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MINISTRY OF EDUCATION BRITISH GUIANA UNESCO PLANNING .

RECOMMEND.AT ION ··S ·1966 -71 The Government Printery, Georgetown .. (C.G,P, & S, 2089/66) MINISTRY OF EDUCATION -.BRITISH GUIANA UNESCO PLANNING RECOMMENDATIONS 1966-71.

I ·INTRODUCTION II ADMINISTRATION III.


PRIMARY EDUCATION IV SECONDARY EDUCATION V TECHNICAL EOUCATION VI THE TRAINING AND EMPLOYMENT OF TEACHERS VII ·AGRICULTURAL vnr ·IX HOME ECONOMICS EDUCATION AMERINDIAN EDUCATION X XI XII PRODUCTION AND SUPPLY OF.TEXTBOOKS UNIT BUILDING SPECIAL SCHEMES-: (1) ADULT EDUCATION (2)HANDICAPPED CHILDREN XIII FINANCI�L SUMMARY The Go;ernment Printery, Georgetown.

C,G,P.
C,G,P.

& S, -2089/66, MINISTRY OF EDUCATION DEVELOPMENT PROGRAMME: 1966.:71 I.INTRODUCTION In leaving these recommendations··with the Planning Unit I must emphasize dis,cussion fami 1 iar with the lines of thought from .which they have been derived.
with its members who are there has been consultation of other Ministries that they are the result of continuous therefore Where appropriate Mission, of£ic_er� foreign Governments concerned field remarkable the recommendations by_ my personal views as UNESCO Planning Consultant, they are largely a matter of det.aiJ rather than principle.

programme it is drafted in its final form.


upon policy decisicns for its diversit'}' wi:th· financial is contingent r�present unanimous agreement and representatives aid to developing or that they are not coloured b�t where differences exist In some respects the­ which will have to be taken before of the agencies ·of countries .

.In a· with other members of the UNESOJ of opinion it would be idle to pretend that It will have to be based on four fundamental ministerial responsibilities.

These are td: -.
These are td: -.

· (i)discharge the statutory commitments of compulsory education; (ii)achieve as far as possible the objectives of approved policy; (iii).

ensure that expanding· educati�nal sr:rvices national development merit of the country's ec·onomy and, people.
; programme and ,iesigned and to meet the sociai needs of its into a are integrated to encourage' the a-dvance­ -�iv) allocate priorities to educational nroj-ects m the light of:- a)funds available for capital and recurrent expenditure; and b)the most effective economic and social return in relation to the outliy of materi�l and human effort.

The first of these must be given absolute priority.
staff it should not be difficult to estimate its capital and In terms of buildings, reliabl� statistics are not readily available a pop1.dation could be calcu-· Table I, however, gives a crude and simpli­ projection which, 'although statistic.ally vulnerable, will serve as a cost, but unfortunately equipment and recurrent while the 1960 Census .Report, on which lated, has not yet been publ,ished.

fied projection, reasonable higher than those given that they are not high enough.
Even it must be remembered programme.

inflexible under constant review and adjustment to be p�riodical_ly approximation that education It is the responsibil to the dimensions in the-Germanacos of the problem.

The figures are Report, but there may be criticism shou..ld this eventually prove to be valid, cannot be subjected to an· inviolate or ity of the Planning Unit to keep it to meet changing needs; one of the factors examined is the pattern of population · growth.
2 The recommenda tions that fo11ow wiJ] make it apparent that the next priority at this level with a consequent neg]ect of the content quali- educati_on.

Recently the emphasis has been on of.

a few privileged while those for practical are sorelv inadequate.

high schoo]s, subjects The rapid expansion facilities including 1 and home economics expansion .. metalwork should be in the fie]d of secondary numerical ty of the course.
With the exception for teaching science are negligible woodwork, has also meant the employment attainment; literacy from the resources students economic engineering, depend basically It is essential secondary concentrated content, on science education .

of many untrained the result has been a restriction which is contributing of the secondary schools teachers, some of poor academic of the curriculum little to the country's to a narrow, future.
It is that must be drawn the supply of and techi.ician training •.

Every aspect of science, agriculture, activities, veterinary including for higher education, teaching and social �dvancement, medicine, geology and many other professional and the proper attitude to practical teaching, skills.
that facilities and staff for these should be provided in the the major effort should be schools and it is towards this objective No attempt has been made to support any of the recommendations with even a to the educational In fact the information survey, because with the uncertainty it would offer no useful guidance.

provides superficial man-power the economy, .any such survey generally.

equally weH from the application sight; if statistics impression nical staff•is such that nothing in the proposed .
about the possibility keep in constant touch with the Central Planning Unit demand for skills, or a need for new skills, in both the public and private sectors can be met and, if possible, p]anner can be derived and intelligent fore­ misleading and tech­ of professional can cause concern Ministry, to ensure that over the future of that it may give a dangerously however, a rising of a little commonsense the present shortage of unemployment are unreliable anticipated.

of accuracy.

at this level.


The programme Moreover must There is a tendency for al 1 Ministries to work in isolation.

and training in seeking the closest possible association step towards this it would help if members of officers.

'All develop­ and this Ministry with with planning projects Unit visited'developinent As a practical ment schemes have the common factor of education should take the initiative ·other Ministries.
the Central Planning from other.Ministries This wo·uld encourage an understanding terial authority.

and not ·only those directly _ an appreciation that its prpblems of the wider implications extend beyond the narrow confines with the projects.

o� plannin?

�nd concerned of minis- The development programme should be subject to annual review and adjusted 1n the light of changing it should be extended is a living organism Education 'at the end of a development should be purposeful; changed, abnormality.
· frequent needs and of the progress achieved.

At the same time in outline so that the target is always five years ahead.

and its growth does not come to an abrupt stop and it programme.

Its growth is also continuous should not be and sudden changes of policy will only produce a twisted while there is no reason why its direction ,5 The Germanacos cers.

The Consultants insertion Districts The first priority high level of efficiency Education Officers.
Report recommends are unanimously the appointment agreed that this is premature Offi­ of County Education and that the at this' stage of an intermediary and the Ministry -level of administration between the complication.
duplication and may lead to unnecessary should be given to raising the district and later, consideration to the necessity for County administration to a 3 )' Supervision Schools of , I The Consultants for Administration of an Inspectorate and Finance have broken new ground in independent of administrative the establishment recommending duties.
In view 0£ the urgent necessity culum and the standard be given priority cost will be largely �-ff-set in connection of teaching 'by economies for improving the content of the curri­ with the 1965 Estimates, and school management these proposals .

particularly ·arising from ·re-organisation as their should elsewhere.

The quality of English language ·teaching grave co·ncern.
It is possible give cause for use of some of the techniques should be undertaken should be given to study courses overseas and the Head of that Department in several British universities of teaching into this.problem and it is recommended for the Inspector that consideration of English language in the Training give specialist College.

Departments courses in this subject.'

of Education in some parts of the country must that it could be improved by the English as a foreign language.
Research 4) Capital and Recurrent Expenditure . '

All the foregoing in the 1965 Estimates.

recommendations have been.

put to the Ministry for If any of them are not approved, they will have inclusion to be incorporated their costs,· including ndt already available.

in the development capital.

provision programme together with an estimate of they are · for housing and offices where 6 III.PRIMARY EOUCATION Schooling is compulsory for all children between the ages.of six and four­ have committed teen.
These eight years are normally further two years of secondary however, The first authorizes sibility.

second allows pupil� to continue the possibility scholastic involved of completing attainment.

the Ministry The following in meeting these commitments.

covered by the full primary courie and a education.
Two recent administrative beyond _its statutory directives, respon­ to expenditure the admission of children at the age of five; the for a third year of secondary education with by the full five-year course when it is justified is an attempt to forecast the expenditure Present policy is aimed at the separation of primary and secondary educa­ tion and in view of its importance towards this end.
In the meantime, distinction present definition secondary classes attached to draw a precise The between them because of the overlap in tne all-age schools.

it is not possible .

however, of primary education in the�e estimates also includes those all future planning should be directed to the all-age �chools.

pattern lacks uniformity to make an accurate enrolment It is difficult The primary and secondary but· its disturbances.
groups, but there .is no obvious correlation For the purpose of these estimates enrolment.

- enrolment for 1959-64 from causes The tables also give a population has been arbitrarily forecast c.alcul ated to include': is given in Tables II and III arising from polidcal 'and social projec..tion between tLose figures of the relative ·age­ and the of future school enrolment.
a forecast of the total school (i)one half of the 5-6 age group; (ii)the 6-12 age group with a 10% reduc•;ion for children attending private schools or not dt school for reasons of physical handicap·; ·and or mental (iii)two-thirds of the 12-17 age group.

From,this has been deducted (estimated at 12,500) with the increase estim�ted school enrolment in Seciion IV (Para.

16):- the present seconlary-high Enrolment Total ·Secondary/HighAl 1-Age 183,0,00 1966-67 178,000 1967-68.

1968-69 187 !
1968-69 187 !

000 1969-70 192,000 1970-71 198,000· 1975-76 226,000 14,000 164,000 18,000 165,000 21,000 166,000 25,000 167,000, 169,0UO 291000 46,000 180,000 The next problem is to asses·s the supply of trained teachers.

There are 7 .

.

at present some 1,400 trained or certificated schools and by 1965 this is likely to rise to 1,800 when the results of in-service teachers is uncertain that:- on the assumptions the courses are known.
The future output of trained and an approximation up to 1975 is based of the position and upgrading in all-age employed teachers (i)in-service training will come to an end in 1970: ·(ii) after 1970 pre-servi6e output of 300 teachers; training and will reach and maintain an annual (iii)wastage through such causes as retirement will be 2½% annually.

(This may prove to be too low).


Teachers Employment Output Output in Pre-Service In-Service Total 1965-66 1,800 1966-67 1,750 1967:..68 2,510 1968-69 2,620 1969-70 3,270 -1970-71 3,420 1975-76 4,620 120 180 180 240 240 300 1�800 700 2,570 2,690 500 3,300 3,510 300 3,960 4,920 From this supply will have to be deducted for the IV Para.

16).

The balance will be·available �he teachers required for new secondary the all-age schools.
schools (Section Schools All-Age Schools 1966-67 1967-68 -1968-69 1969-70 1970-71 1_975-76 Total Secor,dary 2,570 2,690 3,300 3,510 3,960 4,920 60 240 380 520 660 1;360 2,510 2,450 2,920 2,990 3,300 3,560 Staffing ratio of requirements heads and it is estimated that there will be 370 non-teaching on a teacher-pupil have been calculated by five annually: The position will therefore l: 40.
In 1966 that this number wi 11 increase be': - Enrolment Teaching Staff Head Trained Untrained Teachers Teachers Teachers 1966-67 164,000' 4,100 370 2,140 1,960 1967-68 165,000 4,125 375 2,075 2,050 1968-69 166,000 4,150 3fl0 2,540 1,610 1969-70 167,000 4,175 385 2,605 1,570 1970-71 169,000 4,225 390 2,910 1,315 1975-76 180,000 4,500 415 3,145 1,355 TABL E lI PRIMARY SCHOOL ENROLMENT 8 1 9 5 9-64 PREPARATORY A ".STANDARD· B I II III IV TITTAt: PRIMARY El\'ROLMENT PUPILS: UNDER.6 6-12 AGE GROUP OVER 12 POPULATION PROJECTION 5-6 1959-60 1960-61 1961-62 1962.;63 1963-64 1964-65 27,350 16,335 17,948 16,876 15,958 11,046 105,513 ·- -("!- 4 1 I U i 87,533 .
- 13,193 18,500 26 I 671 17,336 17,964 16,348 16,594 13 I 635 26,172 "18,413 17,993 17,142 16,356 14,666 23,123 18,044 19,591 18,457 17,042 15,512 29,708 18,497 19,203 18,812 17,922 16,526 22,061 20,549 19,470 19,350 18,666 19,175 108,548 111,742 111,769 120,668 119,271 ·5, 017 89,285 14,246 19,000 4,854 91,571 15,317 19,500 3,652 93,694 14,423 20,000 6,500 ,i00,328 13,840 20,500 9,985 96,351 12,935 21,000 6-12 12:-14 102,000 105,000 107,000 110,000 112,000 115,000 30,500 31,000 31,500 · 32,500 33,500 34,500 9 I TABLE III SECONDABY SCHOOL ENROLMENT 1959-64 9 ALL-AGE SCHOOLS FORM 1 10,214 10, 655 11, 321 11, 422 12,258 14,788 1959-60 1960- 61 1961-62 1962-63 1963 - 64 1964-65 2 3 4_.
5 9,621 10,134 9,986 9,098 8 ,384 10,724 - - - - - - - - - 2,687 5 '397 7,560 614 1,789 4,657 - - • 291 TOTAL 19, 835 20,789 21,307 23 , 841 27,828 38' 020 ALL-AGE SCHOOLS - SECONDARY AND HIGH SCHOOLS FORM 1 1,1)84 1,822 2 , 374 1, 869 2,608 2,702 \0 2 3 4 5 SECONDAHY Af'l'D HIGH SCHOOLS TOTAL 1, 295 1 , 385 1,523 1, 872 1,734 2,450 2,368 1 ,412 1, 672 1, 607 2' 119 2 ,5 29 1, 267 1,396 1, 377 1,562 1,824 2,064 1,026 6,657 936 1,029 1,254 1 ,277 ' 2' 073 7,089 8,324 8,026 10' 278 11, 736 TOTAL ENHOLMENT FORMS 1- 2 22,814 24' 134 25,553 24, 143 25,700 3 4-5 TOTAL SECONDARY SCHOOL ENROLMENT 1,385 2,293 26,492 1,412 2,332 1, 672 2,406 4,294 3,430 7' 516 4, 890 27,878 29,631 31,867 38,106 49,756 POPULATION PHOJECTION 12 - 17 AGE GROUP 71, 000 73,000 75,000 77' 000 80,000 82,000 to ~ - ~ ~ 30' 582 10,089 9,085 Recurrent Expenditure 10 ln calculating these estimates the following costs have been used:- ijead Teacher Trained Untrained Teacher Teacher $ 4,000 2,000 1,000 *Other Charges -per capita Standards ·A -VI Forms 1 - 5 4 20 •(Including_n�n-teaching staff) .
.

.

($1,000) T�achers Salaries Other Charges • .

Total 1966-67 1967-68 .

1968-69 1969-70 1970-71 ·7,720 7,700 8,210 8,310 8,700 9,300 1,310 1,320 1,330 1,340 .

1,360 1,470 9_,030 9,020 9!540 9,650 10,060 10,770 ·.

1975-76 ,• ,.

Capit"al Expenditure In estimating the cost of new buildings it has been assumed that most of the work will be carried.out through 'self-help' proj�cts an_all-age Government.
school can be provided The work to be carried out falls under three heads:- at a �ost of $70 M. to.the and furnished and that� place 1n (i)New Places Between 1966 and 1971 it will be necessary at a cost of $350,000.

to provid�.5,000 new places (ii)Rebuilding Some of the buildings danger of collapse.
that should be conqemned now in use �re so dilapidated that they are in It is estimated forthwith there are 6,000 places in schools and replaced at a cost of $420,000: (iii)Overcrowding that the classes merge one into another and it is difficult Almost �very school is over-crowded.

-appalling to see how any worthwhile space available another 40,000 places are required 1n the primary schools.

These teaching �hows that on the standard will cost $2,800,000 .

is possible.
is possible.

A survey of the floor basis of 10 sq.ft.

a pupil In some the conditions are so to ?rovide adequate accommodation If primary education build or rebuild some 50,000 places during the 1966-71 planning period at a cost of $3 -4 million -and this is based on the assumption that the secondary is t;o become ef_fective it wil 1 be necessary will relieve the all-age schools of school programme to 11 3,500 pupils annua-1 l y; Even with the government very urgent sense of co-operative situation.
expenditure effort can make any impa.ct on the only a T�xtbooks· and Stationery At prese-nt pupils provide their own books and stationery which means that, very few pupils have _the necessary materials of the curriculum.

It is not unusual to see is impending unless an examination to meet the teaching requirements four or five children the syllabus� least some permanent however, It is, �ibitive.

_ issue of textbooks normally of this proposal would be:- .
A free is-sue of textbooks crowding over a book, that is not always prescribed by would ensure that the children had at contact with the written word, but its Cl!>St would be pro­ shoufd be given to the .

that consideration recommended on loan to the pupils.
On the assumption tfat a book would that the 'per capita' cost have a ]ife of four years it is estimated A - VI Standards Forms 1 -5 3 4 Stationery Textbooks Total $ $ 6 8 $ 9· 12 The total annual cost would be ($1,000) 1966-67 1967.:-68 1968-69 1969-70 1970-71 1975-76 1,500 l,510 1,520 1, S;:\0 1,550 1,660 12 IV.SECONDARY EDUCATION The importance of priority being given to secondary in Section I (Para.

4).
4).

It must be repe�ted been stressed ing that the efforts now being directed diverted to the improvement schools with the facilities objective tion in co-ope_ration, where necessary, adequately types of secondary meet the requirements schools.

and widening to put it .into effective should be to build up a single integrated of that system.
towards numerical of the curriculum with such private managemen�s as can , There are·at present four education has already heie with the warn­ expansion should be -and providing practice.

system of secondary The primary educa­ Government High Schools These three schools, with a fourth planned for Berbice, have been described : Thus: ch:iJdrer, .. tend to seek admission tci There are arguments to support this - srhools but many against it; it should.

as privileged.
as privileged.

with some justification those schools as their first choice.

usually from the staff of the privileged be the aim to raise the standard offered by those schools.

G.C.E.· and professional rather than at the beginning measure academic 'A' le�els or their equivalent courses overseas, potential.
of all secondary education to the level now Sixth form work must, of course, continue aie a condition of entry to u�iversity as long as but selective entry should he at this level course when it is difficult to of the secondary Secondly there is a yex_ed question of the salary differentials applied to in those schools� teachers pay :is no longer an argument being don� in the other schools.
could be covered by a system of responsibility (See Section VI on the Tettching pr�ctice for ·allowing Sixth-for Th� historical background to this anomaly of higher when similar work is it tci continue but this m work needs recognition, which is a common elsewhere.

allowances Service).

Aided High 1 Schoo1s aid.

Discussions have some quarters 'quality.

Some are There are fourteen such schools of great]y varying do not justify government as a grounds.
others certainly Some managements bid from the Government.

is 1;nderstandable to fight it provided �xceilent; been taking place on what has b�en loosely described·in · .. I-take-over' trol over their schools and this attitude It would be a mistake historical requirements meet the Ministry's standards.

·They must be prepared secondary education, the last of which should be a subject of consultat and admission direction.
such agreement revised• to al low complete �alaries, given to the payment of gra�ts on a 'budget' _different not aided schobls.

to co-op'erate in an integrated over the curriculum financial costs and capi�al .

over acc'ommodation, Future development particularly should, however, expenditure.

maintenan�e equipment · equality schools.
If system of 1 with government schools should be Consideration over staff system to meet the varying needs of and be through Government will not relinquish con­ on religious and can be reached the grant�in-aid rules that the schools and teaching· ion rather than should be and such matters as fees 13 Other managements will welcome the-opportunity to hand ov.er-the-ir schools from capital to the Government, bnt this is likely to requir.e-compensation :esources whic� could be more profitably inadequate and unsuitable for-either conversion or extension.
The 1s frequently is often negligibl only capital asset is the site vaJue �hich· educationally because the schools are in places not best suited to meet the needs of the cc,m­ munity.

Unless _the Ministry is satsified absorbed into its development programme, teaching science and practical subjects, it should be al 1 owed to die a natural death through the provision of alternative accommodation elsewhere.
that an aided school can be f�lly s for particularly over its facilitie e used on other projects: Accommodation Government Secondary Schools · These ten schools were originally built as primary schools but were education.
Not al 1 of them are schools as a first step towards implementing changed into sec.orrdary pol icy of separating· p.rimary and secondary suitably sited as secondary schools and dist rict surveys-may show that some of them should revert to primary work as soon as-alternative-secondary facilities have been provided in new schools.

The· criteria· for· continued schools should be (i.)

the.
the.

possibility of expansion to take a three-form entry (except to meet_ the needs of a scattered· population) and (ii) sufficient for laboratories, workshops and home�raft rooms.

Four schools have already been selected for st1ch pro-vision and it is, hoped that the cost wil1 be met by a C.D .
& W. grant in 1965. use as secondary the new space All_-Age Schools In these schools Forms 1 and 2 may be regar<;led as a commitment of compul­ Present policy allows pupils to stay on for a ·third year of the sory education.

secondary course to take the Col1ege of Preceptors E"xarnination a sufficiently high level of attainment.in: this may stay·on for a further two .

years to take _the '0' level of G.C.E.


The result of this new pol icy directive has not been entirely satisfacto sure to bear on.accommodation not been qualified for this· level of work; without laboratories_ ap.d practical ry.

Too rapid ·expansion freqllently teachers have already over crowded;_ .has brought heavy pres­ •.

Those who reach· ·.rooms··the course has been restricted.

to a narrow literary content.

· has been the expenditure of much-misdirected one.

It is strongly urged that in.


future_ the addition of Forms 4 and 5 to an all�age school should be subject'to special approval of the Ministry which must can be satisfied that _the curriculum, be adequately taught by suitably qualified staff.

The result effort with .1 �ttle profit to any­ science and practical.
subjects, including The position will gradually improve as new secondary sch_ools are built, reniain selective for the time being and at present there seems will remain until there is sufficient to secondary classes outside the all-age schools, but the problem of selection tion for everyone.

Admission must obviously no suitable alternative fill their admission on thii basis, other applicant _special test given by the head teacher with a relaxation limit.
Discretion late arid others do not start school at the prescribed age through no fault of o¥er this should be allowed, because some children develop to the Common Entran�e E_xaminat_ion.

When schools cannot s should be selected.by a of th� present age accommoda­ 14 their own.

Lastly, and this is important, to transfer of the C PE.
from an all-age school to Form 4 of a secondary school on the result there should be prov1s1on for pupils Curriculum is outside the province and professional of the Planning Unit, but details are concerned, to an adequate is directed In some ways the curriculum that expenditure to .ensure as far as its technical particularly it has a responsibility social and economic content of much of the teaching, ·purpose because the prese�t curriculum.guide teachers.

schemes of work in.each subject.


term-by-term work programme ·allo�ed to the teachers, staffs carry a high proportion are often without experience but closer direction of untrained teachers No one would advocate It needs t� be revised in more detail end supported by syllabuses with no freedom of interpretation or approach a detailed or week-by-week, being when school is needed especially and when trained teachers return, Mention has'already been made of the narrow literary but there are other inQdequncies.
It often lacks offers too little assistance to and usually without superv1s1on.

A directive is also needed to head teachers on the organization of their for some .papers A few ·enter candidates classes.

from Form 3 and others from Form 4, Some head teachers dates in Form 4 until they hear the eiamination results, deal of the academic 3 should bi retained candidates be left to the head teacher's year is lost.

Pupils not up to the C PE.


standard in that class for another year in order to allow suitable in the C P E. from Form 2, some retain their C P E. candi­ by which time a good two clear years of study for the '0' level.

Such suitability rather than to C PE .. results.

judgement should in.

Form .

.

The positiori is worse in the aided schools some of which admit pupils from them into Form 3 at the end of their first year.
In effect VI .into Form 2: others take them ·into Form 1 for a term, then Form 2 Standard for 2 terms, promotirig they are tryfog to do in four years what other schools with pupils of bette·r spend five years in •doing.

quality, With a that their results are very poor.

A few notabli exceptions private school is free to do as it likes, even to ·the extent of deluding fee­ paying parents, in schools being ·aided from pub] ic funds.

There .should inspection better staff and better facilitits .
it is �ot surprising should not be allowed to continu� be closer control and constant of these schools.

but.this pr�ctice The Future In the programme for secondary education no changes are proposed and aided high schools except that the definition ·for the of 'high' existing government should.

be i;-estr_icted to those with sixth-form schools are transferred expenditure sions which the Planning a�d the suggested recurri:nt to g�vernment apart from a programme Unit should prepare.

revision expenditure.


of the grant-in-aid This also needs examination management is involved work.

Unless some of the aided no·capital on compensation of minor improvements and exten­ Both such transfer of m..cnagement rules will entail increased by the Planning Unit.

Present policy ai�s at providing five years of free education foi all.
In 15 both as regards to capital teachers be to.build on buildings expenditure possibility over To achieve such an objective that by 1976 the 12 -17 age group will have risen to and recurrent (4,400) were available.

Table I it is estimated 110,000 needing 160 four-form entry school�.

the next ten years is outside reasonable expenditure sufficient programme would 1966-71 programme number to be increased five new schools by 1971 will depend on extensive expenditure.
year, this pattern need not be rigidly adhered to.

To meet the needs of some areas it may be necessary to build more smaller schools within the grounds of pro�ision, ·the financial more expensive-than and accommodation.

.but small schools are usually less efficient and always staff schools large enough to make full use of specialist each entry schools have been suggested five years.
The target of twenty· foreign aid towards capital with the possibility entry schools annually during the following on staff salaries It 1s suggested five four-form of the economic five four-form that a reasonable during the Although -even if position allowing this Priority pver the new schools should be given to the suggested expansio� of some of the six existing scheme.

In the estimates need expansion and practical work in each school.

in the 1965 C.D.
in the 1965 C.D.

& W._ secondary that follow it has been assumed that four schools will __ n-9�_ included schools by an additional total of 32-classrboms with extensions for science Capital Expenditure .

In' the fol lowing estimates the cost of a "practical ficient space four-form entry school has been calculated:- for the teaching of science, handicrafts unit" to include suf­ 1n a­ and home economics Area Buildings Equipment sq.
ft. $ & Furniture $ Laboratories 3,000 54,000 Handicrafts 2,500 45,000_ Home Economics 2,500 45,000 6,000 .11, 000 7,000 144,000 24,000 (i)Extensions to four4existing · school� (Para.

14) (a)Buildings 32 Classrooms 288,000 $ 4 PracticaJ Units 576,000 (b).

Equipment & Furniture Classrooms Units Practical 32,000 -�..QQQ.. 864,000 128,000 $1,000,000 (SAY) 16 (ii)New Schools (Para.
13) (a)Buildings 24 Classrooms Units Practical & Offices 226,000 144,000 $ $ 370,000 (b)Equipment & furniture Classrooms & Officer Practical Units 26,000 24,000 50,000 $ 420,000 Tota] cost of 25 schools: $10,000,000 (SAY) Recurrent Expenditure If the two ne;.schoo]s and other extensions 1,500 additional schools in 1966-67 there wi]l be approximately pio�os�d for four existing fo]]owing year, year.

Sta�fing have been calculated 1:25 to a11ow for epecia]ists and head teachers.
sta�fing requirements requirements are estimated to b�:� proposed for 1965 are bui]t places in 1966-67.

The· extensions wi]] accommodate 1,000 pupils the places each on a teacher pupil ratio of The additional enro1rrent and while the new schools wil1 provide 3,:iOO additional Enrolment Teachers 1966..:67 1967-68 1968-69 1969-70 1970-71 1975-76 1,500 ·60 6,000.
240 380 9,500 13,000 520 16.,500 660 34,000 l, 360 In calculating the cost these figures have been used:- Teachers' *Other Charges -per capita Salaries ,$ 3,000 Forms 1 � 3 Forms 4 - 5 25 40 *(Including non-teaching staff).
The.estimated annual cost is therefore ($1,000):- 17 Teachers' Salaries Other Charges Tota] 1966-67 1967-68 1968-69 1969-70 1970-71 1975-76 180 720 1,140 1,560 1/980 4,080 46 186 294 403 511 1,054 226 906 1,434 1,963 5,134 5,436 If the same basis of calculation enrolment is used for existing of 12 ;500 the cost will be $1,500,000 secondary_and_high for for other charges.

The �otal cost· of secondary schools with their estim�ted salaries teachers' will therefore education and $387,000 he:- .

.
.

($1,000) Teachers' Salaries Other Charges Total 1966-67 1,680 1967-68 2/220 1968-69 2,640 1969-70 3,060 1970-71 3,480 1975-76 5,580 433 2,113 573 2,793 681 3,321 790 3,·850 898 4,378 1,441 7,021 For the purpose of these estimates in the primary schools.

will be staffed with trained teachers will be employed practice times be more use"fuliy however, joint estimates for which provides as untrained not affect• teachers employed can some­ with G.C.E.
'A' level qualifications in secondary than in primary schools.

This wilJ, the over a] l cost of primary and secondary education, the fo� the ·full output of trained teachers.

it has been.

assumed that -the schools and that the balance of those available This, of course, will not happen in Graduate Staff for the higher classes is a very grave handicap Serious cons�derition should be given to the employ­ schools.

of graduates The shortage to the secondary ment on.
short-term contract Service Aid Scheme (Ministry wi]J be available Guyana is in ful] operation.

1 y high to cover the employment of expatriate of.pverseas Development).

trained graduates and their number is Jike]y to increase The average salary figure of under the Overseas·' A few local graduates when the University $3,000 "is sufficient- of of some graduate staff in the new schools.
Textbooks and Stationery If textbooks were issued on loan to pupils and if they were ·allowed free stationery, it is· estimated that the 'per capita' annual cost would be:- Forms 1 3 Forms 4 - 5 · Stationery Textbooks Total $" 4 5 $ 8 10 $ 12 15 18 T�e annual cost of this proposal ($1,000): for secondary schools is estimated to be 1966-67 185 1967-68 238 1968-69 277 1969-70 330 1970-71 382 1975-76 607 19 ·V.
TECHNICAL EDUCATION Apart from the two 'private' at Port Mourant and the Demerara staff, the only craft and technician at the Government policy decisions organization 1s an analysis Technical Institute in Georgetown.

which must be taken soon if provision Its future depends on for changes in its is to be made in the 1966-71 devel ooment programme.

with recommendations of the present situation for the future.
The following trede schools run by Bookers Sugar Estates Bauxite Company at Mackenz..ie for their own in British Guiana is training available Cra�t Training This is essentially part-time tra1n1ng.

The first stage is a three-year of admission ll.

course·, covering course leading to' the Craft Certificate tute; the second is a· further two years leading to the Advanced cate.

A condition craft training drawing and designed demic standard.
teaching, Technological lent· of the Higher Certificate holders oJ the Advanced Certificate experience, ar':l eligible to ensure that candidates Subject to satisfactory Craft Certificate is the successful •in technician mathematics, completion training.

practical English, of the City and Guilds of ·London Insti­ Craft Certifi­ of a "preliminary science and mechanical aca­ have reached the required of the City and Guilds.
This is the workshop equiva­ which may be for the Full Technician-Training At this level there is a full-time, two-year Technical (Ordinary Diploma) course for the Ordinary, of the City and Guilds.

Qualification Certificate for admission obtained Higher Certificate membership graduaie is an '0' level in both English and mathematics; it can also be through.

the craft courses.

which offers.partial exemption There_ is at present no course for the for from the examination of the.
ippropri�te professional institute.

The most urgent requirement, rn the interests of·both the Institute and future· of the_ country, the economic cate course for ·technicians, •putt.ipg .The former is imp.racticable of the·Institute's standard logical education.• up more buildings This needs more space which.can be made only by or the removal of some of the lower level .
courses and the l�tter will result in raising the general work.towards the ultimate objective of techno­ is the introduction of the Higher Certifi­ The first step is the removal of the preliminary craft course.

This is ·in content and should and could be provided schools with the use, where necessarj, in the all-age of the handicraft centres for mechanical largely academic and other suitable training Institute school syllabus for the course should disappear entry to craft training.
to provide such a�course; drawing.

It is certainly no function of the in fact once the scope of the secondary has been widened to make it educationally ad�quate, with pupi·ls from Form 3 qualified the need for direct The second is more fundamental.

It is t.he removal of the craft courses from the Institute the first two years initially and eventually the· final 20 for this tra1n1ng year.

Other facilities that a trade school or Junior Technical College the three countie�.
between training the necessary association inevitable choice and it is recommended dam and Anna Regina.

Such colleges must be sited close to industrial is an and employment; Georgetown that the others should be at New Amster­ will .be needed and it is recommended should be established in each of centres for The Ge_orgetown college must be larger than the others, first to meet the for motor mechanics, electricians, fitter-machinists and secondly to cover the full scope of at the Institute.
The others should start local students numerically greater needs of Demerara th·e variety of courses now available with only four courses, and carpenter-joiners; to train in Georgetown.

continue popular but it has· been included this connection the Government the employment ·all public building private building manship would result.

Alternatively mandatory, of the principle schemes.

a much-needed but such Jegislation of an agreed proportion is preferable.
wishing other courses will have to is not that woodworking It is recognised in the interest should consider of the national In making contractually obligatory in If this were done and the example followed in the standard of trained and apprentice craftsmen in improvement of building economy.
crafts­ legislation could make.this obligation is difficult to apply and voluntary acceptance In deciding prior1t1es it must be recognised and Anna Regina will save students to and living in Georgetown Amsterdam travelling their finding part-time college would relieve prissure programme advisable on the Institute training.

employment in the city.


On the other hand the Georgetown ·and also avoid th� possible difficulty of and allow it to accelerate its for advanced to make.a start on all these colleges technician �imultaneously.

If .it is practicable, it wo�ld be that the colleges at New from those areas the expense of They should be sited and designed for expansion.

Eventually to absorb the third year of the cratt course �hich will be continued time being at the Institute.
Industrial of craftsmen gramme, however, for a total enrolment students that the Georg�town of 120.and those at New Amsterdam and the introduction it is recommended each.

This would mean a total annual 1-ntake and Anna Regina of 60' of 240 students.

may demand a. greater.

In the.

first phase of the pto­ of new cours•s.

development college should provide output they will have for the are being �put forward without any precise knowledge of the These proposals plans of the University subjects.
with professional studies reconsidered_ If it is the intention in the light of the foll owing the future of the Technical - decisions': of Guyana for the teaching of engineering training Institute to offer technological will have to be and its allied in association (a) Will the University offer courses at the technician level?

(b) If it is th� intention present Institute to offer such courses, or will it build on its own s1te?
will it make use of the The first is important to British Guiana's because technician economy.

is of fundamental this, If the lJniter.sity is not to undertake the the Institute training for this purpose and of Education must retain portance then the Ministry im­ recommendat ions contained in this memorandum must stand.

21 If the University using the present Institute, Colleges should be implemented.

offer technician for use as the Georgetown training in its own buildings, Technical College.
intends to undertake-technician then the recommendation and to continue s· for the ·Junior Technical training If on the· other hand the University intends to the Institute can be converted Whatever the outcome of these decisions ·the need for the Junior Technical Colleges recommended possibility towards the re-organization at Anna Regina and New Amsterdam will remain.
It is therefore should be made to the Can-adian Government on the assistance for these two Colleges of.technical that an approach of its providing education.

as b first step In the initial stages of this programme there will be savings 1n recurrent e at the Institute, expenditur ject as it will be absorbed cate level.

It is unlikely, at the Institute penditure by the extension however, during the 1966-71 programme.
but this must be disregarded of training· in a long-term at the Higher Certifi­ pro­ of ex­ that there will be any increase Staff Neither money nor good intentions will make this scheme succeed -it will it is of paramount stand or fall by the qua1ity of its staff.

Before any start is made on its implementation Teachers schools, ·of definitic,n lecturers."

t-.hat this problem is solved.


are needed in the secondary and technical Junior Technical importance subjects of practical the proposed and the teachers, these are classified as h·andicraft instructors Institute; Colleges for ease and Handicraft Teachers These are basically courses, This wil 1 have to be given in association with .the teachers in which they take handicrafts by the fu�l as the principal and should be so qualified Institute teacher-training methods subject.
which will be responsible required-of such teachers.

it might be possible.to organize to undertake prepared are regarded motion; tangible encouragement as an integrai' evidence to those concerned.

for the practical As a temporary skills in wood and metal work need measure to meet the immediate sh6tt craft courses for irained teachers this work.
It is essential �art of the teachfrrg of the acceptance that these,handicraft staff and eligible -would be an for pro­ of this principle teachers This source of supply may not meet immediate needs.

A short-term alterna­ tive is a special teacher-training cate in wood or metal working.

and aggravated school curriculum.

allowances consideration advancement to this possibility by-the essential to.a particular of the eco_nomy.
course for craftsmen with a Craft Certifi­ The shortage of h<tndicraft teachers is desperate need to widen the content of the secondary­ In spite of the obvious complications the Government group of teachers must give urgent to the as a means of meeting its obligations of paying special Instructors.
22 In the Junior.Technical than a wide knowledge College a high level of technical methods as workshop of teaching skill is more instruction approach important needs a different should be an Advanced possibly concurrently be necessary earnings to consider in line with those possible from classroom Craft Certificate with the second year of the Advanced te?ching.

in industry.
in industry.

The minimum qualification with a short course in teaching methods Craft course, It may a special scale for these instructors to bring their l.ecturers Here foreign aid is essential of 1 ocal staff overseas.

training present dependence �n.expatriates.

and more value can be obtained United Kingdom than the Ministry although It would be helpful to offer overseas mended as suitable tion of the various professional for the Higher National institutes.
both by �ay of expatriate The latter will eventually Here again technical from the Higher National staff and the the eliminate skills are important in the Certificate courses for those members of staff recom­ Certificate or the graduate examina­ cours� for technicil the latte� would be of help to those with full technical of Education teachers, qualifications.

Estimates (a)Capital (i)Georgetown .

$ Workshops Classrooms Stores, Offices, Contingencies 108,000 54,000 etc.

(3,000 sq.ft.)
(3,000 sq.ft.)

54,000 14,000 Permanent Furniture & Initial Equipment 230,000 70,000 50,000 Total $350,000 (ii)New Amsterdam (4,000 sq.

ft.) Workshop Classrooms Stores, Offices, ies ContiO:genc (2,000 sq.ft.)

etc.

(2,000sq,ft.)
72,000 36,000 36,000 6,000 150,000 30;000 20,000 Permanent Furniture & Initial Equipment (iii)Anna Regina As for New Amsterdam $200,000 $750,000 Total $200,000 23 (b)Recurrent ( i)Georgetown Salaries:- Headmaster Senior Master Instructo:rs (12 @ $5,000) staff Non�teaching $ 8,000 7,000 60,000 25,000 Other Charges 100,000 10,000 Total $110,000 (ii)New Amsterdam Salaries:- Headmaster Senior Master Instruct9rs 8,000 7,000 (6@ $5,000) staff Non,teaching 3l',OOO 15,000 Other Charges 60,000 5,000 Total $ 65,000 (iii)Anna Regina As for New Amsterdam $65,000 $240,000 The scheme as a whole will have a strong appeal for foreign aid which will fall into various categorieS':- (i)grants fo� buildings; (ii)supply of equipment; (iii)expatriate teaching 4staff; and (iv)scholarships for the overseas training of local staff.
24 VI.THE TRAINING AND EMPLOYMENT OF TEAC!lERS Training As n result of the Germanacos Report a special scheme for the in-service was started in 1963.

By 1970 some 2,000 teachers will' have in this way and by then the proportion of untrained teachers employed will have fallen from the present figure of 70% to something of teachers training qualified iri the schools like 20%.

Statistically there has been an equivalent Both in-service to question.
particularly to students quently involve, however, perienced staff skills and understanding.

physical can be accepted soon as possible.

which time the training trained teachers.


in an emergency, They should colleges this is an impressive improvement and pupil teacher training in teaching standards is at least open have their attractions, achievement but whether or not who are being pajd salaries the teaching at a stage when they most need the attention They also impose on students of young children a heavy mental and while training.

They fre­ by untrained and inex­ of professional strain under which their work in school must suffer.
While both systems as long-term policy they should be discarded not continue 3fter the 1966-71 planning period, should be able to meet in full the supply of as by on the future of teacher his recommendations into is fundam�ntal to the whole futur_e is advising A UNESCO Consultant and the Planning the Ministry Unit will have to incorporat� programme.

Although .it must be allocated training the development of education, There is a demand for new buildings actively by the UNESCO Consultant.
for the time being in its present buildings, ·its intake of.suitable should ·therefore Institute source and it will not compete With the secondary training a priority for the Georgetown The college but its success schools.

remain.

On the other hand if .the College funds for its new buildings from the secondary of Education, in relation supported students schools.

to other urgent needs.
and this will be college can, however, continue depends largely on Their first priority becomes the University will come from a different the object{ve annually Secondly trained teachers target is unrealistic intake of students unnecessarily as these enrolment pessimistic should be to achi�ve and maintain an output of 300 the 1 ate�: t. There is a view that such a -by 1971 at ° because it will be impo�sibl e to recruit a sufficient of the necessary qualifications bec<\use the field of recruitment and proper calibie.
is widening This is rapidly figures demonstrate:- 1962-63 1963 -64 1964-65 Form 4 2,176 3,613 6,721 Form 5 1,254 1,277 2,364 If the plani for the expansion figures will continue to rise and of secondary education are cariied out, these recruitment should present no problem.

One large centre would be more economic in the use of specialist staff and faciliiies It would also be able to offer a wider variety of courses for small groups of than a numb�r of smaller centres in different parts of the country.
25 usually outsid-e the scope of a small centre.

It is a and in an attempt to so.Jve this the Ministry cannot be concentrated in Georg-etown, hut is already that a third should be started in Essequibo.

In the circumstances ., it is strongly In order to achieve subjects ·is a -problem that al 1 training to cover students pity, therefore, residence committed to a new centre in Berbice.
recommended the annual oUtf)ut of 300 teachers should be designed to accommodate it is further recommended the· fol lowing enrolment': - that the colleges Georgetown 300 Berbice 150 Essequibo 150 be sited and designed increase of the extension accommodation All three colleges· should the needs of a pos.l:iib]e possibility residential of the College with the University that the University residence in Georgetown apart from those of other facul t�es.
would welcome the students for expansion, first to meet in enrolment and secondly to al low for the of the course to three years.

The question of should be deferred until the relation has been finally determined; it is unlikely of a single faculty being in Capital F...xpenditure The fol lowing estimates are prm isiona] and have been inserted to complete the.

finan,cial furniture and equipment.

picture of the 1966-71 develo pment programme.


They include $ Georgetown Essequibo Berbice {Extension} 350,000 250,000 100,000 Recurrent Expenditure 700,000 These estimates .

a:i:-e based on a ·staff-student average salary of $4,000 for each lecturer.
lated on a 'per capita' cost of $100 for each student':- ratio of 1:: 12 with an Other charges have been calcu­ ($1,000) Enrolment Salaries Other Charges Total 1966-67 360 1967-68 420 1968-69 480 1969-70 540 1970-71 600 120 140 160 180 200 36 42 48 54 6C 156 182 208 234 260 The Ministry must also consider the payment of maintenance allowances .

to students salaried is already being done in some countries).

other types of employment which -or possibly offering employment Teacher training during trnining.
(This has to compete with carry the attraction of an immediate salary 26 , Many potentially upon engagement.

when economic conditions ma¼e a cash income a matter or urgency.

tive, but these are never very satisfactory and offer little inducement in com­ offered elsewhere.
-petition and responsibilities to other members of the family A system of Joans might be an alterna­ with the salaries good teachers are lost in this way, especially The Teaching Service A very great need is for a unified service to which al 1 teachers belong either by.the Government or over the uniformity of salary A contributory but its mana5ement is complicated only on the ·basis of an extensive and expen­ actuarial important which govern their employment under conditions private managers.
This is particularly scales.

The service should also hare its own pension schemes.

pension scheme hijs its attr�ctions sive and it can be established survey.

As many teachers cost a great deal to extend free pension privileges happened Commission the conditions ations on their revision pensionable should be studied.
should be established under which teachers particulErly services are already in government and co-ordination, in other developing are now employed with authority The operation immediately · The proposed of teaching countries.

recently service.
recently service.

employment it should not to all teachers as has Teaching Service to enquire into and to make recommend­ with reference to in other countries Lastly a word should be said about teachers employed in the interior parti­ cularly in the river areas, where the conditions are appal 1 ing and usually aggravated that the Ministry conditions which would r�lieve them in some measure of the isolated live.
in which the teachers by complete should set aside a sum of $5,000 each year to improve the ·are housed and to provide them with amenities tedium in which they under which some of them live isolation.

It is recommended 27 VII, AGRICUl.TUIUL EDUCATION It is fashionable, particularly in politic.al manifestos, to urge the im­ bias to education.
of dried earth or impenetrable This ignores the bitter failures into training and usually deteriorates portance of an agriculture of such att�mpts in the way of vocational scratched pa-tches a warning to the unwary rather than an inspiration logue of reasons for the failure is long.

Holidays interfere with the routine of sea�on,al unwelc0me and unnecessary Some parents are resistant td it because they regard education as a means of moving their off.
the land rather than Teachers have been known to use school gardens as a subsidiary derived from the free 'lapour of contribute· tb the almost inevitable results.

tasks such as planting and harvest:i'.ng .

Pupils regard .gardening as with more·important lessons.

° their pupils.

There are many other reasons that tangles of weeds - serving as to the enthusiast.

preparing them to return to it.


drudgery interfering source of income ch.ild;ren The cata­ There is nothing �o be said against a school garden where the site is and· when it can improv_t:!

the surroundings su.itable school a small, well-kept garden can ·serve as a useful background ing of ·bo,tany and biology.

attempted.

special school fol lowing upon the ordinary processes of education.
Failure creeps in when vocational -Like other craft and techni_cian training is training this is the function of a ° to the teach­ of the school.

In a secondary response it has stimulated.


Agd cul,tuJ;'.al training is important in British Guiana, particularly nection with the new land settlement schemes, and this can best be given through a Farm Institute course, such as thE.t now, being offered at Mon Repos with the very encouraging needed in Berbice and Essequibo� West District would offer a valuable return.
The establishmen tutes is the �esponsibility of the Ministry of Agriculture t.hat the Ministry of Education should initiate discussions connection on the rela­ tionship between the Institute course ar,d those given in the.

secondary scho-01s.

are urgently_ in the Rupununi and the North t· of these lnsti• with the 1966-71 development programme and in particular but it is recommended on this subject.
in Similar Institutes small Inctitutes in con­ 28 VIII.HOME ECONOMICS Home Econo�ics is an essential part of all levels of a comprehensive to say this because in some quarters to dismiss it as a subject fit only for a secondary' It is important course�·Adequate accommodation system of educati�n.

there is a tendency 'modern• ed for ·all the new' secondary in the curriculum ·the special centres or in accommodaticn present polici of separating primary tal expenditure should be committed ·schools.
fo� the secondari .schools.

Wherever borrowed and secondary classes of th� all-age schools'either in With the ::'.rom other schools.

to home economics ro0ms at the all-age· education no further capi-· for.home economics possible has been recommend­ it should be in�luded training.

·.

There is also the possibility The three-year of using a course in home economics as course in this subject has been dis­ at the Carnegie and evening classes.
to the social and economit School, which is now restricted to of This is a pity, because it was making a valu­ vocational continued teachers able contribution when many girls were leaving sch6ol at the age of fourteen.

serye a very useful purpose, economics, sugar.estates and in the shops·and offices in Georgetown and other urban Its value would spread beyond employment life and the upbringing mended that' the course should be started again, possibly fol lowing the P,.C.E.
examination, higher .academic reduced to two years a] though there is no.-reaso!\ why students to it.

in home confi�ed·to expe�tise by the of young women for employment but as a general preparation of the next generation.

's should not be admitted life of the country, ·not necessarily It.

is therefore qualification into improving the standards the training especially It can still strongly areas.
of home­ recom­ of 29 IX.AMERINDIAN EDUCATION In spite of Amerina1an resistance to change and the enthusiastic romantics, commercial over the border from Venezuela in which until recently support from George­ pressures and Brazil are already these people have isolation the s�cluded given to this attitude by dedicated town and more particularly penetrating been living.
The inevitable cha] lenge which education encourage attacking .facilities Amerindians cal training for primary education; .into Guianese a higher standard the twin problem of nutrition through the secondary schools.

change to· their present pattern of life wil 1 offer a must help to meet •.

It· can help in two ways.


It can · of living for the people in their own environment by and health through wider and better of secondly,· it can encourage the absorption society by opening the way to professional and techni­ Of the predominantly Amerindian areas the North West District is already into the country's met by the provis,1..ons There are also small settlements, economic of b<Jarding accommodation being integrated apart from the provision be adequately education.
River; for which extraordinary provisions system cannot be justified; to continue by a less rigid insistence recommendations Tapacooma the needs of education scholarship areas and the North West District confined • to be met.

by the prese.nt to the Rupununi, are there"fore of the over-all outside the ex��ting primary-school at a higher level will have system, which should be extended on ·a high: level of academic attainment.
The following the Pomeroon­ Mazaruni, and social life and its needs, at two secondary development programme for scho�ls; can such as those on the Corentyne Primary Education school,.
enough to c·a1culate precisely figures are not reliable of_ school age actually Enrolment age of children attending sugges�s.tha·t it·is much less than the ·national reluctant.to send their children to enforce the legal -obligations enrolled pany their parents on �eason�l·expeditions for tending.remote areas of cultivation i_n the mountains, fishing; ing relathes.·Persuasion having some influence tion �ill effect any appreciable itself _into the next genera­ change in this'parental attitude.
the percent­ but local observation Parents are sometimes .• Even when.

children absent for long periods while they accom­ from_the administration , but only a spread of education to school and circumstances of compulsory diamond mining, balata tapping - or even merely visit- at school they are frequently and the Christian education missions average� -make it impracticable have is for the comparatively schools, is largely responsible attendance in the Amer.
:..ndian This irregular level of attai'nment judge to be t\\'.O years lower than that of the rest.of the country.

tributing the children read and'write them the necessity foreign language difficulty cated by t·he insistence and bible readings could be easier for children and then be taught Engiish as a second language.
factor is th� langtage difficulty, because to learn a is furth"r compli­ which some experienced Another con­ are taught to Some educationists to learn to read and write .in their mo�.her at the same time.

·The children's bf some church authorities which imposes upon in the ver�a�ular.
on giving religious This is•possible in English, hold.•the rie• that it tongue low teachers hut debatable instruction 30 Field Mission in this method amongst the Wai­ in the way of difficulties practical shortage There are, however, and the work of the Unevangelised Wai should be studied.

teaching teachers that the present practice, must continue, such as Hong-Kong· t should be sent overseas specialis reading and writing in a foreign language.
and Malaya are concerned the verna�ular, who can speak the various.languages.

It seems inevitable, therefore, which has much to be said for it on social -grounds, written material of suitable and a lack of but its methbds need to be greatly improved.

· Other countries with the same problem and a language to study modern techniques in teaching, are malnutrition Most chil�ren backwardness Other factors contributing to educational eat little but cassava, "ill-health.
expected to carry them through �-j�;g day at school and frequently to and .from their homes.
An issue of milk and vitamin biscuit through the World Food Programme alleviation in the present agricultural eradicated, children larly by intestinal few simple rules of personal elimination are still debilitated worms, many of which could be avoided by the practice a temporary changes has been largely particu­ although by other tropical their heal th, but it is only provid,ing of a problem which can be finally solved_ of a towards the a cooked handful of which is only by fundamental system.
Similarly, of these two evils.

must be directed complaints, is improving a long journey Education hygiene.

malaria and Finally there is the inaccessibility of schools from some homes, which are this •is particularly and lacks the ease of with relatives population true of attendance and returning living in shelters at this stage of educational development attend school by staying.
which has a widely scattered -the lu�e of home is very strong and .small family units in remote isolati0n, frequently the Rupununi, river transport; Some children otherf cire for themselves, ends for food; in such circumstances is not surprising.

irregular own school and left outside provide ·a partial solution that four hostels are started in the Rupununi nahs and at or in the neighbourhood the Pakaraima Mountains widen the scope of the hostels by organising single-teacher, central hostels at the Std.
1 level; this would avoid the· necessity leaving home at too ea.rly an age'.

·the primary school orbit, schools (Preparatory of Karasabai, Kopinang th�m in conjunction (North Rupununil.

to the problem.
to the problem.

some children at Yupukari two-class and Kurukabaru ,In some areas it might be possible in to while home at the week­ Each small family unit cannot have its A and B) with pupils moving into in the South Savan­ As a pilot scheme it is suggested w·ith small must be of children but a system of boarding hostels would Jt is suggested that each hostel should be designed pupils, either in a single unit or in a group of four smaller units.
It should be possible of local materials each hostel should be sufficient accommodation.

as a self-help project.

to build them inexpensively to build and equi� adequate in Amerindian grant of $5,000 towards and suitable A government · to accommodate and separate style 40 · For recurrent expenditure it 1s estimated provide food for -each pup_il or an annual expenditure _occupied hostel.

To this must be added a further $800 for the wages of a that it will cost $60 a term to of $7,200 for a fully 31 .
to_ take charge to providing it other thau by hostels, it is the responsibility of the hostel, making a total of $8,000.

(There for caretaker-matron is no reason why the chiJdren-'c,sheuld not be responsible the domestic duties connected with the· hostel).

It is clear that if fees are charged the hostels will remain empty.

Education at this level is compulsory alternative the Government asked to consider making an annual grant towards this project, because it con-.
cerns not only education but nutrition and health.

It will also be necessary.to ask Oxfam to conduct research tion with the possibility ultimate ,.1bjective -food.

into a suitable diet for the children in associa­ of a variation to the locally grown crops with the the hostels without the added cost to meet its cost.
It is suggested, however, that Oxfam should be of maintaining and if there is no of of -imported The management of the hostels should be associated with the local communi­ of the schools to which they are attached.

It would be a practice for the Village Councils in con­ ty and the management use.fu1 exercise in local government If Oxfam decide to help the scheme, sul tat ion with the local church authority.

the gratit should be paid _direct to the Village Councils.
If in f�ture a hostel is attached to a Government School its management Village Council in should be undertaken ._ .

with the District Commissioner consultation by the Secondary Education The current enrolment by districts for secundary c1asses In all-age sc·hool s is:- DISTIUCT 1 2 3-4 TOIAL FORMS RUPUNUNI MAZARUNI 174 90 87 11 6 4 351 21 ESSEQUIBO/ MORUCA RIVER MABARUMA 128 89 53 27Q .
151 101 123 375 TITTAL 46� 286 267 1,017 to secondary schools; are reluctant to allow their children to mov.e away from the The table abo,e shows that already some Special provision for secondary schools should be made in the Amerindian areas for two reasons.

First the low level of attainment· in the primary schools ·restricts the number of pupils winning scholarships secondly parents influence of their own environment.
schools have secondary ci�sses, but· they offer little more than a narrow literary c_ourse which is.

of doubtful value to the pupils and none to the general welfare of the community.

equipped to give a fully comprehensive course, shortcomings secondary level.
Scholarships should continue for those who qua] ify and are of the primary schools to be offset by efficient teaching at the with small classes to allow the The�e is an impera,tive need for secondary schools, 32 willing to accept them, because contacts with the outside world for these children.
Those school shbuld education the remain in a special class in the primary schools1 in which, if possible, course should have a practical are important of compulsory and for any reason are not admitted who are under the age limit bias related to local needs.

to a secondary children The following recommendations are made:­ Rupununi A two-form entry secondary would provide accommodation the time being, bec.ause but the need for expansion out-lyine school at 'Lethem for which the existing for 80 pupils.
This is likely to be sufficient for hostel of the number of day-pupils likely will be likely as primary education develops in the to attend the school, areas.· The costs are provisionally estimated to be: (a)Capital $ 12 Classrooms 100,000 2 -Laboratories 40,000 2 Workshops 30,000 2 Home Economics Rooms· 30,000 10 Staff houses 120,000 Furniture & Equipment 20,000 Contingencie s �40,000 10,000 350,000 (b)Recurrent 14* teachers@ $3;000 staff non-teaching Other Charges..;.

42,000 5,000 tuition .


boarding 12,000 18,000 77,000 *It is likely that four teachers, e.g.

married women, will be avail­ able locally.

Mazaruni This is a small area not normally regarded school, but its needs are not likely to be met except by a small as sufficientl y large to carry a secondary 33 school with a single-form build a hostel for 60 pupils, designed are provisional ly· estimated to be:- entry at Kamarang.

With this it will be necessary The costs to allow for future expansion.
to (a)Capital 6 1 1 1 5 Classrooms Laboratory Workshop Home Economics Sta ff houses Hostel (60 pupils) Furniture .Room $ 50,000 -20,000 15,000 15,000 60,000 60,000 & Equipment .- tuition boarding 10,000 5,000 Contingencies 235,000 5,000 240,000 ·(b) · Recurrent 7* teachers at $3,000 Non-teaching staff Other charges -tuition boarding 21,000 3,000 6,000 14,000 *See estimates.

for -Lethem.
for -Lethem.

44,000 ··Essequibo '.... Moruca River There will shortly be need for a s�condary school at Charity and .it is that this should recommended 'he given priority With this should be built a hostel for 80 pupits to provide for Amerindian children area.

-The costs are provisionall]y Hiver, the Moruca River and in the Tapacoorna estimated Jiving along the Pomeroon in the development programme.

to be:- (a)Capital $ Hostel (80 pupils) Furniture 80,000 & Equipment 6,000 .
86; 000 (b)Recurrent Other Charges -boarding18,000 34 Mabaruma There is also a need for a sec�mdary school in this area and it is recommend ed that this should be provided similar to that at Charity will also be necessary.

estimated in the 1966-71 ·development to be:- programme.

A hostel .

The costs are provisionally (a) Capital' $ Hostel (80 pupils) 80,000 Furniture & Equipment 6,000 86,000 (b)Recurrent Other Charges - boarding18,000 The·site for the school will have to be chosen carefully.
is that it should.serve as many day pupils as possible.

One essential ground to allow for· expansion and to provide adequate There should playing requirement also be sufficient fields.

Itwould be an.advantage partly because hospital �hildren should be associated that take place in the district facilities to have it as .close as possible to Maharuma, are·available there and partlr because the as closely as possible with the various acti�ities headquarters.
There is also the question of the management of the school.

Under presen:t I y Catholic policy it· will have to be a Government .

dominant operation cussions with representatives co-operation, staff.

and the.influence particularly school.

The children, of the Church· is powerful; without its co­ that·dis·­ of the.Church should seek a way of achieving however, are.pre- such the school's success is likely to be limited.
It is suggested in respect of consultation over the t of appointmen In connection ' with the secondary school hostels two matters of policy have children The first is that of fees.

If an •!conomic few Amerindian that parents should make some contribution to be settled.

charged,'·'very is reasonable of education be charged for Amerindian children, should be low, say $10 a term, with the warning that they will be raised once the schools have become firmly established part of the process of education.
essential above the primary Sfhool level.

If it is de..cided that fees are to fee based on costs is · .

hand it an:d accepted by the parents as an will attend school; on the other it is recommended that initially the fee towards boarding costs there is the qu�stion of hostel management.

At Lethem the hostel Secondly, is managed.by a local committee commend it, but it is difficult example, can.be divorced continue with such committees, include.the head The same principle should· to primary school�.
appointed to see how responsibility for that purpose.

This has much to for discipline, for from the teaching staff.

If it is the intention to that its it is recommended member.ship should teacher with powers.

to advise on such matters as discipline.

also apply to the management of the hostels attached 35 Pra�tical Training to this could be made by improving For sometime to come education for the majority of Amerindian children will end at the primary school.
One of .the great needs of these areas is to raise the s-tandard of living and a positive contribution the manual skill s required in such rural industries Higher standards are also required in home management, welfare, diet and health.
It is clearly impracticable school with and staff for teaching Therefore should be given to the setting up of two·mobile units, o.1e for handicrafts and the other for home ·economics, period to be determined tried in some of the Indian_reserves 'of the United States and would repay study.

The costs of each of these units are estimated over infant, to consider providing as a pilot scheme for the Rupununi it is recommended each staying at a school for a prescribed in the light of experience.
as carpentry and building.

Schernes of this kind are being accommodation particularly handicrafts to be: each and home_economics.
that consideration (a)Capital Land Rover Trailer Workshop Equipment (b)Rec�rrent; Instructor $" 6,000 12,000 2,000 20,000 Assistant Driver T�ave 11 ing & Maintenance2r 000 Materials 3,000 2,000 2,000 ·l, 000 Technical training at a higher level cannot be provided locally except 10,000 This .is adequate for local employment, through· the present system o_f the employment and Hydraulics.
where, .If Amerindians are to be absorbed ir,to the_ general pool of craftsmen and technicians, secondary schools present scholarship .

ing at the Institute.

of learners by' the Ministry of Workr but has little value else­ scheme should be extended to cover craft and technician As the and the for admission develop pupils wi11 become quali'fied they will have to be.

trained at the Technical Institute.


train- Visual Education Perhaps the biggest single contribution of the modern techniques _could be of visual edncat�·on.

· I� the schools the throws a shadow over all the teachrng which struggles for made by the u_se dead hand of isolation life in a self contained suitably adapted to· local ·needs.

and skillfully from the outside world.

Visual aids, vacuum dissociated t_o Amerindian ad-vancement handled, could fill it with the _ 36 but more will be said of that later.
It is recommended They could also be a powerful factor in adult that a mobile be se� up in charge of an officer who should be given a fresh air of reality and vitality.

education, visual aid unit-should course of instruction as the Rupununi transported approximately overseas and Mazaruni.

by river craft as that.

of.

the other mobile units.

directed towards the special needs of such areas be so designed that it can be The equipment should well as by trailer.
Its estimated cost would be Agricultural Training It has been recommended elsewhere (Section should be under�aken by the Ministry of and this is a policy that should be followed VII) that agriculture Agriculture in Farm in Amerindian as voca­ areas.

It would make a valuable that an Institute in both the contribution Rupununi to Amerindian advancement.
and the North West tional training Institutes has been suggested Districts Adult Education This is another field of edu�ational activity -in the vernac�lar much linguistic in which it is necessary or in English?

will have to will have to be made.

If it is in English techniques and material in the vernacular research and a careful study of the will have to be carried out into th� methods of teaching tread Warily.
Does it mean adult literacy If the object is literacy to be carried out into a variety of languages necessary research in a foreig� tongue.

In either case there must be an adequate up reading material, campaign ment scheme in which an ability·to read offers a promise of material success would be even more problematic already seriously from an adult literacy with the heavy outlay in finance and human effort required in an area where periodic without which literacy is rarely successful quickly disappears.
amongst the Amerindians unless it can be linked with a community interferes campaign with regular school attendance.· In short the return supply of follow­ reward; its develop­ adults to read An adult literacy family migration in its organization.

would not be commensurate Much, hm�ver, can be'done by the use of the vis�al �id unit i� co-operation with other Ministries ·could help in instruction an_d nutrition.

crafts and home economics.

co-operative use of its mobile units.


and international organizations in hygiene A similar.

use could.

als·o be made of the mobile units for handi­ with farming methods, associated in home management, with them.

It The.Ministry of Education should give a lead in the Text Book Supply A_handicap from which all schools suffer is a shortage This of textbooks.
of of supply, but mostly from the inability that the arises partly over the difficlllty parents to pay for the books their children Ministry should supply should be.on sale to the pupils at a subsidized in the Estimates ·sum of $5,000 should be included which will depend on the demand for books and would be to provide textbooks An alternative need.

It is recommended direct to the school, where-they price.
It is suggested that a for this subsidy, on loan from the schools, recommended the capacity of the parents to pay.

textbooks the rate of but very 37 often the only reading material in Amerindian b_e a mis take to withdraw this source of supply.

homes 1s a .textbook and it might 'fummary The following is a summary of the· financial recommendations'-: - ·, ·Ca,pital-�-.
$ Re.curren: $ PRIMARY SCHOOL HOSTELS 20,000 32,000 SECONDARY SQIOOLS 525,000 89,000 SECONDARY SCHOOL HOSTELS 237,000 68,000 MOBILE UNITS 1) HANDICRAFTS 20,000 10,000 2)HOME ECONOMICS 3) VISUAL AIDS .. 20,000 10,000 20;000 10,000 TEXTBOOK SUPPLY 5,000 TOTAL 842,000 224,000 The foll owing courses of overseas training have been recomme·nded: - (i)teaching to read and write in.English as a foreign language; (ii)management of mohil� units for:­ (a)handicrafts; and (b) home economics; and (iii5 techniques of visuih education.
38 X.PRODUCTION AND SUPPLY OF TEXTBOOKS PRODUCTION -The general quality of textbooks without this there is -little possibility the schools.
The·Germanacos Research and an application Bureau within the Planning Report recommends to the U.N. for funds to meet the cost of - Unit (Appendix now in use needs urgent improvement and l standards in of raising educationa the setting up of a Textbooks L, Part IV, Paras,14-30 ), (a)machinery and equipment for the .Ministry to set up its own printing unit; and ··(b) an expert.

rn textbook production.

This ·application-has, however, Teacher-training.


been deferred for a more urgent priority 1n is subject to question but at of textbooks is a highly skilled and expert staff involving small population heavy capital of British Guiana Even as an ultimate objective this proposal The publication this stage it is unrealistic.

process needing expensive machinery and.r�current costs.
With the compar�tively it is doubtful and consequently present economic situation on the scale involved expenditure Work in partnership in countries bigger and richer than British Guiana.

if such a unit could be kept working at its full economic capacity its cost would cover a con-siderable hidden subsidy.

In the and because of other urgent demands on limited is to.

The alternative cannot be justified.

funds, with private publishing firms, a practice widely follower.

is dependent on local .


initiative which must of a needed textbook in the subject and its presentation with up-to-date preparation beirig provided by a selected be responsible profession · (It is the_ practice The procedure for the preliminary al expertise firm of publishers.

one firm to avoid, any suggestion published by the Miniitry of.Education is imposed -an undertaking first publication.
authors, proval, ' and the Ministry, without which the publishers as a commercial enterprise publishers subject to the condition that it is approved a second condition for use in its schools; sometimes to buy a speci fie number.

of copies of the book on effort between the -The result deriYes from a co-operative the last being the final authority for ap- will not pr>oceed.

for one country to work with more than of L11onopol)' ).
In its final form the book is When the preliminary work cannot be carried out locally it may·be necessary of a textbook to meet an urgent need by the direct commission tender'.

Sometimes by competitive a book already proved succestful strongly best known to those concerned of schoolsr· with whom close with the training .recommended this can be best achieved by its use in other countries.

from a publisher by the adaptation This approach_ is These will be of· in order to meet the most immediate demands.
and constant consultation is essential.

of teachers and the supervision Most Ministries which is responsible of Education for initiating delegate such authority to a Textbook.Committee the selecting of te*tbooks, the preparation 39 authors ancJ finally for their approval in a country depends on the quality of this committee the first step is ·to examin� the constitution present committee responsibilities.

its constitut a£ its secretary.


and to consider That it will meet these adequately, ion and terms of reference, their need for revision for publication� however; The textbook position and in British Guiana and terms of reference of the in the light of its · depends not on but on .the personality and efficiency This post should be.

held .by a full-time Textbook Officer.

His duties �uld be to -.

(i)act as Secretary to the Textbooks Committee; (ii)· control the funds allocated book production; .. .
to it for the en.couragement of text­ (iii)keep in touch with.

teachers, needs; college staff on textbook school supervisors and training­ (iv)advise the Committee and publishers; on these needs and on the.choice of authors (v)initiate and advise on.negotiations between authors and publishers; (vi)�ndertake negotiations on the direct commission of textbooks from.

publishers and the adaptation of books in use elsewhere; (vii)arrange for the submission of the final draft of manuscripts to the.
Com�ittee lishers any changes for approval and for discussing with the authors an� pub­ may feel necessary; and which the Committee (viii)negotiate with the publishers the conditions of publication.

Other responsibilities widens.

activities will become apparent as the scope of the Committee's There is, however, one further aspect of the work of the Textbooks Officer must be considered.

The wider the circulation and the lower its cost to the purchaser.
·Which is its· production sign ed for genera.Y.use in the caribbean is therefore essential that the·Textbook in:i close collaboration lridies both-in regard·to books for the Caribbean·and to those specifically use in British Guiana.

the cheaper Some textbooks for �dtish Guiana.

It Unit of the University: .for and its Officer should work of the West will be.
'suitable Committee with the Publications of•a textbook de­ Some of'the processes required in text-book and the reproduc colour printing be available if they are avail able, the compaI'ati single edition·may make their cost prohibitive.

some needs, such as for· supplementary readers vel y sma1 l nµmbers of books required On the other hand there may be which could because.of the lack of machinery with local colour, tion of diagrams and trained staff.
Even locally, in a production, and illustrations, particularly may not over 40 well be met by cheap local production.

the Textbooks operated Officer, by thi Government particularly Printery.

This possibility should be examined by· over the purchase to be of machinery Supply It is the practice for pupils to buy their own textbooks and stationery.
to meet, different books used in the upper cl asses of the secondary during an examination is apt to disappear y over the expensive which they are often reluctant to see.

three or four pupils sha_ring a book; books are used in.the same class.

This is in many schools, This imposes on parents expenditure particul.arl s�hools -although this reluctance year.

As a result it is not uncommon sometimes factor in the lpw level of attainment poorer areas.
The Ministry with the books prescrib�d are objections procedtire to the pupils, but on the assumption years, the annual cost would be four times higher than that of the loan system.

It would, however, �are and provide ·a source of reading material ·the Textbooks staff.

This could be avoided by a free issue of books of four schools for use by the pupils on loan.

There would treat the books with greater in their homes.
In either method of government to this, especially the imposition particularly of providing an important those in the that the life of a book is an average should examine the possibility would be able to estimate ensur� that·the children by the curriculum its requirements on the te�ching accurately.

Committee store-keeping Finance There is already.


financial but additional provision funds will be required estimates, typist and when its work expands to carry its.full commitments The cost is estimated executive for its staff.

It will need a it will need an for the Textbooks assistant.

Committee to be:- in the $ Textbooks Executive Clerical Officer* Assistant Assistant ·6,000 3,500· 1,500 $ 11,000 * Of Education Officer status.
There are th-ree people in the country who have had training courses in production, -textbook _given the appointment ·for the services be much more effective training, those concetned but none is employed in this work.

One·of these should be as Textbooks Officer.

At the same time the application of a llNESCO Consultant than selecting·yet should be renewed for 1966.
This would another local officer for overseas as the Consulta.nt and all would be able to work with the Committee · in the production of textbooks.

The annual cost of supplying chapters dealing with pri�ary and secondary pupils with textbooks education.

i� estimated in the 41 XI.


BUILDING UNIT It is doubtful if the building O'pe'rations requ-i:red are by ·the Ministry either extensive ing Unit, with a full-time the .prep.ara al rivalry with the 'Ministry operation .tion and supervision or varied enough to warrant the setti.-ng up of its own Build­ arc-hitect and the professional for staff required of co.ntracts.
· It might also lead to professi<;m­ of Works and Hydraulics imrtead of the close co­ required in fields wider than that of build� Building problems· are not difficult .• The heaviest difficulties.

is in the coastal bel_t where the sites are uniformly constructional imp orted roofing.

economy, in building be carried out by the visit of an expert in school archite<;:ture in timber construction the Ministry of who would work in conjunction costs and improvement Works and Hydraulics.
There is need, howe·ver, · for enquiry info the possihil timber and is universa]]y local ity of with the Planning .design.

This could best in functional material Building with experience Unit and concentration level and present the same of schools On the other hand the 'self-help·• proje-cts are essentially·a matter of co­ to between the schools and the local -communities and it is difficult operation see how this could be en�ouraged and guided by any authority Miniscry of Education.
, accommodation for competent suitably qualified these duties.

of the building officer shoulu be appointed advice is, however, to he provided and how it can best he p] anned.

Also there is ·need super�ision that a operations.


·It is recommended ,to the Ministry to undertake needed on the type of Tec_hnical other than the 42 XII.SPECIAL SCHEMES 1) Adult Education As compulsory edµcation has been in 6peration since 1876 there is no imposed in many other coun­ resources of mass literacy need for the heavy drain on financial tries,by the organization miny other fields, such as health, and ag�iculture advancement schemes can contribute community.
to the Planning cient to carry out a· survey of the need for such schemes or how far it is being met by existing be very helpful.

facilities.

- There are, however, in which adult education and social welfare of the The advice of an expert in this field would The time so far available U1.it h�s not been suffi­ to the economic campaigns.

2) Handicapped Children ·Little progress has been made on the combined children.
of handicapped for the Deaf progress which has been institution Through the good offices of has been made over Cross and the Royal Institute of deaf children; as soon as the Government planned for the education the Red the education new buildings tion.to their cost.

Much more requires children, the Planning earliest categories expert staff already in local employment.
y· deformed Unit has had no opportunity it should instigate children, of handicapped the phys_icall opportunity is able t� make its promised to be done for the education contribu­ and the educational 1 y sub-normal.
this problem, of examining a survey of its extent in the various hut at the using wherever possible the services of of blind Once again money is available for extending this work in 43 XIII.FINANCIAL SUMMARY Staff There is a grave shortage of trained and experienced staff, particularly level, and it wi] 1 be some time before the country can fill a.t the graduate the need from its own resources.
be placed on expatriate present standards which help from overseas might staff employed are to deteriorate be obtained.

If expansion takes place mM".e reliance must on short-term contracts even further.

"There unless the are two schemes under United Kingdom• teachers Graduate seas S�vice Aid Scheme.

Enquiries of Overseas Department for 'designated' Development.

(IY.. Para 20).
(IY.. Para 20).

posts can be recruited about this should be made from the under the Over­ Canada Help is already being received It may be possible Programme.

of technical education.

(V.. Para.

19).

from the Canadian.Technical Assistance this particularly to enlarge in the field Help can also be obtained from voluntary organizations of V.S.O.

workers are straight.

from uni­ such as Voluntary Ove'rseas.


The great majority Service versity without training and teers can give useful service, particularly ary schools, but The same applies teacher-supply the·process of dilution to the Peace Corps which now seems in the United States.

which are the experience as science teachers in the second­ to go too far.

must not be allowed to be the only source of great need.
The volun­ Training Courses Ov.erseas ist posts can be filled by local officers Some spec.ial study courses overseas.

and advice on this should be sought from the Ministry and UNESCO.

The fol 1 owing suggestions Funds for these can be obtained have been made': - after training or sources from several of Overseas Development (i)Teaching Eriglish as a Foreign Language' (a)Specialist Supervision; ·and (b-) Teacher-Training Specialist.
(ii)Lecturers in Higher Technician Training (iii)Unified Teaching Service (iv)Instructors Homecraft for Mobile Handic.r�ft Units and (v)Instructor for Visual Aid Unit (II.3) (V., 19) (Vl.6) (IX.15) (IX.17) 44 (vi)Teaching reading and writing 1n English (IX.4) as a foreign language.

UNESCO Technical Advice The following recommendations have been made for UNESCO assistance:- (i) Textbook Production (ii)School Buildings (X.11) (Xl.

2) (iii)Adult Education (Xll.


2) CAPITAL EXPENDITIJRE The major items of capita] expenditure are':- ( i) Primary Education ($1,000) (a)New Places and Rebuilding (b)Overcrowding (ii) Seconda�y Education (iii) Technical Education ( i V) Teacher Training 770 2,800 11,000 750 700 that under 'se] £-help' for primary education, It seems reasonable assume responsibility World Food Programme .for its elimination annual capita] expenditure 1966-71 programme.

continues.
continues.

could be spread· Although over-crowding over ten'y;!ars.

is serious·, the scheme This would reduce the to something of the order of $400,000 during .the .sche.mes the Government should particularly if help from the".

The heaviest expenditure education.

· The Planning Unit is for secondary _should ex,1mine these costs very rigorous­ with the help of a UNESCO consultant ly; economies of facilities should qualify for C:D. & W. assistance, to participate.
may be possible for a fully compfehensive but they should not be made through a reduction cm:�icalum ..

This is a scheme that but other countries may be prepared on technical Expenditure education 1s not relatively very high, Both schemes are likely to have a strong appeal for overseas aid and the Canadian or the setting up of a Junior Technical College in each of the three counties'.
1s likely to be interested and teacher training in the recommendations Government Amerindian education it cannot be given a very high priority, se�era] countries down into a series of projects may be interested.

($842,000) is in a different category.

Educationally but it has a social �ppeal in which It has the advantage that it can be broken inter-related.

For which are not entirely 45 example, zation such as Ox_fam might be available.
the mobile units can be treated in isolation and help from an organi­ In the planning teachers' houses.

is scarce.

The Planning in its 1966-71 development plan.

recommendations no mention has been made of the need for This is very important ·in .areas where suitable accommodation Unit should consider.

provision ·for a housing programme RECURRENI' EXIBNDTilJRE Here is the crux of the problem.

Capital investment in education carries with it a·very high.level of recurrent this falls on the loca!
governme�t towards capital expenditure.
For example, Primary and Secondary on these services alone in 1970-71 will rise td:- Education expendit�re and generally speaking irrespective of the source of assistance if the planning recommendations on · and Teacher Training are carried out the cost Primary Educatio� 10,060 $ (1,000) Secondary Education 4,378 Teacher Training 260 14,698 programme to meet the recurrent development Unit must evaluate In effect.the of the local government the Planning tional services with avail able for recurrent expenditure.
Unit is essentiaL annual estimates in undertaking to be· ·made over the planning their relativ� must stand or fall by the capacity cost.

In preparing the programme the total measure of the expansion of educa­ priorities Her� the guidance ·within the limits of the funds of the Central Planning It will be necessary to prepare a de_tailed forecast of the period, but at this stage there is no point such a task because the future depends on.

pol icy· decisions yet