urn .

officers and other social workers.

It is SfJJ n t e l'!

9llJ � I-:• COfflf[���g ���I a, N ��ttE.l-,:1 !


o: oa T 1..qo as.h;11 fo!i eachers Service CODllllis National Advisory �H¥:� A NatiQnal Advisory Board on Technical Education is to be established to ���8: tlfe, '�rk of tH�''J.'.

!eohhio-� 'dlo-hM� a'l,iembership industry, trade and commerce and educational bodies, • · of the Board will be fully representative of Government, •-Inet&Me -7artd tGliNJ:ate:tt-r� tit' /the areas fN-b_tfo3d.t.

Educational Council .


A National Educational Comicil, also representative within Guyana, will be set <tip •,tro 'se:f\te '!

!S "'1V-<Y6nsul'fat'i1W·�'ft)1"" ucat:tdtf;- of the varied interests 0ihe �st ry of 0'1!

!lf .

DUAL CONTROL 0 endUJ(W'1irices of the denominational of educational services, some religious and equip, much less imlJI:9.��--��r duty of the state to ed����.-.�tl!

":ci1;izEin!3� a!-J.r.m!i°! '

fin84�4i1� run by Government and should be kn � as Government schools.

.
.

.-�he Goverr_i.ment.

��r�e ,to the policy that wholly or partly by Gor�rnnient funds should be schools.

However, with the spiralling bodies are finding it difficult to maintain schopl-s,;0 �\lC8,,8��:tllerefQre l�oi�•:1,rected or established .ft�t i�0�s the prime costs All grant-aided sc,� P� .

:,fl-!vP��jn}!

�I!

pg.,,�sgij!l�b;r,0C,.encmiqa tional bodies will continue unde;.,_iJ��-l�;�JliJ?,_:Mlc,l.
;.���!l!�nt ��-;1ril,l,,�njoy' the same conditions in th�y !l_aGh��§� as at preseP.� rn�i�1idtay�" )Service CollllJli,ssion.

a¢ e�9t3p� tqJ;0!ffiS�rJll¢t�r;t; T as will be vested FACING THE PR OBLEM { '1',rti:nlrn'i/his White Paper policy.

It must, however, im,l)lementation has emmciated and defined tbe Government's educational be understood that the over-riding factor in.�e l·��nd:itiffi, m�,,'.�e ini tfil:£ea '.
)bf'lgi-1:lntr/ !ind toCl of this0�Sr!cy'; :f� tlle Y.bdst I !oahil fioufl�fs$S:S" teSfinical assistance :..-l �'or "68.pi tal,i'li'orks and W .8fl�11:!6n.

l fllllds.

But recurrent expenditure� out of local funds.

The school building resulting from capital undertakings, must be met programme, for instance.

provides an example of the high recurrent costs created by capital investment.
12 Every new school must be furnished end equipped1 every new school must be In 1964. teachers' salaries represented staff to meet the requirements 55% of the total budget for education.

of new schools, the rise in the staffed.

Today, increased percentage the normal incremental of the total recurrent budget available (and therefore process of trained higher paid) teachers have brought the teachers' from 34� to 44% as well as salaries bill to some 75% to education.
The Government, nonetheless, sing and developing the diverse talents means of democrati carefully mobilising regardless of class, creed or means, to the developnent of the population to contri'bute of a truly independent ly, nation.

effective firmly believes that education It is the surest means of is the chief the society.

The Government will therefore give top priority to education in its Seven Year Davelopnent Programme.
The following are the main policy proposals made, (a) new educational legislation to be enacted1 (P.3 Educational Legislation) (b) the all-age in Guyana; school system to be discontinued (P,3 Educational Legislation) (c) (d) primary children schools between to provide the ages of 5+ and 16; instruction for (P.3 Primary Schools) secondary education type giving equal emphasis scientific training school education; to be of the multilateral to technical and grammar "'I to traditional (P,6 Curriculum Reform) (e) attention immediate curriculum refo:rni throughout the educational system1 to be paid to full-scale (P.6 Curriculum Reform) (f) Seven Year Developnent the Government's Programme tion of secondary of new and modern schools to concentrate education on the reorganisa­ and the provision and facilties1 (Pps.
6 & 7) (g) a new Training College for teachers to be built; (P.8 Teacher · Training) (h) all public examinations in Guyana to be subject to supervision by the Ministry of Education;(P. 7 Examinations) 13 {i) to be of all examinations the content reviewed and changed ��er� necessary reflect the new educational Goverruilent to continue with the Caribbeiµi Governminits question replace on the of regional ex��t�ons to external examinat�9rui1 its· co-operation pattern.

to {Pps.
to {Pps.

7 & 8 (j) six Guyana scholarships to· be offered from 1970; •, {k) a Teachers' Service CQDUDiaston to be established; '· · {1) iducat;Lonal a National National Advisory Education to be estal;>Usb�t ·Council and a Board OU.

Technical Examination s) (P.9 Scholarships and Student Loans) {P. 11 Teachers' Service Commission) {P�ll National Advisory Board - National Educational Council)