throughout the French Caribbean." 25 With respect to Martinique, he made the comments previously noted on the problem of illiteracy and lapses from literacy, and went on to summarize the status of its adult education activities at that time as follows:

Since 1944, the idea of adult education courses has made progress and is a topic of general discussion. A movement began which led to the establishment of centres in Martinique; during the period April 1944 to January 1955, 22 centres for adult education and rural education were established. The classes numbered 94, and the number of students 2,182. In all centres * * the minimum curricula offered is reading, writing, arithmetic, drawing and civics. The larger centres provide classes in domestic sciences, child welfare, sewing, choir singing, reading aloud of French texts with comments, and also English. A library is provided and, from time to time, there are gramophone record playings and film shows. Nevertheless, it is clear from the enrollment that there is room for marked expansion **

25

Adult education activities in Martinique since the time of Dr. Howes' study do not appear to have changed the picture substantially. The aforementioned report on education in Martinique prepared for the 7th Session of the West Indian Conference in November 1957 made no mention of adult education. It was stated in 1958-59 that night and continuation classes in Fort-de-France constituted an important part of the program, the majority of those attending being in the 18 to 25 age bracket.

Ibid.

APPENDIX A

Summary of Recommendations of the Regional Conference on the Training of Teachers in the British Caribbean, 1957

(Reprinted from Teacher Training Conference Report, p. 40-43)

1. That Governments should accept the long-term aim of having a fully-trained teaching service.

2. That Governments should, during the next ten years, direct their efforts to giving at least two-thirds of all teachers either a two or three-year course, or an emergency one-year course, in a training college.

3. The conference notes with satisfaction that the Governments of Jamaica and Trinidad are planning to achieve the aims of recommendations 1 and 2; and it recommends that they should continue to give high priority to their plans to train all teachers.

4. That the Government of British Guiana should increase still further the planned expansion of its training college, if necessary by establishing oneyear courses.

5. That the Government of Barbados should expand its training college, if necessary by establishing a one-year course, as the proportion of trained teachers will not otherwise rise above one-third in the next decade.

6. That the Governments of the Leeward Islands should consult together about expanding the Spring Gardens Training College to provide more trained teachers.

7. That the Governments concerned should ensure the continuation of ararrangements for teachers from the Windward and Leeward Islands to be trained at the Erdiston College, Barbados, which have been carried on so far with financial assistance from the West Indies General Allocation of Colonial Development and Welfare funds. This would be an interim measure before more far-reaching changes could be made.

8. As the Windward Islands have less than 10% of their teachers trained, and have no training college of their own, the Governments of the Eastern Caribbean should consult about the urgent need to train more teachers from the Windward Islands. It is recommended that the problem should be referred to the Federal Adviser on Education in due course.

9. That the basis of selection of students for admission to training colleges should be twofold:

(i) general educational background, including at least School Certificate or its equivalent; and

(ii) potentiality as a teacher, which may be judged with the help of reports by Head Teachers and Education Officers and of interviews. 10. That the responsibility for selecting students for admission should rest mainly with the Principal of the Training College, working with a small selecting panel having a representative of each of the Board of the College, senior members of staff, and the Department of Education.

11. That Governments should wherever possible make training residential because of the advantages offered by the corporate life for personal and social education and for developing the qualities of a good teacher.

12. That the staffing of training colleges should be the equivalent of at least one full-time member for every twelve students; and that two-thirds of the staff should be full-time, and residential (in residential colleges).

13. That members of the staffs of training colleges should have good academic and professional qualifications, and be good teachers with varied experience. 14. That the responsibility for framing the curriculum and syllabuses of a training college should lie mainly with the Principal and his staff.

15. That a manual should be written on the Training of Teachers, with the assistance of the University College of the West Indies, embodying the substance of discussions at the conference. It should enunciate principles to guide those engaged in the training of teachers, and in the planning of new colleges or courses of training.

16. That the planning of one-year courses should ensure that they are selfcontained and not part of a longer course, and take in a homogeneous group of students, preferably with a good academic background and some maturity. The needs in respect of residence, staffing and facilities would be the same as for two-year colleges.

17. That Governments should consider the contribution which can be made by one-year courses at a training college, as an emergency measure, to reach the objective of having at least two-thirds of their teachers trained within the next ten years.

18. That Governments should take action to increase the proportion of graduates (at present less than 50%) and of trained teachers (at present less than 15% have a Diploma in Education or equivalent post-graduate qualification) on the staffs of secondary schools.

19. That Governments should ensure that teaching shall be attractive enough, in salary and in other respects, to compete effectively with other openings available to graduates.

20. That Governments should increase sufficiently to meet future needs the number of scholarships, with a reasonable bond if considered necessary, to enable intending teachers to take a degree and a Diploma in Education. 21. That Governments should give sufficient financial reward to teachers with a Diploma in Education to encourage graduates to gain this qualification. 22. That the University College of the West Indies should arrange for an early increase in the number of students reading for the Diploma in Education to at least fifty.

23. That the University College of the West Indies should provide a one-year course similar to the Diploma in Education, involving a study of local educational problems, for a limited number of non-graduate teachers holding or capable of holding positions of responsibility.

24. That the University College of the West Indies should offer advice on the training of teachers, and assessment of the work of training colleges, on request and with full consultation.

25. That the University College of the West Indies should develop, in consultation with Governments and Training Colleges, an Institute of Education with functions which would include the following:

(i) research on educational problems;

(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;

(li) 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.