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Terminal ReportUNDP/ANTt72/009 ANTIGUA

Educational PlanningAdviser and Statistics

Project FindingsandRecommendations

Serial No. FMR/ED/OPSt76/266 (UNDP)

United NationsDevelopmentProgramme

United Nations Educational,Scientific and CulturalOrganization

Paris, 1976

Educational Planning Adviserand Statistics

Project Findings and Recommendations

United Nations

Development

Programme

ANTI GUA

Report prepared for theGoverrlll1ent of Antiguaby the United Nations Educational,Scientific and CulturalOrganizat-ion (Unesco)acting as Executing Agency forthe United Nations DevelopmentProgramme (UNDP)

United Nations Educational,

Scientific and Cultural

Organization -

Terminal ReportUNDP/ANT/12/009FMR/ED/OpS!16/266 (UNDP)17 December 1916

<Cl Unesco 1916Printed in France

TABLE OF CONTENTS

Paragraphs

I. INTRODUCTION ( 1 - 3)

(a) Project background 1

(b) Outline of official arrangements 2 - 3

11. FINDINGS ( 4 - 34)

(a) The planning unit: organization 4 - 7

(b) The school system, teacher training andmaintenance 8 - 20

(c) Curriculum 21 - 26

(d) Statistical trends and educationalplanning 27 - 34

Ill. RECOMMENDATI ONS (35 -103)

(a) The Educational Planning Unit 35 - 38

(b) Educational Statistics 39 - 41

(c) School system and teacher training. 42 - 75

(d) Curriculum 76 - 83

(e) BUdget, administration and maintenance 84 -103

APPENDICES

A - Unesco Experts

B - Future Antiguan Educational System: Structure and Flow

C - Counterpart staff

D - Unesco Fellowships

E - Bibliography

ANT/72/009 - Educational Planning Adviser and Statistics

TERMINAL REPORT

I. INTRODUCTION

(a) Project background

1. The need. for educational planning in Antigua becameincreasingly evident in the light of economic growth and changingsocial conditions. In particular, it was felt that the creation ofan Education Planning Unit 1r,ithin the Ministry of Education wouldhelp to pinpoint the best means of utilizing existing resources,define new ways of adapting facilities available, draw attention tocurriculum deficiencies, and indicate how optimum benefit could beobtained from resources in short supply. External aid was requiredfor this purpose since local personnel was unavailable for thesetting up of such a unit in the Education Ministry.

(b) Outline of official arrangements

2. Approval of the Ant iguan Government's request forassistance by the UNDP Governing Council was followed by the signingof the Project Document by the Government (16 August 1972), Unesco(14 November 1972) and by UNDP (24 November 1972). While work onthe Project was supposed to begin on 1 August 1973 it did not actuallybegin until 29 September 1973. The initial duration of the Projectwas twelve months, but it was decided, at the request of the AntiguanGovernment, to extend it up to September 1975. A second request fora prolongation followed and, on 15 August 1975, the Project was extendedfor another twelve-month period.

3. The total UNDP contribution for the 1973-76 periodwas U.S. $115,050 for expert assistance, U.S. $7,483 to individualfellowships; and U.S. $750 to miscellaneous expenses. The Governmentcontribution was E.C. $13,400, of which E.C. $11,400 went forcounterpart and secretarial services; E.C. $1,500 for equipment;and E.C. $500 for miscellaneous expenditure.

IT. FINDINGS

(a) The planning unit: organization

4. As very few basic educational statistical data wereavailable when the Project began and as the assignment of the UnescoAdviser was initially for only one year, the main task was to planand set up an educational data collecting system, with returns oncea year.

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5. In March 1974 a part-time counterpart to the Unescoadviser was appointed and, in co-operation with the Unesco regionalspecialist in educational administration, forms for data-eollecting wereprepared and presented to the officials concerned at an Antiguan work­shop on Educational Administration and Supervision. These forms werereturned in April 1974 and revealed the presence of quite a few non­registered private schools of various standards. On the basis of datacollected it proved possible to publish the first Educational Statis­tics for Antigua (1973/1974) in September 1974.

6. At the time of the Unesco adviser's departure, thePlanning Unit within the Ministry of Education and Culture whichwas set up in March 1974 was organized in the following way:

1 Senior Education Officer (full-time, trained atthe International Institute for Educational Planningin Paris) also dealing with fellowships and scholar­ships and other duties;

1 Unesco adviser in Educational Planning and Statistics(leaving);

Statistical Section (1 leader and 1 worker, U.S.Peace Corps Volunteers, leaVing November 1976);

Curriculum Section (1 leader, 2 workers, U.S. PeaceCorps Volunteers, leaving November 1976 and June 1977respectively) •

7. By the end of the Project, the U.S. Peace Corps Organi-sation had two volunteers helping with the collecting, compiling,presenting and analyzing of educational data, including the budgetsand examination results. Statistics for 1974/75 had been publishedand collecting of data for 1975/76 was in progress. All changes inthe questionnaires were made in consultation with the heads of schools.

(b) The school system, teacher training ~d maintenance

(i) Primary and secondary education

8. In many cases, the least experienced and least qualifiedteachers are used to teach Infant 1 and Infant 2, the first grades ofthe formal school system. It is in these years that children are expectedto acquire basic reading and writing skills. Visits to governmentschools revealed that reading ability and penmanship are less thansatisfactory up to quite an advanced stage in the school system.

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9. At present, students leaving Junior 5 of the primaryschool system at some government schools are automatically promotedto certain governmental secondary schools, while students in othergovernmental primary schools have to pass a test before being accepted.This is unacceptable.

10. An early decision concerning automatic promotion fromthe primary to the secondary system is needed. If automatic promotionis abandoned it will have to be decided how many students should beallowed to enter the secondary school system on a yearly basis.

11. The Minister of Education and Culture has stated thatby providing children with both technical and academic training adirect correlation between the two will be created and technicaltraining will cease to be regarded as secondary to academic pursuits.

12. If differentiation or streaming of students in relationto academic subjects and pre'""Vocational areas is adopted as a principle,then it should be decided by whom the streaming of pupils into variouscourses in the secondary schools should be effected.

(ii) Personnel and teacher-training

13. Graduate secondary school teachers are obliged to go tothe University of the West Indies (U.W.I.) in Jamaica and Barbados toreceive their professional training. The costs are rising rapidly, inaddition to which a lack of places for non-Jamaicans and non-Barbadiansmakes it increasingly difficult for Antiguans to pursue a Diploma inEducation course at U.W.I.

14. At present, training of personnel for the key industry ofthe island - the hotel industry - is handled by the Ministry of Educationand Culture along with the Antigua Workers' Union. However, no organizedform of co-operation has as yet been created and there is an unnecessaryduplication of training in some instances.

(Hi) Admissions and pupil-teacher ratio

15. Intake twice yearly has created certain problems in re­spect of housing and supply of teachers and the teaching situation inthe January period has been far from ideal as a result.

16. The average 1974-75 pupil/teacher ratio in Governmentprimary schools was 25:1 and in Governmental secondary schools 24:1.These are very low figures, and though this is good from the educationalpoint of view, the country cannot afford it in the long run; teachers'salaries will take the major part of the budget ~d very little willbe left for other educational expenses.

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17. With an increased pupil/teacher ratio fewer teachers willbe needed and some untrained teachers can be laid off.

(iv) Private schools

18. Certain of the unregistered private schools are below anacceptable standard. Many of them do not offer a complete primaryeducation. However, all private schools must be registered accordingto the Education Act of 1973 and this provides a possibility of bettercontrol and improvement in this area.

(v) University studies

19. Given the rapidly increasing cost of university educationit seems necessary to investigate the possibility of effecting radicalchanges in the teaching situation at the university level, especiallywith respect to the creation of an open university.

(Vi) Maintenance of school buildings

20. Maintenance of school buildings is at present the respon-sibility of the Ministry of Public Works and Tourism. No money isallocated specifically for repair and maintenance of school buildingswithin the Ministry bUdget. In the past, repair and maintenance wereeffected on an ad hoc basis and work was often left unfinished. Stepsneed to be taken to remedy this situation.

(c) Curriculum

21. As early as 1971 plans were drawn up for comprehensivesecondary schools which would have facilities for the teaching ofcreative arts subjects and pre-vocationa1 subjects in the fields ofagriculture, commerce, industrial arts, and home economics. Fourschools with these facilities are expected to be ready for use in1977 •

22. No detailed curriculum and time-table for the newsecondary schools were available when the Unesco adviser startedhis work.

23. In July 1974 the Planning Unit presented an outline(including the contents of the curriculum for various SUbjects) ofthe number of SUbjects, number of periods, etc. for the new compre­hensive secondary school. The intention was twofold: to give thevarious subject committees some broad terms of reference for theirwork and to give the Planning Unit the necessary background informationfor estimating future enrolment in various streams, teacher requirementsin various SUbjects at the secondary level, etc. The document was ap­proved by the Minister of Education in January 1975 and distributed tothe officials concerned.

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24. It was apparent that extra personnel was needed to dealwith secretarial matters and to co-ordinate the work of the varioussubject committees on the new curriculum for the comprehensive secondaryschool.

25. The U.S. Peace Corps Organisation provided four volunteers,of whom three have been working as secretaries for the various subjectcommittees and one as a general co-ordinator of the curriculum work,with the result that the general curriculum for the first three yearsof the comprehensive school was ready in September 1975 and was intro­duced in the school at the beginning of the 1975/76 academic year.During this academic year workshops were arranged in various subjects,text-books were reviewed and schools were visited to observe imple­mentation of the programme and discover weaknesses. Mainly becauseof lack of equipment and qualified teachers it seems realistic to lookupon this first year as a transitional one. Follow-up and testingwork will continue and once the new programme is felt to be firmlyin place it is hoped that work can begin on the curriculum coveringthe final two years of the secondary syst em.

26. The Antiguan Government has, in various documents, stressedthe need for a new attitude towards agriculture among Antiguans. Inline with this, the Planning Unit has prepared a document on agricultureas a compulsory item at the primary level and presented a detailedcurriculum for the subject.

(d) Statistical trends and educational planning

27. In addition to comprehensive and reliable statisticaldata covering a minimum period of three years, as well as good short­term forecasts, reliable information concerning the current situation ­strengths and weaknesses - is required before" long-term planning workcan be started. Good knowledge of the present school situation wasachieved as the result of visits to schools and short-term work onvarious planning projects (new schools, etc.), but the senior educationofficer of the Planning Unit has at present too heavy a work-load.

28. All activities of the Planning Unit were undertaken,with the possibility of a comprehensive plan for educational develop­ment in mind.

29. There are few illiterates in Antigua and most people havespent longer or shorter periods of their childhood and their youth withina formal school system.

30. Almost all children of the primary school age (5 - 12) areregularly attending a governmental or private school.

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31. The intention was to use the 1970 Census when projectingfuture enrolment, teacher requirements at various levels, the needfor additional classrooms, etc. However, a comparative study madeof the 5 - 12 age groups in the 1970 Census and the correspondingenrolment figures for 1973/74 showed that almost 2,400 children, orabout 19% of the total primary school age population, would still betheoretically outside the primary school system. This did not seem totally with other information available and the anomaly was felt to bedue to the fact that the 1970 Census is based on only a 2Cf/o sampling.

32. As a result, the Planning Unit, in co-operation with theCentral Statistical Office, the Health Department and the UNDP PhysicalPlanning Project, worked out other enrolment predictions based onavailable figures of registered births. These birth figures correspondwell to reported enrolment figures and are as follows: 1960: 1878children born; 1974: 1274 children born; and 1975: 1330 children born.The total population is estimated at 70,000.

33. The low birth figures, together with other factors,create a strange planning situation for the next 10 years: Noincrease - or a very marginal one - of total enrolment at the primarylevel. The average pupil/teacher ratio is low. More classrooms andother facilities are now under construction for the secondary educationsector. In the event that the post-primary sector is phased out fromseveral government primary schools (see Appendix B), more classroomswill be released for use at the primary level. During the next fiveyears or more, no new classrooms (i.e. additional classrooms due toincreased enrolment) will be needed for the country as a whole. How­ever, if existing school-bus services cannot be used for transportationof pupils from overcrowded schools to schools with empty classrooms,it will be necessary to add a few new classrooms to some schools inthe vicinity of St. John's and by the end of the five~ear period itmay also be necessary to build a complete new primary school in an areawhere low-eost and middle-eost family houses are at present under con­struction. School mapping may help resolve some of these difficulties.

34. An additional secondary school is needed and if an IslandCollege catering for the first and second years of university is established(cf. Recommendations), new facilities will be required for it.

III. RECOMMENDATIONS

(a) The Educational Planning Unit

35. It is recommended that an Antiguan statistician berecruited to supervise and be responsible for collecting of data;to analyze trends relating to pupils (drop-outs, repeaters, etc.),

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teachers (trained, untrained, attrition, etc.), and buildings, text­books, and equipment; to break down yearly budgets in terms of reliableunit costs, etc., and finally to assist in tasks involving costing andfinancing of various projects and educational development plans. Forthe two-month period every year when more personnel is needed to assistin collecting, compiling and presenting educational statistical data, itis suggested that assistance be obtained from the Central StatisticalOffice. In any event, counterparts to the U.S. Peace Corps Volunteersworking in the Statistical Unit should be appointed as soon as possible.

36. The two senior officers recently seconded from theMinistry of Education and Culture (one of whom is working with examina­tions and the other with establishment of an Island College) should bemade responsible to the senior education officer in charge of thePlanning Unit in order to help him carry out his various duties.

31. One more Ant iguan should be sent abroad for training ineducational planning. UNDP should be asked to provide a fellowshipfor this purpose.

38. In general, the exact position and function of the PlanningUnit and its head (the planning officer) within the Ministry of Educationand Culture should be clearly defined and the senior education officerin charge of the Planning Unit should be officially named PlanningOfficer.

(b) Education.al Statistics

39. To enable school-heads to fill out the questionnaires andreport to the Ministry about enrolment, teaching staff, etc. on a yearlybasis, thereby simplifying the task of the Ministry itself, it is recom­mended that annual educational statistical data be collected as earlyas possible - preferably one month after the start of the academic year.

40. This is all the more important inasmuch as it will makeit possible to reme~ anomalies such as too many teachers in one schoolor not enough teachers in another, too many children in one school andempty classrooms in another, inadequate supply of text-books and teachingmaterials, etc.

4. In general, requests for information from school-headsshould be kept to a minimum and handled exclusively by the PlanningUnit which should act as clearing house for all data and informationin the Ministry of Education and Culture.

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(c) School system and teacher training

(i) Head Teaohers

42. Head Teaohers and Principals should be appointed in thelight of their ability and not, as now, as a result of seniority.

43. To improve the administrative ability of heads andprincipals, regular in-service courses and seminars should be arranged ­possibly during the summer vacations. The courses and seminars shoulddeal with simple administrative procedures; e.g. knowledge and appli­cation of the Education Act, preparation of time-tables, regular reportsto the Ministry, the functioning of the Ministry, etc. The courses andseminars should be oompulsory.

(ii) Pupil/teacher ratio and teaching load

44. The following are some guidelines for future planning:

- The maximum enrolment in one class should neverexceed 40;

- Where there are 41 students in a grade, two classesshould be organized; in the case of 81 studentsthree classes; 121 students four classes, etc.;

- In small government primary schools multiple classteaching should be organized, i.e. more than one gradein the same class with only one teacher; for example,Infant 1 and 2 together, Junior, 1, 2 and 3 together,Junior 4 and 5 together, etc.

- Multiple class teaching should only be used where thenumber of students in more than one grade is lower than30;

- Teachers should be trained to handle multiple classteaching.

45. In co-operation with the Antigua Union of Teachers,the Ministry should work out uniform rules concerning work-loadsand also issue some simple rules and regulations on the responsibilitiesof teachers as per the Education Act, 1973.

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(iii) Primary Education

46. Primary education should be given the highest priority.Here are some reoommendations (short-term and long-term):

- Not more than 25 pupils per teaoher while instructionis being given in reading and writing;

- The most gifted and best qualified teachers shouldbe assigned to Infants I and 2;

- Desks of the right size and in sufficient number shouldbe provided for Infants I and 2;

- At least one room or a screened-off area should beset aside in each school for undisturbed activities;

Standard exercise books should be used;

- Pupils should be given a short, daily home-work inreading and writing, oarefully checked by the teachers;

- A standardized and uniform pattern of writing shouldbe introduced in all government schools, thus avoidingconfusion when teachers and pupils move from one schoolto another;

- Appropriate methods of teaching penmanship should beemphasized at the teacher training college. A tutorat the college should be responsible for seeing that nostudent teacher leaves without being satisfactorilytrained in how to teach penmanship within a standardizedand uniform system;

- All presently active teachers (trained or untrained)should be asked within the next three years to attenda vacation or in-service course in the methodology ofhand-writ ing;

- All training activities should be co-ordinated by thetutor(s) at the Teacher Training College;

- If no Antiguan is found to fill the post of tutor (withthe above tasks in mind), then external assistance shouldbe sought; and

- The education officers should as~e responsibility forcontrolling the standard of penmanship and seeing to itthat instructions about teaching,writing and readinggiven in the curriculum for the primary schools in Antiguaand Barbuda are followed.

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47. The importance of physical education should be stressedat the Teacher Training College and all student teachers should betrained to teach physical education.

48.in service.

In-service courses should be arranged for teachers now

49. Agriculture should be introduced as a subject in thecurricula for the various levels of education, including teachertraining, and at the primary level it should be a compulsory subject.

(iv) Secondary Education

50. Authorized text-books (see paras. 82 & 83) should be orderedthrough the Ministry of Education and Culture.

51. Whatever the policy and decision on continued educationafter primary will be, career or vocational guidance should be intro­du.ced in Junior 5 of the primary school system (also in private schools)and continued throughout the entire secondary system.

52. It is strongly recommended that the choice of optionalsubjects and streams (academic, agriculture, business, home economics,and industrial arts) be made with complete freedom. In addition, itshould be stipulated that a pupil's courses are to be decided by theparent s and the pupil once su.fficient informat ion about careers andabilities have been provided by the schools.

(v) Post-secondary Education - Teacher Training

Primary School Teachers

53. Once the point is reached where all reachers needed aretrained, the admission system at the Teacher Training College shouldbe changed. Steps should be taken now to avoid a possible situationcharacterized by unemployed trained teachers and employed untrainedteachers whom the government cannot separate from service because ofrules and regu.1ations in force for the employment of civil servants.This matter should be further discussed with the Antigua Union ofTeachers.

54.teaching.

More emphasis should be put on training for multiple-class

55. If agriculture is introduced as a compulsory subject atthe primary level all student teachers should be trained to teach thesubject.

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- Junior Seconda;y School Teachers

56. It is suggested that teachers for the first three yearsin the secondary schools be recruited from the elementary school teachercadre and that they be given a one-year training at the teacher trainingcollege which would qualify them to teach two or three subjects at thejunior secondary level.

Senior Secondary School Teachers

51. Some steps have to be taken to get more graduate teacherstrained at lower cost; the following measures, which have been brieflydiscussed at an initial stage, might solve the problems:

(t) The Antiguan graduate teachers should remain inAntiguan schools during their professional training;

(U) During this practical training period the teachersshould be supervised by outstanding itinerant tutorsfrom the University of the West Indies; it might bepossible in the future to use the staff at the IslandCollege (more about this under Island College on page 12);

(Ui) To ensure training of a maximum number of teachersat reasonable cost, graduates pursuing the programmecould be given their theoretical tuition during the mid­summer vacation at the Institute of Education, Universityof the West Indies, Barbados. Here too, it might bepossible in the future to obtain continued assistancefrom the Island College.

- Future activities at the Teacher Training College

58. Teachers for the Early Childhood Centres should in futurebe trained at the Teacher Training College.

59. The introductory course for new, untrained teachers nowadministered and run by officials from the Ministry Headquarters shouldbe taken over immediately by the Teacher Training College.

60. In co-operation with the Curriculum Section within thePlanning Unit, the Teacher Training College should run in-servicetraining for teachers, organize pedagogical research and take partin the development of relevant teaching aids and the preparation ofmaterials for school radio and school television programmes.

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(vi) Vocational Training

Manpower needs

61. In order to avoid any over-production of skilled or semi­skilled workers from the various training courses offered at the GoldenGrove Technical Coilege, close co-operation should be established withthe Ministry of Home Affairs and Labour, which now possesses sufficientdata on Antiguan manpower needs.

62. The system with the shortest courses in various fieldsday courses as well as evening courses - should be emphasized, anddeveloped further.

Training of personnel for the hotel industry

63. If it proves possible for the Ministry of Education andCulture to take over complete training of hotel industry personnel,negotiations should be taken up with the relevant labour union and theAntigua Hotel Association as to what kind of personnel should be trainedand by whom, i.e. the Technical College, the labour union, or on-the­job training by the hotel association.

- Training of nurses

64. The theoretical part of the training of nurses should,in the near future, be taken care of by the Technical College, with thepractical training taking place in the local hospital.

(Vii) Island College

65. Work connected with Island College should continue alongpresent lines and a Special Committee should be appointed to deal withthe matter.

66. Both Golden Grove Technical College and the TeacherTraining College should be located on the same campus.

67. In the Committee's terms of reference it should be statedthat the Junior College is to be organized as a unit for all post­secondary education in Antigua located at the above-mentioned campus:Teacher Training College, Technical College, and Junior College mergein the common name "Island College".

68.

69.

Adult education could also be located at the Island College.

Island College should have one principal.

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(viii) University studies

70. The establishment of an open university should be con­sidered either at the existing University of the West Indies or at anew university in the Commonwealth Caribbean.

71. Formal teaching should be kept at a minimum.

72. Distance studies drawing on all the modern media - radio,television, correspondence, etc. - should be introduced althoughstudents should visit the university for a short period in order toreceive advice and guidance from their tutors.

(ix) Adult Educat i on

73. It is recommended that adult education - including nightcourses in both academic and vocational subjects - be handled by theIsland College.

(x) Radio and Television

74. Though financial constraint makes it a low priority item,means should be found of introducing school radio and school televisionbroadcasting at a reasonable cost so as to aid and complement, butnot replace, teachers and existing teaching resources.

75. The curriculum section should be responsible for theorganisation, operating and programming of school radio and televisionservices in co-operation with similar organisations within CARICQM+and overseas.

(d) Curriculum

76. The curriculum section should be given permanent statuswithin the Planning Unit and efforts made as soon as possible to staffit with Antiguans.

77. Apart from the various subject specialists already at work,an official should be appointed to deal with co-ordination and implemen­tation of the various ourricula. He or she could be named generalcurriculum supervisor.

+ CARICOM = Caribbean Community - a regional sooio-economic grouping.

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78. This general curriculum supervisor should have respon-sibility for:

introduction of draft curriculum guides into thesecondary schools;

collection and. collation of teachers' and students'responses to curriculum guides;

rewriting of final draft curriculum guides;

suggesting suitable teaching equipment in line withthe approved curriculum guides;

suggesting text-books (as few titles as possible)for various subjects and levels;

working for the introduction of agriculture atthe primary level;

introducing and developing the use of radio andtelevision in education;

working in close co-operation with the TeacherTraining College;

working in close co-operation with the CARICOMExamination Council in Barbados;

ensuring that physical education is awarded anappropriate place in the curriculum for primaryschools and that the teaching of swimming becomesa compulsory item in the programme.

79. All these a.ctivities should be carried out in closeco-operation with the various subject specialists.

80. To improve and develop connections with Spanish-speakingAmerica and to give school-leavers a better start and more possibilitiesfor employment, Spanish should be introduced as a compulsory subjectat the secondary level.

81. Work on the curriculum for Form IV and Form V (the lasttwo years of secondary education) should be initiated and carried outin close co-operation with the CARICOM Examination Council.

82. Because text-books are changed every year in some secondaryschools, thus increasing costs to parents and children, as few text-booksas possible should be approved for each subject and a text-book should beused during at least three years before a new one is approved.

83.text-books.

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Private schools should be encouraged to use the approved

(e) Budget! administrat ion and maint enance

(i) Budget

84. In order to get accurate figures for expenditure on thevarious levels of education, i.e. to make it possible to present reliablefigures for unit costs, the budget should be successively changed sothat - as an example - all money spent on primary education would beentered under the sub-heading Primary Education.

85. To eliminate the possibility of inaccuracies due to haste,preparation of the new budget should start early each year with thework culminat ing in July or August.

(ii) Local Education Committees and School Fees

86. To help reduce the vandalism found in some governmentschools it is recommended that local education committees be set upfor each school. These committees should consist of members of thevillage or suburb or community, parents, heads of the school, teachersand pupils.

87. These committees should help create a feeling that theschools in the towns, the suburbs and the villages belong to the peopleand are not being administered by an anonymous government.

88. Committees should be given responsibility for thebuildings and their use for activities other than formal teaching.Later, other tasks can be handled by the local committees.

89. If the political party in power succeeds in abolishingincome tax, the possibility of having fee-paying in government schoolsshould be investigated - not to cover any real costs, but with an eyeto helping reduce school vandalism.

90. The fee should be small, intended to cover variousactivities in the schools and, if necessary, minor repair works.

91. The local education committees should be in charge offunds and decide on their use, but permit themselves to be auditedyearly by the government auditors.

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(iii) Maintenance of school buildings and other property

92. A small Main.tenanoe Unit should be established within theMinistry of Education and Culture to do minor repair and maintenancework and to handle emergency calls.

93. A long-term plan - say 10 years - should be prepared inthe Ministry of Education and Culture for major maintenance and repairwork on school buildings. The list of schools requiring attention shouldbe based on reports from heads and education officers. The list shouldbe revised every year.

94. 'rhe Ministry of Public Works and Tourism should be askedto estimate the oost of all works listed.

95. The Ministry of Education and Culture should decide onpriorities and on the amount of money to be allocated in the budgetfor maintenance and repair work yearly and, in addition, see to itthat an amount is allocated for minor and emergency works to be carriedout by the Maintenance Unit.

96. Each year the Ministry of Education and Culture should handover a list of works to be done within that fiscal year to the Ministryof Public Works and Tourism.

97. At the initial stage, one official in the Ministry ofEduoation and Culture should act as a liaison officer (possibly, thePlanning Officer) with the Ministry of Public Works and Tourism.

98. The maintenance and supply of furniture, educationalequipment and textbooks need to be disoussed internally within theMinistry of Eduoation and Culture.

(iv) Use of existing rooms and school bus services

99. To avoid the shift system, greater use should be made ofexisting school bus and transport services; for example, whole classesof children could be moved from one school to another; the school dayshould be extended one period or a rotating system, with floating lunchperiods introduced, and care should be taken to see that no classroomsstand empty during the school day.

100. It may be useful to set up a standing committee to dealwith the school bus service, to ensure the optimum use of the facilitiesat lowest cost, e.g. it might be possible to save one trip and avoidunnecessary duplication by changing the start of the school day in someschools.

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(v) Scholastic Year

101. All schools - government as well as private - should startand finish their academic year on the same day and have their occasionalholidays on the same days. All other holidays should be kept to a bareminimum.

(vi) Admission of pupils

102. The present system of admitting pupils to governmentschools twice a year, in September and January, should be abolished.Only one intake, at the beginning of the academic year in September,should be put into practice and all children attaining the age offive during a calendar year should be permitted to enter Infant 1 inSeptember of that same year.

103. Children moving from one village or town to another shouldbe admitted to the school nearest to their new bome at any point of theacademic year.

ANT/12/ 009

APPENDIX A

Unesco Experts

Name ofExpert

Country ofOrigin

Field ofSpecialization

Duration of ContractFrom To

NI LSSON t Kjell Sweden EducationalPlanning

Sept. 13 Oct. 16

ANT/12/009

APPENDIX B

Future Antiguan Eduoational System: Structure and Flow

P R I M A R Y SEC 0 N D A R Y TERTI ARY

AGE I) 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

FORM 1 2 1 2 ':\ 4 I) I II III IV V Ist2nd3rd4th~th6th1th8th

Infants Juniors Comprehensive

Natureof

Programme

By the Education Act,1913, compulsory primaryeducation, suitable forchildren of five totwelve years;

The Primary School our­riculum is based onfive areas of experi­ence:

HumanitiesSciencesLanguage and

LiteratureMathemat icsFine Arts

By the Educat i on Act, 1913,secondary or comprehensiveeducation suitable forpupils between the ages of12 and 20 years;

In addition to the gen­eral subjects there willbe pre-vocational coursesin industrial artscommerce, home economicsand agricultural science.

UNIVERSITY (off-island);

TEACHERS COLLEGE teachingservice and in-servicecourses;

TECHNICAL COLLEGE teachingagr. engineering, Catering,air-conditioning, carpen­try, auto-mechanics,engineering, buildingscience, car-body building,el. installations, enginescience, mathematics,refrigeration, shorthand,typing, technical English;

A-level COLLEGE;J

Extension and extra muralcourses.

ANT/72/009

Name-PRINCE, Cuthbert

APPENDIX C

Counterpart Staff

Position Held

Senior EducationOfficer

Qualifications

lQ-month trainingat the Institutefor EducationalPlanning, Paris

ANT/72/ 009

APPENDIX D

Unesco Fellowships

Name of Country of Field of Place of Period of Study Position UponFellow Origin study Study From To Return

PRINCE, C. Antigua Educa- IIEP Sept.74 July 75 Planningtional Paris, OfficerPlanning France

ANT/72/ 009

APPENDIX E

BibliographY

(a) Counterparts to the Adviser in Educational Planning and Statisticsand Training Abroad;

(b) The Establishment of the Education Planning Unit;

(c) Instruction for the Education Planning Officer;

(d) Chart of the Organizational Structure of the Education Divisionwithin the Ministry of Education, Health and Culture (after theestablishment of the Planning Unit);

(e) Forms for collecting of statistical data;

(f) The establishment of the Unit of Curriculum and teaching materials;

(g) An approach to the Development of Post Secondary Education in Antigua;

(h) Curriculum for Comprehensive Secondary Schools (a discussion paper);

(i) Curriculum for the Primary Schools in Antigua and Barbuda (a discussionpaper on the introduction of agriculture as a compulsory subject at theprimary level);

(j) Memorandum on Vlillikies Government School (a case study for buildinga new school (replacement) in a small village);

(k) Educational Statistics 1973/74;

(1) Policy guidelines for the provision of adequate accommodation andother basic facilities in Government Primary Schools;

(m) Teacher requirements 1974/75 - 1983/84;

(n) Job descriptions and background information for curriculum developmentteam and educational statistics team;

(0) Educat i on in Ant igua;

(p) New questionnaires for data-eollecting;

(q) Provision of basic furniture for Ottos new comprehensive secondaryschool;

(r) CO!lUllent on the proposed General statistics Act, 1975, and its impli­cations;

ANT/72/009 APPENDI X E oon' t ii

(8)

(t)

(u)

(v)

(w)

(x)

(y)

(z)

(aa)

(ab)

(ac)

(ad)

(ae)

(af)

(ag)

(ah)

(ai)

(aj)

(ak)

Prooedures and Criteria for the Establishment and Registration ofPrivate Schools;

Non-formal and out-of-sohool eduoation activities in Antigua;

statistical tabulations, Cambridge G.C.E. '10' Examination Results,1974;

Maintenance of sohool bUildings, essential servioes and supply oftextbooks and equipment;

Ottos new comprehensive seoondary school in provisional premises1975/76;

Primary Sohool teacher requirements 1974/75 - 1983/1984 11,revised figures;

Tentative Time--table for the new comprehensive secondary school(oase study);

The Organization of Clare Hall Junior Secondary School;

Circulation note to members of the Cabinet on the 1976 budget foreducation, confidential;

Distribution of teaohers in government sohools;

Factors that have possibly oontributed to Personal Emolumentsunder Primary Head of the 1975 budget being exhausted before endof November, 1975;

Curricula for various subjects for the first three general yearsof the new comprehensive secondary school;

Provision of instructional and non-instructional equipment for Ottosnew comprehensive secondary school;

The organization of Clare Hall Junior Secondary School 1975/76,two time-tables;

Eduoational statistics 1974/75;

Ciroulation notes to members of the Cabinet on the 1976 bUdget foreduoation, confidential;

Deployment of teaching staff in government primary schools;

1976 Estimates with regard to Primary and Secondary School staff;

The skills in Writing and Reading at the primary level of thegovernment schools;

ANT/72/009 APPENDIX E con't Hi

(al) Priorities and Policy guidelines for the Restoration and expansion ofthe Antigua and Barbuda Education System;

(am) Extension of Antigua Grammar School;

(an) Position paper on training of secondary school teachers;

(ao) New government primary school at Willikies (replacement);

(ap) Admittance of children from primary to secondary schools;

(aq) Re-organization of Antigua Girls' High School and Antigua GrammarSchool;

(ar) Per capita spending on text-books, exercise books, etc. for variouslevels of education;

(as) The Role, Character, FUnctions and Orientation of UniversityEducation in the Commonwealth Caribbean;

(at) Draft plan for educational development in Antigua and Barbuda1977-1981 (only two chapters, Introduction and Pre-primary Education).