Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697795231220.pdf (Guyana)
Distribution limited TA/BRTGtJTED 8 __,,...._ _________________ � -----•·---·--· ---------- guyana teacher training (.Tanuary - December 1965) ½ E. EDUALlNO WS/0766,50 .

ED� unesco Paris, July 1966 TABIE OF CONI'EITTS Chapter One: INTRODUCTION Terms of Reference ·The Goals of Teacher Education Chapter Two : DEVEI.OPMEN!'
OF THE PRO,JECT Teacher Education in Guyana Brief Review of Work Done Teacher Education and University of Guyana Chapter Three: CONCWSIONS Recruitment, cul um The Cur!·i Selective Admission and Retention The Staff Services other In-service Education Activities Appendices A.Recommende, B.Criteria for Selection, In-service Teacher Education Programme, 1964-1966 Teacher Education Curr:f.cultun C.Criteria for Selection, Pre-service Teacher Education Progrannne, 1965 D.Projected Number of Teachers in All-age Schools E.. Progrrumne of Studies, In-service Teachzr Education Programme F.Prograr:im� of Studies, Pre-service Progrom.�e Teacher Education 0.The August Conferenca H.Hig!
'l.lights I.Proposal for a Curriculum and Sect:1,cn of the Ministry of Education of the August Vacation.

Conference Instruction J.Tentative Professfonal Courses on Leadership ws/0766.so(EDs) 2 2 2 3 4 6 8 9 9 9 10 10 11 26 ;J-, - 2 - IN'I'RODUCTION 1.

Terms of Reference The terms of referonce of this post ere as follows: 1.To assist in the revision of primary of modern training service training introduction of the curriculum and secondary tech..,iques.
for both pre-service and in­ and to advise on the teachers 2.To co-ordinate reference special the work of the eight in-service to the supervision of teaching training practice.

with centres 3.

To advise on the lay-out the new training college as::l:lst the Principal of buildings to be opened at Port Mourant.

in 1965 and to and the provision of equipment for on the organization of the courses.
4.To advise on the bu1.lcUng for the training of an application and equipment college for United Kingdom in Georgetown and to assist in the p�e­ aid for this pro­ f:lnanc:lo.l requ:f.rernents for the new bu:11dings proposed pnrat:lon ject.

2.

The Goals of Teacher &iucation Pt'esent-day literature in teacher as well as his professional places emphasis training.

education on the pe1•sonal This differs with development the teacher was supposed to acquire.
be educated of the teacher training of the past, which emphasized is a profession the teaching skills that a teacher and, therefore, Ter,c'1:f.� teachers nhould and not Just be fa·a.ined, for a professional person is one who: related to and essential of his function; a body of specialized Judgements and is responsible Is a liberally educated person; possesses skills and knowledge for the performance is able to make rational scope of his activities, ments and actions; pla�es primary sonal gain; actively fundamental standards practices is engaged on a full-time in a continuing search for to continuou:::; in his own practice; hio prof��sion with hir'J colleagues improvement upon his service participates to society emphasis basis; new knowledge and skil1(1).
and to take appropriate action within the for the consequences of his Judge­ rather than upon his per­ in developing of his proteasion and enforcing an�.

abide.a by these standards (1)M. Lindsey National (ed.

), New Horbons for +.he.

Teaching Assoc:lat:lon, Education 1961, p. 6.

Profe�sion, Waf:h:f.ngton, D.C.: Ws/W66.50(EDS) -3- Assuming th&t theze statements imply the goals of a teach0r gramme, a teacher describe behaviours.
education the achievement institution would next consider of each goal and the experiences edu:�ation pro­ ·that the behaviours such that help develop Generally, educators agree that these experiences centre around two teacher -general types of studies to draw lines between under one category classify the subject and professional education{2).
:Ct would be difficult to sa:y that a course listed the two; it ta equally difficult would necessarily be achieved in the mannor that would truly it in that category.

he is teaching Much would depend on the way a teacher integ�ates his learnings.
and the student approaches It would be impossible for a teacher education institution to teach its stu­ dents all things that need to be learned about teachi:e1g most that U can do is to help develop provisions important that definite is included This kind of education and how to teach.

The teacher.

are made for the continuing in :what is usually education called in-service It is, therefore, of teachers.

education.
education.

a good beginning In-service education of teachers is planned to meet several noeds s-uch as: the continuous who are not yet qualif:f.sd of th� staff.

To qualify teachers To promote To help new teachers new field of work within the profession.

To eliminate professional deficfoncle workers and those who are entening in education.

improvement in the service.


s in the background preparation of teachers and othe1· a new responsibility or a These goals can b-e ach:tev!dd through several means, the most common of which are regular attendance meetings, these curriculum at planned courses, lessons, semJ.narG, and participation be of most practical development would demonstration conferences, workshops, development.

Of in curriculum value to.the teacher.


Tw,.2 Chapter DEVELOPMENT OF THE PRO,JECT of teacher education The problem the government Survey Mission in the primari; were trainea(4).

on the publication headed by O.L.

Germanaccs and all-age schools in Guyana came to the full conciousness in 1963 Qf the report of the Unesco Educational 13J.

In 1964, only 21.6% of the teachers of and 18.0% of those in the secondary schools (2)See Appendix A.

(3)Re�rl of tho Unesoo &lucationa.l Survey Mission BRIGUED to.
British Guiana, 1963.

(4)A trained teacher teacher training, he is on the Job.

in this context either prier to appointment means one who has had one or two years of as a teacher or during the time w&/0766.so(ms) - 4 - Today the Government Training College, new teachers, is preparing the only teacher while eight centres education located institution in de�s�ly areas, are giving in-service training to those actually on the Jo�l5J.

1n the.country, populated 1.


Teacher F.ducntion ____ ___......_ 1 , 1 Reoru:ttment in Guyana 11 11 0 For years, the Minisi;ry In fact, Seminars from going into for teaching.

In by the Ministry than to teaohing.

like Future Teachers of better potentials have been discouraged has been given to applicants for teaching Jobs thi1:1 year, less moatly those w:l th Just average school aoh1.eVF.

for or who have General level.

Happily with such qualif':lcat:lons.


who are candidates passes :ln at least four or five subjects teams of t�achers to discuss ·:ln Guyana has been beset by applications most students "o" level (G.C.E.)

Teaching has beon att:i.•,:Loting ment.

Oenerally, Certificate would prefer to go into industry of Education from those with lower than G,C.E.

attention such applicants teaching.


is the recrui tmer:.t A big problem organizations some countries ln·others, recruitment� the Seniors Vocat:lonal teaching and the need fo:� teachers.

the co-operation In Guyana, a system of stu1ent helped a number of students.

scholarships qualifications, The in-service needs for unqualifi�d of qualifying.

�'he Ministry this pro�amme.

These programmel6).


Teachers aged to seck·admission those who are too old and do not have the desire for better status and therefore A number of education who need to qualify by giving them special to students .and if more of these are made available.

programme, being tailored education in what would be the values of Much can be accomplished who are not quite 24 years of age are also encour­ ).
Then there are loans and scholarships Much can be done by way of recruitment admission especially factor other than that participate with students has set minimum requirements has in some way if to those of the pre-service do not make any special to the Pre-service needs no motivating with exceptional are made available and headmasters of the school staff.

for admirsion help a great deal in ProgrammeC7 teachers, are similar officers lessons.
education efforts to meet the by securing give help to those teachers to to qualify in the two programmes.

(5)For 1964-1966, Anna Regina, Port Mcurant, and Skeldon.

the In-service Vreed-en-Hoop, Centres are located Buxton, Bush Lot, (West Berbice) as follows: Georgetown, New Ams·�erdam, (6) See Appendices B and C. (7)See para.

3.1.2.1 Ws/CT766.50(EDS) 1 • 2 £1.dmissio� - 5 - 11011 and age(8).

and in-service are by number of passes at to both pre-service level or bettci�, Admission the G.C.E.
The number satisfying the requirements has been low; in the past school year, 1;h�re were fewer than .the expected 180 students This year, with in-service admitting only those who are at least 24 years of age, it is hoped that more will seek entrance schools The present needs of the a year< 1 O) an output of at least 300 teacher:3 admitted for this prograrnme(9J.

to the pre-service.

for f\rlmission will require to the pre-service .


1.3 Facil.tties for Training Fncilities Georgetown which are nevertheless than that in Georgetown ls hardly any equipment libraries editions.

rials and equipment.

to use them effectively partly solved.

for traj.ning has been able to organize are generally poor.

· The pre-service science make-shift centre in poorly equipped.

suffer from equally for history, geography The in-·service laboratories ce?

}tr�s other { 11 ) • There 9 mathematics, etc.


The bad conditions are poorly equipped, Unicef' too.

l1Jhat are available in books are old has come in with $50,000 (US) aid in the form of mate­ on how As soon a::, these arc instnlled and seminars held with lecturers, this problem will have been 1 • 4 The .9Y.-I.:!'

..:.1.c1.1J�1!

in both the pre-service and in-service programmes have to moet the g�owing dema11ds of an emerging nation.
a broader general educa­ 12l especially, of profess.tonal courses bas.J of have been ad1':levm( have helped the lecturers course syllabi basis for d:tscussion behaviours expected, of the imr•o"C't­ and p!

'actical greatly programme, sequence to d:lscuss the courses besides provid.tng like gol;l.ls., The curriculwn been altered In the in-se1•vice tion and an improved Frequent serr.inars organ:lze ant aspects of the cours•.

;;s, work.
;;s, work.

In the pre·•service and prof�}ssional courses courses obvious meet the needs of the student like social sciences reasons.

More emph:;isis programme, hotter organization c,f both the general needs to be achievecl ( 13).

There 113 a need for and history of Guyana for all stu1ents for to should be plR.Ced on music education h.tmsalf and for hie professional preparation.

in both programmes Courses offered be frequent offerings, Efforts fil1culd degree at the University of Guyana(14).
dialogues both in content and also be taken to have these courses in manner of presentation.

a credited towards among the lecturers for purposes should be parallel and there should of improving the Report r::,stim�ted an output of 540 from the Goirernmont Training (See Table XXI, App.

G, p. 3 of this Report).

centre in Georgetown uses the facilities of the Government (8) (9) ( 10) ( 11 ) Ibid.

The Germana.cos College ru.1d Branches See Appendix D. The in-service Training College.
See Appendix E. See Appendix F See paragraph 3.1.

( 12) ( 13) ( 14) ws/0766.5o(EDS) 2.

Brief Review of Work DO£:� 2.1 The First Assignment (August-Dec�mber 1964) - 6 - Most of the work done during this period was with the pre-service in-service materials and on curriculum and were achieved: centres.

were thr·eshed of these centres following out and the The problem 2.1.1 were prepared education The toacher ( ·15 ) • gested Course syllabi to functions served tions.
L1brEi.ries were �rga..1ized to purchase Courses on foundations teaching were offered.

more books.

2.

1 .2 2.1 .,3 2.

1.4 curriculum wa� revised along lines sug­ and discussed with more attention by the courses and elimination of duplica- in all centres and steps were taken of education and supervision of student Some e.ttention place in these, much of what would be discu::.iscd courses was given to the schools, wonld remain theories.
The following for j_f changes did not take in the teacher W3re attended to: eduoat:ton 2.1 .

5 Cr..•ganization fective the teachers of pilot schools to de.monstrate w�ys of using space and material3.

newer ar1d more ef­ Work was done w�th in these pilot schools.

of sem�nars and conferences with headmasters, 2.1.6 Organization teachers supervis:ton and education officers on newer ideas in teaching and and administration.
2.1.7 Securing a�sistance for books and equipment like the United St�tes Information libraries, and the Canadian Overseas Book Centre.

Service, from outside agencies book publishera, 2.1.8 Organ.1.zation of a Cl�rricull'm Library and for teachers which can be useful for :ln who needed assistance workers curriculum what books are available.

2.1,9 Discussion service courses of plans for supervising in the in­ as they work int.heir own classrooms.
teachers enrolled 2.1.10 Development of awareness ro:ld interest in curriculum imp�ovement programmes.

2.2 The Second AasiBEment (1965) education.

Thia was a busy year -f'�ll of multid!rcoted to te�oher ourr:l.oulurn as a ·beohn:tque we.s thought by involving goals, content idea: related aot:lvitieadireotl.y Most of the work waa on the :tmprovemont of the of teachers.
It was direct means of help:lng the teacher °mination of :lnolud:tng In line with this the.t ona of the moi,t ho:r :ln curriculum a.-rid materials, de·ce1 methods and evaluation.

in the :ln-=iervioe education development, (15)See Appendix A. W�0766,5o(EDS) - 7 - 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 headmasters, and ideas gained.

to on subjects.

schools.

workshop teachers� educators, study groups which included and teacher officers, manuals that came in as dona­ were circulated in the pilot schools.
and observation in these curriculum study groups were tried out in the pilot books and teachers' Curriculum were organized education revise the old curriculum guide and to write out booklets how to teach the different Ideas developed and demonstrated Professione.l tions to the Curriculum L.tbrary were tried out and demonstrated A country-wide conference tion lessons mentation The organ.tzation couraged.
A teachers problems A children's monthly materials at all primary District and school-staff on science, emphasis and reading)were A course.on f quarterly journal was pu:ilished of t€laching magazine to provide levels was published conferences of the recommendations of school libraries was held for two weeks in August to discuss the teaching of the social studies schools (18).

to further stimulate of the curriculum mathematics, social studies, held.

language arts { 17).

was offered.


with reading of de·mons�ra­ imple­ study grcu ps(16l was en- through self-help on newer progrannnes {w:f.th discussions on 2.2.8 Library was expanded.

More donations from various 2.2.9 2.2.10 The CurTioulum soui�ces 2.2.11 Books from various came in.

sources were distributed to schools.

2.3 The 'l'h:trd Assigl'1ffient (January-April 12,66) to visitation of schools, and conferences and in groups.
The main purposes af'te:r. more than a year's work with ·l;eachers, of with lesaons, holding were: more effectivel7 the theories with teachers on and (3) to'work and evaluation.

organization, and demonstration individually Most of this· period was devoted seminars, workshops school staff, both (1)to see actual oon.ditions (2)to show teachers how to implemen·t beins gained in various conferences, ourTioulum The f:lrst half of th.ts period was devoted tions.
D:lscussions key tea�hers on ourrioulum organizaUon pc:r:lod wa:s de·.,oted strationiil, quenoea 2.,.1 M�ch improvement in each school on the distr1ot and use of materials.

to olnssroom end methods methods worl<.

were held with all headmasters, to d1soussiona end demonstra­ &ld headmistresses level.

Emphasis w�s plaoed and mater:tals.

The rest of the visUa't:lon, ctaf'f 0onf'ere110es and d.zmon• Em:plia11is was placed on implementing aussested course ,,.

..
..

The end of the period eawr organized in the way teachers their schemes of (16)See Appendix OJ also App�ndix H. (17)See sample oow, enolosed.

(18)See sample oopy, enclosed.

ws,/0766.5o(EDS) -8 - 2.,.2 a.3.3 understanding Increased Greater implementation edu�ation of how children of theories learn.

discussed and in conferences.

courses in the teacher 2.3.4 Greater teacher participation especially in cu�riculum of teaching improvement programmes, units and units of work.
in the preparation use of materials of teaching materials to teachers because and equipment.

in reading.

of leek of finances for prlnting (These are still 2.3.5 More effective 2.3.6 Product�.011 tmavailfl.blc them).

2.3.7 Increased interest in the use of lib1•arfos and books, and of the community, as sources.of materials.

2.

}.8 More use of the curriculwn library by teachers in the prepm-ation of their teaching units.
"3� �ohei:...._�s�e.tion an..d Universi� of Guyana The establishment of the _Uni vers education the future of te&.cher look toward this institution education, both pre-service university mathcm�tics mos·i; welcome such opportunities discussion at district and science between h�ve been asked to serve as consultants and lecturers in the fields of ar.id school conferences, They an1 seminars.

them and the staffs of the pre-seivice and in-service centres.

for involvement.
for involvement.

These also g:tve· oppo1--tunities for "'_ ty of Guyana is an izr.portant in Guyana.

Among other things, in educati:,nal At the moment, for leadership a.

"ld in-service.

milestone in the Ministry will research and in teacher the personnel of the It is hoped that as the university is able to recruit such as the social studies, and language:J, the Ministry-of Education, especially in curriculum history personnel mo1•e help can be provided development.
in other fields for 3.1 other Plan.§...2.LthP.

M.tnistE,Y.

(19) of Guyana is also being involved The Untversity Miln1stry along other phases of tr.a te&cher I }.1 .1 · The Government Train.i.ng College in the plans of the education programme.

on the training of only teachers university for the secondary suhool.

will take over the responsibility of train.1.ng teachers is moving towards for the primary school.

The concentrat:lng will retain its two-year-cu,:,ricu­ Certificate.
Plans of the u:.�iversity Training College to the Teachers The Governm:,mt lum leading are stiil to be drawn up.

In-servica training fil ce1•tain Teachers and enrol at the Government Training requirements will be only for untrained teachers among which is the minimum age of 24(201 to go on leave below this Age limit will be encouraged who ful­ Coliege for full-time study.

(19)Summarized from an unrecorded (20)See Appendix B.

The mininrum age discussion with the Minister of Education.
limit will be raised to 24 (See Item A 2).

ws/0766.5o(ms) - 9 - Chapter Three CO�WSIONS Teacher education, ·as in education in general, hns not arrived, begins to wonder if it has started at all, and if it has, how far ahead it has progressed ture would be made to qetermine • .And since one would not be presumptuous how far more it has to go in Guyana.

as to set up limits, In fact one no ven­ ' .


On the basis of the discussions in the preceding l?1;ctions thinking on teacher education, the following aild in consideration are recommendations of.present-day being presented: 1, Rec:,r,1ltment, Selective Admission and Retention 1.1 Efforts of becoming should be made to recruit for teacher students ::;how promise and how they leai"n, New ways of recrui tmont may ha.ve to be devised and tried out.
Scholarships �hl to include fresh· order to attract effective ahould be incr•eased men with the highest the high quality applicants.

1.2 Only applicants with the best qualifications to turn out n ore teachers education, students who end of ch:lldren of education and the numbe't" be extended upon ad;n:lssion qualif':lcations should be admitted.

In the to meet 1�he need .for is a dana,er of lowering standards.

to mako better selec­ effort of the Ministry teachers other hand, such a need should tion.
in sohools, there be an opportunity On the . '

nwnber ot' G.C.E.

11011 level passes(21 J.

This might neoes­ There may ar:tse a. problem of avail.ability required sitate a second.

look into tb.e seoondary to provide more op,portuni•t:.

:tes joo).:.s.

The compreheris:tve with its eniph�sis ourrio�la, may be a solution for students school, provided nn the a.cademio, ·to this probleml22J.
balanced to qualify in mot-e sub­ it :1.s not streamed, e.nd yoottione.l and a.rte of �andidates with the school curriculum in ord.er 1.3 Students who, while in tra:tning, do not show ev:tdenoe te,�oher should be guided out of' the profession Thora should therefore ment Tra:lning end the profession be an adequate to halp students they are getting into.

College, guidance of' success as a into other lines of work.
programme in the Govern­ better underat11nd themselves 2, The Currioull!ID, 2.1 Staf'fs should frequently review their goals and the ways theiy are getting about to achieve these.

2.2 The eduoat:lon of a tes.oher should be general and liberal.

The ourr:toulum Todayts thinking emphasizea nntw•al aoianooe.,, should bu oonstantly runons other thitJgs the inolusicm the arte in addition to lansuasea and mathematics t1on �t tho teacher.

of sM1a.l sd.enoes, in tha Bonaral.

aduoA• and improved.


t1aviewt1d and (21, �iirt'ter,rolmont tn tho OTC htu:1 t'i1J.l.sn d:t.x O, :Report ot •bhe Uu1Hoo 3'.1t�ili:'t Mlrsa:Lsn (22)Sae Appancl:lx X ot the·,eme roport ·p�evioualr oit0d.., ws,I "766. so (ms) ehm ot the UJt:\mf!.t(tl to BriM.eh Ou:lg,J'\G.," 1�:vcin tn AVPfll\"" i!JO-'• -,o 2.2.1 The programme specialized technical, curriculum in addition areas in the fields of vocational to the academic.

the preparation a"ld for teeching should also inolude 2.2.2 knowledge reasons.
of the histol'y Thc:::e courses those 1:aquired.

among.

be included should have an adequate of Guyana for obvious All stude::1ts and Oovermnent should th�refore Ev.entually, teacher educatio needs ,of primary and education masters can.

".l.ot be adequately of the Uni ve:r-si gr-amme.

·.

The co-operation However, sought in meeting this need� gratnme should continue been brought up to this level.

met by a two-year officers.

the Ministry should look forward to a four-ye::i.r n programme.
This progrunnne and secondary school teaehers should meet the and of head­ Tod�yts demands on teachers have until most, if not all teachers, teacher· prc­ training ty of Guyana should be pro­ the present two-year 2.3 The professional education of the t�acher should be car�fully education ·into a sequence ·Research on teacher courses fessional unorgl'L"lized coptinuous shprt periodic plja.ce of the frequent ·applications offerings.
periods has shown that the organization Experience has a.dvanti::.g0s hP.s also t1:1.ught are more effect:t us that.

one or two over the traditional vc thari several of practice teaching visits for practice.

periodic Practice teaching does not take the to find to classrooms visits of students of pr:lnciples being discussed in theory classes.

planned.

of the pro­ 2.4 Student lecture and independent ·for full-time service) students �s recommended.

loads should be limited readings.


A maximum load of 18 lecture students and nine for part-time time for research hours a week ( those in the to p1•ovide 3.

The Staff 3.1 The staff of the pre-servi�e and in-servi�e centres should continuously seek opportunities Collea.g1..1es all over the world are busily engaged in lo.1owing more about teaching.

Everyone researchers.

should make use of the findings of these for self and professional They should be provided opportunities improvement.
in teaching engaged for such improvement.

3.2 Te"3-ching load should be limited.

trative.duties other responsibility reduced research, in addition to classroom who perform adminis­ or any writing project, should be given lecturing, with the time they spend on these extra Jobs.

loads commensurate or engage in special lecturers Full-time 4� SeI"'rices The neer for guidance services has already been mentioned in paragraph 1.3.
4.1 · The library services should be improved ·given to students in the use of the library and ea.equate guidance should be arid in self-study methods.

Ws/0766.50(EDS) • 11 - Educatio n Activities 5.Other In-�� The education cation should therefore conferences curriculum and child study groups.

Full use University of Guyana and the staffs of t.ca,chers pro71de is a contimtous for professional and staff meetings, attendance at vacation process.
readings Plans for in-service edu­ seminars, and self-study, at of the should be made of the resources centres.

and pre-service and participation courses of the in-service 5.1 A special short-term designed programme to teach their specialized departments Intensive should be plan.�ed immediately.
devote all their time to their fields of specialization to rueet the needs of teachers who are not qualified one-term courses, 1n the secondary subject fields where teachers should help to make them better qualified that government It is further recommended agencies in carrying out this programme.

to teach in.

these fields(23 from outside seek assistance ).


5.2 Provision should be made for those teachers who have been teaching for a long t1m0 but are not able to q11alify 01· the pre-service in the in-service for them, the major should be designed them abreast materials of the newer curriculum in schools.

themselves for admission either curriculum programmes.
A special purpose develop.,1euts including methods of this is to keep , .. and 5.2.1 Curriculum should keep pace with the development programmes n�oos of an independent growing to these problems be sensitive and ideals of the people.

It is recommended Services and Instructional to take the leadership task(24 )_. important Section country.
The curriculum and should reflect the traditions should that a CurricuJ.um of the Ministry be created and major responsibility for this very 5.2.2 More professional reading materials should be provided to teachers .

One of the problems sional literature.

certain and lecturers all teachers of teachers A number of pamphlets school subjects have been written in the in-service have been provided on methods by education centres, of teaching officers but not, reasons\25).
and pre-service with these for financial is unavailability of good profes­ (23)It is suggested that only one teacher term for these intensive mathematics study of mathematics.

teachers courses.

should be removed be·removed If a mathematics from ·each·school during one the is available, to the and the whole term be devoted lecturer (24)See Appendix (25)Titles so far written are as follows: I.
Bone, Hints to Teachers Doorgasingh, School; Korchuk, Teaching Sukku, Social Studies Schools; Science of Primary in the Pr!mary the New Mathematics; Locke, Art in Schools; Health Education in in the Primary School; Talbot, and Trotman, The Language A-rts in the Primary School.

Chomondeley, �ance in Schools, Chase, Grouping in Schoq�§.
; Mathematics; Schools; Jones, Readir15 in the Primary Ws/0766.50(:&DS) -12 - More of these should be prepared and every school should be pro­ vided at least one copy of each pamphlet.

cussed at staff meetings demonstrated should the staff find a need for doing so.

and s,1g�estions contained These should be dis­ in them be 5.2.3 The publication science association teachers basis.

Th� same should be trua of tho ch.1.ldren' be.side providing offer su5e;,,stions instructional as to their use.
of the teachers'journal materials s journal wh1.ch, also for children, should be put more on a regular and the journal of "the 5.2.4 Mo:?

:•e effective use should be made of the materials in "�arning by Radio", the Schools these are worth keeping and teachers can be used at other times of the year for instructional poses.

notes.

Materials in should be shown how these Broadcast Programme pur­ 5.2.5 Research shrnlld rece:lve a major emphasis in currict!l-..un d�vclop­ ment.
Any curriculum revision programme other things study of the reslllts f:telds of social and economi.c ment, and cultural anthropology.

of research being done :tn th3 needs, ch1.ld growth and develop­ shc.uld include among 5.2 .. 6 The newly ox•gan:tzed Curriculum for the Ministry of Educa­ tion should be made functional.

appointed and a request should be made.

for tecbr.
for tecbr.

:l.cal assistance libre.r:tan should be in this area Lib1·,ary A train0d 5.2.7 A number of books have come from Canada and the United States of and where discrirninately They should be distributed have started Several America.

they can be used most effect:lvely.

libraries; in library special work.

The teacher course work des.tgned a number of these have teachers education schools with little experience to meet this need in schools.

should p:l'.
should p:l'.

'ovide programme 5.3 .Courses should be especially to help headmasters and other edu­ designed their functions more effectively.

Such courses exercise cat�onal leaders $ho"4ld develop aware and more sensitive ( 26).

education their leadership potentials and help them become better to the results of researches tn the field of 5.4 The high quality of work done by students should be maintained service centres sity of Guyana.
Primary opportunities fiel.ds of specialization will avoid undue loss of good primary teachers.

to pursue further studies ( either primary or sacondary educat:ton).

This at this institution alont!

their and secondary teachers should be given equal in the pre-service and in­ to merit recognition at the Univer­ -·----- (26)See Appendix J. ws/0766.5o(EDS) - 13 - APPENDIX A RECOMMENDED TEACHER EDUCATION CURRICUUJM A.
Foundations of Eduoation Child (or Adolescent) Principles Psychology of Teaching and Methods Teaching the English Language (Optional for Secondaries) Primaries only Teaohing Reading in the Pi-ime.ry Teach.trig the Sooial ·studies Soh6ol in the Fri�ary School Teaching Mathematics Teaching Primary Science in the Primary School only Secondaries Methods Special of Teach.tng Method of Teaching Special b"ubject (Specialization Subject (Specialization 1) 2) Gu!dance and Counselling Measurement and Evaluation Preparation Practice Teaching and Use of Curriculum Materials B.
Academic Courses Social Sciences English and Literature Music Health Physical Education Natural Sciences Mathematics Arts and Crafts General Psychology c. Specializatlc12§_ (every student is required two specializations) History Natural English and Literature Sciences ws/0766.so(EDs) Geography Mathematics Foreign Language (French or Spanish) j -14 - APPENDIX B In-service Teacher Criterlafor Selection Education 1�196� Proei!

:_amme A.

Four G.C.E.


Ordinary four credits; ficate) Level subjects; School Certificate end of fourth year; class I, II or III ('reachers' (Overseas) with Certi­ or any other equivalent qualification.

2.

Age 19 and over with a limit of 45 years.

,.

Three years and over for teaching experience.

B.

1.

School Certificate with or without year (if it was passed when-there was no fourth year P.T.

examination).

(Overseas) credits; end of third 2.


Age 19 to 48 yeai�s, where the applicant will be able to give at least five years• service to government after training.

,.

Three years and over of teaching experience.

4.

Discretion to be used for those who do not meet the total requ.trements, e.g.

elderly teacher in remote areas.

C. (a) Teachers ·1916.


who were born on or before 5 October 1934 but not earlier than (b)Hold the end-of-third-year qualification, or (c)the Junior Cambridge two subjects Certificate Level.

at the G.C.E.

Ordinary with at least four credits and at least (d)Have been teaching since or before 1954.

(e)·Are now permanently employed.

Ws/0766.5o(EDS) - 15 - APPENDIX C Criteria JT�ervice Teacher for Selection Educ��1�.
!.1-?r<?.Bramme October 1962 -Courses beginning Categories in which training is offered: A -Primary or Secondary Department (2 years) B -Handicraft Department (3 years) C -Home Economics Dep�rtment (3 years) Criteria 1.

Age: All applicants must have completed their si.Kteenth year on or before 30 September 1965.

2.

�alifications: (1) For A -Four G.C.E.

Ordinary Level subjects; of four credits Certificate case do not include special examination Engl�sh test in English.

(Overseas).
(Overseas).

lanugage, Where the four subjects are required applicants at School in either to take a (ii)For B* and C. -College of Preceptors' Certificate with passes in five subjects or three G.C.E.

Ordinary Level subjects.

including English language; or Junior Cambridge Certificate; * The subjects (1)arithmetic, held by applica.�ts and (2) algebra for handicraft or geometry.

courses must include: wsjo766.5o(EDS) - 16 - APPENDIX D .D'...2J~..1il3.!
!lber of .Je~ch~t.§._jn AJ1~.s.,e Schools resul t:lnE from differ.ant Pr_£f~r-~nes of Teacher Train:!_;IB and different ~sumption of School Po:eulation, 1961~·1975 1 September Assumption A Assumption B Trained Qus.lified Unqualified Teacher Teacher Teacher Pupil Total Teacher Additional(a) Requirements Total St13f._~~d_°:J:r.aintng Programme 761 860 1,036 1,398 1,902 2,384 2,895 31371 3,835 4,235 4,li54 4/(31 5,026 5,211 5,320 796 720 730 625 472 330 208 125 50 36 27 19 13 ' 7 987 1,096 1, 185 1,282 1,321 1, 123 999 863 719 569 451 276 82 637 680 690 645 585 550 395 250 120 -- 3, 138 3,356 3,641 3,950 lJ.,280 - -- 4,387 4,497 4,609 4,724 4,840 4,932 5,026 5, 121 5,218 5,320 3, 138 3,356 3,'"((f( 4,095 lJ.,520 ··- -----------·-- - 4,650 4,784 4,922 5,064 5,210 66 145 240 263 287 313 340 370 , 378 386 395(b) 404 . )
41o<c 5,310 5~412 5,516 ' 5,622 5,730 Year 1961 1962 1963 1964 1965 1966 1967 1968 1969 1970 19?1 1972 1973 1974 1975 (a) Additionally required teachers for the pupils, five to five years and nine months, have been added to the group of u.1qualified teachers, for 1974 and 1975 in the suggested programme under which more of the unqualified staff will be trained.

The other groups under assumption B are of the same num- her as under assumption A.

(b) 287 still unqualified.

(c) 94 still unqualified.


Assumption A is that the admittance age remains at five years and nine months.

Assumption B is that the admittance age is lowered to five yeal's.

ws/ 0766.

50 (EDS ) :;:: ~ ~ ()'\ ()'\ • \J1 0 ~ ·~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In-service Teacher Education Progra.

'T.me, Prograon;e of Studies APPENDIX E Cl.I - First Term A.

Study of F.ducation FIBST YEAR Second Term Third Term August Vacation First Term Second Term SECOND YEAR Introduotion to Child Study 1\dol.

Psych.
Psych.

(Secondary) Seminars on (a)Adolescence Arith.

(P) Teaching of Teaching Eng.

Language (Philosophical) (Sociological ) ) (Historical (Psy.Jhologici3.1) ) (ideas "· Child Dev.

(Prim.)

Childhood (P) Teaching of (s) Study of Education (continued) Principles and Methods of TeachiI'_g Reading (b)FrP.paration (P & S) and use ·or Curriculum Materials (c)Music .Art MeaS'.lrement & Evaluation (half term) (d)Physical F.d:ication B. Gen. Psych.

Natural Science Social Science Social Science English lang.
English lang.

E~1glish lit.

Mathematics Natural Science M~thcmatics Health Health Social Science English lang.

English lit.

Mathematics Health Including movement (3 weeks) Nat.

Science Soc.

Science E!

"'glish lit.

English lang.

C. Option I Option I I (Secondaries) Art & Craft Option II Primaries Option I Option I I (Secondary) Art & Craft Option II .
Primaries Option I Optfon I I ( Sec011daries) Art & Craft Opt:!.on I I Primat·ies Option I Option I I (Secondaries) Drama (Primaries) Third Term -- Guidanc0 and Counselling (helf term) Teaching Environmental Studies Discussion Gro~ps (P & S) Grau;?

discus sions (P & S) Teaching Science (P) Teaching Opt.I Teaching Opt.II 1 {S) ~ -..J 0::-g • & .h.d,.ain.

Nat.

S!

::ience English lit.

History (?)

Geography (P) History Nat.

Science Soc.

Science English lit.

History (P) (1) Geography (?)

English lang.


Option I Option I I {Secondaries) 12 periods 12 periods 12 periods 12 periods 12 periods 1:2 periods ~ ~ - 18 - APPENDIX F ,!

:'re-service Education Teacher Pro.stamme of Stud:Les Progrru� First YeA.r: All students will be r€quired to do the following basic course: 1.Principles of Education(a)General principles including philosophy of of education.

education.

(b)Primary (c)Educational psychology.

(d) Methodology in English and arithmetic.


language 2.English 3.English literature 4.Elementary 5.General.science 6.Health education 7.One of the following: mathematics including physical education (a)Art (b)Music (c)Book binding (d)Shoe-making (e)Woodwork In addition, each student will be required to select two of the following sub­ jects which he must have passed at the Ordtnar.y Level of the General Certificate of Education School Certificate examination.
or at credlt standard at the Overseas examination 8.History 9.Geography 10.

Mathematics 11.General 12.Franch 13-Spanis!1 14.English 11 terature science (physics, chemistry, biology) In the second year, students will be required department in the·primary in teaching to choose whether they will spe­ school or in the second­ of the all-age cialize ary department.
ws/07S6.5o(EDS) - 19 - The course to be followed will be: 1.Principles of education (a)Child developm(mt (b)Educat:f.onal psychology (pl:'imarie·s only) (c)Adolescent psychology (for secondaries only) (d)School organization and administration.

2.Practical teaching 3 .. English language 4.English literature 5.General science 6.Health education 7.Community development Primaries Secondaries 8.Art and· craft 9.Environmental studies9.first y�ar� l.e.
8-14 and abo,,e 8.Continuation from) ) of .two options ws/0766.5o(EDS) -20 � APPENDIX G The Au�ust Conference From: Chief Ed1,.1cation Officer To: All Headmasters /M.1.stresses and Members of Staff of Primary, All-Age and Secondary Schools Dated: 29 April 1965 Circular Subject: August Vacation Conference no.

12 1.

A two-week conference sponsored Relations Georgetown, between Monday, 2?

July and Priday, 6 August 1965. by the Ministry.


of Education, is to be held at the Bishops High School, and Community Development, Youth, Ra.ce 2.

The .

aims of this conferer.�e e.re: (a)To acquaint teachers with some of the latest development � in the field of· education.

(b)To secure greater.

culum problems.

participation from teanhers in t.he discussion of curri­ (c)To help teachers to develop simple materials and equipment, and to under­ stand how these may be used effectively in teaching.
(d)'I'o demonstrate newer techniques more effective of teaching.

u:.

;es of--available books and materials and 3.

The work of the conference will include: (a)The study of scope and sequence charts for each curriculum area.

(b)Discussion of booklets on various subjects taught in local schools.

(c)Discussion of problems.

(d)Development of simple ma.terials and teaching aids.

(e)Observation chil9ren's work, books and teaching of demonstration aids.

and criticism elapses, an1 ex.11.1.bition of 4..


Applicants from each education are invited from interested teachers,.

20 of whom will be select�d district, the d:'.str:tb'..ltion being as.

follows: 5 hcadmasters 6 primary teachers /h�admistre�ses choosit..g to op.

:,cialize in the foEowing areas: primary science ••••• 1 teacher langu.ag� reading •••••·•••••••1 social studies •••••• 1 teacher teacher mathematics arts ••••• 2 tea.chers ••••••• 1 teacher ws/0766.
so(EDs) - 21 - (from an all-age school) in guidance 1 teacher.interested 1 English teacher (all-age or seco:idary) 1 mathematics teacher (all-age 1 music teacher (all-age or secondary) 1 art teachet• ( all-age 1 health and physical 1 home eco:iomics 1 handicraft teacher 1 social studies or secondary) education teacher (all-age school) teacher or secondary) teacher (all-age school) 5.
Application should be returnej be informed by 30 June 1965. forms which may be obtained from the Distriot F.ducation Officer, to him on or before 31 May 1965.

Successful applicants will 6.

Travelling rates.

and subsistence, where necesGary, will be paid, at the regular 7.Attached from district is a speclmen education officers.

application form.
application form.

Further inf.ormation may be obtained ( signE,d) Agnes Jones for Chief Education Officer -22 - APPENDIX H Hi�l:f.,g_hts of the Av.&ust Vanat:f.on Conference (Based on the Group Reports) Discussions of Groups arisi!26,_ out of the St.uo:v of the T,':ach:b:s Pamphlets The short time allotted to the study of these pam:;lhlets did not make it pos­ sible for the participants ever, a number of vital questio�s aro�e, such as: to go into the details of the contents of each.
How­ 1.What is the final purpose of teaching reading?

2.When should the teaching 3.What are the purposes 4.How may the ooncepts 5.How may the teachiug 6.What are the major goals of the physical 7.-How may an integrated begin?

of the social studies programme?

:tn social studies o:f. health be rnr1.de more functional?

studies programme be planned education of phonics soc:I.al sciei.10e a.."1.d for the programme?

be developPd?

school?

seconde.ry 8.Wl"!at guidance needs to be given to fc�ter creativity?
be taught more meaningfully?

9.How may mathematics 10.What is the role of the teacher in the guidance programme?

11.How may science be taught with very little apparatus?

12.What approaches may be used in teaching in the home?

spo�en language is the English where Creolese These were discussed and references to them were made as other aspects of the conference programme were executed • .§sdy of the .scope and Sequence Char�s The groups approached ways.
One group spent much time on the preparatory constituents were from these levels; In another group,the Sept8mber.

levels they hoped to·teach the following .

I time was devoted to the study of the total programme mzmbers worked on the In all the groups, however, as suggested in these charts.
the study of the score and sequence charts in different as its and lower divisions, The study gave the participants an idea of what the goals meant and how these scope of the work can only be suggestive and of a general where specific topics were suggested were includad.

where specific problems for each Specific science.

Even in these areas, as in �he may be achieved.


The nature, exce�t in the social studies, grade level, land in mathematics topics were �lso suggested others, the teachers planning lessons.

in primary still needed help in organizing their schemes of work a.

""ld in units of study.

These could only be shown but partly :tn the demonstration More work on these needed to be done.

The Demonstration Lessons These were taught by selected classroom teachers Much from the pilot schools.
was sho�m as evidenced interest Many observers saw for the first time that children tapped be0ause develping� guiding and fostering.

of the mistaken function of tee.ching had· potentials as purely transmitting �hich were never and not by the nature of the post-demonstration discussions.

ws/0166.5o(EDs) Raact:tons to the Conferenoa -23 - The groups were unanimous in declaring the conference snccessf'ul and worth an opportunity for teachers from variou.s areas to come to-· while.
It provided gather to examine It was a time for sharing problems and to discuss knowledge and experiences.

ways and meru1s of attempting solutions.

Many felt that the conference brought to the fore the need for more work on a.."1.d school lavels and on every ourr:tcu.l\un detail the content um materials.
the district be scheduled for a longer per\od g.t•eater curricul which was a. subject environmental far as teacher that met with mu.ch interest and materials Need was expressed to replace newly introduced and the social :studies which presented of teaching and to work out their own for more emphasis the nature study aspect of the some problems as was also a subject New mathematics was concerned.

and discussion.

of time·to give participants preparation time to study in on primary studies, science area.
Conferences should Participants became more aware of the usa of resources available 1n the com­ munity for enriching hold that country-wide activity.

lea1-n1ng and making it rnore moan:!.ngful.

All participants conferences of this nature would become a regular sur.,mer WEV'0756.5o(EDS) -24 - APPENDIX I Pr��al_f�;-a Curr:lcult:n1 and In::;true:tion Section of __ th� ..

!

"1-i.nistry of' Educat:t.,� Memo: To th� MJntstry of Education .is t�e area of curriculum 1.
One of the areas of edUi}a'l:.ional immediately should go simult�neously of.

trained teach$rs.

tive educational at which attention activity services.

and instructional with the provisionsfbr adequate accommodation each other in the achievement The three reinforce programne.
This activity and supply of an effec·· needs to be given • There is a need for a basic and constant re-examina�ion ·of the school curri­ culum, both at t'1e primary through seminars needs to La done -studies searches, ing, and evaluation.

ever-going is to reflect discussion process, and secondary lavels.
This work has Just been started and confe�ences with teachers on child growth and of goals of education, A more important for society is work on content consideration rapidly growi 1g and ch'e.nging and education develop,nont officers.

Much more re­ nnd sociolog:tcal and materialo of lea1�1- is t_he fact that this is an and if the curriculum these changes, it would be in consc;ant need of revision.

that the Ministry 3.

It is appreciated Committee.


Since these persons function at best only on an advisory capacity, mining needs and examine the suitability has constituted is drawn from people in vaJ:•ious educational responsibilities, such as, to recommend have their own individual of the curriculum.

Its membership the committee can ways of deter­ a body called Curriculum fields.

be created programmes 4.

There is a need for a special major responsibility into.
education therefore, Ministry by a senior education ment and experience is recommended field be appointed this work through specialist Ministry.

be reA,uested officer for leadership in curriculum.

improvement body of qualified persons which will ta'k:0 the and for tra.."lslating recommended that a Cm·riculum the recommend&tions of the Cm•riculum and Instructional It is, Committee.

of the Section Services for the purposes Just stated.
'l'his section should be headed who has had some basic training in curriculum develop­ L"l this kind of wo1•k.

In the absence of-one so qualified, it that one of the education officers and possibly be given opportunity a scholarsh1.p grant.

It is also recommended from AID or Unesco to help organize this section that a curriculum of the who ha.s been working to better qualify along this himself for 5.The Curriculum several Branch, the Audio-Visual Research Division.
departmehts, among and Instructional Services Section would need the services of which are the Curriculum Library, the and the Radio E:.•oadcast the Schools Section S�ction, Publications The Schools Radio Broadcast Section 6.

The Schools be a need for better co-ordination cational Radio Broadcast programne.

Section is now in operation of the work of this section arid there would only with the total edu­ Ws/0766.50(EDS) 'J;he Audio ... �:fsuar Sact:f.on -25 - 7.
'l'he Audio-Vieual The most importar.t capable personnel Job here is, again, co-ordination, for this sect1,·n, Section is also being organized.

(See the Development Pl>:1.n).

and the appointment of a The Curriculum Lib� 8.

The Currfculum Library had made its beginnings.

magazines sources.

a trained basis.

There should also be adequate they are Just being keptln three rooms in the Kingston Branch of the M.tnistry.

these books.
these books.

There is a need for help to put this library on a more ft.mctional and many children's Many teachers librerian A few professional books r.n.d to this library from various for these books.

At present books have been donated have come in to examine accommodation and adequate 1'.tie Publica�_ions Se_9_:ti� and El Dorado, a children's w:l.11 take care of the publ:tce.t.lon two magazines magazine.

9.
9.

This section very much needed in schools.· Teachers Journal responsibility This sectlon can also.

look into the _publication book materi�ls in schools.
tional materials It will also take the responsibility of a trained p.e::rsonnol, on local conditions like c.urriculum and references At present, guides, their publication cnn become very irregular reading of sui.,plementary and wo.t:"k which are also ve�y much needed all other educa­ of publishing of local materials are being planned -tho Unless these are made the wh.1.ch aJ:>e courses of study and units of wor�.
The Research Division 10.Any cu1"t'iculum revision Today, very little r£sc.arch 'dt.iB.tever these researches to study these researches, terms teachers tional Services programme should be based on the results int.he field of education has been done in Guyana are, fewer still know about them.

A research plan more researches, division t.he f1:.1dings a.11d translate of the Curriculum in and Instruc• can use is a very important aspect Section.

of research.
of research.

11.It is recommended officers who should possess that each of these divisions special qualifications be headed by Junior education for executing the:irjobs.

Curriculum development it should not be left to chan.:ze.

therefore recognizes Instructional its importance Services needs to be properly Section.

is a very important aspect of educational planning and and It is at the very heart of the programme guided and supervised.
It is hoped that the Ministry and talces immediate steps to create the Curriculum a11d A copy (Signed) Emilio F..c.ualino Un0sco Expert January 1965 APPE?IDIX J Ta!ltat:f. Work on Educationnf'.Leadersh.12 va Professional Course 6 tez,r,,s (supervision) Rural sociology Adult education engineering Educational Curriculum development Administration Educational leoderahip Human relations Re�earch Testing History Philosophy Field work on adm:!.nistration techniques and evaluation of education of education and supervision Each course except field work will meet four hours per week for one term.
Papers will be required.

Reproduced by the Government Printe�y, Georgetown, (C,G,P, & S, 2490/67,) w&10766.5o(EDs)