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t" BRITISH GUIANA SESSIONAL PAPER No.

1/1963.

FIRST LEGISLATURE Under the BRITISH GUIANA (CONSTITUTIONAL) ORDER-IN-COUNCIL, 1961 SECOND SESSION 1962 -1963 IIIJIOURD1JII IT TBE IINIS'l'EB OF EDUCATION AND SOCIAL DEVP.1.OPIIENT OD EDUCATIO� POLICY 1963.

February, , .. BRITISH GUIANA SESSIONAL PAPER No.


1/1963 FIRST LEGISLATURE Under the British Guiana (Constitution) 1961 Order in Council, SECOND SESSION 1962 -1963 Memorandum by the Minister of Education and Social Developnent on POLICY E ,-·:1.i'ION February, 1963.
Introduction The Government aims at promot�ng which a national sy��em of education will provide all Guianese wi t;:1 'u:1e opportunity of developing their educational and personal potential and of sharing in all the educational facilities availabl e regardless of race, religion or economic .

This circumstances educational system would also aim at removing long standing discriminations, at integrating young Guianese at the very start of life and preventing the threatened disintegration of our society.

2.
2.

In devising a national system of education and in drawing up an educational programme for British Guiana the Government is fully cognisant of the fact that education plays a vital role in the economic and social advancement of the country.
An educated citizenry is our best investment in progress, and development, and education is recognised by this Government as one of the greatest liberating forces in our struggle against ignorance reaction, bigotry, superstition and political and economic exploitation.

Our children and youths are among the most precious of our assets and we hope that through our educational system we would be able to enhance tremendously the value of these assets to our economy.

3.
3.

In addition to the purely economic aspects of education, that is the increased efficiency which would result from an educated and trained man power, education would also add to the degree of contentment and personal satisfaction of each individual.

also Government is therefore aware of the social and human aspects of education.

We want to ensure that educational opportunities are available on an equal basis to all sections of the population whatever their economic • ' and social position.
In fact a student who has the ability to profit from a certain type of education should not be debarred from such an enjoying education because of his parents' inability to pay for it.

4.
4.

In addition to the fact that educational should be institutions equally open to all members of our society irrespective of colour, religion, denomination or social class, Government is concerned that no educational institution should in itself be a source of privilege or should develop a feeling of status superiority among its students .

/ / 5 ••••• 5.
/ / 5 ••••• 5.

These two factors -equality of educational and lack of opportunity 2 - inherent prestige in any educational institution -are of major consideration to us as socialists.

Both inequality of educational opportunity and inherent prestige in an educational institution create a feeling of superiority which contributes to social stratification in society and which leads to the developnent of a social structure in which class barriers operate.
On the other hand equality of educational opportunity would help to produce a more fluid social structure with fewer chances of ossification into class and status groups.

6.

It has been said that one of the main roots of class discrimination in any society is the disparity of life opportunities or "life chances" between different sections of the society.

When education is more easily available to one group than to another then there exists a major factor in the perpetuation of class differences.

7.
7.

The aim of our Government is both to democratise all educational institutions so that they would be open on an equal basis to all members of our society, and to ensure that there is equality in terms of securing the type of education from which a child can derive the greatest benefit.

It follows that Government in the implementation of these aims within an integrated national system must establish educational institutions suitable type.
It is Government's throughout the country as resources intention schools to establish Secondary will be permit.

A beginning of a Comprehensive , " made in September 1963.

These schools would combine the best elements of all that the best Grammar or High school or a Technical or Agricultural Secondary school could offer.

Admission to these schools would be open without examination to all children of 12 and over of the area in which the school is situated.

No fees would be charged.


After a common three year course of basic secondary education common to all, the school would provide facilities for a further two year course in at least two of the following fields: academic education, commercial education, technical education, agricultural education.

Pupils completing successfully the 5 year course (in any of the streams) would have the academic examination qualifications for admission to I • higher education courses at the University of Guyana and elsewhere.
The establishment of such schools will be of tremendous financial benefit to parents whose children now have to travel long distances to fee-paying schools, and eTen greater benefit to the children in affording them wider education and social { opportunities.

8.
8.

Government's decision to grant free places to all students who reach • an approved level at the Common Entrance Examination is evidence of its detenni­ nation to see that no able child is denied a secondary grammar education because of the parent 1 s inability to pay school fees.

9.
9.

In pursua,ce of this policy, Government Secondary schools would eventually become non-fee IaJPillig institutions which would be open to all children in our �ociety, so that entrance to these schools would be based / not 3 not on the pa.rent's ability to pay, but on the child's merit and ability to profit.
10.In addition Government has decided that the admission of students below the age of 12 to Government and Government-aided Secondary Schools should be on the basis of a strict order of merit at the Common Entrance Examination, and as far as possible in accordance with the pa.rents' choice.
This course of action would tend to bring about a g,Teater diversity of social backgrounds among those admitted to the better schools and ensure that a child who could not benefit from a Secmdary Grammar School course would not be sent to such a school simply because his parents can pay tre required fees.
In fact it should not be possible for pa.rents to send their children for prestige reasons; the to certain secondary schools children must merit admission because they are best equipped to benefit from the education offered in these schools.
ll.In economically under-developed territories a� Guyana, manpower is one of our greatest natural resources and capital assets; to make full use of these resources and assets there is need for an imaginative programme of education and training especially for our children and our youths • 12.A very important feature of our educational system is to kindle and sustain among the citizens of Guyana a greater sense of belongingness to their country - a sense of nationhood among the different groups that cake up our population.
This fostering of a spirit of nationalism and rootedness in our country is necessary if we are to achieve and preserve should not be of an a sense of unity in Guyana.

Nationalism, however, exclusive character -it must not be inconsistent with internationalism and with the need to prepare ourselves to play our part in the life of the international community of the United Nations of the and its agencies, British Commonwealth of Nations and of regional organisations.
.. • 13.Our educational system must therefore be geared to function effeotively as a means of bringing about National integration the whereby people of Guyana would forg�t the divisive elements in their midst and unite together as one people striving towards the common goal qf making life in this country better for all.
14.In translating this philosophy into practical tional in;stitutions should not perpetuate divisions terms,our in our society,and it educa­ is imperative that we develop a national instead of a denominational system of education.

The system of dual control of schools whereby denominational bodies control basis, while the Government pays their full salaries the appointment and promotion of teachers an on a denominational grants - 4 to these schools, will eventually be abolished.
15.The abolition of this system was advocated over 110 years ago by a Commission under Governor Henry Barclay.

In 1925 a Commission appointed by Sir Graeme Thomson and he2ded by Chief Justice Sir Charles Major made the same recommendation .

In 1938 a Royal Commission headed by Lord }loyne and in 1941 Mr. Hammond, �ducational Adviser to the Comptroller for Development and Welfare in the c-st Indies, repeated the recommenda­ tion.
Educationists as well as clergymen have recognised that the system of dual control of schools is outmoded and should be abolished.

16.The existing system is a discriminatory one, so f ar as the appointment and promotion of teachers is concerned -the Christian de­ - ' nominations discriminate not only against the large non-Christian sections of the population ,but against one another as well.

17.In addition, the present method whereby teachers can only with difficulty.
get promotion outside their own denomination leads to in­ efficiency because the best teachers are not always able to compete for vacancies in the teaching service.

Since the full salaries of teachers are paid by the taxpayers of the country, Government ehould ensure that not only is there no discrimination in appointments but also that the best teachers receive promotion.
Since promotion at present is based mainly on denominati onal coru:iderations rather than merit we find result­ ing frustration among the most enterprising teachers who see their less efficient colleagues promoted ahead of them.
18.Government plans to set up an Independent ·reamers' Service , - • Commission similar to the Public Service Commission and to delegate to this body the full responsibility of appointment, promotion, transfer and discipline of all teachers in Gov�rnment or Government-aided schools.

19.S .. ch a Commission would ensure that all teachers would enjoy the same opportunities for promotion and that professional criteria such as qualifications , etc.
would be the most important factors in determining to' r, suitability for promotion.

, merit, experience a candida 20.Government is acutely aware of the need for the participation of informed public opinion and to this end it proposes in the development of education in the country to set up a National Council of Education to advise the Ministry of Educo.til"ln on educational matters in general.
/21 •.•.• .. • • • .. ' - 5 - System 21.The Educational The proposed structure of our national system of education would embrace from nursery to adult community education.

The country has been divided into a number of educational districts, and each of these comes under the supervision of a district education officer who is responsible for the implementation of the total educational programme in his district.
22.Nursery Schools At the bottom of this educational structure would be our _nursery schools which would cater for children between the ages of 3 and 5 years.

Although Government has no immediate plans for the establishment of nursery schools it fully realises the importance of education at this stage of the child's life since his later attitudes to learning and to life can be considerably affected by his experience in th� nursery school.
The schools should provide for the child an atmosphere of natural affection , a feeling of peace and security and an ordered and regular way of life.

The child in such a school would be on friendly terms with �s teacher and others who administer to his needs and should hive at hand the material through which he may develop his powers and enlarge his experiences.
In a good nursery school the child should show gaiety, curiosity , friendliness of spirit and adventure and develop the power of self-expression .

23.To implement such aims the schools need good physical accommoda­ tion and equipment and g�od teachers .
24.To ensure that these conditions exist in Nursery schools, the that anyone ·ilfho Bdortakes or propos es to Government teels it doeirable establish a nursery school in the future should provide adequate accommoda­ tion and equipment for the children and a competent teaching staff.
The should have some training teachers nursery school education; with this in mind the and practice of Ed.ucation in the principles Ministry of has already conducted courses for nursery school teachers and has active plans for cmtinuing to do so on a more comprehensive these questions Author�ties have expressed is being made available by the Ministry the desire to establish nursery schools in the basis.

Advice on .
Advice on .

Many Local rural areas, and other Local Authorities would take the initiative in establishing such nursery schools for the benefit of their communities • �overnment's advice and support would be given in the first place and when f'lmds become available other forms of assistance would be rendered.

With increasing economic development , more and more job opportunities will to women.
Properly become available be needecl to cater for the younger children would make.efforts the best educational to ensure that these schools run nursery of working mothers.

Government are run in accordance with practice and that the conditions u11der which they schools would accordingly /operate ••••• .. • • - 6 - operate are conducive to the preservation of the child's health.
25.Primary Education The next stage in the educational system is that of the priIIB.ry school which for most children in British Guiana would be their first experience of formal education.

26.In all advanced countries of the world e.g.

in the United States of America, in Russia and in Germany, primary education extends over a period of six years.

In Guyana the term "primary schools" as it was applied to schools which catered for children from 6 years -16 years was - ( schools a misnomer.
Such are now referred to more accurately as "all-age schools".

It is decided to re-organise the educational structure into primary and secondary education.

Primary education the would embrace first six years of the child's ing, begin when the child is between formal education and will,generally speak­ five and six years of age and end at the age of 12 years.
by level of education Enrolment Preparatory A for the 5-6 year old Preparatory B for the 7 year old and age will be as follows: Class I for the 8 year old Class II for the 9 year old Class III for the 10 year old Class IV for the 11 year old By the age of 12 years the child will have completed his 6 years .of primary education and will.o:then be ready to pass:to the· secondary stage of education as obtains in all developed countries.
27.During the primary stage of education the child would follow such subjects as health and physical education, creative activities com­ - • - • prising Music, Art and Craft, Drama Language, Arts, Elementary Mathematics and Social and Environm ental Studies.

28.

The course in the Primary School should not only aim at teaching the child certain skills in reading and number work but should begin to make the child more aware of himself in relation to his world around him.
29.Seconda ry Education The third stage of the educational structure would be that-of secondary education.

On both educational and social grounds considers the Comp��ensive tion for secondary education School toLthe most appropriate in British Guiana.

With a comprehensive school the Government system of organi sa­ system there would be no need for a Common Entrance Examination.
All /children •••••• • • • • .. - 7 - I children , on reaching the Secmdary School age, would enter such a school and would follow a type of education consistent.with their interests, aptitudes and abilities.

British Guiana's goal is democracy, and democracy should mean increasing area of equality of opportunity and an expanding common educational and social experience for the country's youth.

Segre­ gation of schools for the into types does not seem a valid arrangement achievement of these aims.
It is invalid because it divides youths and militates against the common social and educational experience provided by qur conception of democracy.

It should make for better human and social iielat-ions in the community and on the job if the managerial class and the labourer, the clerical and the technical workers and the skilled artisan and unskilled labourer have had a common school back-ground in the secondary as well as in the primary stages of their education.
30.All adolescents would then come nearer to speaking a common language and to sharing a common background of basic culture, however far beyond that common area some of them might later advance.

Were all youths to share this common educational experience as obtains in the all­ ag� school, a sound basis for good human relations in all forms of activities might be established in early life and the risks of fairly rigid segregation by future occupation may not be so great.
The brighter youth will not be drawn away and educated apart from the majority of his fellows who would later be.

engaged in skilled, semi-skilled, and un­ skilled jobs, Any pupil, whatever his academic attainments, who·leaves school lacking the awareness of the intrinsic value of his-fellow country­ men in other walks of life is nothing but a social illiterate in modern society.

The comprehensive school should provide this common educational environment .
t' the development'of rigid class system in our society and experience and should play an effective since this is the part in preventing very antithesis Society.

of a Socialist The provision of equality of opportunity and common educational background which would be made more possible in the Comprehensive school does not in itself mean that all students woula follow identical courses - each would be following courses according to his interests and ability.
31.Ultimate proposals for secondary education would �e for such educa­ tllon to be free and to be offered • in CXP1prehensive schools .

,·,; { 32.

Oar financial position would not allow the immediate wide spread 8111a�lish.ment of comp:rehensive schools and until this beCXP1es an actuality secondary •ducation woula still be coruiuet&d in established Secondary Schools Grammar/Technical for chi�_who are les� likely to pro�it from �he G� /Tcchnic� school courses.
Modern type of eduea.tion would be pa�l� Modern �hools which,would cater and in Svcondary This Secondary academa: and partly pracUcal lioDd i0ulci make :full use of concrete j.z:a addition I tq ••••••••• , • .. • .. - 8 - to abstract learning.

In areas where none of the above types of schools are available of the all �ge schools.
secondary education would continue in the secondary divisions 33.!L'hough the Grammar/Technical type of education in the established school, Grammar/Technical would not be immediately free for all students, Government is already mind, By its decision implementing plans with :his ultimate to grant a free place to all children who have 'made objective.in a r�quired performance at the Common Entr�nce Exa.oination it would be en­ suring that none of our best children is allowed to go without a Grammar/ Technical education because of the parents' inability to -pay for it.
In the Secondary Moder� departments of all age schools the enrolment level of education and age is as follows: Form 1 for 12 year olds Form 2 for 13 year olds Form� for 14 year olds Form 4 for 15 year olds Children Examination would be prepared for the College of Preceptors and for the G.C.E.

'0' Level.
'0' Level.

To implement this policy Government proposes into to introduce the scho?ls in �he very mar future a growing and of the appropriate trained, areas of study at higher levels or specialist educational bac� ound to d�al with the subjects which secondary number of teachers, fully involve.
education 34, Technical Education The need for technical education in our society exists at three levels: (a)Craft· (b)T�bnician (c)Tachnolosist (a)Craft training would be provid�d in the vocational streams of the comprehensive schools and/or centres throughout , British Guiana.

Such skills as typing, shorthand, home economic s, agriculture, plunbing, we work, carpentry, masonry, etc, would be taught.

These streams or.

centres .

., .

.

� /would •••••• i,.

.

.

� .


• - • • t - 9 - would aiI!l at supplementing the work at the existing trade schools run by industry and would provide additional courses over and above those which trade schools already offer.

The courses conducted in the vocational 0 • • streams would be run in close conjunction with industry and commerce and would aim at meeting their special needs and the nee·ds of the community at large.
(b)Technician training would in the meantime only at be conducted the Technical Institute to which entry will be made from the Comprehensive Schools and other schools attaining the required standards.

(c)·Ultimately.

the Technical Institute would be also providing a yet higher level of education and training in technology.
To this end it is proposed that there would be a gradual upgrading of the of the work Technical Institute so that eventually it would become the College of engineering of the University of Guyana.

35.�icultural Education: The importan ce of agricultural education in a country like British Guiana where the majority of people are engaged in agriculture is fully recognised by the Government.
In the secondary schools and in the secondary division of all age school,, Government intends to encourage the teachUig of such subjects as rural biology, school gardening etc.

which would be invaluable in fostering in pupils a scientific attitude to agriculture.

The establishment of a farm school at Mon Repos would also help to fill further needs in the field of agricultural education and it would provide courses at different levels according to the needs for agricultural development of the country.
36.University Education -College of Arts and Sciences ¥or those students whose interests and abilities would allow them to follow a more academic course, it is intended to establish, as from October 1963, a.

College of Arts and Sciences in Guyana which would make it possible for university education to be secured locally.
37.At the moment University education because of its high cost is only available to a relatively small number of persons in the country • The establishment of a College of Arts and Sciences as a first step to the establishment of the University of Guyana would make university education available to a wider section of the population.

38.

The College· �u1d have most of its formal lectures in the late aftel'IIOO!l and evening and this would make it possible for students to attend lectures si'ter work.
The acquisition of a University degree would be facilitated for a larger number of the population an� would reduce the /social••••• - 10 - j.

- • • • • social snobbery which tends to develop educa- when University tion is confined to a small group.

39.Curriculum Planning The Ministry of Education has recognised the need for periodic review of the curriculum of educational in- stitutions.

40. .

It has often been s aid and not without justification that we have been slavishly following exotic P3,tterns.
Our pre- sent concern is that any curriculum devised should reflect clearly a course whichp pursued, should help the children to be knowledgeable, critical, industrious and practical, to have a sense of direction and to be fully aware of their res- ponsibility to their community and to the nation.

Towards this end more and more emphasis must be given to Social and Environmental Studies.

to Arts and Crafts, to Home Economics and Ag,-iculture, Craft Work and to Elementary Con- Science.

tinued ef!o_r�s.
tinued ef!o_r�s.

wi�l be made to change the College of Pre-, ceptors and G.C.E.

examinations to suit local conditions.

Our ultimate aim is to have our own examinations at all levels, but at all times standards will be established and maintained.

41.

Teacher Training During the past three years Government has increased the annual output of trained teachers four fold, yet the trained teachers only constitute 26% of the entire body of teacher-OJ.
It was found necessary to adopt •.• I ,· • • -· ll - a one year training course first for 150 students per annum arrl later for 225.

The rapid increase in school population and the diversification, expansion and qualitative improvement in education makes the annual output of 225 trained teachers quite inadequate.

The Government bas accordingly prepared Programme a bold Teacher-Training to meet this desperate situa­ tion which has been building up for decades.
The programme allows for a four-pronged attack to meet this challenge.

� · The Government Training College will be tiilly responsible for all forms of teacher-training and he will therefore be in a position to coordinate and direct all future teacher-training programmes in the country.
Trained teachers with the necessary professional and academic knowledge and technical skills would be provided not only by the Govern­ ment Training College but also by the University of Guyana, and in the case of specialist handicraft, craft, commercial education by the Government Technical Institute and the Carnegie and home­ economics teachers School of Home Economics.
The principle of common certification for all teachers based on parity of professional standards will obtain as a result of the in­ tegration of all aspects and branches of teacher-training.

The Programme proposes that all the untrained teachers at present in the schools -the vast majority -be, in all justice and for the benefit of the schools, trained by 1970.
Instead of gathering students into one Central it is College planned to decentralize teacher-training throughout the country by setting up a number of rural teacher-training centres Georgetown and New Ar:lsterdam.

These rural centres would in addition to centres move as and when at necessary year through­ by year in order to meet the needs of all districts out the country for trained teachers.
Each year four hundr�d teachers or so would be attending these centres which would be aimed at training people who are already in the teaching service.
duties for These teachers would carry out their normal teaching which they would receive full salaries and would go into training in the afternoons and evenings and Saturday mornings • The Ministry is anxious not to reduce the standards of the one year training course any further and the courses would be planned so that the number of lecture and study hours would be no �wer than that now required for the existing one year course of training .
new project The advan�ages of this are obvious: a large number of teachers can be trained at the same time without losing salary and without the need to appoint interim teachers.

Parallel to these one year in-service courses would be intro­ duced the two year full time pre-service course for young people with a /rood •.••• -12 - education.

This new course would be conducted in Georgetown 1963.
The number of candidates to be admitted good secondary and would start in October annually to this course would be 180 initially, is hoped that by 1975 all entrants to the teaching trained teachers.

rising to 300 by 1970.

It would be profession By 1967 the University of Guyana would begin to contribute its quota of specialist teachers for our secondary schools.
42.The Administration Diversification of educational opportunities and an expanded ·:.e'11£cationa,l systel!l wou-ld call for changes il:J: the organisatio_nal, adminis­ trative and supervisory services, Integration of the Department of Education and the Ministry c:£ Education has already been effected, Steps are being taken to make more J.
- .. • effective the available resources of lmowledge and skills of the professional • officers In the interests of economy and efficiency it is proposed gradually to strengthen the administrative and professional staff and to re-define the duties and responsibilities of each officer to cope with the new educa­ tional programmes.

A beginning has already been made in this direction.

The responsibilities of district education officers have been expanded to in­ ,.
• clude both pre-primary and adult education activities in th8ir districts.

The duties of other officers have been slightly changed and a small planning section has been establish&d in the Ministry of Education.

It is hoped progressively to increase the number of specialist officers in different fields and subject areas.
43.Ancillary Services In keeping with the policy of developing a national outlook, Government proposes to give every encouragement to local writers to produce text books with a local flavour.

In this connection Government has set up a Publications Committee to study this matter from all angles and to advise aocordingly.

In tre meanwhile schools will be encouraged to give an iraportant place to indigenous poems and songs.
44.At present there is too large a number of local examinations and this tends to stagnate educational of teachers.

The Ministry particularly of Education is giving considera­ progress ands.ramp tm initiative tion to a reduction in the number of these examinations.

The Primary School Certificate Examination has been replaced by the Preliminary Certificate Examination which is a midway point leading to the College • ' of Preceptors by the Ministry Examination.
This latter examination is now being conducted of Education and it is hoped that the examining board would be persuaded to in:clude additional meet the special requirements of British in their syllabuses to options Guiana.

The College of Preceptors and the G.C.E.

Examinations will eventually replace th� pupil teachers' /examinations •••• -13 - examinations obviate and the colony-wide training progranmo will for teachers the necessity for a nuober of tbachors' examinations .
45.The Ministry of Educatioh conducts a large number of overseas exa.rn.ina.tions but proposes local at sooe tiI!lo in the future to introduce examinations with-comparable standal:ds-.

46.As from 1964 the Canbridge University Examinations Syndicate proposes to abolish the School Certificate Examination in favour of the G.C.E.

The Ministry of Education therefore secondary schools to take tho sam� G.C.E., proposes that of London University.
to encourage all Such a change would be economical and-t*Uld make it easier for the granting of scholarships results stuuies on equal basis to all since their examinations for further would be as well as administratively convenient more comparable.

47.

Government proposes to continue to provide Service guidance and information through its to students proceed­ Students' Advisory ing overseas to pursue their studies and to graduates before and on their return.
Gove:rnoent acknowledges the value of this service to Guianese students abroad and with the establishment of its own diploma.tic offices will continue to provide these facilities in the United Kingdom, Canada and the United States of l.oerica.

Government proposes however to widen the scope of the Student Advisory Service in respect of • students proposing be to study abroad or at home.

·Students .would advised on the mnn power needs of the country and of trends in job opP?rtunities.
They should feel free to address their probloms, their doubts, fears and aspirations to tho Students �dvisory Service.

Those f going abroad would be given such information as would assist them t� find their bearings with the mnimu.m of difficulty.

48.In order to assist able �tudents who are in no position because of limited finnncial resources to pursue higher studies abroaa, in fields which cannot be catered for by the University of Guyana, Government will continue to grant loans as in the past.
Priority will be given to these students whose courses needs of the country.

Government projected of study arc most likely to meet the inmediate and will expect that students ' to whom loans have been granted will return after they have qualified to give the country the benefit of their training.
49.Government proposes to continue to provide :unds for the Public Free Library to be spent along with those p-ovided by the Mayor and Town Council of Georgetown towards tho rnaiP�enanco and its branches wherever they may be established of tho library, from tiI!le to time.

Govern­ ment recognises the value of the educational services provided for children /and••••• ' -14 - .. f" �d adults and will assist in their expansion.
The general manegement, regulation and control of the library and its branches shall continue to be vested in the Connittee appointed by the Governor and the jointly Mayor and Town Council.

-,:-· -· ·•"" . '

50.The Ministry of Education proposes to have closer ties with the Ministry of Health in the interest of the health of school children.

The Environmental Sanitation Prograr:io0 is already under way and this will bring about a tremendous ioprovement in the sanitary conditions in schools.
It is hoped that the schools medical and dental services would be expanded.

Owing to the shift in emphasis from school feeding to pre­ school feeding, it is proposed on the edvice of the Chief Medical Officer to confine the supply of milk to the preparatory section of schools or to interior schools until such tit!lc as more generous supplies are available.
51.School Buildings i� There has been a rapid rise in the school populetion in Guyana'.. of 70<:X) For the past 6 years there has boon an average annual increase children in our schools.

Government has bean providing increased ac�ommoda­ tion for school children.

According to projections there will still be need for approximately 50,<XX) additional years.

To m�et this noed Governnent is prepared to erect Government of funds.
Govern­ Schools to the availability school places in the next four wherever possible subject ment is also, however, prepared to give every cncourageoent to self-help efforts of COClllunities, Local �uthorities etc.

in respect of the erection of schools for children in their iaoediate locality.

Government further, in order to avoid duplication of buildings, would encourage ¢ommun1• �ea: to put up dual purpose buildings where both a school centre aro necessary.
The first dual purpose building is being put up at Mocha Village, East Bank, Deoerara.

52.Governoent plans toi;rov.ido as many secondary schools as possible or convert aooe existing schools with a view to iopleraenting its policy of providing increased secondary education facilities for the total popu­ lation from 12 to 16 years.

Where there are not enough children to have separate primary and secondary schools, all age schools cooprising both primary and secondary departoents will be provided.
i�ll new schools built whether primary or secondary will be co-educational.

, 53.Well--equipped practical work departments will as far as possible be attached to �11 secondary schools; these may include as appropriate laboratories, han2°�crcft centres, Home Economics departDen t, comDercial farm plots • education rooms or agi ::.cultural 54.The right of any person and/or religious or other associations to construct schools denied or restricted /save •••.• .. ... .
f -15 - save that such schools shall conforn to whatever legislation may from time to time be in force regarding control the establishment, and supervision of private schools.

55, Government will grant the use of its schools, under certain conditiqns, to any accredited organisation or group for the purpose of holding neetings , concerts, exhibitions, fairs.

56.Broadcasts to Schools Broadcasts to schools shall be directly under the Ministry of Education .
An Advisory Committee on Broadcasts to Schools.is responsible to the Minister for the construction of the Broadcasts tb Schools programme and the general efficiency of Broadcasts to Schools.

The technical aspects of Broadcasts to Schools, such as production of Broadcasts are in the hands of the Broadcast to Schools Units which is drawn from the s;aff of the Government Information Services .
Broadcasts to Schools (i)supplementing programmes will aim at:- and enriching existings curricula of primary and secondary schools; (ii)stimulating the :imagination of the child and his awareness of his physical and social environment; and (iii)developing a sense of oommunity and patriotism and an appreciation of persons and things that have conferred benefits on the community and/or the world.
57, Religious Instruction ,, Policy will conform to the provisions of Article 7 of the Constitu±ion of British Guiana.. (See Appendix ).

58.Preservation and Development of Culture Government proposes to encourage the study of local history, art, literature and folklore, and to set up a department of Culture which would apply itself' to intensification of such study, to develop­ ing a healthy regard for things Guyanese and to stimulate the unity of Guyanese peoples.
Any agency which aims at promoting Guyanese national consciousness through history art or other forms of culture would receive Government's blessing.

/59.

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I 59.� - 16 - In summary then we want to ensure the.tour educational system would contribute to the achi�vement of the following goals:- (a)Developing to the full the· potentiality of every child so that he can come to full sGlf-realisation make his IJB.Ximum contribution to the development of his society.
and be prepared and in a position to (b)Preventing the development of rigid class barriers in our society.

Our educational institutions should reflect the general and structure character of our society and should in no way be sources of prestige arrl previlege.

Our atterapts at eradicating divisive elements in our society should be reflected in the conposition of our educational institutions.
Children of the rich or poor, Catholic or Protestant, Hindu or Moslem, technician or artisan should mix shoulder ioshoulder in the saDe educational institutions and should share a common educational experience .

(c)Ensuring that our educational facilities are available to all who can profit from them regardle�s of pa.rental income.

In short we want to see that the socialist philosophy of equality of opportunity is put into practice in the field of education.
(d)A bre�ng down of the existing divisive influences in our society.

We are a small nation and we cannot afford to be divided.

For maximuo economic and social progress we must work together mould play a vecy iI!lportant solidarity.

role in increasing Like other colonial territories social and national we have suffered froo the as a team and education policy of divide and rule.

vie have to-day the heritage of this policy and we,hope that through education we would be able to heal the breached in society.
For thia reason our educational programme should �im at promot· nationalism by giving everyone a sense of common rootedness in our histo past.

( e)Developing as citizens of Guyana a people who think not only of themselves as individuals or members of a group but of the society as a whole.

This awareness of the needs and problems of the community and the of interdependence importance ahead as on� people.
Today there is an increasing oonctrned with their own �eeds and their own problems among all members is essential if we are to go tendency for people to be to the exclusion of the needs and problems of others.

Titls social consciouness, this realisation that we are all raembcrs of society playing different but essential roles, this feeling of inte!

'-dependence among all sections of the population is something which we believe should be one of the goals at which we should continually progra.mr:i.es.
aiI!l in all our educational .. ,.

\J -� APPENDIX 7.

(1) Except with his consent, no person shall be hindered in Protection- of his freedom the said freedom of ( nscience, and of religion, the enjoyment of of co�Pcience.

poses of this article or thought belief and freedom, with others, and both in public or in priv ;e, to manifest and propagate his religion or belief in worship, observance.
includes i;I) change his relici.on and for the pur--of freedom either alone or in community teaching, practice freedom freedom and the age of twenty-one (2)Except with his consent not attained guardian) no person attending be required to receive religious instruction in or attend any religious ceremony instruction, other than his own.
(or, if he is a person who has years, the consent of his shall any place of education or observance if that to a religion relates ceremony or observance or to take part l (3)No religious community vented from-providing that community or denominat.Lou managed or tion.
shall be pre­ or denomination for persons instruction in any place of education by that community or denomina­ wholly maintained religious of (4)Nothing contained law shall be held to be inconsistent of this a rticle to the extent that the law in question makes provision in or done under the authorit which is reasc"lably - required y of any with or in contravention (a)in the interests public order, public morality of defence, or public health; or public safety, t of protecting (b)for the purpose freedoms observe and practise solicited interference gion, of other persons, any religion of members the rights and including the right to without the un­ of any other reli­ and except so far as that provision or, as the case may be, the thing done under the authority be reasonably is shown not to society.
justifiable in a democratic thereof f .

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