(ii) short courses and conferences;

(iii) advice and assessment of the work of training colleges, to assist in the improvement of the training of teachers, and in developing a regional system of qualifications for teachers.

26. That specialist teachers in wood and metal work, rural science, home economics, art, music and physical education should be trained as teachers and not merely in the techniques of their specialist subject.

27. That Governments with Technical Institutes should provide facilities in them for students of training colleges who wish to become specialist teachers of woodwork and metalwork.

28. That teachers of rural science should have a practical training in agriculture as a part of their training college course.

29. That Governments which are forced by circumstances to employ pupil teachers should provide courses for them in academic subjects during at least one full school day a week.

30. That all teachers seeking certification be given a course of tuition in preparation for the academic and professional examinations which they are required to pass.

31. That Governments ensure that all uncertificated teachers receive guidance in the class-room from trained teachers as a normal part of their in-service programme.

32. That Governments should simplify the process by which teachers become certificated. For those with a good academic background, such as a School Certificate or General Certificate of Education, there should be only one examination, covering professional knowledge and proficiency in teaching, leading to certification. For others there should be not more than three examinations, the first at the end of the period as a pupil teacher, the second a test of academic knowledge and the third of professional knowledge and proficiency in teaching.

33. That Governments should regard their teachers as members of a unified service comprising five levels of qualifications as follows:

(i) trained graduate teachers, who have both a university degree and a post-graduate diploma in education or its equivalent;

(ii) graduate teachers, who have a university degree but no teacher training;

(iii) trained teachers, i.e. those who have successfully completed a continuous course in a recognised training college lasting two or three years, or in present circumstances, as an emergency measure, for one year;

(iv) certificated teachers, i.e. those who have not received a continuous course of training in a recognised training college, but who provide satisfactory evidence of academic attainment, professional knowledge, and ability to teach;

(v) uncertificated teachers, i.e. pupil teachers, probationers, and student teachers.

34. That Governments should accept the principle that salary scales should be related to a teacher's qualifications and not to the type of school in which he serves; and that they should work steadily towards implementing this policy.

35. That a teacher's starting point in salary should reflect his academic and professional qualifications and previous teaching experience; and that increments should be automatic, provided service is satisfactory.

36. That a teacher who qualifies to pass from one grade to the next should then receive the status and salary of his new grade.

37. That Governments should work towards the principle that no class-room should contain more than 50 pupils.

38. That each class should, wherever possible, be given a separate class-room. 39. That Governments should ensure co-operation between educationist and architect in the planning of new schools.

40. That plans of new schools should allow for the proposed organisation and staffing, and the various types of activity which are to take place in the building.

41. That plans of new schools should take into account an expansion in numbers, first by basing calculations on numbers on roll, and, second, by attempting a forecast of the future number of children of school age in the neighbourhood.

42. That the Federal Information Officer, in consultation with the Federal Education Adviser, be asked to include within the framework of the Information Service an agency to co-ordinate and supply suitable information on educational matters and events with special reference to books for use in schools.

43. That every opportunity should be taken to encourage consultation and the exchange of experience about the training of teachers.

44. That Governments should accept the long-term goal of common qualifications for teachers in the region.

45. That the Federal Government should continue and expand the advisory services now made available by the Development and Welfare Organisation, and that, in addition to a Chief Education Adviser and an Adviser on Technical Education, a woman Adviser especially concerned with the education of women and girls should be appointed.

46. That one function of the Federal Education Advisers should be to make available to unit governments a panel of educationists to advise and assess the secondary schools of the West Indies.

47. That a Standing Committee consisting of Directors of Education (or their equivalent in each territory) and Principals of Training Colleges should be established to consider and co-ordinate developments in the training of teachers, and that it should be summoned to meet by the Chief Education Adviser every two years.

APPENDIX B

Summary of Principal Recommendations of the Mission on Higher Technical Education in the British Caribbean

(Reprinted from its Report, p. vi)

Detailed recommendations are given in the body of the Report. We give here a summary of the main recommendations:

1. That since the basis of all technical education is a sound general education, every effort be made

(a) to strengthen the teaching force in mathematics and the sciences in secondary schools;

(b) to provide opportunities for all boys and girls over the age of eleven, whether in secondary schools or not, to include practical subjects in their curriculum;

(c) to train teachers of woodwork and metalwork within the area.

2. That since the most urgent industrial need in the British Caribbean region is for skilled craftsmen and workshop technicians in large numbers, the development of basic courses leading to the examinations in craft subjects of the City and Guilds of London Institute should be given first priority.

3. That at three Technical institutes advanced work should be developed to enable them to function as Regional Technical Colleges for such work. The Kingston Technical College, Jamaica would serve the Western Caribbean while two in Trinidad, at San Fernando and Port of Spain, would serve the Eastern Caribbean.

4. That the Kingston Technical College should cover a full range of subjects, including Commerce; that the College at San Fernando should concentrate mainly on subjects connected with Engineering and Building, while that at Port of Spain should develop advanced work in Commercial subjects.

5. That the University College of the West Indies should proceed to develop a Faculty of Engineering.

6. That a block of laboratories should be built, in the University precincts, to be used jointly by the University College of the West Indies for its degree courses and by the Kingston Technical College for its advanced courses in engineering; that the Governing Bodies of the two Colleges should at once set up a joint committee to work out the details of this proposal.

147

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