into the 6th class was the usual method. At this stage one must not have passed his 13th birthday by the end of the calendar year. For subsequent entry at a higher stage and a later top-age limit, the requirements also called for an entrance competition. The last opportunity to enter one of the regular secondary level vocational courses was after completing 3 years in the modern program of the lycée or the complementary course-a total of 8 years of elementary-secondary schooling. To enter a full-length vocational course, which would take an additional 4 years to complete at that stage, one must not have passed his 17th birthday by the end of the calendar year, or his 18th for entry to a program and certificate representing 1 year's work less.19

Those entering at different stages of previous schooling had the opportunity to work for one of several vocational education certificates in the French system. The certificates divided into two general types: the 11-year Brevet in various fields of vocational education-commercial, industrial, or applied arts; and the 12-year higher technical certificate (Baccalauréat Technique).

With respect to the Training Center for Apprentices (Centre d'Apprentissage) of the Collège Technique, the requirements for enrollment in 1958-59 were either (1) completion of the sixth class, or first year, in the lycée, the complementary course, or the preparatory program of the College Technique, or (2) the certificate of primary studies (certificat des études primaries). In addition, those seeking admission were required to pass a competitive entrance examination and to be less than 16 years of age at the end of the calendar year. Upon entrance they undertook a 4-year program beginning with a preparatory year (classe d'orientation) and leading to one of the certificates of vocational aptitude (Certificat d'Aptitude Professionnelle).

The various vocational specialties offered in the Collège Technique programs in 1958-59 included commercial subjects, architectural drawing, boiler making, automotive mechanics, electricity, carpentry, home economics, jewelry making, welding, ceramics, sheet metal work, and seamanship. Thus, the programs of the Collège cater to both sexes. The breakdown in enrollment in this connection in all programs for the years 1957-58 and 1958-59 were as follows:

19 The description of these programs is based largely on a summary sheet of the Collège Technique entitled "Rentrée Scolaire, 1958-1959: Comment Orienter les Candidats."

The need for additional vocational education and training facilities, particularly in the outlying areas of Martinique, so that all those seeking this kind of training will not be funneled into Fortde-France, has been noted by educational officials. On the other hand, they have observed that the Collège has not been popular with the people of Martinique and has tended to get those who fail to be admitted to the lycées or the complementary course. They have also noted that not all those completing programs at the Collège Technique have been able to find employment and that some have left Martinique for France or French African areas. It appears that part of the problem here may be one of achieving a better balance between the skills being produced and the changing needs of the rapidly growing population for various types of mechanical and vocational abilities. The urban area of Fort-de-France has been growing in population disproportionately to that of the rest of Martinique, presumably entailing additional needs for certain skills. For example, with the increasing number of motor vehicles, the comment has been heard of the shortage of competent automobile mechanics.

With respect to vocational education in the other French Caribbean Departments, there is also a public Collège Technique, as well as a Catholic vocational school, in Guadeloupe. Such instruction is also given in vocational sections of the two lycées. In 1958-59 the programs were similar to those in Martinique, although there was no Training Center for Apprentices as in the Collège Technique of Martinique. The total number receiving such education in 1958-59 was less than in Martinique. In French Guiana vocational education was offered in separate sections of the lycée.

Another source of vocational training for Martinique and the other French Caribbean Departments has been, as for the other European affiliated Caribbean areas, the aforementioned Caribbean Training Program in Puerto Rico. Down through 1958, of the total of 779 students from all these areas who had received training under this program since its inception in 1950, 163 had come from the French areas, 51 being from Martinique, 69 from Guadeloupe, and 43 from French Guiana.20

Teacher Training

As elsewhere in the Caribbean area, there are problems in Martinique with reference to maintaining an adequate supply of certificated, i.e., trained, teachers for the elementary schools. In 1958 it was estimated that 240 new teachers a year were required, whereas it was not possible to train and certificate that many teachers annu

20 The Caribbean, 12: 65, October 1958.

ally. Consequently, it has been necessary to resort to substitutes (suppléants) or assistants (remplaçants) to meet the need as they complete their formal educational and training requirements while teaching or between periods of teaching. In 1958-59 it was estimated that 16 percent of the elementary teaching positions were not filled by certificated teachers. Although by the standards prevailing in certain other Caribbean areas this appears to be a relatively favorable situation, it was stated that the tendency was for the number of substitute or assistant teachers to increase in proportion to qualified, or certificated, teachers. At the same time, it was noted that there was a sufficient number of candidates for the teaching profession because teachers are relatively well paid, enjoy prestige, and have a high degree of employment security on a heavily populated island of limited employment opportunities and relatively low per capita income. Practically all elementary teachers were locally recruited. Women constituted about 72 percent of the total in 1957-58.21

To become a qualified elementary teacher it was necessary in 1958-59 to obtain the Certificate of Teaching Aptitude (Certificat d'Aptitude Pédagogique). In general, there were two methods of obtaining this certificate in Martinique. One of these was by entering the 3-year teacher-preparatory program of studies on the modern side at the lycée, after completing either the first 4 years of the lycée program, or the 4-year program of the complementary course. In 1957-58 and 1958-59, 128 and 124 of the students, respectively, in the two public lycées were pursuing this course, which leads to the baccalauréat examination. Success on this examination, after completion of 12 years of elementary-secondary schooling, qualified one for the entrance competition to the 1-year program of professional training at the Normal School (Ecole Normale).

The other method of qualifying for the Certificate of Teaching Aptitude was being used more frequently in 1958-59, since the demand for teachers is appreciably greater than the number available through the aforementioned programs of the lycées and the Normal School. It has been observed that in Martinique, and the other French Caribbean Departments as well, holders of the baccalauréat are reluctant to enter elementary teaching.22 A decree of October 1952 authorized the recruitment as substitute teachers of holders of the elementary certificate (brevet élémentaire) and the lower secondary certificate (brevet d'études du premier cycle du second degré).28 Such teachers attend general education and training courses on their off days over a period of several years. In the process they

progress to the rank of assistant teacher, and their preparation culminates in a period of several months' training at the Normal School before taking the examinations for the Certificate of Teaching Aptitude.

Normal School facilities in Martinique for the preparation of teachers for certification were restored in 1957, when a new Normal School was opened. Between 1946, when Martinique's colonial status came to an end, and 1957 there was no Normal School on the island. Baccalauréat holders who wished to continue the teacherpreparation program were sent to France for professional training. In 1957 the Normal School of Croix-Rivail was opened in an old mansion overlooking the plain of Fort-de-France about 10 miles from the city. Equipped with full living quarters for students, the School was offering in 1958-59 a 1-year post-baccalauréat program of teacher training, which included practice teaching and observation in the special laboratory and other schools in the nearby town of Lamentin. Following this year, the program called for students to spend 1 year as supervised teachers in the elementary schools prior to examination for the teaching certificate. In 1957-58 and 1958-59, there were, respectively, 46 and 41 students undergoing this 1-year program of full-time training, divided about two to one between women and men. In addition, 40 assistant teachers were undergoing their formal period of training at the Normal School in 1958-59.

With respect to teachers for secondary and vocational education in Martinique, the standards of recruitment and training are officially stated to be equivalent to those of France.24 Approximately two-thirds of the teachers in the two public lycées in 1958-59 were sent from metropolitan France. It was stated in 1958-59 that, in general, such teachers are not as high in the educational hierarchy in the matter of formal qualifications and education as their colleagues in France. There were reported to be more licenciés (graduates of 3- or 4-year university programs) proportionately in Martiniquan lycées than in lycées in France, where it was asserted that one must usually have higher standards of qualification.

The same methods of teacher staffing and preparation have been followed in Guadeloupe and French Guiana as in Martinique. Guadeloupe has a Normal School performing the same function as that in Martinique. According to statistics supplied covering the school year 1958-59, Guadeloupe elementary teachers numbered slightly more than half those of Martinique, despite the fact that its population of legal school age was almost as great. Teacher recruitment was noted as one of the urgent problems facing Guade

24 "Education in Martinique," op. cit., p. 127.

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loupe. Along with the need for more classrooms it was a factor in the higher average number of students per classroom than in Martinique, even though the ratio of school enrollment was lower.

In French Guiana training facilities and programs for elementary teachers have been limited. There is no Normal School. Those who pursue the teacher-preparatory program at the lycée may go to France to complete professional training. French Guiana also has sent a few teacher candidates to the Normal School in Martinique. Most elementary teachers are locally recruited from holders of the elementary or lower secondary certificates and receive training through special courses after starting to teach.

Secondary teachers in Guadeloupe and French Guiana are generally recruited from France.

Martinique and the other French Caribbean Departments generally require more teachers than the number of teaching positions, owing to the system of administrative leave (congé administratif) in France provided teachers at government expense. In Martinique up to 10 percent of the teachers at all levels are on leave in France at any given time. Fully qualified teachers recruited in France, whether French or Martiniquan, receive 4 months' administrative leave every second year, as do French civil servants generally. Those recruited in Martinique receive 6 months leave every 5 years. Full return travel expenses and salary during this period are paid. This arrangement raises the problem of classrooms without teachers at times, particularly in the lycées with their high proportion of teachers recruited in France.

Higher Education

There is one university-type institution in the French Caribbean Departments. This is the Institute of Juridical Studies, or Law School (usually referred to as the Ecole de Droit), in Martinique. It is affiliated with the University of Bordeaux and prepares students for the latter's law degrees. In 1958-59 it had about 240 students enrolled and also offered extension courses in Guadeloupe. Legal training and the legal profession have high prestige value in Martinique, despite limited professional and other opportunities in the French Caribbean. The French civil service, especially in French African territories, has provided an outlet in the past for those receiving legal training in Martinique.

Adult Education

In 1955 the UNESCO representative who prepared the study on fundamental, adult, literacy, and community education in the West Indies for the Caribbean Commission stated "it would appear that there is a need for increased provision of basic education for adults