' DOCUMENT RESUME ED 086 111 HE 005 019 AUTHOR Fish, Cynthia, Ed. TITLE The Admission and Academic Placement of Students from the Caribbean. A Workshop Report: British Patterned Education, Cuba, the Dominican Republic, Dutch Patterned Education, the French West Indies, Haiti, Puerto Rico, and the U.S. Virgin Islands. INSTITUTION American Association of Collegiate Registrars and Admissions Officers, Athens, Ohio.; National Association for Foreign Student Affairs, Washington, D.C. PUB DATE [73] NOTE 206p. AVAILABLE FROM National Association for Foreign Student Affairs, 1860 19th Street, N.W., Washington, D.C. 20009 ($2.50) i 1 EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS *Admission (School); *College Students; *Foreign Students; *Higher Education; *Student Placement; Workshops IDENTIFIERS *Caribbean; Cuba; Dominican Republic; French West Indies; Haiti; Puerto Rico; Virgin Islands ABSTRACT This workshop report examines the admission and academic placement of students from the Caribbean. Workshop materials concerning the educational systems of the British patterned Caribbean, Cuba, Dominican Republic; Dutch patterned Caribbean, French West Indies, Haiti, Puerto Rico; and the U.S. Virgin Islands are presented. Workshop recommendations suggest: a preliminary application form can be helpful in providing initial screening before a complete application is made; the development of files for each country or area; and performance studies of a given group of students (MJM) at institutions provide helpfvl sources of information. FD 086111 Ma as ose THE ADMISSION AND ACADEMIC PLACEMENT OF STUDENTS FROM THE CARIBBEAN A Workshop Report BRITISH PATTERNED EDUCATION CUBA THE DOMINICAN REPUBLIC DUTCH PATTERNED EDUCATION THE FRENCH WEST INDIES ee HAITI PUERTO RICO ‘ THE U. S. VIRGIN ISLANDS 0 ee NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN PEPRC DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING !T POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INST! TUTE OF EDUCATION POSITION OR POLICY NATIONAL ASSAcIATION FOR FOREIGN STUDENT AFFAIRS AMERICAN ASSOCIATION OF COLLEGIATE REGISTRARS AND ADMISSIONS OFFICERS PUBLISHED BY THE NORTH-SOUTH CENTER, SAN JUAN, PUERTO RICO N E-SUR FILMED FROM BEST AVAILABLE COPY ait THE ADMISSION AND ACADEMIC PLACEMENT OF STUDENTS ' FROM THE CARIBBEAN A WORKSHOP REPORT British Patterned Education | es Cuba The Dominican Republic Dutch Patterned Education The French West Indies Haiti Puerto Rico The U.S. Virgin Islands National Association for Foreign Student Affairs American Association of Collegiate Registrars and Admissions Officers Published by The North-South Center, San Juan, Puerto Rico Sglto E-SUR ii PREFACE The workshop on the admission and academic placement of students from the Caribbean area was held in Santo Domingo, the Dominican Republic, from December 4 - 16, 1972. The workshop was sponsored by the American Association of Colle- giate Registrars and Admissions Officers (AACRAO) and the National Association for Foreign Student Affairs (NAFSA). Two previous workshops have been held on Latin American countries, three workshops on Asian and Pacific countries and one workshop on Germany. There were eighteen participants selected for the Caribbean meeting, repre- senting both AACRAO and NAFSA constituencies. All of them have a major concern for the admission of foreign students at their institutions and all the institu- tions represented have a significant number of Caribbean students. As each country was studied, the resource person or persons presented the historical and educational background as well as a description of the educational system today. This was followed by an analysis of actual admissions applications and credentials from that area. Each participant was assigned to a study group for a given area. This group was responsible for presenting recommendations regarding the admission and academic placement of students from that area to U.S. colleges and universities. Finally, these recommendations were discussed and approved by the entire group of participants. The placement recommendations in the report are based upon an analysis of the materials presented by the resource persons combined with the participants’ experience related to the performance of students from each of these areas. This combination resulted in this final report, which is presented to the admissions community as a guide. It should be interpreted in that light. It is understood that any additional experience a given institution has with students from this area of the world should also be brought to bear on any admissions decision. ACKNOWLEDGEMENTS A large number of organizations was responsible for the financial support of the workshop. The initial invitation for a workshop to be held in the Caribbean area came from Alfonso Lockward, Executive Secretary of the Fundacion de Crédito Educativo in the Dominican Republic. The rundacién contributed financial support as well as providing logistical support and gracious hospitality for the partici- pants and staff in Santo Domingo. The Bureau of Educational and Cultural Affairs of the Department of State, the Ford Foundation, the Starr Foundation and the Graduate Business Admissions Council also contributed financially to the workshop. These organizations have supported previous workshops, and their continued support is most gratifying. The newly formed International Education Research Foundation contributed financially to the workshop and provided for a member of their Board to attend as an observer. Within the Caribbean area there were two organizations, the Association of Caribbean Universities and Hesearch Institutes and the North- South Center, which contributed support. The facilities for our meetings in Santo Domingo were provided by APEC (Accidn Pro-Educacion y Cultura, Inc.). he be bet 2 To all of these organizations NAFSA and AACRAO are deeply graterul. As Director of the workshop I wish to express special thanks to Gustavo Rodriguez of the Fundacion de Credito Educativo, as well as other members of his staff, who were extremely helpful in making the many local arrangements for us; to Adolfo Fortier, Executive Director for Latin American Activities of the College Entrance Examination Board's Puerto Rican office, who was invaluable to me in the planning stages of the project and for his continued assistance in the final execution of this report; to Martin Kushinsky, @ultural Affairs Officer in the Dominican Republic, who made a number of arrangements for the group which enhanced the value of having the workshop in a foreign country; to James Bowman of the Educational Testing Service and Sanford Jameson of the College Entrance Examination Board, who generously gave of their tfime to attend the workshop and discuss financial aid need analysis and testing programs for admissions, respec- tively. Cynthia Fish deserves special mention for her excellent work as editor of this report. I would also like to thank Stephen Fisherg one of the- partici- pants, for his assistance in the preparation of the manuscript for the section on British patterned education. At times the search for funds and for some of the program resources seemed interminable. During that time I was grateful for the interest and suggestions of P. K. Rao of the Ford Foundation; Estelitta Hart and David Heft of the Organ- ization of American States; Marita Houlihan and Mary Ann Spreckelmeyer of the Department of State; Arthur Gillette of UNESCO for his assistance with Cuba; Charles Hauch of the Office of Education for his supplying out of print reference materials; and many of my colleagues in NAFSA and AACRAO, too numerous to mention individually, who all offered suggestions and moral support. This kind of support cannot be underestimated. My personal thanks also goes to the resource personnel for the workshop. Their interest, dedication, hard work and excellent presentations made my part of the process much easier and more enjoyable. I am also grateful to the parti- cipants who comprised one of the most thoughtful, challenging and enjoyable groups I have had the pleasure of working with. Their contribution very much affected the report which is being presented. I hope that this report will express our insight into the various educational systems and our commitment to a better under- standing of those systems within our own colleges and universities. Cassandra A. Pyle, Workshop Director Pia alcia ccm nh pW id oes bob ne eb bss bred Vad Fic be 6 Oe OU eben he ts ti ctpine esse nck, TERE ELUTE E ETC TREE ee TABLE OF CONTENTS eeeeeveeeeeeceeeeeeeeeeeeeeeeeeeeenene COED Dees yg TOPCACEORNED, CME VOG io 06:s 0.46.00 0:60 6000s bs aVb ee bebe seek eves INTRODUCTION. .ccccccccccs GENERAL ADMISSION AND ACADEMIC PLACEMENT RECOMMENDATIONS... BACKGROUND PICTURE TO THE CARIBBEAN AREA.....sececcceccccccccccecs { BRITISH PATTERNED CARIBBEAN I II III IV V VI VII II III IV V VI VII VIII Ix X XI { Outline for the British Patterned Caribbean........cccecce Background.......eeeee. eeeeeveeeeeeeeeeeweeen eee eeeeeeeeee Educational System POs awh ed dab e508 dO ek xe 000004486 s ECS Special Characteristics and Quality Factors......ccccccccccccccsccecs Required Academic Credentials..........e00. Placement Recommendations......csccccccccece DIDIER. . Qivcikciseeseees eeeeweeeeveeeeves eoeeeeeeeeeeeeeeeeeeee Sample IS Gli ogra ol wats Wil edad dod hc exh brokeback aus Chart of the Educational System Before 1959 and After.......seeeee Background.......see. 298 £999 2p 20098-2929 Educational System ie Until DOG Sia KURO RARWS OA iV BE SEN BREA Educational System -- After 1959......ccccscccccccces eoeeoevpeeeen eee eeeee Special Characteristics and Quality Factors... ..scecccccccccccccceecs Required Academic. Credentials... ¢ it's. cccsecedivesGetanieceses Placement Recommendations --- DOMINICAN REPUBLIC I II III IV V VI VII VIII IX eeocoeeeeeeeeeeene ene tap ee ee OC UTE POT Recommendations <<" After. L9596 io siwics cécidedectesdbeocreeecs GLORGOI GS 6.v4'0-0 v6.6 0:60.69 0 bake ee CEC 48 REPLIAQUOING +. 60:6:00 00-56 seeebsian$sebessqecnns ttle widhe das cic Dhebbvec Sample Credentials.....cscccocsecs eee ee eaeneereeweeeeeeeeaeneeeeeseeeene Charts of the Old and New Educational Systems......cecccccccccceceecs NN 5:6 bWdid ke Kedah hea wetness debs owed seas BOUOSTIONSL SyOtem: TORR ss 006s isariescKadnesacsacsdewbocesens eee eee eee Special Characteristics and Quality Factors... .cssceccccevececcccces Required Academic PEs ain oe-6 hk. 6 60k Ke 00 SEE FA ERE ZEA Pamcement Recememets ones s 6k i 64 ob dows Chk ceSrnhvc eedsddisvic Cg CEO er, eee we oe ne re eee NN 4S 5 dS nos ba oe hase bee Sample Credentials... eoweeeeeeeeeeeeeee veeeeereeeeee ceeeeeeeneene ii vi DUTCH PATTERNED CARIBBEAN HAITI II III IV V VI VII VIII IX PUERTO Chart of the Educational System of the Dutch Patterned Caribbean.....108 Background. ...ceccccccccscscscvcseccsevsssssesssesssesssssees cecwesee OO Educational System TOdAY se ccescccccccccccccccccccsscccsccccccvcsecess edd Placement Recommendations.....ssseeees ETT eer roe e ese eT Peet Ts G1OSSATY..cccccccccceccccccccccveccegevscscccccccnecscssacsscsccvsseedhe Sample Ee eee rere Perr err Tere Tree Te TT eee Lee WEST INDIES Chart of the Educational System of the French West Indies....sscceeeebd0 Background...cescccscscccccccccccccccsccscsccccvccecssesssssseceecesebad Educational System TOGRY ccc ss cccasscavcesseetes SEdVCsAs Rees eh esR ees cue Special Characteristics and Quality Factors...+ssseseeeeres eedesoosoanel Required Academic Cee ee eC Eeyore ee eee er re Te re TEN Een Ld Placement Recommendations. ..cssccccccccccccccccccsescssssecscscseces Ld BIOSBRRY. os ccccccccenccccesccscssssusccsccsedddosenerocoongesesssess ob¥0 Bibliography. .ccsecsccccccccccccccsccscescnssscscsesssscscssssasevesobte Sample PemhenUted no écne cc ss ena ee 0 006 CkckeES FENN ha EeCRENR Sages Haare Chart of the Educational System Of Haiti...ccscccsecseeceeeeeveeec es cLt6 Background. .seccsccscccscvcceescecesscsscsssvssnescsscsasccsvcsveses cbt] Educational System TODAY. ccccvcccccccncacccbecscesscsccscccccscescces elt Special Characteristics and Quality FACTORS. ccccccccccscvscccsccscvcccbot Required Academic CrOGOTEERIS ccc ccescccccccsrevecssuesanecessnes cties show Placement Recommendations...cccsccccccccsccccccesessssvcsseveseseeee ohoG GLOSSATY..cccccessccsccccccccgcccccccccvcscsssccseecesoesasesssecescobol Bibliography...scsssccccccsccnccccccccccssccsccosccesscssssssscvecee elas Sample NS. PPT CTP P Terr Te Terrie eee) Cie RICO Background. ..ssccsccuccccccccccccscccsscscsscescesssesssssscsesesees ehog Educational System TOGAY osccessccccccccccccscccscscsenecescsesesssesedld Special Characteristics and Quality FACTOVS. cc ccccccccsscccscccceses eld Bibliography..scsecsceccccccccccccccsccscccssesseessssessssevessonse o LOH Sample ee TT. rere er ree Terr rorr Trt r rete tt st ee ee a U.S. VIRGIN ISLANDS I II II! IV Background. ..sccsscccccccccccccccccscesscessccsccscsssesssssessseses LOD Educational System TOBY sc cccccccccsesccsndesdscsscesvescosessesvecechee Special Characteristics and Quality FACTOPS. ce cccccccavecscccsesesseebdO Bibliography. ..sssccccecccccccscersceesscsscsesscesssesseressscsces sel FG vi WORKSHOP STAFF, PARTICIPANTS, OBSERVERS Workshop Director Cassandra A. Pyle, Assistant to the Dean of Students for Foreign Admissions and Foreign Study University of Chicago, Chicago, Illinois Administrative Assistance Gustavo Rodriguez, Head, Counseling and Studies Abroad Fundacion de Crédito Educativo, Santo Domingo, the Dominican Republic Report Editor Cynthia Fish, Undergraduate Admissions Adviser International Student Office Cornell University, Ithaca, New York Keynote Speaker Dr. Gordon Lewis, Professor, University of Puerto Rico Rio Piedras, Puerto Rico British Patterned Educational System Resource Persons: Robert Hefling, Director of Grsduate € Foreign Student Admissions University of Colorado, Boulder. °>lorado Professor Leslie R. B. Robinson, Pro Vice Chancellor University of the West Indies, Mona, Kingston, Jamaica Clifford Sjogren, Director of Admissions University of Michigan, Ann Arbor, Michigan (Belize--British Honduras) Participants: | Billy W. Baker, Director of Foreign Student Admissions Texas Technological University, Lubbock, Texas Stephen Fisher, Coordinator of Foreign Student Admissions City University of New York, New York, New York Ruth Krook, Admissions Assistant University of Minnesota, Minneapolis, Minnesota vii Aline Rivers, Director of Admissions Fisk University, Nashville, Tennessee Theodore A. Suddard, Director --International Student Affairs University of Rhode Island, Kingston, Rhode Island Mario A. Watlington, Registrar College of the Virgin Islands, St. Thomas, U.S. Virgin Islands Resource Persons: Rebecca Dixon, Admissions Coordinator, Office of the Dean of the Grad- / uate School, University of Southern California, Los Angeles,California Dr. Rolland G. Paulston, International and Development Education Program, University of Pittsburgh, Pittsburgh, Pennsylvania Dr. Jaime Suchlicki, Institute of Inter-American Studies University of Miami, Coral Gables, Florida Participants: Lee Christensen, Registrar Kansas State College of Pittsburg, Pittsburg, Kansas Gwendolyn Hankerson, Admissions Counselor Georgia State University, Atlanta, Georgia Bruce Riddle, Associate Director of Admissions The Ohio State University, Columbus, Ohio Raymond Vitulli, Dean, Admissions & Records University of Houston, Houston, Texas The Dominican Republic Resource Persons: Rebecca Dixon Dr. Jaime Viflas-Roman, Dean, Faculty of Sciences, Universidad Nacionak Pedro Henriquez Wnefia, Santo Domingo, the Dominican Republic viii Participants: Neal Benson, Foreign Student Admissions Counselor University of Pittsburgh, Pittsburgh, Pennsylvania Suzanne Hart, Foreign Admissions Specialist University of New Mexico, Albuquerque, New Mexico Gary Hoover, Assistant Director of Admissions University of the Pacific, Stockton, California Nancy Young, Assistant Director of Minority & International Admissions, y University of Miami, Coral Gables, Florida Dutch Patterned Educational System Resource Person: Robert Hefling Participants: The participants listed for the British Patterned Educational System were also assigned to this area. Haiti and the French West Indies Resource Person: James R. Smothers, Jr., Director, Educational Services, United Negro College Fund, Inc., New York, New York Participants: Peter Bartram, Registrar, Centennial College, Scarborough, Ont., Canada Lynne Franks, Admissions Officer University of Illinois, Urbana, Illinois Barbara Patterson, Coordinator, Office of International Education Federal City College, Washington, D.C. Edith Nicholas, Director of Foreign Admissions Roosevelt University, Chicago, Illinois Puerto Rico and U.S. Virgin Islands Resource Persons: Cynthia Fish, Undergraduate Admissions Adviser, International Student Office, Cornell University, Ithaca, New York ix Adolfo Fortier, Executive Director for Latin American Activities, College Entrance Examination Board, Hato Rey, Puerto Rico Mario Watlington (U.S. Virgin Islands), Registrar College of the Virgin Islands, St. Thomas, U.S. Virgin Islands Special Resource Persons: James L. Bowman, Director, Guidance, Counseling and Financial Aid Studies, Educational Testing Service, Princeton, New Jersey y Sanford Jameson, Associate for International Educatior, College Entrance Examination Board, New York, New York Observers: Charles Hauch, Comparative Education Branch, Institute of International Studies, U.S. Office of Education, Washington, D.C. Thomas Q. Haydon, Acting Director, North-South Center, Hato Rey, Puerto Rico Martin Kushinsky, Cultural Affairs Officer, U.S. Department of State, Santo Domingo, the Dominican Republic Alfonso Lockward, Executive Secretary, Fundacion de Crédito Educativo, Santo Domingo, the Dominican Republic Carol Muldoon, Institute of International Education Atlanta ,Georgia Jose Postigo, Financial Assistant, Fundacion de Credito Educativo, Santo Domingo, the Dominican Republic Inez Sepmeyer, International Education Research Foundation and Senior Administrative Assistant, Admissions, University of California, Los Angeles, California INTRODUCTION The writing of this report began in Santo Domingo in December 1972, when the area work groups gathered together with the resource persons to produce an initial draft. After the U.S. resource persons returned home, they prepared a second draft which was then presented to the editor for corrections and editing. Thus, each section is the culmination of a group effort. The area assignments are indicated in the list of staff, participants and observers. Although an attempt has been made to conform to a consistent outline, each area holds something unique about it and therefore there are some variations. However, to facilitate the use of this report, they have been kept to a minimum. There is no educational diagram for the British patterned educational system, due to its extreme complexity. However, since this is such a lengthy section, a special outline has been prepared. It was also felt unnecessary to include educational diagrams for Puerto Rico and the U.S. Virgin Islands, as they follow the U.S. system of education. In the latter two areas, the Special Characteris- tics section is of utmost importance. This is the first workshop report to contain an introductory overview of the area of concentration and we are grateful to Gordon Lewis for summarizing so well the salient points he made as the keynote speaker in Santo Domingo. This over- view is well worth the reader's time and should not be overlooked. Most of the key people who contributed to the success of the workshop, and therefore this report, have been acknowledged by Cassandra A. Pyle, the workshop director. The editor is exceedingly grateful for the steady support and reassur- ance she has provided throughout the preparation of this report. Special thanks also go to Adolfo Fortier for his continued assistance as our liaison in San Juan and finally to the North-South Center in San Juan for publishing this report as its contribution to a better understanding of education in the Caribbean. Cynthia Fish, Editor ~ ) GENERAL ADMISSION AND ACADEMIC PLACEMENT RECOMMENDATIONS Aithough the diversity of educational systems in the Caribbean does not lend itself to general admission and placement recommendations for the entire area, there are some basic guidelines, which are included here by the workshop director, for considering any foreign application. 1. A preliminary application form can be helpful in providing an initial screen- ing before « complete application is made, saving both the applicant and the institution a good deal of time and trouble. A detailed chronologicai account of the applicant's educational background (commonly referred to as "Summary of Your Educational Experiences by Years") will enable the admissions officer to be sure that all credentials are included with the application and will also facil- itate a thorough analysis. Both forms are strongly recommended. One sample of a preliminary application form can be obtained from the Institute _ of International Education, 809 United Nations Plaza, New York, New York 10017. A suggested sample for an educationai ladder is available from NAFSA, 1860 19th Street, N.W., Washington, D.C. 20009, at a charge of ten cents. Buik orders of the latter form are not available. 2. When determining financial need and financial resources, institutions should consider using the "Financial Aid Application for Students from Foreign Countries" and the "Declaration and Certification of Finances", developed by the College Scholarship Service (CSS) of the College Entrance Examination Board. The forms may be ordered from CSS, c/o Educational Testing Service, Princeton, New Jersey 08540. Whether these forms or others of an institution's own design are used, it is extremely important that some instrument be used to clarify and confirm that a student has sufficient means to cover his educational expenses. 3. Specific recommendations about the use of TOEFL (Test of English as a Foreign Language), objective tests (i.e. SAT and GRE), the use of a syllabus in evaluat- ing candidates and recommendations about advanced standing are found in each country section. 4, The development of Country Files for each of the countries or areas covered by this report, as well as for other countries, is recommended. This system of filing provides a means of storing sample documents which may be helpful for evaluating future applications. It also regularizes the collection of informa- tion about the many educational developments in a country. The NAFSA Newsletter is ai example of one source of current items relating to educational developments. 5S. Performance studies of a given group of students at your own institutions provide another important and helpful source of information for evaluation. Such studies will also help determine the feasibility of the present admissions cri- teria -- whether they should be raised, lowered, or changed in some other fashion. BACKGROUND PICTURE TO THE CARIBBEAN AREA Gordon K. Lewis The mod_rn Caribbean area is marked by a number of cardinal features that give it its unique and fascinating character. It is, to begin with, a racially and ethnically mixed society composed of a remarkable variety of different peoples: blacks, creole whites, East Indians, Javanese, Syrians, Chinese, all created, historically, out of the melting pot of the region, The blacks, of course -- the majority group in societies like Haiti, Jamaica, and the Leeward and Windward Islands -- are the descendants of the 10 million slaves or more who, during the four hundred years of the classic slave-based plantation sugar economy, were transported by means of the Middle Passage to the islands by the European metropolitan powers and local plantocracy. The East Indians -- mainly grouped in Surinam, Guyana, and Trinidad -- are the descendants of the Asiatic indentured laborers who were imported, after slavery emancipation in the 19th century, as a new free labor army to replace the slave person. The brown, mulatto groups -- very evident, for example, in the Dominican Republic -- are descendants of the 'free coloreds', the aff{ranchis, that is, the light-skinned middle class groups who emerged during the slave period as a result of continuous miscegenation between white master and black slave. The end-resuit of all this, then, is that most of the regional societies are composed of a multi-layered pigmentocracy, the various groups of which, in Furnivall's phrase, mix but do not combine. This creates the major problem of nation-building for most Caribbean societies -- how to replace the divided loyalties of their populations with a sense of common citizenship. Thus, to take examples only, the béke class of white planter families in Martinique still look to Paris, the more socially conservative groups in Puerto Rico look to the United States, the negro creole groups, as the new Black Power movement shows, look to Africa, all thus perpet- uating a colonial mentality which prefers the social values of the respective metropolitan society to the despised values of the local homeland. The second feature of Caribbean society emerges, in part, out of this. That is the problem of race relations; or, more correctly speaking, shade relations. For whereas in North American society, one drop of negro blood makes a person black, in Caribbean society one drop of white blood makes a person white. This is the concept of social color, In North American society, to put it in a dif- ferent way, money talks; in Caribbean society money whitens. This is why it is mislezding to apply the North American racial class‘ficatory system to the Carib- bean. This produces shade jealousies and rivalries; marriage habits are based on the premise that you must marry a lighter-skinned partner; as the phrase goes, putting some cream in the coffee. That these societies, then, evince a racial harmony is patently a legend. There is, rather, a morbid preoccupation with skin color, which becomes a private obsession and a public secret. This is the well-known 'white bias' of Caribbean society. To all this there must be added in turn the conflict of social classes, the struggle between the ‘haves’ and "have nots’ of each society. In brief, most of the regional societies are doubly divided: first, vertically divided between different ethnic-racial groups, secondly, horizontally divided between different social classes. The twin prop- erties of race and class, frequently interweaving with each other, are thus the key elements that have to be taken into account when the outsider seeks to fully understand the total Caribbean society. The third feature of the region relates to its economic structure. Whether a society is politically independent -- like Jamaica or the Dominican Republic -- or still constitutionally dependent on a major outside power -- like Puerto Rico and the U.S. Virgin Islands -~ it still rémains dependent, in a form of economic neocolonialism, on the North Atlantic-West European capitalist world superstruc- ture of trade and commerce. So, while the political face, so to say, is black, the economic face is white in the region. The major natural resources -- sugar, oil, petro-chemicals, bauxite -- are owned and operated by the mammoth multi- national corporations, who repatriate their profits to their metropolitan head- quarters. Banks, insurance companies, housing syndicates, tourist hotels, real- estate development cciipanies -- most of them are expatriate owred. From this perspective, there is no real ruling class in the islands, despite the fact that Prime Ministers, Presidents, national legislatures, and political parties are all local and Caribbean in character. There are only client ruling classes, forced to deal with the big corporations like ITT of the industrial developed countries, and make the best deal that they can in a situation in which they have very little effective bargeining power. The old chattel slavery is thus deac. But it has been replaced by a new, modern, sophisticated slavery in which economic 'development' merely means the control of the private sector by outside corporations that are capital-intensive rather than labor-intensive, so that they do little to help in the really crucial economic problem of the dependent soci- eties, which is that of persistent mass poverty accompanied by explosive rates of population expansion. , One consequence of this is that the local economies are forced, in effect, to export their unemployment problem. This produces the vast exodus of the Caribbean unemployed, first to their local over-urbanized centers like Kingston and San Juan, and then to the metropolitan industrial centers, where they con- stitute a new modern Lumpenproletariat, doing the dirty work and the menial jobs of the developed countries. That is the story of the Puerto Rican in New York, of the French Antillean in the shanty towns of Paris, of the English West Indian migrant in Britain. é This leads, finally, to the political aspect of the Caribbean. The basic, elemental problem of all Caribbean political leaderships is: what shall be our attitude to the United States? The answers run the complete gamut of responses. There is the Cuban Revolution, which sees it all as an open conflict, no holds barred, between Caribbean revoluticnary consciousness and the world-wide imper ialism of Washington. There is the response of all of the anti-Balaguer pro- gressive parties in the Dominican Republic which,f remembering the American military intervention of 1965, entertain a profound distrust, even a violent hatred, of the morzteamericano. There is the leading Puerto Rican elements who still retain faith in the liberal, progressive elements of American society to work out a genuine relationship of mutual association between both sides. There are governments, like those of independent Guyana, that have adopted a new foreigz -icy of looking for new friends in the Third World, ineluding Latin America. ere are governments, again, like that of the U.S. Virgin Isiands, that still -sfer from the classic Washington psycho-complex, that is, of still looking to Washington, and especially Congress, to solve every problem for them. In the light of all this, it is palpably evident that the drean of Caribbean statesmen and thinkers, stretching over the last century from Marti in Cuba and de Hostos in Puerto Rico, to Dr. Eric Williams of Trinidad today, of a united Caribbean federal Community, faces tremendous problems »f barriers of language, different island cultures and different politico-constuitutional status, before it can become a viable reality. But it is, nonetheless, the moving force of modern Caribbean politics; and one day the United States will have to come to terms with its demands. What, finally, does all this mean for the individual North American’ who comes to the region? It means, ideally, that he must come, not as the ugly American, but as the liberal American in the full sense of that term. He must not come as the cretinous tourist, expecting to meet the idyllic ‘islands in the sun' of the mendacious professional tourist. advertising literature. He must not cone as the business investor, with an eye on making a quick profit. He must come, rather, as the genuinely curious visitor, ready to understand the region, not on his terms, but on the terms of the Caribbean peoples themselves, their values, their outlook, their aspirations. He must attempt to make a distinction between the iegitimate interests of the United States, and its illegitimate interests, the latter constituting the sad history of Manifest Destiny, the "big stick", and Dollar Diplomacy, along with their accompanying element of American white racism. If he does that, he will come to understand the wise observation of Oviedo, one of the foremost Spanish conquistador-historians of the New World in the i6th century, who said that "He who would possess the weajth of the Indies must first have the wealth of the Indies in his own heart". That, on any showing, is the indispensable beginning of a new era of peaceful co-existence between the United States and the Caribbean. I OUTLINE FOR SECTION ON THE BRITISH PATTERNED CARIBBEAN I Outline II Background III Educational System Today Overview Pre-primary Education Primary Education Secondary Education General Junior Secondary Schools Technical Secondary Schools Academic Secondary Schools Preparation for the Examinations The Examinations a. Pre-G.C.E. Level b. G.C.E. and School certificdte c. Vocational Certificates 7. Pre-G.C.E. Examinations 8. G.C.E. Ordinary Level a. Ceneral b. Regulations and Subjects i. General ii. Academic Subjects iii.Other Subjects iv. Ordinary/Advanced Subjects 9. Cambridge School Certificate 10. G.C.E. Advanced Level 1l. Higher School Certificate 12. Marking and Grade Reports a. G.C.E. "0" Level b. Cambridge School Certificate c. G.C.E. "A" Level d. Higher School Certificate e. Special Papers f. Marking E. Post-Secondary Education l. Teacher Training 2. Higher Technical Schools 3. Agriculture Colleges © 4, Other Post-secondary Institutions 90OwWPE OnFWNE > £-8 ese F. Higher Education General . University of the West Indies University of Guyana . Diplomas and Certificates . Granting of Advanced Standing . Examinations NonFrWHN Fe IV Special Chawacteristics and Quality Factors A. General B. Pr. -university Examinations 1. Description of the Examinations 2. Pass Rates a. General b. Ordinary Level c. Advanced Level V Required Academic Credentials A. Diplomas and Certificates B. Transcripts C. Other VI Placement Recommendations A. Beginning Freshman Admission B. Advanced-standing Admission C. Graduate Admission VII Bibliography A. Examinations 1. General 2. G.C.E. Examining Boards 3. Other Examining Boards B. Educational Institutions C. General THE BRITISH PATTERNED CARIBBEAN II BACKGROUND The British patterned Caribbean countries and islands are the most widely spread of any of the European-affiliated territories, including as they do the southern- nost, western-most, and northern-most points of the area. They include the inde- ,endent nations of Guyana, Jamaica, Trinidad and Tobago, and Barbados,all former- iy British colonies, and the following, still tied to the United Kingdom under varying arrangements: Belize (British Honduras), the Cayman Islands, the Grand ‘urks amd Caicos Islands, the Bahamas, Bermuda, the British Virgin Islands, St. itts-Nevis and Anguilla, Antigua, Monserrat, Dominica, St. Lucia, St. Vincent ind Grenada. All are islands except Guyana (South America) and Belize (Central \merica). They have a history of European use over the past 400 years and more, often as che prizes in colonial wars involving Great Britain, France, Spain, and the Netherlands. Most have had a plantation economy from the earliest settlement py Europeans, an economy based on slavery, indentured immigrants, and the cheap labor of free men. Most inhabitants are the descendants of slaves, although Guyana (and to a lesser extent Trinidad) have sizable populations who are descen- djants of indentured Asian laborers and other immigrants. Although there has been protest and revolutionary activity, especially during the 1930's, the ter- “itories have moved relatively peacefully, if slowly, toward political indepen- dence or self-governing status throughout the 20th century and have not exper- jenced revolutionary or dictatorial governments. The political pattern, as in education and to a certain extent social arrangements, has been that of the United Kingdom. However, economic independence is still far from a reality, most industry and major business being still in the hands of ex- patriates. The islands face the common development problem of overpopulation and scarcity of na.ural resources, while the mainland countries of Guyana and Belize (British Hondui'as) have greater natural resources but are short on the means to develop them. As is the case in many developing countries, all the territories have the apparently contradictory problems of producing more persons with moderate education than the economy of the country can absorb but not enough with greater education to keep pace with the manpower needs of developing technological soci- eties. The educational systems are under tremendous strain today to meet the requirements of educational development in both academic areas and in technical fields. To compound the problem they are locked into an imported educational system belonging to a highly developed modern state, the United Kingdom. In short, the educational system is in many respects inappropriate. Guyana is an exampie of a country with great educational problems which is moving rapidly to solve them on its own terms. A white paper from the Minister of Edu- cation in 1968, first having outlined the deterioration of the system through increases in the student popvlation beyond the physical capacity of the nation to deal with them said, "The aim of the government's educational policy is to produce, in the shortest time possible, Guyanese with adequate skills to: meet our needs and, at the same time, to broaden the scope and to change the content of the curriculum to provide for the total development of each child". One outgrowth of the government's policy has been the establishment of "multi- lateral" schools which offer not only traditional academic work but also programs in agriculture, industry, commerce and trades. As the Minister of Education explains, "One of the evils of the British colonialism which Guyana inherited was an educational system which took no account of national goals but rather moulded the attitudes and aspirations of the child for European standards and European things. While children were being taught English literature, English history, scripture, and so on, the country suffered from a famine of technicians, tradesmen, engineers... A glance at the curriculum reflects the strategy of the (multi-lateral school) system. Graduates of secondary schools, influenced by the subjects which they are taught -- English literature, English history, scripture, Latin, etc. -- create « demand for 'white-collar' jobs which the present stage of the economy is unable to provide. The bias creates a psychological barrier against pursuing professions like farming, plumbing, carpentry, handicraft, and many other self- employed jobs which exist and which could serve to increase the national pro- duction and erase unemployment." III EDUCATIONAL SYSTEM TODAY A. Overview. The literacy rate in the British patterned Caribbean is quite high by the standards of developing countries, ranging from 98% in Barbados to 80% elsewhere. A large percentage of the population has had at least some school- ing. The percentage of the population with primary education only ranges from about 70% in St. Lucia to 89% in St. Kitts-Nevis, according to information in the 1970 census. The percentages for the larger islands are Jamaica (74.4), Trinidad and Tobago (72.9), and Barbados (80.2). However, the pyramid of oppor- tunity narrows sharply going up the educational ladder, and secondary-school leavers with school certificates represent only 3% in all the islands together. Only one half of one per cent have university education. Such a bottom-heavy educational situation can create problems in and of it- self: an abundance of people educated just enough not to want to work the land or in "menial" jobs, but without enough education to qualify for clerical and technical positions. The result is high unemployment and emigration. In such a situation, there develops great pressure from the bottom for expansion of: educational opportunity at the top. Continuous expansion of education is, in fact, the rule for the British patterned Caribbean, particularly in technical and trades fields. Educational systems based on the British pattern do not lend themselves readily to charting or educational ladders because of the overlap of function, age, and subject matter in schools and because of the fact that most academic qualifications are available to persons through external examinations regardless of their educational background. 10 Therefore, admissions officers in the U.S.A. should examine the credentials of applicants withcut regard to the institution in which the applicant studied. (It is for this »eason that an educational chart has not been designed for this section of the report.) The magnitude of the educational problems in the Caribbean is so great and the means of meeting them so varied that it is impossible in this section of the report tc cover everything or to take note of every variance from country to country. Therefore, the report covers mainly those aspects of education that are common to all and takes into account only those major differences that cannot be left unstated. There is not enough space to devote to all the institutions, so in some cases only representative examples have been discussed, especially in the section on post-secondary education. Where individual institutions are con- cerned, the U.S. admissions officer is advised to use this report only as a guide and to take advantage of the information that is made available hy the schools themselves and by the ministries of education. B. Pre-Primary. Compulsory and free education begins at age five. Kinder- garten and early childhood education is generally supplied in independent schools; however, there is a small number of government-operated early-childhood schools. C. Primary. Primary education lasts six years. Schools are sometimes di- vided into infant and junior departments; the infant department includes children ages 5 to 7 and the junior department ages 8 to 1l or 12. Both departments may be offered in the same building. At the end of the sixth year, students sit for the Common Entrance Examina- tion, generally referred to as the "ll-plus" examinations. The results of these exams can determine the future of the children, since the most successful students are offered places in the free government schools and the next best are given grant-in-aid places that amount to half scholarships. For the rest, there is nothing, although those that can afford to may be able to attend independent schools that offer secondary studies. Throughout the British patterned Caribbean, a concentrated effort is being made to provide additional opportunity to students unsuccessful on the "1ll-plus" exams. For example, the junior secondary schools of Jamaica offer three addi- tional years and in some cases an opportunity to return to the academic stream or vocational-technical training. D. Secondary Education. 1.. General. Secondary education traditionally was a separate division of education open only to the selected few who were successful in the "1l-plus" examination (Common Entrance Examination) at the end of primary school. (It is called "ll-plus" because the students are usually 11 years of age or older.) Secondary education was regarded as university preparatory, or grammar school, and was almost wholly academic. 11 This narrow channel is being widened to provide opportunity for more students and alsc to meet the manpower ne~ds of developing countries for which the imported, elitist system is insufficient. Primary school graduates now have available to them junior secondary schools, technical high schools, and compre- hensive high schools in addition to the traditional academic schools. . The Excelsior Education Centre in Kingston, Jamaica, is an example of the most comprehensive type of institution. It provides an integrated system of education from early childhood through the Sixth Form and is now adding a teacher training program. In addition to the regular primary, it includes Junior Secondary, Senior Secondary (academic or college preperatory), and Senior Secondary (technical). Other secondary schools throughout the region are expand- ing their programs to accommodate the students who do not choose to enter the straight academic program or who do not do well enough on the "ll-pius" examina- tions to obtain a place. In all types of secondary schools, assessment of student performance is by external examination. Many of the exams are international, set and marked in the United Kingdom but given round the world, and others are national. Parts 5 through 12 of this section (D) summarize and explain the types of examinations and certificates most likely to be presented by applicants from the British patterned Caribbean. 2. Junior Secondary Schools. Junior Secondary Schools accept students who have completed six years of primary school. They normally offer three years of additional study. The programs can be terminal, feed some students back into the academic stream of the Senior Secondary schools, or graduate students into teacher training institutions (not now a widespread option). 3. Technical Secondary Schools. The achievement of technical school graduates is assessed externally, primarily through overseas examinations, offer- ed either by trades examining boards or G.C.E. examining boards. Courses of study include technical (electricity, woocwork, metal work, drafting), commercial (accounting, secretarial,etc.) and domestic (sewing, cooking, nutrition, etc.). Examples of examining boards which test in vocational fields are City and Guilds of London Institutes, Royal Society of Arcs, and London Chamber of Commerce. The Associated Examining Board, affiliatea with the City and Guilds of London Institutes, has in the past been the primary G.C.E. board examining in technical subjects, but Cambridge and London have for some time been expanding their own vocational offerings. 4, Academic Secondary Schools. There are two stages of university- preparatory secondary school. The first is five years, Forms.I through V. The second is called Form VI (sometimes higher school) but is actually two years, Lower VI and Upper VI. At the end of Form V, students sit the examinations for the General Cercificate of Education, Ordinary Level (G.C.E. "0" Level). Those who are successful in at least four subjects are eligible te continue to Form VI, where they prepare to sit the G.C.E. Advanced Level examinations ("A" Level). Success- ful Form VI graduates may enter the university; the traditional admission is -—" - i SS “as i ie 12 five G.C.E. subjects, at least two of them at "A" Level, (admission requirements vary; see below). There is a considerable drop in enrollment between Form V and Form VI. Only about a third of the G.C.E, "0" Level candidates in a given year pass as many as four subjects, and most of these do not continue to Form VI; they enter the work force, leave school because of financial problems, choose other educa- tion directions (e.g., teacher-training, higher technical school, nursing), or simply drop out. There has been much discussion in recent years concerning the most satisfac- tory way of dealing with the Sixth Form level of work. Some educators have argued that this level of education should be offered in a Sixth Form college, as it is currently in St. John Sixth Form College in Belize (British Honduras) and at the Barbados Community College. This approach assumes that secondary school graduates will be cnanneled into the few Sixth Form colleges and make it possible to remove this curriculum from high schools, resulting in conserva- tion of funds and better utilization of the faculty in both institutions. However, many administrators of schools offering Forms I through VI maintain that the inclusion of that level attracts better qualified teachers and provides senior leadership to the student body and that to remove the Sixth Form would lower the standards of their schools. Another approach is to eliminate the Sixth Form altogether, along with the requirement for "A" Levels 2s an admission to university -- in effect include the Sixth Form as part of the university program; the three-year, first-degree course would then be raised to four years. This approach has been adopted by the University of Guyana, which admits students to all faculties with five aca- demic "0" Levels (advanced standing is given for "A" Levels, as in the U.S.A.). The University of the West Indies (U.W.I.) has also done this in its Natural Sciences faculty; including admission to other faculties, U.W.I. admits about one-third of its students now without "A" Levels; however, they need four years to complete the degree program. The Draft For Educational Development prepared by a UNESCO Educational Planning Mission for Trinidad and Tobago recommends that the Sixth Form work can be offered more cheaply outside the university and that it helps further to select those most likely to succeed at the university. The draft does not favor moving Form VI instruction out of the senior secondary school. In addition to the above alternatives, several of the technical insti- tutes and a few of the teacher training colleges offer "A" Level preparation. U.S. admissions officers should recognize the Advanced Level certificates as representing a standard of achievement in the subjects passed without regard to the type of institution the student attended. 5. Preparation for the Examinations. Most of the external examinations commonly given under the British system are open to private candidates, regard- less of school affiliation.Thus, at all levels of education, entry standards are stated in terms of the examinations; internal assessment in schools is not 13 taken into account -- indeed, it is rarely necessary that a candidate have attended a school if he can present the required certificates. The examining bodies publish syllabuses two or more years in advance of the examinations. The syllabuses are explicit and detailed about what mater- jal is to be included in the tests. The syllabuses tell where the candidate is supposed to be; how to get there is his responsibility if he is a private can- didate, or the school's if he is in attendance. Nonetheless, the governments exercise strict control over the syllabus- es, equipment, and teaching standards in the schools preparing candidates for the exams. A ministry of education develops curriculum guides and then super- vises the schools in their administration of the syllabuses through a system of inspectors. Typically, there is an inspectorate in each area of study (e.g., English, Mathematics, Natural Science, Geography). Inspectors visit all govern- ment and grant-aided schools on a regular basis, checking lesson plans and schemes of work, monitoring teachers' classroom performance, examining library and laboratory facilities, inspecting the teaching aids, even looking through the students' notebooks to see what notes are being given and how the teachers are marking the work. Head teachers of schools also supervise the teachers, including classroom visits. Schools are judged mainly on their records of success in the external examinations (though it must be remembered that a G.C.E. pass by a student ina "poor" school is to be considered equivalent to a similar pass in a "good" school). To a certain extent, the pass rate can be controlled by the head teacher's denying access to the examination to students he considers unlikely to be successful; the students then would have to enter the exams as private candidates. (This is a common practice in places where school leavers sit external examination -- e.g., Haiti, the United Kingdom, and even the U.S.A.) Some schools allow certain students to repeat years. Students who want to continue in higher schools, but who have not passed enough subjects at the end of Form V, will often do private study or enroll in private, fee-charging evening schools to prepare for additional examinations to meet entrance requirements. 6. The Examinations. The following are the principal types of exam- inations taken at the secondary level: a. Pre-G.C.E. Level. Jamaica issues the Jamaica School Certifi- cate (the successor to the Third Jamaica Local Examinations) based on national exams at a level approximately two years below the G.C.E. "0" Level. Similar certificates are awarded in the Bahamas, on Barbados, and in Guyana. For approx- imate equivalencies, see Part 7 below. b. G.C.E. and School Certificate. The G.C.E. covers mainly aca- demic subjects but includes some in vocational fields. The Cambridge School Certificate was in wide use through 1963 but was discontinued in favor of the G.C.E. beginning with the 1964 examinations. The equivalencies between the two are explained in Part 9 below. 14 c. Vocational Certificates. Certificates of competence in com- mercial, vocational, technical, and domestic fields are issued by a variety of examining boards; they are not regarded as academic credentials, though many are suitable for occupational purposes. Examples are London Chamber of Commerce, Pitmans Examinations Institute, Royal Society of Arts, and City and Guilds of London Institute. 7. Pre-G.C.E. Examinations. The following certificates are awarded at pre-G.C.E. level: Approximate U.S. Certificate Country Equivalent Jamaica local exams (no longer given) Jamaica First Jamaica Local 8th grade Second Jamaica Local Sth grade Third Jamaica Local 10th grade Jamaica School Certificate Jamaica 10th grade Bahamas Junior Certificate Bahamas 10th grade Barbados School Leaving Certificate Barbados 10th grade College of Preceptors Guyana lOth grade In addition, schools give internal exams at the end of terms or school years, but since there are no national standards, they cannot be considered reliable measures of a student's progress. 8. G.C.E. Ordinary Level. a. General. There are eight examining boards in England and Wales, and certificates from four of them are commonly presented by students from the Caribbean: the University of London, the University of Cambridge, Oxford and Cambridge, and the Associated Examining Board. London and Cambridge are so far more widely used that subsequent notes on the G.C.E. will refer only . to them, though the information,. particularly on standards, will apply to all. The G.C.E. is a subject examination. One certificate is issued for each examination period, listing the subjects passed. An applicant for admission to a U.S. institution may well submit several certificates listing subjects passed in different years, often including some duplication. Syllabuses, regulations, and past exam papers are published by the examination syndicates and can be purchased. They are very useful for U.S. ad- missions officers. The syllabuses are generally strong by U.S. high school standards, and a pass in a subject demonstrates a good grasp of the subject Matter. Many subjects (e.g., sciences, vocational subjects) include practicals, laboratories, workshops, etc. -- see Special Characteristics). 15 Grades are normally not reported on certificates. However, Cam- bridge certificates now list, in addition to passes at Ordinary Level, those subjects which were failed with grades 7 or 8. (For information on grading, see Part 12 below; for understanding Cambridge's grade report of 7 or 8, see Part 9 below.) Results are available about three months after the exams. An individ- ual's grades are reported on a small printout, a "results slip," showing marks in each subject, including subjects failed. Since the results slip is available several months before the certificate, it is often necessary to make admission judgments on the basis of this slip rather than the certificate. However, it will rarely be possible to admit a student for September on the basis of June exams. Certificates are usually not issued until up to nine months after the exam, and a candidate sometimes does not obtain his until even later. b. Regulations and Subjects . i. General: The London G.C.E. exams are normally given twice a year, in January and in June, and the Cambridge in June (at end of the year in some parts of the world). London caters to private candidates. Copies of the regulations, syllabuses, past exam papers and annual reports can be ordered from the following addresses (these publications are very useful): University of London The Secretary Publications Office Syndicate Buildings 50 Gordon Square 17 Harvey Road London, W.C. 1 Cambridge, C81 2EU United Kingdom United Kingdom Each examinat:i... , zriod is three to four weeks long. A sub- ject exam may consist of three or four "papers" (tests) lasting up to a total of nine hours or more. The subjects passed at one "sitting" are those appearing on one certificate -- i.e., passed in one testing period. ii. Academic Subjects: The following subjects, offered at "O" Level in 1972, are normally counted as academic subjects toward matricula- tion in U.S. institutions: *Astronomy lHistory 3Biology *Ancient History 3#Botany Italian British Constitution Latin Chemistry *Logic 6%*Classics in Trans. 2Mathematics Economics | -. **Other European English language _ . languages 2English literature **Physical Science French Physics 4General Science S*Physics with Chemistry 16 4# Addl. Generali Science Russian -- SP nest ad Pa pega Geology Zoology German *Also, 51 other languages ranging Greek from Afrikaans to White Russian S%Greek lit. in trans. *offered by London only 4 should not be counted together as more **offered by Cambridge only than one subject and not at all if there is enother science subject 1 syllabus varies in different parts of the world 5 should not be counted in addition to either Physics or Chemistry 2 alternative syllabuses offered 6 should not be counted together as more 3 should not be counted together than one subject as more than one subject iii. Other Subjects: The following subjects are normally counted toward matriculation only if they are in the applicant's intended major field of study. In any case, no more than one should be counted among the five required. Principles of Accounts *Food and Nutrition **Asricultural Science **Health Science Commerce *Human Biology Engineering Science *Navigation **Environmental Science Religious Knowledge Surveying The following subjects normally are not counted toward matriculation: Art **%Geometrical and Mechanical Drawing ** Cookery Metalwork *Embroidery **Metalwork (engineering) **General Housecraft Music **Geometrical and Building Needlework and Dress Drawing *Technical Drawing Woodwork * offered by London only *koffered by Cambridge only 17 iv. Ordinary/Advanced Level Subjects: The subjects below are offered by Cambridge only and have syllabuses more advanced than Ordinary but below "A" Level. They are reported on certificates as "0" Level and should be counted as such. None should be counted if it duplicates another "0" Level. This "O/A" designation will not appear on certificates but will on official result slips. 2*Botany History and Phil. of Science *Chemistry *Latin *French *Music 1further English Studies *Physics 1General paper *Religious Knowledge *Geography British government *Geology World Affairs since 1939 *Greek *History * also offered at advanced level 1 can be counted as a substitute for English, but never in addition to English and never together to make more than one subject, toward meeting admissions requirements. 2 should not be counted together with Biology to make more than one subject. 9. Cambridge School Certificate. The Cambridge School Certifica*e was in use through the 1963 school year. It was also a subject examination, but a candidate had to pass a certain number of subjects before qualifying for the certificate. He also had to pass English language. , The grading system was the same as for the G.C.E. (1 through 93). How- ever, the grades were often reported only in words: pass, credit, distinction. Credit and distinction can be considered the equivalent of "0" Level, but pass cannot. The pass marks were 7 and 8; 9 was fail. Many of the certificates reported standards reached in two columns: one the school certificate standard and the other the G.C.E. equivalent. The University of the West Indies equates the minimum performance on school certificate to four "0" Levels. However, a certificate may have more; every credit or better is counted as an "0" Level. The certificate may read "Cambridge School Certificate," "Senior Cam- bridge School Certificate," or "Cambridge Oversea School Certificate". Cambridge formerly awarded a junior school certificate, but it is below "0" Level standard. 10. G.C.E. Advanced Level. The subjects listed below were offered at "A" Level for the 1972 exams. Students who present "A" Levels are normally grant- ed advanced standing in the United States in the subjects they have passed with grades A, B, C, D, or E. Although the basic admission recommendation is five "0" Levels, "A" levels may be counted among the five; however, they should not be counted if they duplicate "0" Levels. 18 (Art) *British Econ. History 2Biology Italian 2Botany Latin *British Constitution *Logic Chemistry 3Ppure Mathematics 1*Economics 3Applied Mathematics *%kEconomics and Public Affairs 3pure and Applied Mathematics English 3#Higher Mathematics *English Literature 3**Further Mathematics French (Metalwork ) lGeography 4#&Physical Science Geology Physics (Geometrical and Building Drawing) (Religious Knowledge) Russj@n *k(Geometrical and Mechanical Spanish Drawing) **Statistics German *(Tech. Drawing--Engineering) Greek (Woodwork) lHistory 2Z00logy *Ancient History *also, 33 other languages () Subjects in parentheses are not normally counted toward matriculation * offered by London only kkoffered by Cambridge only 1 alternative syllabuses offered 2 should not be counted together to make more chan one subject 3 should not be counted together to make more than one subject 4 should not be counted with any other science subject il. Higher School Certificate. The Cambridge Higher School Certificate was the predecessor of the G.C.E. "A" Levels, sat for by students at the comple- tion of Form VI. Candidates were allowed to sit for subjects at either "princi- pal" or "subsidiary" Level. Principal passes are considered Advanced Level, and advanced standing may be granted for them in the United States. Subsidiary passes were approximately equivalent to the current A/O Level, and they are counted as "0" Levels. 12. Marking and Grade Reports. a. G.C.E. "0" Level. Cambridge reports grades of 1 through 9; 7, 8, and 9 are failures. London uses letter grades. Failures,do not usually appear on certificates, although Cambridge has begun reporting subjects failed with grades 7 or 8. These two would correspond to the old "Pass" mark on the school certificate. 57 2 b. Cambridge School Certificate. Since admission to U.S. univer- sities is based on the number of G.C.E. "0" Level passes, it is necessary to understand the equivalences on the school certificate. "Credit" and "distinction" are equivalent to passes on the G.C.E. (when only numbers are given, 6 or better should be considered "0" Level). "Pass" at school certificate level is a fail at G.C.E. standard and should not be counted toward admission requirements. 19 Many of the certificates show standards reached in two columns, one the school certificate result and the other the G.C.E. equivalent. Here is an example: ‘ G.C.E. Grade Standard English language 6 ORDINARY (N.B.--The word "ordinary" may English literature 8 be replaced by "pass" on some Bible Knowledge 3 ORDINARY certificates. If it is in the Geography ~ ORDINARY G.C.E. column, it means pass Mathematics 7 at "O" Level.) General Housecraft 6 ORDINARY This example comes from a joint examination for the school certif- icate and the G.C.E. Thus, a person who earned a school certificate also had his G.C.E. equivalences listed. If a candidate did not pass enough subjects for a school certificate, he still received a G.C.E. listing of subjects in which he received 6 or better. c. G.C.E. "A" Level. For all G.C.E. "A" Level boards the passing grades are A, B, C, D, and E. The next mark (0) is a fail at Advanced Level, but the candidate is awarded an "0" Level Pass. The lowest mark is F. d. Higher School Certificate. The two grades are "principal" and “subsidiary". If a subject is sat for at subsidiary level, "subsidiary" is the grade that will be awarded to a successful candidate (e.g., for General Paper). However, a candidate who fails a subject at principal level may be awarded:a subsidiary pass. Subsidiary passes are counted as "0" Levels. , e. Special Papers. Special papers are an option for some subjects at "A" Level. A candidate who applies for a special paper is allowed to write a special essay on a subject for which he is being examined at "A" Level. If he fails the "A" Level exam, his special paper is not read. If he passes, his special paper is read and the designations S "merit", or "distinction", may appear on his certificate beside the subject name. f. Marking. The exams are set and marked in England. Essays are read by two or more markers; if the markers differ greatly on their results, a monitor marks the paper again. Math problems are written out in full and marked for method and steps, as well as correct answers. Most of the tests require essays, but some short answers are possible in exams, such as English literature, Science exams are mixtures of short answer, essay, labeling diagrams and solving problems. Objective testing is rare. The marks are distributed in a ve, and the bottom 35 to 40 per cent fail. Since the curve in use in the U.S.A. normally fails 10 to 15 per cent, the level at which "D" would be assigned in the U.S.A. is eliminated: from the G.C.E. exams both "0" and "A" level. In effect, there is no equivalent to the American "D"; the equivalences would jump from "Ir" to "Cc", 20 Even such an equivalence as stated above is difficult to justify because of the great weeding out process before students reach G.C.E. "0" Level. When measured against each other, the students passing the G.C.E, with the lowest marks could be said to have "C", however, since there has been a great deal of attrition through examination before students reach the G.C.E. "0" Level, the caliber of work may be above the "C" standard in the U.S.A. Many U.S. institutions have not granted advanced standing for "A" Levels at grade of "E" on the grounds that as the lowest passing mark it is equivalent to the American "D". However, since the mandated fail of 35 to 40 per cent eliminates the "D", it is recommended here that advanced standing be considered for the "E" grade. If it is necessary to find some equivalent to the American "D", it is better to look for it in the "0" Level pass that is awarded for some "A" Level failures. E. Post-Secondary Education 1. Teacher Training. Most teacher training is now done at the post- secondary level, but there are still many teachers at the primary schools in all areas who have never completed secondary school. Such teachers normally work in the primary and infant schools. With the widening of opportunity for university study, an increasing number of secondary-school teachers are univer- sity graduates. A shortage of trained teachers is the norm in developing countries because they can expand their capital facilities more quickly than they can provide the human resources to staff them. This problem has been particularly acute in Jamaica, which is trying to break out of the vicious circle in which more teachers are needed to increase the number of secondary-school graduates but more teachers won't be available until there are more successful secondary- school leavers. The problem is compounded by the high drcepout rate of teachers, mauy of whom serve one or two years and then seek better tinancial opportunity in the private sector. The response to this problem has been to lower the admissions reauire- ments of the teacher-training colleges in order to get more candidates into them. Where the previous entry standard to the colleges was a school certificate or four "0" Levels, many teacher-training institutions will accept applicants with lower qualifications but with several years of service as a trained teacher. Now there are more students entering with these lower quelifications than with the "0" Levels. Educational figures in Jamaica say that all students follow the same training course, regardless of entry-level credentials, and that the course has not been watered down or the standards of training lowered. 1: practice, schools often stream the students with thel Jamaica School Certificate into primary teach- ing preparation and those with "0" Levels into preparation for work in the junior secondary schools. On the other hand, Trinidad and Tobago (as evidenced in the charts in Section III on Special Characteristics) is producing a much higher proportion of successful secondary-school leavers and, for the present, is able to keep pace with the need of developing education by keeping to the requirement of "0" Levels fr entrance to teacher training colleges. 4 ~. al 21 In some areas, notably Guyana, it is still possible for secondary-school graduates, either at "0" or "A" Level, to go directly into the schools as pro- visional teachers. Where this practice occurs, the ministries of education are trying very hard to eliminate it. The caliber of teacher training in the colleges is quite high, in many respects comparable to that in U.S. universities (though much less so in non- education courses). Training typically consists of two years, with part of it devoted to academic subjects and part to education. The academic work is gen- erally considered equivalent to "A" Level work. The education courses include Philosophy, History, and Psychology of Education; teaching methods; and practical work under close supervision. Typically, the two years is followed, as in Jamaica, by a year's internship before certification by the ministry. (The diploma is awarded for the two years' work in the college. ) The following is a typical teacher-training college program (the example is Shortwood Teachers' College in Kingston, Jamaica): a. Streams i. Junior Secondary Teacher Preparation: FIRST YEAR -- internally assessed examinations ‘in English language, Education, and two teaching subjects (subjects students will later. teach in school) SECOND YEAR -- external examinations in English language, Education, and two main optionals; internal exams in teaching and in a subsidiary optional (comparable to a "minor" area) ii. Primary and Infant Teacher Preparation: FIRST YEAR -- internal exams in English language, Education, and two teaching subjects ’ SECOND YEAR -- external exams in English, Education, and one elective (optional); internal exams in teaching, two curricu- lum papers (other than the main elective) b. Subjects i. Education -- Child Development and Psychology, Methods of Teaching, Philosophy and History of Education ii. English -- language and literature iii.Other subjects -- Mathematics, General Science, Spanish, Geography, History, Religious Knowledge, Human Biology, Civics, Arts and Crafts, Music, Home Economics, Physical Education, Shorthand, Typewriting _ 22 The assessment of student performance is through national examinations prepared by panels of teacher-college instructors in co-operation with the Ministry of Education and Faculty of Education of the University of the West Indies. Graduates of Caribbean teacher-training colleges who attend U.S. insti- tutions feel strongly that the education courses they take in the U.S.A. repeat what they have done at home. They also find much repetition in lower-level subject-matter courses (e.g., English, Mathematics). The following is a list of most teacher-training colleges in the British patterned Caribbean (school prospectuses, course outlines, etc., can be very helpful in placement evaluations by U.S. institutions): Leeward Islands Teacher Training College, Antigua (serving Antigua, Anguilla, Monserrat, Dominica, and British Virgin Islands) Bahamas -- Teacher Training College, Nassau Barbados -- Erdiston College Belize (British Honduras) -- Government Training College Grenada Teachers' College Guyana -- Government Training College Jamaica -- Bethlehem Training College, Mandeville Training College, Mico Training College, Moneague Training College, Shortwood Training College, St. Joseph's Training College St, Kitts -- Nevis Teachers’ College St. Lucia Teachers' College St. Vincent Teachers' College Trinidad and Tobago -- Government Training College, Mausica Training College, Naparima Training College, Roman Catholic Training College Teacher training is also offered at some institutions that are not specifically teacher training colleges -- e.g., College of Arts, Science, and Technology (Jamaica); Excelsior Education Centre (Jamaica); John Donaldsom Technical Institute (Trinidad); Barbados Community College (Barbados); and St John's College (Belize). Certificates, diplomas, and degrees in education are offered by the University of West Indies and the University of Guyana (see Section F below). a Many elementary teachers have in the past begun to teach immediately upon completion of eight or nine years’ school, without attending teacher train- ing. In Jamaica such untrained teachers had normally sat and passed the First, Second, or Third-Jamaica Local Examinations: (now discontinued), which were also known as the Pupil Teacher Examinations. The approximate U.S. equivalents of these levels are explained in Section D-7 above. ” 23 Many of these elementary-school teachers return to teacher training colleges and are admitted to courses on the basis of their previous experience and in-service training, regardless of whether they otherwise meet academic entrance requirements. When such persons qualify for training-college diplomas, they have met the same course requirements as their fellow graduates who entered on the basis of higher academic qualifications, and no differentiation should be made in the quality and standard of their diplomas. 2. Higher Technical Schools. The two best known of the higher techni- cal institutes are the College of Arts, Science, and Technology (C.A.S.T.) in Jamaica and the John Donaldson Institute of Trinidad. They offer higher-level training in Engineering, Busines, and Teacher Training. They aiso offer a great variety of professional and vocational programs for both part-time and full-time study. In many of the programs, assessment is by internationally recognized exams, and various diplomas and certificates are awarded by the colleges them- selves. In general, full-time courses are much more rigorous than part-time courses, both in entry requirements and in course content. Both C.A.S.T. (widely known by its acronym) and John Donaldson Institute offer senior engineering courses leading to college diplomas that are the equiva- lent of the Higher National Diploma (H.N.D.) awarded by the Department of Educa- tion in England. The H.N.D. is regarded in England as a professional qualifica- tion of high standard but below a university degree. Holders of the diploma in the engineering course from C.A.S.T. are admitted to the University of the West Indies (U.W.I.) and exempted from the first year of the three-year degree course in engineering. Annual exams taken by the engineering students are set by the Union of Lancashire and Cheshire Institutes (U.L.C.I.) in England, the same body whose examinations are the basis for awarding the H.N.D. in England. Students will receive annual certificates from U.L.C.I. listing subjects passed and standards reached. The school transcripts will list these results as well and also give the marks from internal exams (most of them in general or complementary studies). The course follows the syllabus of the U.L.C.I. Institutions in the U.S.A. working with transfers or graduates from such programs should have the U.L.C.I. syllabuses, along with the prospectuses of the institutes in Jamaica and Trinidad. The U.L.C.1I. course is followed at C.A.S.T. for the diplomas in Electri- cal Engineering, Mechanical Engineering, and in Technical Teaching. For illustra- tive purposes, the following shows the course for Electrical Engineering: i (SEE NEXT PAGE) | 24 | FIRST YEAR i ae ee Hours Course No. 107/1 Per Week Electrical Engineering Science.........00--5 Engineering Chemistry.....sesecseseccvereectt | Engineering Drawing.....ssccsceseveccesceectt Engineering PhysSicsS....sssssesssecssecseesot English, General Studies.......sseseweeeeeed MathematicS...ccccccccccccccccccccsccceseved Mechanical Engineering Science........+2+6+9 Workshop Technology......eseescescccscecesott j Total MON ass Siids A SECA BL f SECOND YEAR GU LsCel. Hours Course No. 107/2 Per Week Applied Heat... cccccccccccccccccccccsccece Applied Mechanics... ..ceccccececccccecsecees Electrical Engineering A.....eesecvcvcceees Electrical Engineering B....ecseseeccseceee Electrical Workshop....csscccccccccccccecece Engineering PhySicsS.....ceccccccccccccscees Mathematics... cccccccccccccccccccccscccece Onwuancadn Totes Wee cs dé 0 kb Kise sd eeeens ee THIRD YEAR GeieGid. Hours Course No. 120/2 Per Week Electrical & Electronic Applications.......4 Electrical & Electronic Principles.........6 Electrical POWer....ccccscccccccccccccceeeeO Electronics IL. .ccccccccccccccccccvecevseee® Industrial Administration......seccceseeeeed Mathematics. .cccccccccccccccccccccccccccccct Principles of Computers A...seeeeseesceeeeedd Total OR sib dG 0 64% 0 oS OO 25 Other programs lead to certificates or diplomas awarded by the colleges or to external certificates such as the City and Guilds of London Institute or the Association of Certified Accountants. The following is a summary of the courses offered by C.A.S.T. (some full-time, some part-time and some evening): Building -- Architectural and Structural Drafting, Construction Management or Structural Engineering, General Construction, Construction Engineering Technician, Structural Engineering Technician, Licentiate (Institute of Building) Commerce -- Accountancy, Banking, Business Administration, Company Secretaryship, Foremanship and Supervision, Insurance, Marketing and Sales Management, Personnel Management, Secretarial Engineering -- Electrical Engineering, Electrical Technician, Telecom- munications Technician, Electrical Licensing, Mechanical Engineering, Mechanical Technician, General Engineering Course, Air Conditioning and Refrigeration, Radio and T.V. Servicing Institutional Management -- Institutional Management, General Catering, Pastry Making, Child Care and Development Science -- Pharmacy, Laboratory Technician, "A" Level Courses in Mathematics and Physics Technical Teacher Training -- Commercial, Home Economics, Industrial Most full-time courses require three "0" Levels in appropriate subjects for admission, but entry standards are much lower in part-time and evening courses. Four "0" Levels are required for teaching courses, and the Accounting course requires five "0" Levels (two "A" Levels will soon be added). U.S. admissions officers need to know the entrance requirement, the examinations required, the kind of program, and the syllabus before determining whether an applicant may qualify for advanced standing. However, most holders of certificates or diplomas from C.A.S.T., John Donaldson or other post-secondary technical institutions should be asked to validate advanced-standing claims by examination. 3. Agriculture Colleges. The University of the West Indies admits holders of the ccllege diplomas from the Jamaica College of Agriculture and the Eastern Caribbean Farm Institute in Trinidad to the Faculty of Agriculture and exempts them from the first year of the three-year degree course. The colleges award diplomas on the basis of internal examinations tor which the setting and marking of papers is monitored by members of the U.W.I. Paculty of Agriculture. al 26 4. Other Post-Secondary Institutions. The idea of multi-purpose colleges beyond secondary school is. spreading. Two serving useful purposes now are the Barbados Community College and the St. John's College of Belize (British Honduras). Guyana is providing similar opportunities through its multilateral schools. Such schools offer many types of vocational, technical, commercial, and domestic training, along with Form VI colleges which prepare students for the "A" Level exams. The qualifications of graduates should be evaluated according to the certificates they present, as in other schools and colleges. Most will sit external examinations, such as London Chamber of Commerce Advanced Stage and G.C.E. "A" Levels. | Higher Education 1. General. There are two universities in the British patterned Caribbean - the University of the West Indies (U.W.I.) with campuses in Jamaica (Mona), Barbados (Cave Hill) and Trinidad (st. Augustine) and the University of Guyana, located in Georgetown. Both universities offer first degrees and a variety of certificates and diplomas. U.W.I. offers higher degrees as well. 2. University of the West Indies. The University College of the West Indies was incorporated in 1949 in association with the University of London and located in Jamaica. A Faculty of Agriculture was opened in Trinidad in 1960 on the grounds of the former Imperial College of Tropical Agriculture, followed in 1961 by the Faculty of Engineering. These were the first two faculties located outside Jamaica. The campus in Barbados was opened in 1963. The University College became an independent, degree-granting university in 1962. The offerings of the eight faculties follow: a. Faculty of Agriculture (St. Augustine, Trinidad): B.Sc. in Agriculture with the Part I exam offered at Mona; M.Sc.; Ph.D.; Diploma in Tropical Agriculture b. Faculty of Arts and General Studies: B.A., B.A. (Theology), Licentiate in Theology, M.A.; Ph.D. At Cave Hill, Barbados -- Economics, English, French, German (first year), History, Latin (first year), Linguistics, Mathematics, - Sociology (first year), Spanish At Mona, Jamaica -- Economics, English, French, German, Greek, Geography, Government, History, Latin, Linguistics, Mathematics, Music (first year), Philosophy (first year), Physics, Politics (fiest year), Spanish ee ea 27 At St. Augustine, Trinidad -- African and Asian Studies, Economics, English, French, Government, History, Linguistics, Mathematics, Sociology, Spanish Note -- Courses for the degree and Licentiate in Theology are avail- able for students of the affiliated theological colleges: Codrington College, Barbados; the United Theological College of the West Indies; and St. Michael's Seminary, Jamaica. c. Faculty of Education (Mona): B.Ed., M.A., Ph.D., Certificate in Education, Diploma in Education, Higher Diploma in Education d. Faculty of Engineering (St. Augustine): B.Sc. (Eng.) in Chemical, Civil, Electrical, and Mechanical Engineering; B.Sc. (Tech.) in Sugar Technology e. Faculty of Law (Cave Hill): LL.B. (first year at all campuses, final two years at Cave Hill only) f. Faculty of Medicine (Mona): M.B.; B.S.; B.Sc. (Special); M.Sc.; M.Sc. (Nutrition); Ph.D.; M.D.; M.S.; Certificate in Nursing Administra- tion; Certificate in Nursing Education; postgraduate diplomas in Anesthetics, Child Health, Community Nutrition, Laboratory Medicine, Obstetrics and Gynecol- ogy, Psychiatry, Public Health g. Faculty of Natural Sciences: B.Sc. at all campuses; B.Sc. (Special) at Mona in Botany, Chemistry, Geology, Mathematics, Physics, Zoology; M.Sc. at Mona and St. Augustine; Ph.D. at Mona and St. Augustine. B.Sc. courses follow: At Cave Hill -- Biology (first year), Chemistry, Mathematics, °hysics At Mona -- Biochemistry (third and fourth year), Biology (first year), Botany, Chemistry, Applied Chemistry (fourth year), Geogra- phy, Geology, Mathematics, Physics, Applied Physics, Zoology At St. Augustine -- Botany, Chemistry, Applied Chemistry (fourth year), Mathematics, Physics, Zoology h. Faculty of Social Sciences (Mona, St. Augustine): B.Sc. in Accounting, Applied Social Studies, Economics, Government, International Relations, Management Studies, Public Administration, Social Administration, Social Sciences and Sociology; M.Sc.; Ph.D.; Diploma in International Relations (St. Augustine), Diploma in Management Studies (both campuses), Diploma in Public Administration (Mona), Certificate in Management Studies (both campuses) 28 The general admission requirement is five G.C.E. passes, including two at "A" Level (or four with three at "A" Level). However, nearly a third of the incoming students are now being admitted with "0" Levels only and then doing four years rather than three for a degree. "0" Level admission is now the rule for the Faculty of Natural Sciences, whose years are numbered Nl through N4. Transcripts formerly summarized the syllabus of each subject, but the university is now providing transcripts more nearly like those of U.S. institutions. The passing marks are A, B and C, with F as failure. It should be noted that indiv- idual courses are longer and more detailed than courses in the U.S.A. 3. University of Guyana. The University of Guyana was founded in 1963 and has been in a continual process of expansion and rapid change. The Ministry of Education's goal for the university is ever-increasing community involvement and relevance to developmental needs. It is organized on a pattern closer to the American than to the traditional British university. It reports grades on a scale of A to F, as in the U.S.A., and provides transcripts < *ilar to the U.S. model. The offerings of the five faculties are as follows: a. Faculty of Arts: B.A. with majors in English, French, Geogra- phy, History, Mathematics and Spanish b. Faculty of Education: Diploma in Education (Dip. Ed.) and Certificate in Education (Cert. Ed.) c. Faculty of Social Sciences: B.Soc.Sc. with majors in Economics and Business Administration, Political Science, Public Administration and Sociol- Ogy; Diploma in Public Administration; Diploma in Social Work d. Faculty of Natural Sciences: B.Sc. with majors in Biology, Chemistry, Mathematics and Physics; Certificate in Medical Technology e. Faculty of Technology: B. Tech.; Higher Technical Diploma in Architecture and Building Technology, Civil Engineering, Electrical Engineering and Mechanical Engineering; General Technical Diploma f. Law: The university has no Faculty of Law. Students may do one year in the Faculty of Social Science and then transfer to U.W.I. for the degree course. The general admission requirement for the university is G.C.E. "0" Levels in five approved subjects, followed by a four-year degree course, as in the U.S.A. Applicants with "A" Levels may be granted advanced standing. Entry requirements for the diploma and certificate courses vary but are normally stated in terms of G.C.E. or lower-level certificates (for diploma courses). 4, Diplomas and Certificates. The submission of diplomas and certifi- cates from the two universities to U.S. admission officers presents problems of evaluation. Generally, a diploma is higher than a certificate. At the University of Guyana, diploma and certificate students take the same courses as degree students. The courses of study are different from degree courses at U.W.I., and diploma programs are generally for graduates. though not to be equated to post- 29 graduate degrees. For example, the Diploma in Education at both universities can be equated to the undergraduate education training of U.S. universities. The Diploma in Education program is for holders of degrees in academic fields who want to be certified teachers. 5. Granting of Advanced Standing. It is strongly advised that U.S. admissions officers ave copies of the bulletins of both universities in order to evaluate transfer credit. The bulletins give detailed descriptions of course content, admission standards, degree requirements, etc. (See also Section V, Placement Recommendations. ) ) 6. Examinations. Examinations and the awarding of marks are not con- trolled solely by the subject teachers, though classroom work may be taken into consideration is final marks if the teacher desires and the faculty board approves. The exams are monitored by external examiners in the setting, the administration, the marking, and the awarding of grades. The examiners are chosen primarily from universities in the United Kingdom, U.S.A., and Canada, and their names are published in the bulletins. IV SPECIAL CHARACTERISTICS AND QUALITY FACTORS A. General. Under the British pattern of education, the word "examinations" is not only the end but the beginning. In effect, what is going to be on the examination is determined; then the courses of study are constructed to reach that goal. A typical attitude would be distrust of marks awarded by teachers to their own students, since there would be no way to compare their meanings with those of students taking similar subjects in other schools. Also, records would tend to reflect only what was taught in the class, without taking into consider- ation the relationship between the syllabus and the classroom work. There is much more pressure on teachers than in the United States, since a teacher's professional reputation hinges on the performance of his students. Teachers are held accountable for the success of their students. In practice, this is rarely unfair, because if a certain teacher is assigned the low-achieving stream in a school, it is considered in evaluating his work. In fact, it is not unusual for a teacher to prefer the weaker classes because there is greater chance of demonstrating his ability. The pressure in developing countries is often greater than in European nations because of the vast need for trained manpower. There is considerable investment in a student who has gone through the Fifth Form, and one who fails his exams is hard put to contribute to the country's development since most areas of profes- sional and educational advancement are then closed to him. The insistence that a given certificate have recognizable meaning regardless of the school its holder attended has led to external assessment of students' performance in almost all educational areas. Even in the universities, the award of marks is not entirely in the hands of subject teachers but is monitored by external examiners from foreign universities (most often the United Kingdom, U.S.A. and Canada). ” 30 This pressure for standards often works to the detriment of developing countries because they find themselves forced to follow patterns of the former "mother" countries, patterns that frequently are not suitable for their own development needs. No developing country can really afford an elitist education- al system if it is going to supply the human resources required for economic progress and expand individual opportunity, yet elitist systems are precisely those which were normally imposed on colonies by the colonial powers. There is a movement developing in the West Indies to institute a Caribbean examinations board that would take the setting and marking of exams away from the former colonial power and put into the hands of the people the educational system it is actually mandated to serve. However, there is wide disagreement on how to do it, or indeed whether to do it at all, and the disagreements often follow national lines (depending, generally, on differences in manpower needs and current ability to fulfill those needs). A possible pattern would be the West African Examinations Council, which sets School Certificate and G.C.E. exam- inations in British patterned countries of West Africa. Previously West African students sat for exams which were prepared in England. B, . Pre-University Examinations 1. Description of the Examinations. The G.C.E. exams were i..stituted in 1951 in England as subject exams to replace the former school certificate. They were specifically aimed at the top 20 per cent of secondary-school students. The advantage to the G.C.E. approach is that a candidate receives a certificate listing any subjects he passes, whereas on the school certificate a candidate who fails to pass the minimum number of subjects receives no certificate. In the 50's, Cambridge began to give joint examinations for school certificate and G.C.E. at overseas centers so that candidates who did not earn the school certi- ficate could still receive a listing of any subjects they passed at "0" Level. A candidate may attempt from one to 10 subjects in an exam period, but a candidate from a school is normally required to do at least three subjects at the first sitting. No more than four "A" Levels may be attempted at one sitting. A “sitting" is the period of up to a month during which the exams are given. Each exam takes from 1-1/2 to 3 hours. School leavers of the Fifth Form normal- ly attempt six to eight "0" Level subjects, and those completing the tivo-year Sixth Form typically try three "A" Level subjects. When private candidates are included, the average number of "0" Levels each candidate takes at one sitting can be estimated at about five. Since such a heavy percentage of school-age children are streamed away from academic work after the ll-plus examinations, those taking the G.C.E. "0" Level as school leavers represent the top of their age cohort. With the mandatory fail rate of more than a third, success on any G.C.E. "0" Level examination can be taken to indicate a good grasp of the subject matter. Anyone who passes five or more subjects at a single sitting is considered a top-notch student (only one- fourth to one-third of those taking five or more subjects in a given exam period actually pass five or more). baal 31 The examinations in the humanities and social sciences are essay exams, the candidates normally having a choice of questions to answer with some com- pulsory questions. Language exams normally include translation, essay, reading comprehension, grammar and orals. Exams in the natural sciences include practi- cals in which problems are set to be solved in the laboratory using specified materials, equipment and techniques. The mathematics exams usually include two or more papers on which some questions are compulsory and others optional. Mathematics at "0" Level includes three papers: 1) Arithmetic and Trigonometry, 2) Algebra and 3) Geometry. Additional Mathematics covers Statistics and Ana- lytical Geometry. The examining boards publish not only the syllabuses but also the exam- inations set each year, and both can be useful to U.S. admissions officers. They can be ordered from the examining boards in the U.K. Concern in America is often expressed about two aspects of the "teaching- for-the-exam" system: 1) that students do very little work until the final year and then cram, and 2) that students learn by rote in preparation for the exams. However, success on the G.C.E. exam can rarely be achieved through such a method of preparation. First, the schemes of work, teaching and work assignments in all years of secondary school are monitored by the ministries of education. A solid background is needed for students to be successful on the exams. For example, only a few books are set for the examination, but literature students read widely during the first years to learn literary skills and ideas and then concentrate on the set books in the final year or two. Second, there is consid- erable rote learning, but when there is, it reflects on the teaching rather than on the system. The G.C.E. is not an examination that can be passed by rote (the regulations usually state that quality of expression and the development of ideas is taken into consideration, along with knowledge of facts, in subject essays). Rote learning shows up in G.C.E. failures, not in passes. 2. Pass Rates a. General. The figures given below on pass rates are provided to demonstrate the difficulty in attaining G.C.E. passes in the British pattern- ed Caribbean. The pass rates are much lower than for English students. The reason for this is much discussed, and answers include the following: the cultural bias of the exams (many of the exams have separate syllabuses for the Caribbean, however); the fact that streaming of Caribbean students is not so pronounced as in England, resulting in a greater percentage of the age cohort in school doing G.C.E. exams each year; the problem of language, since many Carib- bean students do not speak standard Fnglish except in school; the effects of poverty on home study, energy in school, and classroom space; and lower average qualifications of teachers. There are some who believe that the English use the Caribbean students to bottom out the curve, though this reason, if given at all, is given in a whisper. The pass rates for Trinidad and Tobago are lower than other areas at "O" Level but higher at "A" Level. This is mainly explained by the fact that Trinidad and Tobago provides proportionately far greater opportunities for secon- dary education than the other countries and islands. It therefore also gets more 32 of the "cream" than others into Form VI. As further illustration, Trinidad and Tobago, with approximately half the population of Jamaica, has almost twice as many individual subjects sat at G.C.E. "0" Level. b. Ordinary Level 1970 1972 Subjects Subjects Subjects Subjects Sat Passed Pct. Sat Passed Pct. 1 Trinidad and Tobago 55,666 21,450 38.5 60,601 23,003 38.0 2 Jamaica 27 5495 12,496 45.4 32,725 16,303 45.0 3 Barbados *22,951 *8,950 %*40.0 8,389 3,999 47.7 4 Belize, Other Islands 18,306 6,137 33.5 TOTALS 106,112 42,896 40.4 120,021 49,44" 41.2 *figures for 3 and 4 combined in 1970. Figures are not available from most ministries on the numbers of persons passing five or more subjects at a sitting, but the following estimates demonstrate the difficulty of obtaining five passes at one time. Jamaica Trinidad & Tobago 1970 1972 1972 Number taking more than 5 subjects 3,400 4,000 6,000 Number passing at least 5 subjects 891 1,175 1,522 Percentage 26.2 29.4 25.4 While these percentages are approximate, they suggest that an ap- plicant for university admission who has five or more subjects passed at one sit- ting (i.e., appearing on one certificate) ranks in the upper 25 to 30 per cent j of those who were examined in the same year, regardless of his marks in the indiv- idual subjects. c. Advanced Level. Since eligibility to Sixth Form admission to study for the advanced G.C.E. is limited to those with four or more "0" Levels, about two-thirds of Form V leavers are ineligible. Less than half of those eli- gible actually go on, the others choosing professional or teacher training, going to work, emigrating, or being unable to afford the fees. The following table shows the pass rates for those who sat for the "A" Levels in the past three years: 1970 1971 Subj. Subj. Subj. Subj. Sat Passed Pct. Sat Passed 1 Trin & Tob. 2,079 1,301 62.6 2,353 1,325 2 Jamaica 2,627 1,023 39.0 2,161 9850 3 Barbados 764 328 43.0 642 275 4 Others 763 391 47.4 774 ‘n TOTALS 6,253 3,023 48.3 5,930 2,741 V REQUIRED ACADEMIC CREDENTIALS A. Diplomas and Certificates. Submission of all diplomas and certificates should be required before admission decisions are made. Photocopies should suf- fice for the initial decision, although candidates should present originals when registering. The University of London and the University of Cambridge examina- tions boards will certify results to U.S. universities in the case of lost cre- dentials. Their addresses are given in Section II-D on the G.C.E. B. Transcripts 1. Transcripts from secondary schools are not sufficient for admissions decisions since there is no common standard of marking papers and reporting grades. 2. Transcripts from teacher-training colleges and agricultural colleges are monitored by external examiners and are suitable for making admission decisions. Transcripts from technical colleges are useful in support of diplomas and certi- ficates but by themselves are insufficient for admission decisions. C. Other 1. It is advisable that the U.S. por regio request that the applicant submit a complete and chronological list of all schoéls attended and diplomas or certificates obtained. It is not suggested that this list be used to determine an arbitrary 12 years of education as a requirement for admission, but any period of time not accounted for should be explained by the applicant. 2. The official language of the area is English, and it is used in in- struction at all levels. Scores on English exams are not recommended as a require- ment, since an applicant who meets the admissions requirement on the basis of G.C.E or other examinations has demonstrated his competence in the language even if he speaks a dialect at home. 34 { VI PLACEMENT RECOMMENDATION A. Beginning Freshman Level. Students who show five G.C.E, "0" Level passes in academic subjects, without duplication, (or five "credits" or better on the school certificate) may be considered for admission at the Freshman level with no advanced standing. English language or a substitute should be among the five (see list of subject in Section [I-D, Part 8). Students passing five or more "0" Levels represent the top 20 to 30 per cent of the student population sitting five or more exams. Also, admission at this level is the rule at the Unive sity of Guyana, the University of the West Indies, and other universities in th United Kingdom and Africa which offer first-degree courses of four years duration, as in the U.S.A. B. Admission with Advanced Standing 1. Students who show five or more G.C.E. passes in academic subjects at "O" and "A" level, without duplication, can be considered for advanced stand- ing in the subjects passed at the "A" Level. An appropriate award of advanced standing would be for the freshman seauence in subjects passed at "A" Level (six to 10 credits). 2. Students who have a teacher-training college diploma with credit in lower level education courses can be considered for advanced standing. U.S. institutions may want to provide teacher-training college graduates with the opportunity to validate advanced standing in all subjects through examination. 3. Students who have a diploma from a recognized agricultural college or full time technical college course mey be considered for advanced standing. Credit may be given on a course by course basis for applicable work with good grades. It is recommended that U.S. admissions officers ascertain the entrance requirements of specific technical programs and make use of the colleges' pro- spectuses and course descriptions. Other claims for advanced standing should be validated by examination. 4. Students who are transferring from the University of the West Indies or the University of Guyana, who are in good standing in a degree program, can be considered for credit on a course by course basis or for elective credit. Diploma or certificate holders, if otherwise eligible (e.g., through G.C.E. pas- ses) may be considered for advanced standing for appropriate subjects if the admissions officer determines that the work was indeed university-level. 5. Holders of nursing school diplomas, if otherwise eligible through academic achievement (G.C.E. passes), can be considered for advanced standing for graduates of hospital nursing school in the U.S.A. 35 C. Graduate Level 1. Graduates of the University of the West Indies or the University of Guyana who hold degrees with suitable concentrations are eligible to be consid- ered for graduate-school admission if they have obtained "First Class" or "Upper Second Class" degrees. However, many U.S. institutions may wish to consider the "Lower Second Class" degree as well; it is acceptable for admission to postgrad- uate degree courses by the University of the West Indies. 2. Normally, course work for the various postgraduate diplomas are professional and do not yield graduate credit in the U.S.A. The Diploma in Education, though not to be equated to U.S. postgraduate work in Education, should satisfy requirements for undergraduate Education study for applicants to postgraduate Education courses. The Higher Diploma in Education is obtained through graduate-level work and U.S. institutions may offer graduate-level credit for work completed in this program. 36 VII BIBLIOGRAPHY A. Examinations 1. General Priestley, Barbara, British Qualifications, third ed., London: Compton Printing, Ltd. 1972 This book is exceptionally useful for universities with large numbers of applicants from the Caribbean or the United Kingdom. It covers virtually all examinations, academic, vocational, or professional and gives the addresses of examinations boards. In most cases the informa- tion should be supplemented with regulations and syllabuses from the boards. Figueroa, John J., Staffing and Examinations in British Caribbean Secondary Schools. London: Evans Brothers, Ltd., 1961 2. G.C.E. Examining Boards. ,It is recommended that admissions officers obtain copies of regulations, syllabusés, past exam papers and annual reports from at least some of these boards. Syllabuses and past exam papers are especi- ally useful in determining advanced standing credit, but thev also contribute to better understanding of the British system of exams. There ar: usually small fees for the booklets. Cambridge papers are quite inexpensive. Address corres- pondence to The Secretary. Most boards will certify lost credentials to U.S. urfiversities. te *Associated Examining Board, Wellington House, Station Road, Aldershot, Hampshire, U.K. *Cambridge University Local Examinations Syndicate (G.C.E. and overseas examinations), Syndicate Buildings, Cambridge, CBl 2EU, U.K. Joint Matriculation Board, Manchester, M15 6EU, U.K. *London University Entrance and Examining Board, University of London yPicentions Department, 50 Gordon Square, W.C.1, London, U.K. *Oxford and Cambridge Schools Examination Board, 10 Trumpington Street, Camb idge, U.K., and Elsfield Way, Oxford, U.K. Oxford Delegacy of Local Examinations, Summerton, Oxford, U.K. Southern Universities Joint Board for School Examinations, Cotham Road, Bristol, B56 6DD, U.K. Welsh Joint Education Committee, 30 Cathedral Road, Cardiff, Wales, U.K. * Commonly presented by applicants from Caribbean. 37 3. Other Examining Boards. The following boards set examinations com- monly taken in the Carihbean. They are generally subject examinations in tech- nical and vocational fields, but some (e.g., Royal Society of Arts and College of Preceptors) offer school certificate exams that are not considered equivalent to G.C.E. ; City and Guilds of London Institute, 76 Portland Place, London, W.1.N 4AA, U.K. College of Preceptors, 2-3 Bloomsbury Square, London, W.C.1A. 2RN, U.K. London Chamber of Commerce, 69 Cannon Street, London, E.C.4, U.K. Pitmans Examination Institute, Pitman House, Godaling, Surrey, U.K. Royal Society of Arts Examinations Board, 18 Adam Street, Adelphi, London, W.C.2N. 6AJ, U.K. Union of Lancashire and Cheshire Institutes, 36 Granby Row, Manchester, Ml 6WD, U.K. 3. Educational Institutions. It is recommended that U.S. admissions officers have on hand the bulletins of the two universities (U.W.I.'s is in two volumes); the addresses are given below. However, the prospectuses of teacher-training colleges, technical colleges, etc., can also be useful. Names and information are given in Section II-E on post-secondary education. University of Guyana P.O. Box 841 Georgetown Guyana University of the West Indies Mona, Kingston 7 Jamaica Correspondence should be addressed to The Registrar. C. General Caribbean: A Guide to the Academic Placement of Students from European- affiliated areas of the Caribbean in Educational Institutions in the U.S.A. World Education Series. AACRAO, Washington, D.Cc., 1961, 9 pp. (not in print) Hauch, Charles C., "College and University Public Education in the Caribbean." (reprinted from The Caribbean: Contemporary Education) University of Florida Press, Gainesville, Fla., 1960, 24 pp. , Educational Trends in the Caribbean: European Affiliated Areas, U.S. Department of Health, Education, and Welfare, Washing- ton, D.C., 1960, Bulletin No. 26 Szulc, Tad, (ed.), The American Assembly, Columbia University, The United States and the Caribbean. Englewood Cliffs, N.J.: Prentice Hall, Inc., Spectrum Book, 1971, pp. 126-156 Foster, J.F. and Craig, T.,Commonwealth Universities Yearbook, Associa- tion of Commonwealth Universities, 36 Gordon Square, London, W.C.1l, U.K. (published annually). There is a (common) wealth of infor- _ mation in this book, and no university admissions officer should be without it. World Survey of Education IV: Higher Education, United Nations Educa- tion, Scientific and Cultural Organization, UNESCO Publications Center, 317 East 34th Street, New York, New York (1966) Higher Education in the United Kingdom: 1970-72, British Council and the Association of Commonwealth Universities, Longman Group, Ltd. Trinidad and Tobago Research Papers, No. 6, June, 1969, Central Statis- tical Office, 2 Edward Street, Port-of-Spain, Trinidad A Teacher's Guide to Jamaica, 1971, Ministry of Education, Kingston, Jamaica. Report of the Conference on Teacher Training, St. Augustine, Trinidad, June, 1964, published by the University of the West Indies, Mona, Kingston 7, Jamaica Nicholson, R.M., Report of the Conference on teacher Training, Dominica, April, 1972, published by the University of the West Indies, Mona, Kingston 7, Jamaica VIII SAMPLE CREDENTIALS *suotqyeuytmexs WO yO, 243 UBYZ WesZo0rd TeuoTZeONps ayy UT Jet [189 usH{e4 ST a4eoTIT3499 STY JOJ UcCTYeUTWeXxe ayy ‘seuekND puUe Ssopequeg ‘seweyueg au} UT USAT OSTe aie TaeAeT STUY 38 SayeOTIT}19a9 *‘TOOYyYos Arepuodes sOfTuMf jo uoTyeTduoo ey} JUeserder Aew pue GT JO HT a3e ye ATTeNsn pepremy ft fipysagy oy 1 yD VoOIVNVE NOILVONGI 4O AULSININ *Tooyos freyuawate Jo sisef xts jo uoyyetdwod uodn SeTIOYTI19y pues satsyzuMOd [Te UT petesjo st @YBOTITJu8eD sTyuy, ‘suoTZBUTWexe sntd [TT se 04 periejer oste ‘uot eUuTWexy sduerzUuq UOUMIDD au3 JO uoTZeTdwos [THJsseoons uodn paepremy a0 fag Dems mp pes ZOVROW) STA @ wopEUMEXD aeNjNIZy Buyqusy joohre om poceng omy (*SHILISUHAINN FHL LV CHWALIO SULVOIAILYIO ANV SWAOTdIG ASOHL HLIM GHSNINOO AM ION (MONS SALVOIAIINGO NV SWNOTdId TVOINHOGL) ‘Apnyas jo zeak suo ut poyeTdwoo eq Agu A {Teusr0u pue TeAeT Arepuodss azotunf ayy s98qse PeresjOo ore swerB0Id ayedTsty1980 TedTuYydoal, BYNALINIIYNSOV NI ALVOMMLLUFO TENLINONDV dO TOOHDS VYNVAND gHL @O ‘TVdDNId SHL GNV SYONWSAOD JO G¥VOS SHL *‘wers0Id ayy JO uoTyeTdMoS sOF ApnyAsS SuTy TIMy JO szeak vary, 09 OMY Wouy pue UOTSsTupe JOS STeAeT ,,0,, BLOW IO .moyZ ertnbaz ATI ensn suerBZ01d swoTdtp Tseopuyooey MNLININSV NI YVWOl1dId RWALINONOY JO ‘OOHDS VNVAND BHL JO ‘IVdDONIWd 3HL GNVY S¥ONWGAOD JO G¥VOS Bil *saypul ysem 94R FO AYFSISAyUH ayy JO UoTZeoONp| JO aqyngtysul syy fq zo £IA4sTuTW a4yetadoudde ayy Aq peprzemy *Zayoes PeUTel4 &@ SB UOTZBOTJT4I00 YUSserder Soro ww? 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AW SownONv) Wid l4vaNa -YaWWOD) ~ 4O . | WDIDOTONHD31 4O qivNavso ALINDV4 -waQNN < NV. JWNGVROWIONN ALINIVS ALISY3AINN ALIS -Y3AINN ALISYZAINN TWNOISS3d 08d IWNOISS3IONd ¥0 ALISY3AINN i aivnavao zivNnavsd vsn vsn AULN3S3Yd — W3ISAS TWNOILYDNGI NVEND 6S6l 34OJ3d — W3ISAS TWNOLLWONGI NVEND 47 CUBA II BACKGROUND A. General. The Republic of Cuba consists of one large island and several small ones situated on the north rim of the Caribbean Sea, about 100 miles south of Florida. It is the largest island in the West Indies, accounting for more than one half of West Indian land area. The climate of Cuba is semi-tropical. About 80% of the total land area is devoted to farming. About 52% of the cultivated land is in sugar came, and Cuba is the world's largest cane sugar producer. In 1969 the population was estimated at 8,250,000. Cuba was discovered by Christopher Columbus in 1492 on his first voyage to America. Diego Veldsquez, who was appointed governor of the island in 1511, established Santiago as the capital and founded Havana on the shore south of its present site. The African slave trade began about 1523. During the early colonial years, Cuba served primarily as an embarkation point for such explorers as Cortés and de Soto. As treasure began to flow out of Mexico, Havana became a last port of call and a target for French and English pirates. In 1762 the English captured Havana, holding Cuba for almost a year and releasing it only in exchange for Florida. The English occupation stimulated free trade anda spirit of national unity. Revolutions for independence on the American mainland encouraged Cuban longings for freedom, but early attempts at liberation (1810-51) failed. In 1868, Carlos Manuel de Cespedes, a wealthy planter, freed his slaves and called for a revolution against Spain. For the next ten years, guerrillas (mambises) , mainly in eastern Cuba, fought vainly against the Spanish colonial government and army. José Marti founded the Cuban Revolutionary Party in 1892 during exile in the U.S. and, through his brilliant writing and organizational ability, suc- ceeded in keeping the spirit of freedom alive. The call to arms on 24 February 1895 initiated a new war. Although Marti was killed that day at Dos Rios (Oriente) in an engagement with Spanish forces, the insurrection continued for the next three years. Pro-liberation feeling was strong in the U.S., and after the battleship Maine was blown up in Havana harbor on February 15, 1898 the U.S. declared war on Spain (April 25). In the Spanish-American War, Spain was defeated on land by Cuban and U.S. forces and at sea by the U.S. Navy, and the war was terminated by the Treaty of Paris, which established Cuban independence. During the interim period 1899-1902, the U.S. army occupied Cuba and instituted a program that brought about the eradication of yellow fever. On February 21, 1901 a constitution was adopted, and in May 1902 Tomds Estrada Palma took office as the first president of a nominally free Cuba. But under the Platt Amendment, the U.S. could intervene in Cuban affairs to preserve internal peace and freedom. In addition, U.S. companies owned or controlled about half of Cuba's cultivated land, its utilities and mines, and other natural resources. U.S. marines intervened in 1906-09, in 1912, and again in 1920. President Franklin D. Roosevelt abrogated the Platt Amendment in 1934, but the U.S. retained its naval base at Guant4namo Bay. 48 Despite its attainment of independence, Cuba remained in a semicolonial and dependent situation. The economy was based on the production of a limited number of raw materials. More than half a million people were chronically unemployed. Various administrations plundered public funds and repressed free democratic expression. During World War I, gold reserves had grown, and Cuba enjoyed a period of prosperity, but declining sugar prices and rising unemployment brought on a period of hardship and corruption cu minating in the presidency and dictatorship of Gerardo Machado y Mopales (1925-33). After a brief revolutionary regime under President Grau San Martin (1933-34), Fulgencio Batista y Zaldivar, a former army sergeant, put in office four presidents and deposed three of then. Finally, he himself was elected president in 1940 and a new constitution was adopted. After his term expired, Batista continued to maintain a strong position in Cuban poli- tics. On March 10, 1952, aided by an army clique, he forcibly seized power, and in 1954, in dishonest elections, he was elected to a four-year presidential term. Unsupported by the people, he used increasingly savage suppressive measures to keep himself in office. , An armed insurrection led by Fidel Castro in the eastern mountains gained a wide popular following. On January 1, 1959, the Batista regime collapsed, and Batista and many of his supporters fled the country. Castro's 26th of July Movement took control of the government and Congress was dissolved. The new president and members of the revolutionary cabinet undertook to rule by decree until they had carried out the basic reforms to which their movement had pledged itself at the time of Castro's attack on Fort Moncada (July 26, 1953). The revolutionary government, through its ministry of recovery of misappro- priated funds, confiscated property that was dishonestly acquired during the Batista administrations, instituted large-scale land reforms, and sought to solve Cuba's desperate financial problems by means of a bold revolutionary program. After June 1960, Cuban-U.S. relations deteriorated at an accelerated rate. In retaliation for the nationalization of most U.S.-owned property in Cuba, and for formal insults to the U.S. government, the U.S. severed diplomatic relations with Cuba. The high points of tension came when the revolutionary government nationalized U.S. oil refinery companies for refusing to process Soviet crude oil. In retaliation the U.S. eliminated Cuba's sugar quota. Communists were appointed to high office in Cuba, and trade and general relations with Soviet- bloc countries and China flourished. Castro declared Cuba to be a Socialis< country in late 1960, an after-the-fact announcement, and in late 1961 declared himself to be a Marxist-Leninist and a part of the Socialist world. All major means of production, distribution, communication, and services were nationalized. Soviet-style planning was introduced in 1962, and Cuba's trade and other relations turned from West to East. In April 1961, a group of 1,500 Cuban exiles, financed, trained, organized, and equipped by the U.S. CIA, invaded Cuba. The brigade was defeated within 72 49 hours and the remaining 1,200 men were captured. They were eventually released after U.S. officials and private sources arranged for a ransom of $50 million in food and medical supplies. In October 1962, U.S. planes photographed Soviet long-range missile instal- lations in Cuba, and the U.S. blockaded Cuba until the U.S.S.R. agreed to with- draw the missiles. At the beginning of 1970 the basic elements of the Cuban dilemma persisted. The U.S. remained hostile to the existence of a Communist regime in the Western Hemisphere and Cuban authorities would not yield on the basic objectives of their revolutionary policy. Although Castro gave much evidence of being only episodi- cally subject to Moscow discipline, after the 1968 Soviet invasion of Czechoslo- vakia he moved closer to the U.S.S.R. and reduced his commitment to revolution in Latin America. In 1969 and 1970, Cuba received increased economic and military aid from the U.S.S.R. and Soviet influence within Cuba expanded. This was accom- panied by a mounting militarization and regimentation of society, together with a return to ideological militancy. B. Educational. Public education in Cuba, i.e., the establishment by law of public primary and secondary schools, began in 1842. Prior to that time education had occurred mainly in seminaries, and convents and under the sponsorship of the Sociedad Economica de Amigos dek Pais (Royal Economic Society of Friends of the Country). The Sociedad Economica correctly assessed the inadequacy of educational facilities and was able to establish some schools, as well as pave the way for later government responsibility in the matter. The education law of 1842 also provided for a central school board and created school committees at the provincial level to certify teachers and super- vise both public and private schools. The law made school attendance compulsory for children aged seven to ten if they were not receiving education at home. The system of education grew, mainly through the opening of more primary schools in the latter half of the nineteenth century. The Spanish-American War of 1895-1898 disrupted all social institutions, including education, but during the period of American occupation of the island, 1899-1902, public education began to make great strides. The system was organized under a Commissioner of Public Instruction who was assisted by superintendents, one from each of the six provinces of the country. Sqhooling became compulsory for children between the ages of six and fourteen, summer normal schools were established, and all teachers were obliged to attend them. The centralizing tendency in education continued, and the position of Commissioner of Public Instruction became that of Secretary of Public Instruction and Fine Arts. In 1940, this position was re-named Minister of Education and remains so until the present. In August 1933 the government of General Gerardo Machado was overthrown with substantial assistance from university and secondary school students, thus establishing a precedent of student activism in politics in Cuba. 50 During the next 25 years the system became strongly nationalistic and highly centralized. Initiative by educators at the local level was not encouraged. While there was a significant increase in the number and percentage of private secondary schools, especially those operated by the Catholic Church, public schools declined in quality. Public secondary schools more than tripled during this period, but there still were too few in proportion to the number of primary schools. A score of institutions of higher education, of varying and sometimes dubious quality, opened in the late 1940's and during the 1950's . On the eve of the Revolution in 1958-59, the educational system had been seriously undermined by political patronage, graft and irresponsible administration. When the regime of Fidel Castro came to power, one of the first objectives was to wipe out illiteracy. The af{abetizmo (literacy) campaign was launched in 1961, and the rate of illiteracy was reduced from 23% (1959) to 3.9% in one year. Schools were nationalized as of May 1961. Three of the universities were re- opened during 1959 -- Universidad de La Habana, Universidad de Oriente and Universidad Central. Universidad CatdLica de Santo Tomas de Villanueva (Villanova University) was closed permanently, and its former campus is now the site of a teacher training institute. The Minister of Education is the chief educational officer, and the organ- izational unit that administers education is the Central Planning Board, i.e., the Junta Central d2 PLanificacifn (JUCEPLAN), via regional departments of education. During the past ten years curricula at all levels have been revised, modernized and adapted to revolutionary ideology. Throughout the past decade great effort has been made to give everyone who desires it access to education, from elementary through university level. Schools reflect an emphasis on practical studies -- agriculture, fishing, middle-level technology, economic planning, engineering, etc. -- and secondary students increasingly attend schools that are located in rural areas where they can work, as well as study and live. The cost of this great expansion is considerable; it has been estimated that about. one-fift: of the country's total productive capacity has been committed to education. There are many problems in the system, recognized by the Cuban government and obvious to the observer. There is a serious shortage of teachers at all levels, with the possible exception of the universities. More school buildings are needed, and some existing ones suffer from lack of maintenance. There is a shortage of furniture, school supplies and textbooks. While acknowledging the higher percentage in school of various age groups, the government still laments the high absenteeism, drop-out and repeater rates, Also, while many new programs have been introduced into the system, adequate measurement of their effect and usefulness has not occurred. The Cuban educational scene presently is a dynamic one. Many people of all ages from many vocational sectors of the populace are involved in teaching or learning, or both. New techniques and materials are borrowed from other parts of the world, France and eastern Europe in particular, and adapted to Cuba. There is an energetic building program. For some tine to come there will be changes and modifications as the Cuban people continue to build a new educational system. Sl III EDUCATIONAL SYSTEM -- UNTIL 1959 A. Overview. The analysis of Cuban credentials is different from that of ether countries because of the political situation in Cuba. There is a large number of Cuban educated people in the United States who received their education before Fidel Castro came to power in 1959. While many of these people have already entered and perhaps graduated from the U.S. educational system, there are still others who will apply for entry and who will, therefore, require an assessment of their education and of whatever credentials are available. Because the Cuban system of education changed after 1959 and because the nature and availability of information concerning the post-1959 era is quite different, the two gras of education -- before 1959 and after -- will be treated separately. Special mention should be made of two excellent references on the Cuban education system before 1959 upon which much of this report relies. The first is a pamphlet, now out of print, published by the U.S. Department of Health, Education and Welfare -- Office of Education, Division of International Studies and Services, Washington, 25, D.C. OE-14034-67, November 1962, entitled "Educa- tional Data: Cuba". The second source is Evaluating Cuban Education by Henry N. Hardin. Originally published in 1965 at the School of Education, University of Miami, Coral Gables, Florida, this work has been reprinted and may still be available. It provides a comprehensive report of syllabi at 311 levels in the Cuban education system prior to 1959. B. Pre-primary. Pre-primary education was two years in length, available to children ages four to six, and was voluntary, free and co-educational in public schools. C. Primary. By law, elementary education was compulsory and free for children from six to fourteen years of age. It consisted of six grades plus a pre-elementary grade for those who had not attended kindergarten or who were not considered ready to begin elementary school. Provision was made for an additional two years of primary education, called escuela primaria superior (upper primary school, grades 7 & 8). Students who were aiming towards vocations (elementary teacher training, accountancy, etc.) routinely completed the two years of upper primary school before taking the entrance exams that permitted them to enter secondary-level vocational training. Those who were bound for pre- university secondary schooling from primary schools likewise entered the escuela Superior, mainly for the purpose of preparing for the secondary school "ingreso” (entrance) exams. ‘The length of time spent by these students in upper primary school varied, however, from several summer months to one or two years. D. Secondary Education. 1. University Preparatory. The, two types of pre-university secondary schools were the rs, grates 11 and 12. Some institutes in the mid-1960's included three years ‘grades 11 - 13) with tne two year study content distributed over three years in order to offer military training as well. Subjects studied may include: Spanish, mathematics, physics, chemistry, general science, political economy, agriculture, physical education, biology, and foreign languages. S. Other Secondary Schools. In addition to the pre-university insti- tutes there are other forms of education that are considered secondary level, including: technological institutes (4 years), language institutes (4 years), technical institutes of economy (4 years), and advanced schools of physical education (4 years). The technological institutes may lead to entrance into a university faculty of agriculture; the language institutes may lead to entrance to a university faculty of humanities; the technical institutes of economy may lead to entrance to a university faculty of economy. The industrial-technological institutes have been established to train middle-level specialists in fields related to engineering and agriculture. 6. Training Schools for Elementary Teachers. The training schools for elementary teachers are five years in length and follow the sixth grade. The first three years are spent in the classroom in the study of pedagogical subjects. The last two years combine study and practice teechinz. Graduates of the elementary teacher training schools do not qualify for university entrance. None would be considered university level. 7. Grading System - Secondary Education. The current grading systen is on @ scale from 1 - 100. Qualifications within the scale are not known. E. Worker-lrarmer Education (Adult Education). The government has establish- ed a sizeable program of education at various levels of the system for workers and farmers. Instruction is offered in farms, factories, offices and night schools. The special programs of elementary schooling are three years in length, followed by a one-year (apparently) secondary course, which is then followed by a four-year university preparatory course given by the universities. Grad- uates may continue their education in vocational schools or may enter special sections of the universities' Faculties of Science, Agriculture, Technology , or Institutes of Education. Many of the teachers in worker-farmer education are not themselves profes- sionals but are young people who have little education and a great deal of interest, enthusiasm and revolutionary spirit. The government's interest in improving the education of farmers and workers is indicated by its willingness to adjust work schedules to fit school hours. Interest of the participants is great, as enrollment is high in this program. 60 F. Higher Education. There are three universities in Cuba now: Universi de Ya Habana, Universidad de Oniente and Universidad Central de Las Villas. Their combined total enrollment is about 27,000 students. Admission standards have been set, and students must have the proper pre- university education, must pass entrance examinations and must undergo a per- sonal interview. They also must exhibit the proper revolutionary attitude. Most students have all of their expenses paid by the government and receive a small stipend as well. Enrollment in engineering, natural and agricultural sciences has jumped from 24% to 43.2% of the total enrollment in the three universities. There are now medical faculties at all three universities and Cuba claims to have 1,000 physicians more in the country now then before the Revolution. Universities follow the policy of "universalization", under which students do practical work related to their specialities, not only for the educational value of the work, but also with a view to enabling them to contribute skilled Manpower to economic production and social change. At the university lev»l, there is a shortage of qualified teachers. Advanced students are often employed to teach lower-level students. The value of this practice to serve as a means of attracting more people to be teachers is perhaps as great as that of filling what would otherwise be vacant positions. 1. Universidad de La Habana. (University of Havana). Havana is the largest and still the most prestigious of the universities. Its faculties include: Humanities, Science, Technology, Medicine, Agriculture and Fishing Science, the Institute of Economics, the Institute of Education for Training Secondary School Teachers, and the Faculty for Workers and Peasants. In 1967 the Faculty of Pharmacy and Chemistry was added with a five-year program in pharmaceutical technology, biochemistry and microbiology. There has been a substantial drop in humanities enrollment and the law faculty no longer exists. In 1959, 15.15% of the university enrollment was in these areas. In 1967, 2.9% of the students were in the humanities. 2. Universidad Central de Las Villas. This university, located in Santa Clara, has approximately 4,000 students enrolled in the faculties of Humanities, Science, Technology, Agro-Science, Medical Science, Economics and the Pedagogical Institute. 3. University Grading System. A new grading scale was implemented in the early 1960's and may still be in effect: Cuba U.S. Equivalents 90 - 100 Sobresaliente 80 - 89 Aprovechado 70 - 79 Aprobado Below 70 Desaprobado 1 OW > 61 V SPECIAL CHARACTERISTICS AND QUALITY FACTORS People who were being educated in Cuba at the time of the 1958-1959 Revolution would now, in 1973, be 33 years old, at the youngest. At the least, their Cuban education would be 15 years old. Thus, in the consideration of applicants for entry into the U.S. system at the freshman, transfer or graduate level, greater concern should be shown toward their experiences (work, academic, or quasi-academic, etc.) since they left the Cuban educational system. Also, more concern should be given to their present objectives than for the quality and nature of educational work done 15 - 20 years ago or more. A. Secondary Education. In the 1950's public education in Cuba had deter- iorated substantially because of bureaucratic apathy, graft, political patron- age, etc. This was one of the main reasons that private secondary schools (colegios ) had become so numerous and, as well, so popular, even among people who could not afford to pay tuition. While mediating factors of time and experience may now be more important than quality of educational performance 15 - 20 years old, it should be recognized that, as a rule, graduates of the colegios received considerably stronger educational preparation than did graduates of most public secondary schools. B. Higher Education. 1. The title of Contador PubLico (Public Accountant), given by Havana University, was based on a curriculum spread over five years. It was all that was necessary in Cuba to practice as a public accountant, and Cubans now in the United States will say that they were "C.P.A.'s" (the U.S. Certified Public Accountant) in Cuba. An examination of hours spent in class, however, reveals a significantly smaller number than those spent in most of the other five and four-year curricula. Furthermore, almost no subjects outside general business subjects and accounting were required. The title, then, of Contador PubLico does not seem to be comparable to the U.S. degree of Bachelor of Business Administration in Accounting in either length or content. 2. The title of Doctor en Ciencias Comerciakes (literally, Doctor in Commercial Sciences) was two years in length, based upon and following the five-year Contador PublLico program mentioned above in item one. About half of the work was comprised of subjects ‘n general education, and the remainder were electives drawn from subjects in business,law and education. The Doctor en Ciencias Comerciales, then, would not be considered a post-graduate degree in the U.S.; rather, the two titles combined probably would be ——— with the bachelor's in the U.S. 3. The title of Doctor en Farmacia (Doctor in Pharmacy) was four years in length and represented all the training necessary to prepare for practice as a pharmacist. However, its length is shorter and its contént abbreviated when compared with the bachelor's degree in pharmacy in the United States. 62 ‘ ‘ 4, Some of the universities offered programs in the English or French language, usually four years long, leading to the title of either Profesor or Licenciado- Their purpose was to prepare language teachers. The curricula consisted entirely of language courses and pedagogical subjects, and graduates usually have strong fluency in the language studied. Because of the highly specialized nature of the programs, however, they do not represent in breadth or length the kind of material normally covered in a U.S. baccalaureate program with language as the major. Up until about 1953 Havana University offered a special summer prvgram to train teachers to teach English. The program covered four summers and led to the title of Profesor de La Lengua Inglesa (Professor of the English Language), but it should not be confused with the longer programs described above that took place during the regular academic year or equated with the U.S. bachelor's degree in English. C. English Proficiency. People who were educated in Cuba prior to 1959 may now have been in the U.S. for one to twelve years. However, because a person may have been in the U.S. for a considerable length of time does not indicate automatically that he has sufficient command of written and spoken English to follow an academic program in a U.S. college or university. Many have acquired considerable fluency, but many others, particularly if they have remained in a Spanish-speaking milieu, may require additional training in some or all aspects of English as a second language. The university or college should apply its usual rules of testing English proficiency and of consequent placement. VI REQUIRED ACADEMIC CREDENTIALS A. Actual Academic Records. Since 1961 people leaving Cuba have not been permitted to carry their educational documents with them, nor will the Cuban government allow such documents to be mailed abroad by schools and universities. Thus, the U.S. admissions officer is presented with a variety of credentials to consider. Since applicants are not always aware of which credentials are con- sidered the most reliable and useful by admissions officers, the following guidelines are suggested: 1. Ask first for original documents, even though the applicant may have to carry in his university diploma that is preserved under four square feet of glass. Original transcripts and university grade slips, though provided by the applicant, are considered fairly reliable. They should be inspected for authenticity. 2. If the applicant cannot provide originals, photocopies are the next best evidence. Photocopies are available sometimes when originals are not. Large diplomas would be conspicious by their absence from the wall of a person's home or conspicious if packed in the luggage of a person leaving Cuba for Spain or Mexico. They may be photographed and reduced in size. Other documents are photocopied because they are sent by various insecure means to friends or relatives outside the United States and then on to the United States. 63 Sometimes they do not reach their destination, and Cubans are understandably reluctant to risk sending original documents by this method. While some Cubans still are obtaining some of their documents from Cuba, it would be unwise to ask an applicant to risk danger to a relative or acquaintance in Cuba by insisting that he secure specific credentials. Photocopies should be closely inspected to ascertain, if possible, that they are exact duplicates and that no alterations have been made. 3. If the applicant has only a high school diploma, or copy, but does not have the high school transcript, and he has no evidence of university study, it is likely the U.S. university could consider him for entrance at the freshmen level, consistent with policy regarding admission of adults where practices of placement testing, counseling, part-time study, special status, etc. are usual considerations. The applicant might be asked to reconstruct his secondary school program requesting, perhaps, assistance from a former teacher or colleague in Cuba. 4. Grade slips from Havana University and student copies of Villanova University transcripts have the same usefulness as similar American documents. It is suggested that the applicant arrange the grade slips in chronological order and also construct a list of subjects taken and grades received as well as he can recall them, noting where grade slips are missing. 5S. Transfer of credit, from either original or copies of original transcripts or grade slips, should be considered, consistent with advice given under "Recommendations" near the end of this section on Cuba. 6. If the applicant has only a university diploma or copy of one, but has no transcripts, it would be difficult to determine admissibility to a graduate program that is dependent upon the undergraduate field without addition- al testing, taking of undergraduate courses, etc. However, it is likely that the applicant could be considered for admission as a special student until he was able to prove the validity of his degree or readiness for graduate study. The applicant should make a chronological list of his university subjects to assist the admissions officer and his academic advisor. 7. A married woman, whose maiden name appears on Cuban documents, should be asked to present evidence of the name change (e.g. marriage certifi- cate). 8. If original documents are presented, it is wise either to ask the applicant to accompany them with identical photocopies which the admissions officer can keep or to make copies on the spot. It is inadvisable to assume responsibility for these original documents. Furthermore, it is unwise to request that original documents be sent through the mail to an admissions office; it is preferable to deal only with photocopies until the applicant personally can present originals for verification of copies. 64 9. The following statement was supplied by the Registrar of Villanova University in Pennsylvania regarding Cuban records on file there: "Incomplete files of microfilm records for the years 1947-1957 from Universidad de Santo Tomas de Villanueva are permanently on file at Villanova University in Pennsylvania. Although both Universities were under the jurisdiction of the Order of St. Augustine, they were not affiliated. For this reason, records reproduced cannot be certified by Villanova University as official. If a student wishes a copy of such a record, he should write directly to the Registrar, Villanova University, Villanova, Pennsylvania 19085, giving his dates of attendance and expediente (certificate) number." B. Credentials other than Academic Documents. Because of the widespread inability to secure acceptable documents, various kinds of affidavits and transcripts have come into use. These should be regarded with extreme caution because they may be inaccurate, incomplete, misleading or even fraudulent. For example, many Cubans before leaving Cuba and knowing they cannot carry their papers with them on a Freedom Flight, will take them to a translator or notary public listed with the Swiss Embassy. The translator or notary will translate and/or transcribe the documents (usually grade slips) word for word; he does not photocopy them. The seal of the Swiss Embassy may then be affixed to the transcriptions. While these documents may be accurate and complete, there is no way to verify these possibilities, nor has an officer of the Swiss Embassy sought to establish this verification. There are also in the United States, mostly in Miami, several organizations or individuals who will write testimonies about the secondary school or univer- Sity attendance of a Cuban. These organizations or individuals may go to con- Siderable trouble to assure the accuracy and integrity of their statements. Nevertheless, they are only statements, not actual documents. Also, as time passes, it may be difficult for members of the organizations or other individuals to recall clearly and completely what happened in the educational life of another individual. Therefore, it is unwise to attach the value of a transcript or diploma to such affidavits. C. General. With justification, there is sympathy for political refugees from all countries who left their native lands without being able to take vital documents. Careful effort should be exercised by admission officers to assist such applicants within the framework of sound educational philosophy. Therefore, when documentation seems scant or non-existent, it is wise always to probe further to ascertain if any other helpful materials might be obtained. For example, an applicant may have supplied only an affidavit regarding university attendance because he thought the admissions officer would not be able to read his original transcript in Spanish. Or, when it appears that no documents are available, the applicant might have such meager evidence as a university iden- tification card, which would at least indicate admission to the Cuban university, which, in the absence of secondary school records, would imply graduation from a pre-university institute, thereby establishing a basis for at least freshman admission. 65 VII PLACEMENT RECOMMENDATIONS -- BEFORE 1959 A. Freshman Level. 1. Secondary school graduates who will have received the diploma of Bachillenato may be considered for admission without advanced standing. 2. Commercial school graduates who have received the title of Contador (Accountant) may be considered for admission without advanced standing. 3. Secondary school graduates who have received the title of Agrimensor (Land Surveyor) may be considered for admission without advanced standing. 4, Normal school graduates who have received the title of Maes thro Nomna£ (Normal School Teacher) may be considered for admission without advanced standing. B. Transfer Admission. 1. Because it would be impractical to provide guidelines, each univer- sity should apply its own qualitative and quantitative standards in considering transfer students for admission. 2. University level work should be considered for transfer credit on a year-for-year basis. Generally, credit granted should not exceed that amount which can be earned in the same period of time in the receiving institution. 3. The Licenciado which required only three years of study may be recognized for advanced standing credit but not for graduate admission. 7 C. Graduate Admission. Degrees and title (e.g. Doctor en Pedagogia, Docton en Filosofia y Letras, Ingeniero Civil, etc.) of four or more years in length generally may be considered comparable to a U.S. bachelor's degree. There are some exceptions, however, which have been explained in the section, "Special Characteristics and Quality Factors". Admissions officers should carefully examine the program completed on a course basis. (See also, the section under "Educational System, Higher Education" for a listing of represen- tative degrees and required years of study for Havana University.) VIII RECOMMENDATIONS -- AFTER 1959 For freshman, transfer and graduate admission, pre-1959 recommendations generally apply. In addition, students should be requested to submit in chronological order a list of their academic and non-school educational experiences. 66 IX GLOSSARY Agrimensor - land-surveyor Alfabetizmo - literacy; an "al{abetizmo" (i.e., literacy) campaign was conducted in 1961 Aprobado - "passing"; lowest passing grade in system before 1959, commonly called D; after 1959 also lowest passing grade, but probably same as C Aprovechado - "fair"; next-to-lowest passing grade in system before 1959, commonly..called C; after 1959, also next-to-lowest passing grade, but probably same as B Asignatura - course, subject Bachiller - title given a person at completion of academic secondary school Bachillerato - Name of the degree (or title) that represents completion of university preparatory secondary school curriculum Brigadista - high school or university student "alphabetizer" who quit school to participate in training of illiterates in 1961 Bueno - "good"; second highest grade before 1959, commonly called B ‘ Cakificacion - qualification, grade Camera - career, often meaning general program or major field pursued in a university Circeulos Infantiles - pre-primary schools for infants through the age of five Colegio - private, academic secondary school; used until about 1960 Contador - secondary school graduation diploma title, meaning "accountant" f > . * * * * Contador Publico - "public accountant," university title (i.e. degree) for studies in accounting Desaprobado - "failed"; grade given as a final mark with no further opportunity for. repeating an exam failed or missed Escuela al campo - "school to the countryside;" secondary school students move into the country for 45 days during school year to work, study and play games and sports 67 Escuela en eL campo - "school in the countryside;" secondary school established in rural area providing work and study for students Escuela nowmal - teacher training school Escuela primaria- primary school (grades 1 - 6) Escuela primaria superion- upper primary school (grades 7 - 8) Escuela secundaria basica- grades 7, 8, and 9; apparently existed only in mid-1960's Ingeniero- "engineer;" university title awarded for studies in engineering Ingredso - entrance; often refers to entrance exams for some level of schooling Instituto de sequnda ensenanza- public academic secondary school (used until about 1960) Instituto pre-universitarts - academic higher secondary school Licenciado- “licentiate;" infrequently used in Cuba; usually represented three- year university degree beyond secondary school at Havana University; represented usually the four-year degree at the Central and Oriente Universities Maestio nownal- "normal school teacher;" title given at completion of secondary level teacher training "Nonmalista" - term commonly used by Cubans to indicate attainment of title of maestro norm Nota- grade or mark; Cubans often refer to their university grade slips as their " yotas" 4 Pedagogia- science of education Periodista- journalist Perito- "expert;" e title often used to denote completion of technical school training Sobresaliente- excellent; highest passing mark Susperso- failed (but the opportunity prevails to sit for make-up exam later) 4 * 7 a = J . Tecnico- technician; title often given at completion of technical secondary school training / Titulo- title; usually refers to university degree or secondary school diploma 68 X BIBLIOGRAPHY Bonachea, Rolando E. and Valdes, Nelson P., Cuba In Revolution. Garden City, N.Y.: Anchor Books, 1972. Bowles, Samuel S. "Cuban Education and the Revolutionary Ideology," Harvard Educational Review, XL, No. 4 (November 1971), pp. 472-500. Gillette, Arthur. "Cuba's Educational Revolution," Fabian Research Series," No. 302 (June 1972), 36 pp. (Published by the Fabian Society, 11 Dartmouth Street, London, SWIH 9BN, England). Huberman, Leo and Sweezy, Paul M., Socialism in Cuba. New York, N.Y.: Monthly Review Press, 1969 Leiner, Marvin. "Cuba's Schools, Ten Years Later," Saturday Review, October 17, 1970, pp. 59-71. MacGaffey, Wyatt and Barnett, Clifford R., Twentieth-Century Cuba: The Background of the Castro Revolution. Garden City, New York: Doubleday Anchor Books, 1965. Mesa-Lago, Carmelo (ed.), Revolutionary Change in Cuba. Pittsburgh: University of Pittsburgh Press, 1971 Paulston, Rolland G. "Cultural Revitalization and Educational Change in Cuba," Comparative Education Review, XVI, No. 3 (October 1972), pp. 121-44. "Cuban Rural Education: A Strategy for Revolutionary Development," in Foster, Philip and Sheffield, James (eds.), World Yearbook of Education 1973, London, England: Evans Brothers, 1973. "Revolutionizing Educational Policy in Cuba," School and Society," XCIX, No. 2336 (November 1971), pp. 452-53. Read, Gerald H., "Persisting Problems in Cuban Education," Phi Delta Kappan, February 1972, pp. 352-57. Seers, Dudley, (ed.) Cuba: The Economic and Social Revolution. Durham, N.C. The University of North Carolina Press, 1964. Suchlicki, Jaime. University Students and Revolution in Cuba. Coral Gables, Florida: University of Miami Press, 1969. Thomas, Hugh. Cuba: The Pursuit of Freedom. New York, N.Y.: Harper and Row,1971. U.S. Office of Education. "Educational Data: Cuba."(Washington,D.C.: Government Printing Office, November 1962).This invaluable publication is no longer in print but should be available in most libraries, if not in the college admissions office. 69 XI SAMPLE CREDENTIALS Ife ae REPUBLICA DE CUBA MINISTERIO DE EDUCACION 710 INSTITUTO DE SEGUNDA ENSENANZA DE LA HABANA Dr. al HILDA SOCORRO MiNDEZ CONSUEGRA Profesor y Secretario del Instituto de Segunda Ensefianza de la Habana. — — — — — — — — — — —- —— — > CERTIFICO :—Que enel Archivo de esta Secretaria a mi cargo obra el Expediente No. 7627 Leg. P.142 correspondiente a ALBERTO @mERERER en el que consta que aprobé las siguientes asignaturas con las califica- ciones que a continuaci6n se relacionan: €: ee Ingreso a la 2da. Ensefianza........... pi ovechado Reet ay eS Espafiol, Primer Curso. .........--++++ y cece ie a Syne ee Matematicas, Primer Curso.........--- pest i 7 ; a a ‘ aN Inglés, Primer Curso...............-- A reg ‘3 oO Geografia Regional ..............+--- a wae rd < Historia Moderna y Contemporanea. .. ~ b _ Anatomia, Fisiologia e Higiene......... probado oO Educacién Fisica, Segundo Curso ...... Aprobado Q Espafiol, Tercer Curso.........--+---- Notable Matematicas, Tercer Curso.........-.- Aprovechado E Inglés, Tercer Curso.........----+-+-- Notable : fj Geografia de Cuba. ......0. 6682000008 Sobresaliente 3 Piisteria G6 GUE 6b. csc de deca ca res Sobresaliente vA ica ka sac dineanay 2 . =; ie . 3 ececsscesreeoesenese Notable i Ra Educacién Fisica, Cuarto Curso.......- F I a Ampliacién de Matematicas..........: Sobr esaliente re) 2 eS Ampliacién de Fisica ...........---++ Sobresaliente yler. Ampliacién de Quimica ..........- Sobresaliente we ky Mitel. sat, cos sesacnes saves sel Notable = } BIA. see eee eee eee eee eee RO rr) pr GR sr aa fe See Se oe cal SS PLS me rat ee LD ore eS Aprobado Historia de América................. Sobresaliente RE EC COTE ee Tete See ee. Sobresaliente Introduccion a la Filosofia........... Notable Silie 5s. enn wb cswaivadesidngesss eee meen 100 QUINTO ARO (CIENCIAS) eS x | Matematicaa (2do. curso) .....-. eee cee eee eees a CURSO_ 2220S Inglés (2do. Curso) ...... ighhieedehtitadancan — we PN <5 ia er ae he pea e uss ascuaecseenens a ile ae Geografia Regional ....... gaditaertan tects ___93._.] Ampliacidn de Mateméticas .............+..... mée#,s Historia Moderna y Contemporanen ........... sobs Pimtpiaciin Ge TMMCA 66556 6005s ves bdccsdccwas Dati i ociamsel Anatomia, Fisiologia e Higiene ..........--+. .. 96. . Ampliacién de Quimica .......0.0.cccccccceces pelle RN, Sie we d con eeilevace senha yess sehhen cata sammpcelind TERCER ANO CURSD 1959-1960 A 4 ‘ QUINTO ARO (LETRAS) rere rere 92 _ cnet RO ere 96.9 CURSO ee Matematicas (Ser. Curso) ........-.5-.006- , oo woe PEI 0k Sy hagas Saiaige coicaie ed wee ee STE Inglés (Ser. Curse) ....02.ccecsdcccccwsees ; 94 SE ee, oer OOPS 6 Ree ce Geografia de Cube 2.2... c cece cee seees é 95 eee pene @ href ote asian parabeenngr a Beane pipes coseclacncet Hiiteria: de GA «ioc cc 5.550 Feevesee Spree ae Historia de América .......- ib occ vaewuawioneen Ss tas siniica CGMS words unos. ve Geleveis het cbagece stor aeen 9E ADIND 2 acs anabaw say daca. n towaws bacuden CaS Soe er Fisica (ler. Curso) .......0.05 20. seeseee ee ees — = Introduccién a la Filosofia ............+-...05 Sees | Bulcologia. .-.- 21. .e ee eeeeee eens renee ete ees 96 Re oii ete EO Ses anh ccs seats os: eee Y para que conste donde convenga al interesado, y a su instancia, libro la presente certificacién de orden y con e] Vto. Bno. del Rector del Colegio. octubre de 196.0 __ 2. Private secondary school transcript, showing only 3 years of study (before change in 1960-61). 72 4) REPUBLICA DE CUBA MINISTERIO DE EDUCACION Justituts de Segunda Ensefianza br Marianas En virtud de que ha cursado y aprobado {os estudios que capacitan para recibir el correspondiente grado acndénico. &n uso de las facultades propins de nusstros cargos, y con cl visto bueno del Ministre be Hducacion, expedimos y firmanis este Titulo de Bachiller en Letras of Marianas, wues e de 157 —~ VTO. BHO.: af . BS ae i a SE Ben ra is. a wae | (a DrmecTor 3. Secondary school diploma (old system). UNIVERSIDAD DE LA HABANA 73 ESCUELA DE CIENCIAS COMERCIALES / “ arso Académico de ist a VF Ensefhanza x See f Sepedtente_£ . CEDULA DE NOTIFICACION DE NOTA El alumno Sr. ____erdinario de la asignatura de FINANZAS la ca- 1a obtenido en el Ie7 ose - =, ificacién de —-<8 o hm. Loita ae eeeerereess ene Y en cumplimiento de lo dispuesto en los Estatutos de esta Universidad, y para aotificar al alumno el resultado de este examen final ido la- presente en La 26 EXE 1960 Habana, a de. - REEMBO we 58762 7" set UNIVERSIDAD DE LA HABANA ESCUELA DE CIENCIAS COMENCIALES L Curso Académico de 1982 _ a 195.7 _ Enseianza_ "<< Ps CED DE NOTIFICACION DE NOTA El alumno Sr ha obtenido en el examen ordinario de la asignatura de ESTADISTICA COMERCIAL Ia calificaci6n de _7= __¥ en cumplimiento de lo dispuesto en los Estatutos de esta Universidad, y para notificar al alumno el resultado de este examen final, expido la presente en La Habana, act de ee ae 19660. IN? 37867 REEMBOLSADO 7— 2 2 MAY 1259 = — To aeeieeetnenimeenell 4, Grade slips from Havana University (old system) fii UNIVERSIDAD DE ORIENTE 74 tor . CEDULA DE NOTIFICACION "hee rae, ~ 2 Curso 19.65: 19.. tA = Facultad ie. ~ ‘Urencuas ALDICAS, x £ ‘Escuela de.. . Poe » ESSOMATOLOGLA, a Carrera de... ..". .ESTOMATOLGGU, cage | ; CIENCIAS FISIULUG See ee \ ~. Departamento de.. .. .. = \. / Revisados los promedios de] alumno a *_* #©f #8 Ae t= = a *- *“*. _*-f © * © *# © *® @ © a TUQUIMICA I Ww en Ja asignatura de.. .. . BIUQU I} 2 enerenr ee > ha obtenido la calificacién general de: © es, eS eas ss = = == con = puntos Santiago de Cuba, § 26. .de.. Junio... dei965.. Aitihy uf Paul Director“del Departamento o Profesor de-la /Asignatura. de la Escuela ‘ a UNIVERSIDAD DE ORIENTE CEDULA DE NOTIFICACION Curso 19.65 19.66. Nast te ws'Fadaltad de.. . .QFENCIAS. MEDIGAS... .. .. .... 2... LET fscuela de.. .. . ESTOMATOLOCIA Carrera de.. . _ ESTOMATOLOCIA .. ; Dearden 4 de.. ..Ciencias Mort elécicss. Revisados los promedios del alumno Cc enlaasignaturade....Anatomia II... REX ha obtenido la calificacién general de: z q —<————S ee === con === == puntos 9.3- 7-Santiago de Cuba,. 9. .de. Diciembr¢ ‘de 1965... SS —. pel j a OW CE S a nemaene Ae VD A ©? Director del Departamento o Profesof de la Asignatura|_ de la Escuela om es — 5. Grace slips from Oriente’ Ur*« -sitv ‘new system). 19892 — + ? fm: _: : : aii - cy p™, —_ a oe De Bee Clenindes Uh 7 ea Hid ST) ete Cflemiinde: (Lal H f-&,* : itige sade : a a eT Secretario General de [a Universidad de la Habana S= > 33 ‘Gertifica: que ----+----- - ha years (old cystem). 76 1952- 53.-Organizacién Administracicn de Escuelas.------- Sobresaliente detodologfa edegégica segundo curso(Métcdos Espe---------~--- ae ci2les,.-------------------------- ------ ---------- Aprobado----- . Técnica de la Inspseciéa Es scolar prinaria y secun-------------~- daria,------------ --------------- ween wen «o= Hoteble-----. " Construccion de Planes de *studios.-------------- Notablo------ Filosofia de la “ducaci 6a, ---------------- ~----- - Sobresaliente ° Educacién Coaparada.------------------ ----------- Notable------ bd Didactica de las Escuelas Secundarias(Cienc ias)me------------ on i oe BLO CUPSD gear er en renee ----- Sobresalicnte w Didéctica de las ®scueles Sneundiass oot leuras diane én ares eee aren oem — Gio curso,--------- --------4---------- ~------- ---- Aprovecheado-- . Edveacién de. Anor=-l em ------- ------- ------- -- Aprovechado--+ - Orienteacién ‘refesioncl y Coreral.--------------- Aprobado----- - - -ASIMIS“O CERTIFICO: que en cl curso acadcmico de mil novecientos cin cuenta y dos a nil novecicatos. ,cincrenta y tres - la mencionada alumna rea- lizé sat cfactoriamente las prfcticas correspondientes a Metocologia Peda- c6cice({.E.).-- - --- ee ee eee ee re er er tee re eee - - -TAMBIEN “CERTIFICO: que con ‘Saar Gieciocno de ebvril de mil novecien- tos cincuenta y seis la mencionacc ciuzns realizé. los ejercicios de grado como aspirente al titulo de Roctor cn Filosofice-y Letras en los cuales ob- tuvo la calificacicén de Sobrcsclicits, emidiéndos ele el correspondiente-~- titulo el dia veintimeve dc erg 0 propio ano, quodando anotado al fd-= lio orce, yniinero des cizmios.ocuslic Col livro correspondiente.= - - - - - ~ - -.DEAAS CERTIFICO: .cve con Peeka yointiocho de julio-de mil novecien= tos cinema tn y seis reelizs_ los e Sercicios cc gracs como aspirante al - titulo de Dector-ea fecazosic en Se geeks S ages la calificacién de So = 4 —— ye bresaliome, exp di Exdosole CL Ccusréssondiente titulo el dfa diecisicte Ge agosto de mil novec: ceatos “CIRC AO ye SSisjeeseanto-anctado al folio setenja y cuatro, ‘Bimero. mil trescicntos ochsnta y nucve del libro co-- rrespondicnie, = -2--- fe ee et ere tr et ee ee rt ree ee ~ = -Y a solicitid d mrte_intereseda,. expido la presente certificacién de orden del seior Rector y autoriszada la su Visto Bueno y’el sello ofi cial de la Universidad,. en. la Foborm, a, log - dias del mes de febrero de.mil. noveciert cs sesentae- --+7-- - \ Vto. Bno. Dr. oh. G fase Incla4n y Cog¢a R rs ecto Tre 6, continued. / UNIVERSIDAD DE SANTO TOMAS DE VILLANUEVA ») APARTADO No. 6 - MARIANAO - HABANA TRANSCRIPCION OFICIAL Scientia Since Virtute Vanitas Nombre ee ee ee Direceién Colle26. No. entre Ire... 3: Fecha de nacimiento... J N1LI9..21). de.1937.<.- = Ingresé mediante. Dachiller. on letras... Eig. age Fecha de Ingreso... 1956 ahs Fecha de salida.—_.>>.-=...-. Instituciones donde estudié. COlOSiO Ce la fslis, ets. S22. F222. 222s. 3.2 Cheshire Acateit. = me Facultad . Derecho.- - - - - - -.- - =.= = -]] Observaciones mmm mime eee eee Te eee. SS SS Ses poe Ae = PR Ne NO A I Be i i Recomeniicbies i. 22ee S e S e e e ee ee ee ASIGNATURAS Calificaciones ASIGNATURAS Calificacio 1958-57 1959-60 Xolision Derecho Civil (ie:nilia) Gesrecho Politico Yerecho Innobiliario Derecho ic vinistrativo I 2egislacion Tributaria Derech» Romano I Derecho Civil (Oblizeciones) invroiuecion a la Ciencia del vareas y Patentes ($ curso) Derecho Yanca v Seguros Introcuccion a la Crininolosia iistoria rolitica Ge Cuba Gryaw Woes Ck 23 2 Q 1 w2cononis Politica I ye - sor7ica C - 1957-55 ~ Derecho Acninistrativo I cS 3 Relizion Cc _ lerecho Constitucional D m Lerecho Romano II n 7 erecho Atuinistrativo II Cc ! f 50 “4 44 echo Civil (Parte General y * Personas) o ua 60 y yerechy Frrocesal Civil ITI Cc - -53 - no Penal I 8 - Cntolozia - co ye i slision - ; B i:0 risce? (Zeenica) » - 4 3 avin cel Derec'ro > ~ oY - wc Proces:2 Civil z C - 10 ; ereantil Terrestre A - eco Civil (Propiedad y Dere - cho Reales) B - 1°98-59 - Ontolo-ia y - 1959-60 Religion Cc ’ 4 verecho iiercantil, Maritino y I Aereo (+ pork, Cc =<- = : 7. Transcript from Villanova . Fé VA (im, University (old system). / Rogistredor. FACULTAD DE_S220LO3TA.__ yas 2.1989 KX UNIVERSIDAD RESULTADO DE LAS CALIFICACIONES OBTENIDAS EN LAS PRUEBAS. DE LA HABANA PRACTICAS Y TR REALIZADOS EN: RERAAA ONAL cuRSO py_19Ch. SESSIN PRIMER APELLIDO: | SEGUNDO APELLIOO: N\Q NO: Ss ESCUELA: CARRERA: PLAN: NUEVO 0 To-oninris Ciyil Znusonriczrs Citi Vea 6 ESPECIALIDAD: ARNO MATRICULADO: MATRICULA: EXPEDIENTE: 22 1337 511-31 ASIG NA TURAS OROINARIO 5... : : V¢ Pb ms Dibujo Aplicods..1. faa ER ach ea At oS ~ Eee, fee 2 SATS, ¢ ) GG 3-2) AnSlisis: Matemitico..3....°°+. (s)/..060. | S2.. * Ss s ls & = SS See Ae: ~ 3. 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General. Between Cuba and Puerto Rico lies the island of Hispaniola. The western third of the island is occupied by Haiti, and the eastern two thirds, a territory approximately twice the size of Vermont, is occupied by the Dominican Republic. Hispaniola is crossed from southeast to northwest by four mountain ranges producing a rugged topography and reaching a maximum height at Pico Duarte of approximately 10,390 feet, the highest point in the West Indies. The tropical climate of the island is moderated by trade winds and ocean currents; average temperatures range between 72 and 83 degrees F. A densely populated country, the Dominican Republic reached a total of four million inhabitants in 1970 and the rate of population growth, 3.5% per year, was among the highest in the world. It is a youthful population, with 44.6% of its inhabitants under 15 years of age (1960). Santo Domingo, on the island's south coast, is the capital city @Ad has a population of approximately 671,100. Santiago, located in the fertile Cibao valley to the north, is the country's second largest city. Estimates of racial makeup vary, but most authorities agree that 60% - 70% of the people are mulatto, with blacks and whites making up the rest. There are no indigenous groups remaining. The language of the country is Spanish, and the predominant religion is Roman Catholicism. The economy of the Dominican Republic is a developing one, devoted mostly to agriculture and agriculture-related activities. These account for over 50% of the country's foreign earnings, and the principal products exported are sugar, coffee, cacao, bauxite and meat. The monetary unit is the peso which is valued at par with the dollar. The island of Hispaniola was discovered by Columbus on his first voyage to the new world. Due to the island's strategic position, the history of the Dominican Republic has beer characterized by the repeated involvement of foreign powers. Spain controlled the entire island until 1697 when it ceded the western portion to France. The eighteenth century saw the development of a sugar, cattle and coffee economy and an increased importation of African slaves as well as new European immigration. Weakened by wars at home, however, Spain ceded the eastern section of the island to France in 1795. France was unable to exercise control over Hispaniola, and a slave revolt which began in Haiti ended in the occupation of the entire island by black armies in 1805. With assistance from the English fleet the black Haitians were driven out in 1809, and Dominican unification with Spain was accomplished. Independence from Spain was declared in 1821 but lasted only nine weeks when Haitian troops under Boyer invaded the country. 82 v Although the Haitians were expelled in 1844 under the leadership of Juan Pablo Duarte, the country was ill prepared for the independence it achieved. In the second half of the nineteenth century the Dominican Republic experienced threats of furthur Haitian invasions. From 1861 to 1865 there was a brief re- unification with Spain. In 1865 independence was restored, and the Dominican Republic suffered a series of repressive dictatorships, culminating in 1904 with the takeover by the United States of the customshouse of the republic in order to disburse Dominican revenues to European creditors. With cival war imminent in 1916, the United States Marines occupied the country until 1924, at which time a freely elected Dominican government took office. Horacio Vasquéz was elected president until 1930 when Rafael L. Trujillo rose to power. Trujillo's dictatorship was one of absolute and brutal personal control over the life of the country and its citizens. He was assassin- ated in 1961, and in 1962 the Dominican Republic held its first free elections in 38 years, choosing Juan Bosch, a writer and intellectual, as president. Bosch held power only until September 1963, however, when he was overthrown by a military coup d'état. In 1965 civil war broke out between the pro-Bosch and the anti-Bosch factions, and the United States intervened, landing a total of 20,000 troops. They were later incorporated into an Organization of American States Peace Force. Resentment of this intervention ig still expressed by many Dominicans. New elections were held in 1966 and Joaquin Balaguer was elected to presidency. He was re-elected in 1970. Under its present constitution the Dominican Republic is a representative democracy with power divided among the executive, legislative and judicial branches. Particular note should be made of the Dominican Republic's special histori- cal relationship with the United States. The relationship dates back to at least the 1860's when the United States considered adopting the Dominican Republic as a protectorate. It encompasses the receivership of 1904, the 1916-24 occupation by the Marines, the 1965 intervention, plus considerable and continuing U.S. economic investments. It is also shown in a sizable Dominican community along the eastern coast of the United -States, especially in New York, and in the sharing of a number of major league baseball players, among them Juan Marichal, Rico Carty and the Alou brothers. B. Educational. In the colonial days of the sixteenth century Dominican educaticn was under the control and direction of the Roman Catholic Church. In 1538 the first university in the New World was opened, the Royal and Pontifi- cal University of St. Thomas Aquinas, later to become the Autonomous University of Santo Domingo. During the 16th, 17th and 18th centuries, education reflected the political vicissitudes of the country, as Spain, France and Haiti alternately dominated the island. Public education began to evolve slowlw after independence in 1844. However, illiteracy remained high, as the government displayed little interest in assuming educational responsibilities. In 1857 practically the only schools in the entire country were either at the elementary level or were private. 83 “In 1884 the Puerto Rican educator, Ev =nio Maria de Hostos, prompted noticeable educational reform. Newer, m ‘e scientific educational methods were employed, and a law was enacted that charged the municipalities with providing primary education and the national government with assuming the responsibility of defraying the costs of secondary instruction. A system of six years of elementary schooling followed by two years of intermediate school, concluded by four years of secondary school was established. It has been followed with some modifications to the present time. In 1895 the General Law of Public Instruction divided the control of the country's educational system between a higher educational council and local committees. Elementary and teacher training schools were under local governing bodies, and secondary schools and the one higher educational institution, the Professional Institute, were the responsibility of the higher council. The Professional Institute, founded in 1882, occupied the buildings and facilities of the old Royal and Pontifical University ef St. Thomas Aquinas. In 1914 it was given the name of Universidad Auténoma de Santo Domingo (Autonomous Univer- sity of Santo Domingo). From 1900 - 1960 there was little substantive change in education with respect both to modernization or expansion. Illiteracy was estimated to be as high as 50 or 60 percent. However, in the last ten years considerably more attention has been given to education at all levels. In the past decade two more universities (botn private) and a junior college have opened. In 1972 the Instituto Tecnolcgico de Santo Domingo opened as a privately funded and operated post-gra .3*- institution. A thoroughgoing reform to diversify secondary educa- tion beg.i. in 1970, and now there is considerable emphasis on teacher training and retraining. The chief officer of education in the Dominican Republic is the Secretary of the State of Education, Fine Arts and Religion; this individual exercises control over elementary, secondary and technical/vocational education, but not over higher education. Currently about 19% of the national budget is spent on education, representing about a three-fold increase in the past ten years. III EDUCATIONAL SYSTEM TODAY A. Overview. Education in the Dominican Republic is compulsory for children ages 7 - 14, althou.h in 1972 only 17.5% of the elementary schools offered the full six years ot primary education. The school year normally runs from October to Jume, except im certain areas where the calendar is adjusted to the agricul- tural season. Enroliment figures for the student population in 1970 showed 86.6% enrolled in primary education (a considerable portion of this in first grade), 11.4% in secondary and 2% in higher education. 84 There are private schools at all educational levels and although free of strict government control, they are expected to follow the programs of study specified by the Secretary of Education for the primary and secondary levels. Private schools that are grant-aided by the government are referred to as semi- official schools and experience the same government control as public institutions. In post-primary education students enrolled in private institutions accounted for approximately 25% - 30% of the total national enrollments in 1968-69. B. Pre-primary. Public pre-primary education is provided for by law but has not been implemented to any significant degree. C. Primary. Primary education consists of grades one through six. Avail- ability and quality of primary education in rural areas is somewhat restricted. D. Secondary Education. 1. University Preparatory. The secondary system of education is currently undergoing a major revision. Both the old system, which is pre-dominant, and the new system are being used throughout the country. In the secondary education system there are both public and private schools. The 2iceos are usually public, and the cofegios are usually private and operated by the Roman Catholic Church. In the material that follows, infor- mation about £iceos refers generally to the secondary level of education, both public and private. ? Under the old system that still prevails there is the 2iceo Anterumedio (intermediate school), encompassing grades seven and eight. Entrance to the Licem inteunedio is based upon successful completion of the sixth year of primary school work and final examinations, for which the Primary School Certificate is awarded. In the Liceo intewnedio there is a review of courses studied in primary school and also the introduction of new courses. Upon successful completion of the Liceo inteunedio the student receives the Certificado de Sufiencia en Los Estudios Inteunedios (Intermediate School Certificate) which enables him to qualify for admission to the four-year pre-university curriculum of the liceo Secundartio (secondary school) or to secondary level vocational schools that specialize in agriculture, industry, commerce or arts and crafts. Training in these vocational schools varies from one to four or five years. In the Liceo secundario general academic subjects are taken for the first three years, including Spanish, mathematics, history, physical and natural science and English. In the fourth and final year there is a choice of special-~ ization for the Bachiller en Ciencias y Lettas (Bachelor in Sciences and Letters), Filosofia (Philosophy) , Matematicas (Mathematics), or Ciencias Naturales (Natural Sciences). Students who graduate from the Liceo Secundanrio may qualify for admission to any one of the three universities «* other institutions of higher learning. 85 In 1967-68 a new and more unified system of intermediate and secondary education was authorized. Gradually being phased in, the new system is divided into two cycles: four years of intermediate education (rather than two as in the old system), called the cicko comin (common cycle), followed by two years in the ciclo superior (higher cycle). During the four years of the ciclo comun (grades 7 - 10) all students take the same compulsory academic subjects: Spanish, mathematics, social studies, natural sciences and English. Additionally, they select other studies in industrial arts, home wiusaice, mechanics, agriculture, etc. In the ciclo superior (grades 11 and 12) there are six programs of study. The traditional academic curriculum of ciencias y Letras (sciences and letters) prepares a student for entrance into a university. The other programs are in industrial, commercial, home economics, agricultural and elementary school teacher education and are designed to prepare a student for immediate entry into a vocation. However, they also provide access, if the student desires, to the universities of the Dominican Republic, in their respective fields. Students who satisfactorily complete studies of the ciclo superior in sciences and letters receive the title of Bachiller en Ciencias y Letras. Those who have satisfactorily completed the requirements of studies of the ciclo Superior in the industrial, commercial, and agricultural areas will receive the title of Bachiller Tecnico,and those in the elementary school teacher training program will receive the title of Maestro Primario. 2. Normal Schools. Since 1966-67 the escuela normal (normal school) has trained people to teach only at the elementary level. Prior to that time the normal school trained both elementary and secondary teachers. Under the new system normal school training is two years in length, entered after completion of the ciclo comin (tenth grade). This training actually is one form of the ciclo SUPRALON (described above), but the instruction probably for some time will remain at the existent normal school sites, where facilities already have been developed, rather than be incorporated into the physical plants of second- ary schools. There are five normal schools in different geographic locations, with another one planned in the future. About 40% of the students live at the schools, and their expenses are borne by the government. Selection of students is made on a competitive basis. The curriculum for the escuela normal is fixed, with everyone taking the same subjects. Spanish, mathematics, civics, science and professional education. Studerits who have satisfactorily completed the requirements for becoming primary school teachers receive the title of Maestro PALMANLO. Before the new system began being implemented in 1966-67, normal school training for elementary school teachers was three years in length (grades 10, 1l and 12). The title given was either Maestro Normal Primario or Maestro Normal de Primera Enseaanza. 86 Students earning the normal school title for elementary teaching may qualify for admission to the program of the Licenciaturza en Educacién at the universities. Normal schools formerly trained teachers for secondary school teaching, as well as elementary. See the section on post-secondary education. 3. Technical and Vocational Schools. There are about twelve technical and vocational schools considered to be at the secondary level in the Dominican Republic, offering studies in agriculture, mechanics, carpentry, home economics, commercial skills, etc. The basis of admission varies, some permitting entrance after the sixth grade and others after eighth, ninth, or tenth. Length of pro- grams ranges from one to four years. However, the schools are now being adapted to reflect the new secondary education reform program, and eventually the ciclo comun will be the basis for entrance into the technical-vocational programs which will then be the ciclo superior. The title presently given by these _schools is Perito (Expert). This title will gradually become the Bachiller Técnico as the reform system becomes more completely implemented. In the past several years, as introduction of the reform has been made, the title of Perito has been equated in certain programs in certain schools with the Bachifler. Students who desire to furnish proof that their titles are comparable to the Bachiffer must secure a certificate from the Secretary of Education of the Dominican Republic that indicates the comparability. With such comparability established, they then have access +o certain kinds of employment or to a university. One of the technical schools, Instituto Politecnico Loyola (IPL) has a five-year program, grades 8 - 13. It also gives the title of Perito, but it is considered superior to that of other schools where the title is based on one year less of study. One of the Dominican universities, Universidad Nacional Peato Henriquez Urefia, through experience and by careful analysis of IPL's curriculum, awards credit selectively for work done in the thirteenth year. IPL will continue to call its title awarded after the thirteenth year Perito even after the reform is complete. 4. Grading System - Secondary Education. According to by-laws per - taining to secondary and normal education, teachers of official secondary schools must hold several partial examinations in order to facilitate judging their students' progress and development throughout the year. Grading is based on performance (enthusiasm, interest, etc.) and knowledge gained. Partial exams are limited to no more than three per school term. The grading scale for secondary schools is as follows: Dominican Republic Scale Suggested U.S. Equivalents 390 - 100 A 80 - 89 B 70 - 79 C 60 - 69 D Less than 60 F 87 Students with an overall average of 80° or more will be exempt from the final examination in a subject provided the following conditions apply: 1) the conduct grade is above 60%; 2) the attendance grade is above 75%; and 3) the last partial exam gradt is above 60%. If a student complies with the above requirements, his final grade will read Liberado on his academic transcript. If any of the three above requirements are not met, a student will not receive a mark of Liberado but will have the right to sit for the final examinations in the appropriate subjects which are held in July, providing the following conditions are met: 1) the overall average for performance and knowledge gained must be from 60 - 79%; 2) the conduct grade can be no less than 60%; and 3) attendance must be no less than 75%. If any one of these conditions is not met, the student cannot sit for exams in those subjects in July but must take them in September. (See also section on "Special Charac- teristics". ) The grading scale for normal schools is as follows: Dominican Republic Scale Suggested U.S. Equivalents Nw OH 09TOW > or F* * If a student receives a grade of 2 in either Spanish or mathematics, he must repeat the course. If he receives a grade of 2 in other subjects but has an overall average of 4, he does not have to repeat the course. E. Post-Secondary Education 4 7 1. Escuela Nacionak de Enfewneria. The Escuela Nacional de Engferuneria (National School of Nursing) is located in Santo Domingo. The Bachiller is required for entrance. A three-year program is offered leading to the title of Engeunera, and students may continue their studies at the Cathglic University in the Dominican Republic for the title of Licenciado en Enfermeria. 2. Secondary Teacher Training Schools (old system). The normal schools now train elementary school teachers only. Formerly, up until about 1966-67, they trained secondary as well as eiementary school teachers. At that time, training for secondary teachers was shifted to the universities. However, before the change in 1966-67, entrance into the normal school for secondary school teacher training did require the Bachifée and was three years in length. It Was Rot a degree-level program. The title issued was Maestnio Normal de Segunda EnSenanza (Normal Teacher for Secondary Education). F. Higher Education. There are three universities in the Dominican Republic, one junior ccllege that is developing into a four-year institution with the authority to grant degrees, and one quite new post-graduate institution. Pro- grams leading to degrees (called titles in the Dominican Republic) vary in length from four and five to six years usually, with some requiring seven. 88 The universities and the other institution of higher education also offer a variety of shorter programs mostly in technical or vocational fields. 1. Universities. a e a) Universidad Autonoma de Santo Domingo (called UASD, or the Autonoma; in English it is called the Autonomous University of Santo Domingo). UASD is the oldest university in the Dominican Republic, founded in 1538. With an enrollment of approximately 18,000 full-time and part-time students, UASD is a public institution and is supposed to receive 5% of the nation's educational budget each year. Students pay fees according to their families' incomes, ranging from RD $15 - $50 a semester. All students who present evidence of having received the Bachiller or its equivalent are permitted to enroll. The average number of credits taken each semester is about 20. Competition for a position ‘fon the faculty is keen because it is considered prestigious to be a university professor in the Dominican Republic. After an apprenticeship of two years, the teacher must serve an additional five before life tenure can be granted. It is characteristic of professors at UASD, as well as at other universities, to hold another job in their field in addition to their university responsibilities. UASD professors are paid more than are those at the other university in Santo Domingo, Universidad Nacional Pedro Henriquez Unena. All students who enter UASD begin their studies in the Colegio Universitario, or "CU", as it is commonly called. The subjects are of the general education type and are taken for the purpose of giving students a broadly based foundation for the remainder of their studies as well as to remedy any deficiences which might have been left by their secondary school preparation. UASD is the most politically active of the institutions of higher education. Disruptions occur because of student demonstrations of both a minor and a major nature, sometimes resulting in the extension of the school year to compensate for lost time. See also the section called "University Degrees" (Titles). 4 b) Universidad Catokica Madre y Maestra (UCMM). Founded in 1962 as a private institution, the Catholic University has approximately 2,200 students. It is located in Santiago, the second largest city of the Dominican Republic. Deliberate efforts have been made by UCMM not to duplicate programs that are offered at the other two universities. It has a modern campus, and new buildings are still under construction. A new library was opened in 1972. It is not a wealthy school but receives financial support through international donors such as The Agency for International Development (AID), the Ford Foundation and UNESCO. It also receives RD $120,000 a year from the Dominican government. It has a stable administration and is not troubled by disruptions due to student or faculty dissatisfaction. 89 4 The faculty and administration are young. More than 70% have the master's degree and many have been sent abroad to earn their advanced degrees or to undertake additional study. Salaries range from RD $450 per month for a new professor with only a title of Licenciado to RD $800 a month for a full professor with a PhD and experience. Sabbatical leaves are provided for after seven years of tenure; the institution is so young, however, that no one has yet exercised this option. The minimum standard of entrance is some form of the Bachillenr. Admission is selective, based on secondary schogl grades, and for the first time, in the fall of 1972, the Paueba de Aptitud Académica (the Spanish version of the Scholastic Aptitude Test) was used. Student fees are RD $300 a year. Although UCMM has the smallest enrollment of the three universities, it yields the highest percentage of graduates each year. Many facets of its operation are similar to those found in U.S. universities, such as transcript forms, academic calendar, student services and extracurricular activities. A program of general education is compulsory in the first year of study. See also the section called "University Degrees" (Titles). c) Universidad Nacional Pedro Henriquez Unena (UNPHU). This univer- sity was founded in Santo Domingo on April 21, 1966, as a private, non-govern- mental and non-sectarian university. It was authorized by law in June of that year as being a university with all of the rjghts and privileges thereof. Ap- proximately 6,000 full-time and part-time studehts are enrolled. It is sponsored by the Fundacion Universitario Dominicana, Inc. (FUD), a private, non-profit organization composed of Dominican citizens belong- ing to the industrial, commercial and professional sectors of the country. FUD takes responsibility for the financial and general policy of the University. Like UCMM, it receives RD $120,000 a year from the national government. AID has also provided assistance in setting up several departments, including Chem- istry, Biology, Pharmacy, Education and Social Sciences. The student population has increased at a rate of almost 1,000 full and part-time students a year. There are two campuses, the older one, housed in a former hospital, and a newer one, where construction is still taking place. Most students attend both, different classes being located at each. Student fees vary, depending on t*® faculty in which the person is enrolled, beginning with a low of RD $35 a semester. The minimum standard of entrance is some form of the Bachiller. Admission is selective, based on secondary school grades, and for the first time, in the fall of 1972, the Prueba de Aptitud Académicc. (PAA) was used. General education courses, required of all students, are distributed over the first two or three years of study. Major and minor field subjects are begun in the second year. i 90 Many of the faculty have gone abroad to obtain advanced degrees in their fields. A large percentage of its original faculty came from the Autonomous University, reacting against what they considered to be politically oriented and disruptive elements. Faculty are paid by the hour -- RD $10 per hour, as compared with RD $12 at UASD. See also the section called "University Degrees" (Titles). 2. Other Institutions of Higher Education. a) Instituto de Estudios Superiones (IES). This institute was found- ed in 1963 as a private junior college with the help of Bryant College in Providence, Rhode Island. Financial support has come from a private foundation of business people, Accioén Pro Educacién y Cultura (APEC), AID, and the Ford Foundation. In 1972 its enrollment was 616. This does not include a large English-@S-a-Second-Language Program. The original purpose of IES was to train people for middle-level occupations in business. It was opened in the fall of 1965 with a preparatory course and started university-level classes in February of 1966, requiring some form of the Bachiff{er for entrance. IES now grants four-year (six years if in night school) degrees in business administration, accounting and secretarial sciences. The four-year degree awarded is the Licenciado in the respective field. In addition to the four-year programs, there are two-year programs in business administration, hotel and restaurant administration, hospital administration and in various forms of secretarial studies which lead to the title of Administrador in the respective field. Administradonr replaced the title of Tecnico, which is no longer being used. Students finishing the two-year business or secretarial programs may continue in the related four-year programs with no loss of credit. UASD and UNPHU recognize credits when students Lclsees gt to their degree-granting programs. Unlike the universities, IES receives no government funds; it is supported through private donations and stucent fees. The cost of full time attendance at IES is RD $60 a month, almost double the cost of UCMM and three times the cost of attending UNPHU. There are 57 on the faculty. All except those teaching secretarial subjects hold the Licenciado or its equivalent. There are about 5,000 books in the library. Many students hold part-time or full-time jobs in addition to attend- ing IES. If they take classes at night, most attend four hours a night, five nights a week, and the length of the program is extended by one or two years. 7 b) Instituto Tecnologico de Santo Domingo . This oo has approximately 20 students and is in its first year (1972-73) of operation. It is privately fuaded by contributions from philanthropic individuals and business firms and is privately operated. It is post-graduate only, and the degree that will be awarded is the master's. Only part-time studies are offered now. The standard of admission is a Licenciado or engineering title. Programs presently available are industrial management, industrial engineering and economics. Courses in advanced statistics, economics and mathematics are offered as preparation for those students who are interested in post-graduate studies outside the Dominican Republic. 3. University Degrees (Titles). First degrees given by the universi- ties are Licenciado (Licenciate), Ingeniero (Engineer), Anquitecto (Architect), Medico Veterinario (Doctor of Veterinary Medicine), and Techndlogo Médico (Medical Technologist). Programs leading to these degrees are commonly four or five years in length. These degrees (e.g. Licenciado en Educacion, Licenciado en Matematica, Licenciado en Derecho, Ingeniero Civil, etc.) are comparable to baccalaureate degrees in the same fields in the Unitdd States. Other degrges are the Doctor en Medicina (Doctor in Medicine) and the Doctor en Odontokogia (Doctor in Dentistry), and programs are five to seven years in length. The Doctor en Derecho (Doctor in Law) is a post-graduate degree which takes one year to earn, and is based on the Licenciado en Derecho. All of the universities give titles of shorter duration than those mentioned above. The Prof{esorado (Professor), given only by the Autonomous University, represents two years of secondary school teacher training. Many of the courses taken are the same as those in the Licenciatuta in education; some, however, especiall; professional education courses, are different. At. tupee universities offer two and occasionally three-year programs in the sciences and engineering leading to a title such as Técnico in the specialty. “any of the courses are the same as those which lead to the five or six-year titie of Ingeniero. The Autonomous University offers the title of Agnimensor (Surveyor), a three and one-half year program in the Department of Civil Engineering. It is not considered degree level. Some of the courses are the same as those in the civil engineering degree program; others, however, would be considered only professional courses. cd The Pro gesor en Educacion Especial (Professor of Special Education) program offered at UNPHU-is two years in duration. It comprises, substantially, the first two years of the Licencitatuia in education. 4. University and Higher Education Grading Systems + > @ * s * a) Unaversidad Autonoma de Santo Domingo : The grading scale is from i-.00. The lowest passing maik is 70. The grades are clearly stated on transcripts. b) Universidad Catolica Madre y Maestra: All grades are clearly noted on transcripts. / 92 Iv ODP eunnwuwu Other explanations of symbols are: F (N) Suspendido por excesivas ausencias (suspended for excessive ! absences ) I Incompleto (incomplete) ra by R Se netino (withdrew without penalty) R (F) Retinado con nota desf{avorabLle cAthare failing) 4 ‘ F (X) No presento examen final (did not take firal exam) Ss Satisfactorio (satisfactory) | F (S) No Satisfactorio (unsatisfactory) . * ’ ’ . c) Universidad Nacional Pedro Henriquez Wena: The grading scale will be given on the transcript. Note that the minimum passing mark has changed from 65 to 70 as of 1971-72. This system is now being used on the freshman and sophomore levels and will eventually replace the old system. Old System New System A = 4 or 91 - 100 A = 91 - 100 Sobresakiente (excellent) B = 3 or @l - 90 B = 81 - 90 Muy Bueno (very good) C = 2 or 71 - 80 C = 75 - 80 Bueno (good) D = 1 or 65 - 70 D = 70 - 74 Suficiente (adequate) F = 0 or 0 = 65 F = 0 - 69 Reprobado (failed) FA = Suspenso por ausencias (suspended for excessive absences) I = Incompleto (incomplete) d) Instituto de Estudios Superiores: The grading scale is clearly given on each transcript. or 90 - 100 Excelente (excellent) or 80 - 89 Bueno (good) or 70 - 79 Regular (average) or 60 - 69 Suficiente (sufficient) or 0 - 59 Reprobado (failing) yoo WS uuuwud§d OrRNOL 924 IV SPECIAL CHARACTERISTICS AND QUALITY FACTORS Dominican schools are subject to unscheduled suspension of classes due to political or social unrest. This may lead to gaps in a student's record or to an occasional inability to supply up-to-date transcripts. Also, both secondary and university records will often show what would be an unusually heavy course load by U.S. standards. Please note comments made in the placement recommendations which deal with this problem at the transfer level. A. Secondary Education. 1. Some lack of standardization of the format for grade reports, especially at the secondary level, will be observed. For example, some records will show final grades obtained but not exam dates. Thus, there is no way of knowing if a student received the final mark by a first, second or even third attempt. 2. The reform of the secondary level pattern mentioned earlier is a gradual one. It is expected that U.S. institutions will continue to receive credentials reflecting the traditional four-year Bachillerato program for grades 9, 10, ll and 12, as well as the newer credentials which reflect the reform. 3. The reform calls for gradual replacement of the secondary title of Perito by the title of Bachiller Tecnico. Until this reform is completed, the Secretary of Education will recognize the equivalency of some Perito titles to the degree of Bachifler and will so certify in writing on a special certificate. This recognition of the Perito by the Secretary insures its recognition by Dominican universities. The Instituto Politecnico Loyola, mentioned previously, offers a somewhat distinctive Perito, however, which is granted upon completion of the lith year of schooling. 4, Some private secondary schools, whose orientation is almost exclusively toward university preparation, will not implement the new ciclo comin - ciclo superior sequence but will grant the new Bachifler en Ciencias y Letras. Older academic records and some current ones may still refer to the BachifLer in more specific fields such as Fisica y Ciencias Naturales. 5. Under the new system, secondary school is now considered to be six years in length, rather than four. Therefore, the last year ugder the new system will be called "gexto curso" (sixth course) or "Sexto ano" (sixth year), rather than "quarto curso" (fourth course). These notations will appear on the transcript. 6. Dominican students have access to and are using in increasing numbers the Paueba de Aptitud Academica (PAA) of the College Entrance Examina- tion Board. Although the test is similar in construction to the SAT, scores on the two tests are not equivalent. Because the PAA is administered for the sole purpose of determining admission to the Dominican institution and on the basis of special arrangements with the Educational Testing Service and the College Entrance Examination Roar?, scores are not available for reporting to U.S. colleges and universities. ( f 7. The quality of education at all levels varies in the Dominican Republic according to school and locale. At the secondary level the private coLegios (sometimes called lLiceos) are considered more prestigious than their public counterparts, Liceos. The colegios are generally more university- preparatory in their orientation, do not suffer as many disruptions due to political unrest, pay higher salaries to their teachers and may have better financial resources for libraries, labs and other facilities. In addition, they may offer a few advanced enrichment courses in mathematics, logic, engineer- ing drawing, etc. They are called cursos de superacion estudiantil (courses of expanded study) and are taken on a voluntary basis. B. University Education. As noted, all first-year students at the Autono- mous University are automatically enrolled in the Colegio Universitario (7U). This year is seen by many as a "selecting-out" experience, since a significant percentage of those entering CU fail to gain admission to the various faculties of the University. In evaluating advanced credit for CU, it should be kept in mind that, although it is an integral part of the UASD curriculum, some academic work may be high school level. This observation should also be extended to other first-year general education courses in the other institutions of higher education in the Dominican Republic. V REQUIRED ACADEMIC CREDENTIALS A. Freshman Level. 1. Secondary school record accompanied by a certified English translation, if desired, sent directly by the school to the U.S. institution. If the transcript does not state clearly the Bachiller was obtained, an official copy of this title should be provided directly by the Sec- retary of Education. Normal school transcripts are pot sent directly from the school, although the school maintains copies. The student must ask that a copy of his transcript be sent from the Secretary of Education to the institution requesting the record. Scores from the Test of English as a Foreign Language (TOEFL) Evidence of sufficient financial resources Letters of recommendation Results of a recent health examination Transfer Level. 1. Secondary school records (see V., A., 1. above) 2. A.recora of all post-secondary work accompanied by a certified English translation, if desired, sent directly by the school to the u.S. institution _ 95 3. Syllabus of courses; upon request, the dean of a faculty or chairman of a department will provide a list of courses required in the curriculum and probably a syllabus. 4. Scores from the Test of Engiish as a Foreign Language 5. Evidence of sufficient financial resources 6. Letters of recommendation 7. Results of a recent health examination C. Graduate Level. 1. University record accompanied by a certified English translation, if desired, sent directly by the university to the U.S. institution 2. Syllabus of courses; upon request, the dean of a faculty or chairman of a department will provide a list of courses required in a curricu- lum and probably a syllabus. 3. Scores from the Test of English as a Foreign Language 4. Evidence of sufficient financial resources 5. Letters-of recommendation 6. A detailed statement of proposed plan of study in the U.S. 7. Results of a recent health examination VI PLACEMENT RECOMMENDATIONS A. Freshman Level. 1. Students who have received the title of Bachifler en Ciencias y Letras (Bachelor in Sciences and Letters), the Bachiffer en Matematicas (Bachelor in Mathematics), Bachiller en Ciencias Naturales (Bachelor in Natural Sciences), or Bachiller en Letras (Bachelor in Letters) may be considered for admission at the freshman level with no advanced standing. 7 2. Students who have received the title of Bachiller Tecnico (Technical Bachelor's) and tke Maestro Primario (Elementary Teacher) may be considered for admission at the freshman level with no advanced standing. It should be noted, however, that even though the student does have access to university admission in the Dominican Republic in his specialized field, admission officers in the U.S. may wish to restrict admission to a specific major or require the student to make up deficiencies should he wish to enter a field other than his previous specialization. 96 B. Freshman Level with Advanced Standing. Students who have obtained the title of Perito (Expert) from the Instituto Politecnico de Loyola may ve con- sidered for freshman admission to U.S. colleges and universities. This title represents a total of 13 years of education. However, it is essentially a technical/vocational title, and only limited advanced credit, if any, shouid be granted for it. The same restrictions mentioned for placement of holders of the Bachiller Técnico (item 2 above) may be applicable to holders of the Perito from Loyola. C. Transfer Level. 1. Students who are transferring from an institution of higher education may be considered for undergraduate admission with advanced placement. Caution should be exercised, however, to ascertain that repetition of high school work has not occurred at the Dominican institution. It is also recommended that no more credit be granted than would normally be awarded at a U.S. institution in a similar amount of time, 2. Consideration should be given to awarding transfer of credit for work completed at the Instituto de Estudios Superiones . In the case of strictly vocational subjects (e.g. secretarial studies), however, it is recommended that U.S. iNstitutions exercise the same limitations on granting credit as it would for vocational programs in the U.S. 3. Programg of two or three years in length (e.g. those leading to Profesor en Biologia at the Autonomous University, T&enico en Comercio Inter- nacionak y Practica Consular at Pedro Henriquez Urena, or Tecndlogo Mecanico at the Catholic University) may be partially or wholly acceptable toward four and five-year degrees in the same field at the respective universities. Transfer of credit should be made on a selective basis, with credit given for those subjects that can be proven (e.g. through analysis of the syllabus) to be university-level or which are exactly the same as those taken in the four or five-year degree-granting curricula. a 4, Credit from the Escuela Nacional de Enferumeria (National School of Nursing) may be granted consistent with the U.S. institution's policy of granting credit for work done in a diploma nursing program in the U.S. D. Graduate Level. 1. Graduates who hold the first university degree (Licenciado, Ingen- ier, Arquitecto, etc.) may be considered for graduate admission with no transfer of graduate credit. . ¢ . ° > . = > 2. Because the Instituto Tecnologico de Santo Domingo is in its first year of operation, it is inappropriate to make a recommendation regarding recognition of its degrees or courses at this time. 97 VII GLOSSARY | Administradon. - administrator; Usually a two-year degree | Bachifker - title earned upon completion of secondary school Bachitlerato - secondary school curriculum that may lead to university entrance 7 Cicko comun - first four years of secondary school (under New Reform Plan, 1968); may be called cicko basico Cicko superior - last two years of secondary school (under New Reform Plan, 1968) Cokegio - private secondary school s Cursos de superacion estudiantid - enrichment course in secondary school Escueka nowmak - teacher training school; now represents completion of total of 12 years of education Escuela primaria - elementary schoo’ (grades 1 - 6) Ingeniero - "engineer"; university cegree, usually 5 or 6 years in length Liberado - liberated; exempt from taking a final examination in a course Licenciado - university degree; usually 4 or 5 years in length Licenciatwia - university level curriculum leading to a degree Liceo - secondary school; generally means public school Liceo inteunedio - first two years of secondary schoci (7th and 8th grades); gradually being phased out Liceo secundario - last four years of secondary school; beginning to be phased out Maestro Primario or Maestra Primaria - primary (school) teacher; title given to one who has finished normal school training; used since 1966-67 A Maestro Nonumak Primaria or Maestro Normal de Primera Ensenanza - primary (school) teacher; title given to one who finished normal school training; used until about 1966-67 Perito - “expert"; title given to graduate of a technical or vocational school Profesorado - usually means two-year university title, given in education 7 Pnueba de Aptitud Academica - PAA; test of academic aptitude; Spanish language version of the CEEB Scholastic Aptitude Test (adaptation, not just translation of U.S. test) ee en ee ae Técnico - title given either by a professional or technical school or by an institution of higher education for technical training; never regarded as equivalent to a university degree deketedekededekesek VIII BIBLIOGRAPHY / de Zendegui, Guillermo. "The Dominican Miracle," Americas, XXIII (September , U.S. Department of State, "Dominican Republic," Background Notes, (Washington: U.S. Government Printing Office, October 1970). U.S. Department of State, Agency for International Development, "Dominican 98 Republic - Education Sector Loan Paper," (Washington, June 1971). No longer in print. — Vinas Roman, Jaime, "The Dominican Republic," Paper read before the Caribbean Workshop, Santo Domingo, Dominican Republic, December, 1972. Wiarda, Howard J., The Dominican Republic: Nation in Transition. New York: Frederick A. Praeger, 1969. 99 IX SAMPLE CREDENTIALS — LICw»0 SHECUNDARIO "LUIS ERBESTO GONEBS URIBE" SERTIFIC£LCIC 100 3 Hl gue suscribe, Profesor JOSi ANTONIO GUZMAN Y FABIAN, Director del Liceo Secundario " Luis Frnesto G6mez Uribe ", ClRITIFICA, que el ex xslumno ce este liceo » 8© gradué6 do Bachiller en Ciencias risicas y Natvrales en e] aflo lectivo 1964- 1965, obdteniendo durante los cuatro (4) afios las calificaciones siguientes : PHI SiR ARO Lengua Eepafiola .cccccccccccccccovccs 14. Puntos AL Ze OPe cosccccccccccccccccccccccsces JO BASCeGhS ccséccsccccrcdesccsscccacecess. Geeeralla cccovesocccscccscesccoseces: G3 Inglés cccccsccccccccccesccescvccsecs M4 Reli GiGn cccccccccccccsccccecccccscee (2 DADUJO ccccccrcccccccccsccccccccscveses 10 SEGUNDO AnO. Lemus usSpanola Coeeseecrseresesesesecs 719 Puntos Got. 20996 . o 0.000 600 ececneeseseaseeseed: OF " PLGLGG coccesovceacoesococcessosecseseo. 19 ? BotSnica y' Zoologia c.csccccccccsscee 80 " Wisteria cccccccccccccccccscssoccscecs: 10 " Religién .ccccccccvcccccqecesecsvcves: SY . Ing@P6s ccccccccccccccccccccecsccccces 80 PIERCER AI.0 puntos Lengus Espailola ..cscccececceseccesoe 92 ws Geometria y Trigonometria cecccccccee 14 % Historia y Gcogratin cccccccccesveces 14 33 Onfpica COCOA SHES SSESOSLE RESO LEEE 85° bed Anstonia Coes eesceeeseseeeseerseeeseseeese 96 bad Inglés CRC SE CEES SHSTEEOE ESE SESESEE 76 ed Prame6s ccccccccccccccscocccecccoceos-On id " Relicién CROCK SSH SES SSSESOSSSESESTSESESE 95 CUARTO AO Lengua Erpaniola eceeccerservsceseseerere §2 puntos Fisica eoeesre -@@eeeneeer eer eeeevee eee er eee@ 76 bad c ECU - Quimica eee eee are eeere ee ~seeseseeee 91 “ Mg? Ap Pi Biologia ...-.. iad entaweee: ce) Anatomia Bf i siologiz erceersseeereseren 83 ad et \ er oe ey i Reli ,si én erereseeereeesereeeeeeeeeeeee O4 sd er .6e* . : j Educacién Civica eeceecerereseeeeessese 86 a Francés eccesresceseseeeee ee eseeeseseee 74 Jax. vecoa; Re De : as a uae as J 24 Je wargo de 1966 ireccow’Lideu deun-wis.rcia 1. Public secondary school transcript indicating Luis Frnerte Gbnex Nrit- that student received the title of BACHILLER. COLEGIO DOMINICANO DE LA SALLE 101 SANTO DOMINGO, D. N. CERTIFICACION DE NOTAS DE BACHILLERATO El que suscribe, Hermano Snrigue Pizarre FSC Director del Colegio Dominicano DE LA SALLE. en Santo Domingo, Reptblica Dominicana. c CERTIFICA QUE el joven fue alumno de este Colegio durante__t__afios de Bachillerato, gradudndose de Bachiller en Ci¢™Cias ? sicas y Mateméticas y cuyas notas correspondientes a cada asignatura son las que se expresan a continuacién: VRIMER ANO._19_64 1965 CALIFICACION HORAS POR SEMANA NUMERO DE SEMANAS instruccion Religiosa ReeieT ORES Soe 32 Lengua Espafiola er Seek = Bey Lee ot Algebra eae = aa: Se . " Geografia _Gral. y de Amér. , Historia de América Seer re ae wie elie we cor: raw: " ? eat Dibujo 7 85 - 1 4 " Inglés 94 x n SEGUNDO ANO.__1965-19_66 Instruccion pogees 92 : WeRESaokE 32 Lengua Espanola erg 30 S n Geometria Plana rome teeth 5 " Fisica Gral. San Mew ae m Hist. de la Civilizaciér _ Semen | OSS EEA n Botén. y Zool. con aplic. Agric. 91 3 ee " ~ Inglés 88 3 a TERCER ANO.__1966 1967 Instrucci6n Religiosa SS a 32 Literatura Espafola =o # | ® _5§ a Geom. del Esp. y Trigonom ; E a : ci Fe te ae. . Hist. y Geograf. Patrias care a1 LE: 6 Sra " Quimica General - 85 3 oy 1 Anatomia Humana i _9} ‘7 - Inglés Sey Free eet See . Francés 91 3 CUARTO ANO.__19_<9 196g Instruccién Religiosa = a | Lt (ti 7 nang Literat. Dominic. e Hisp. §= | 85 et r Francés 2 Seas Seen bad Civismo Rael sps — i SC ace " Geometria y Trigonom. _ ie ee See Seer Seekers _s Mateméat. Superiores tere 86 See Sn oe ee = Fisica EAA ¥ Sie Coe. See ee. a Dibujo fen. . a a Wes ba Quimica Organica cae ee Ae Biologia ee IS: Spee eS FEARS Anatomia y Fisiol. Humanas Latin P ets : Economia Politica Pate Lea aca Psicologia SS, 7 ae. Introduccién a la Filosofia EARP TL SO, hoDElia mate En fe de io cual firmo y expido ei presente C al9 de octubre de 19.68 . a peticién de la parte int} 2. Private secondary school transcript indicating student graduated and received the title of BACHILLER. J 102 SERVICIO NACIONAL D yO) ’ El Consejo Naciona/de Educacién Por Cuanto = ha presentado ios examenes que establece la ley y ha merecido !a -probacion del Jurado Examinador; se le expide el presente Certificado Oficial de Suficiencia en 'os Estudios Secundarios En ia Seccion :ie Laheceiin ny h fee ade en 25 4—¥0 Oe Oe pean eee Gee hace =. 5 8 i etariv Se a ee —— : NY Dain ye 3. Public secondary school diploma showing stamp of the school, as well as official stamp of the Secretary of Education. 103 @torga al Senor Bespués de haber presentado los eximenes correspondientes a todas ’ las asignaturas, el siguiente wy ¢ Diploma gue Io acredita con el titulo de Bachiller en Ciencias y Letras Bado en Santo Bomingo, Bistrito Nacional, R. B. ales___ dias del mes de del alto 19 Gitular dei Curse Birector Registrado con el No. del Libro de Biplomas 4. Private secondary school diploma form. 104 Mla estudiante S33 ae ag me CIENCIAS Y LETRAS Obtuvo su graduaciin de bachiller on la Seccién de _ y qe la expedioién 1:1? 7 Ie trumitaciSn,, segiin certific-...i% ' Geo Secunirio JNSTITUTO DE SESORITAS SALOME de___ SANTO DOMINGO, D. N. en feoha_ 26 de Septiembre de 1972. Expide la presentacn solicitud de la gapeagesada, em Santo Do- mingo de Guzmdn, Repiiblica Dominioom, a ees LYN dfas del mes de _ Septiembre . »/N872. 9. Official certificate of Secretary of Education testifying to title of BACHILLER being obtained. 105 . FOR, A-6 UNIVENSID“D Fundada ei 21 Santo Domingo, D.N. OFICINA DE RiGIS cKO E LiiGCnt BPACICNAL FETRC HoUNRIt.UEZ UREA de ebril, 196b Reptibiica Dominicana RECORD ACADEHICO Nombres y apellidos: Pecha Nacimiento: 13-1-1950 Lugar: Sto.Dgo. Fecha Admisién 8-8-67 FACULT,:": CIENCI4S JURIDICAS Y POL. BSCULLA: DERECHO nF i Asignceturas cr. | Cnt i. |} iCatal. ASicnatura Cr. |Cal. | ler. Sem. AiO 1967-608 i 2do. Sem. ANO 1967-68 Int. al Derecho I 5 5 3 4 Economfa I 3} b 3 Matemdticas I 3 A 4}; Lengua Espafiola II 31 =A 4 Int.Ciencias Sociales | 3 A 44:| Sociologfa II 3] A 4 Lengua Espafiola I 3 A 4 jl Francés II 2 Cc 2 Francés I 2 B 3}\\| Int. al Derecho II 5] B 3 Légica 2 B 3 |i] Historia de la Cultu- i 3 A 4 3er. Sem. AxO 1968-69 4to. Sem. ANO 1968-69 Economfa II 3 B 3 Quimica 100 3 B 3 Nerecho Constitucional| 3 B 3 Derecho Constitucio- Nerecho Civil 5 B 3 nal II 3 B 3 Tereci.0 Penal 3 A 4 Derecho Civil II 5 B 3 3iolocta 3 A 4 Derecno Penal 3 A 4 Francés III 2 Cc 2 {it Economfa III 3 B 3 i} Francés IV 2 B 3 | Psicologia 3),A 4 5ta. Sem. ANO 1969-70 oto. Sem. ANO 1969-70 Psicologfa ITI 3 Cc 2 {i{| Derecho Int. Piblico] 3] B 3 Derecho Penal IIL 3 A 4\\f}| Derecho Romano II 2 B 3 Nerecho Romano I 2 A 4 Derecho Civil IV 5 B {3 Procedimiento Civil I 3 B 3 Historia Ideas Poli- Nerecho Internacional ticas 3 B 3 Piblico 3 B 3 Derecho Penal IV 3 A 4 Derecho Civil III 5 B 3 Procedimiento Civil 3 B 3 ; I Titulo otorgado: al. iPtos. EQUIVALEMCIAS PRE ey eas aeienitaie A 4 A de 91 a 100 Funtos “Fsuk OSs Loner B 3 |B de 81 a 90 puntos , e fo hs Cc 2 {€ de 71 a 80 runtos ce Acc démico* atumulsde: Indice acrdé Leo* ecumu de r 1 [de 65 a 70 puntos rie Sie! ; F O j|# menos de 65 he tee STi STA. “terhtee (<3 ee FA Suspenso por Ausenci: Regis trefior | I Incompleto 6. Transcript from Universidad Nacional Pedro Henriquez Urefia. UNIVERSIDAD CATOLICA MADRE Y MAESTRA SANTIAGO OFICINA OE REGISTRO REPUBLICA DOMINICANA RECORD ACADEMICO nibh sail sg Sita iamemicns 106 ei OE ene meee es 5, | Lite Secundario:__ Ulises Francisco Espaillat Pecha de Nacim. 7/Oct./1945 Lugae Jarabacoa nearer Diploma obtenido Bachiller Fecha 17/Julio/1¢ Fecha de Admusién Septiembre 1963 Retirado Pan Rept lt en Ciencias Fisicas y Matematicas No de Car. | Titulo del Curse er Sal. Pune, { No. de Cat. ___ Titulo del Curso peecenee RY ___ Punt. FACULTAD DE ADMINISTRACION Inglés IV 3| B Y ECONOMIA Primer Semestre (1965-1966) (Carrera de Administraci6n de Empresa) Contabilidad III 3) A Estadistica I 3| B Primer Semestre (1963-1964) Produccion I 3) A Moneda & Banca 3| B Psicologia General 3| B Derecho Comercial y Laboral | 3] A Fundamentos Basicos de Adm. 3| B Etica Profesional I 2: B Matematicas I 3, A Inglés V | 3! c| Historia de la CivilizaciénI| 3/| A a ae Cultura Religiosa I 2! A Segundo Semestre (1965-1946)! | | ae y Lengua Esp. I 7, = ‘ae Te Contabilidad IV Soa Segundo Semestre (1963-1964) Produccién II '. sf gl! Estadistica II +e ae sicologia Social 3; A Investigacién jie Mercados , 3! By Introducci6én a la Economia 3) A, jSociologia de la Empresa | 2: 8; tematicas II 3]; A! \Etica Profesional LI 2; &} istoria de la Civilizac. II] 3| A, Inglés VI | 3! By Cultura Religiosa II 2; Al | | iteratura y Lengua Esp. II ! 3} A} Primer Semestre (1966-1967) ; | Inglés II i 3, BI | Problemas de versonal |; 3} A! Primer Semestre (1964-1965) | ValuaciOn de Puestos ‘eA Economia Internacional : 31 B Administraci6n *%{ Personal 3! A! Matematicas III oe te conomia I 3; 8) Doctrina Social — A ontabilidad I 4| B! Teoria Administrativa ae see rincipios de Mercadeo 3 A | ee. omunicacioén Oral 2] Bj Segundo Semestre (1966-1967)! ilosofia del Hombre I 2| A? : | Inglés III 3| B | Reporte Profesional We | Desarrollo Econémico ; eS Segundo Semestre (1964-1965)| Responsabilidades de la Em-| | presa en la Sociedad Dom. ' 3] A conomia II 3) A Practica de la Administra- | oe de la Empresa 3) A ci6én 3| B rientaci6én Empresarial 2) A Administraci6n de Sueldos y ontabilidad II 4iA Salarios 3; B ntroduccion a la ProducciG6n| 3] A ilosofia del Hombre II 2| A Titulo otorgado Lic. en Adm. de Empresa Fecha Junio 10, 1967 SS Me Cal. Punt. Fa Suspenso' pon excesivas amsencias. A 4 I Incompleto. Toral de crdditos 155 Honores Magnadindice Acal. 35 a. a a ar ee Cum Laude a 2 X No presenté examen saad ae eee eee 4 ” : S Satisfactorio Regastrado F oO 7. Transcript from Universidad Catolica Madre y Maestra. 108 buruyesy S2}wouo0d3 awoH 4O ‘SSau;sng *;e2;uyday 4semM07 31S5eg ETAO or ULO NOILWINGS AWVLN3W313 OQ3ONILX3 I DUTCH PATTERNED EDUCATION w tee ae zs 2 > & ae swesboig 1884 § 40 ‘h ‘'¢ pas - a ( 100y>s4aamy) “ ; ONINIVYL Y3HIVIL Y3MO7 ° | oO oO > ’ bd 3 > & = ' - y dIHS391LN3¥dd¥ Bd ed +r ONIGNTINI 5 =. a = DNINIVYL IWIINHI3L O3INVAGY ” o! w % 4 | 2 x =] | a" Bz ef s 3 NOILVINGZ AYVONOI3S Y3MO7 e Es 2| f& 3 i ats 3° ls $ = TOOHIS ONINIVYL -— Ss = og ¥3HIV3L W3HOIH Sk eee Sx > 3 | z . . s° . ‘ . . E rd <7 = JOOHIS IWIINHDSL WBHDIH| . . 1. ee Ea Ef = w a 4 w = °o - = V WNINIHLY = @-e ‘ a. 6 ee a Se @ WN3N3HLV 3NID1G3W ONY AV7 sg dl ake ae Rae tak ae NI ONINIVYL ALISY3AINN V WNISWNWAD | > e . . “ie ee . . ‘ . . . @ WNISYNWAD 1OOHIS AYWONOD3S TWNOILIGWYL | ~ ie) w x ph vai oh ° oO co ~ wo Ww ra wm - 1 _ 109 THE DUTCH PATTERNED CARIBBEAN II BACKGROUND A. Surinam. Surinam is situated on the northeast coast of South America, and is an autonomous part of the Kingdom of the Netherlands. It was granted equality with the Netherlands and the Netherlands Antilles with the signing of a charter in 1954. That charter serves as the constitution for both Surinam and the Netherlands Antilles and grants them the right to manage their internal affairs. Although Columbus had sighted the coast of present-day Surinam in 1498, a successful settlement was not established there until 1651 when a British Lord established a colony and welcomed refugees from West Indian and South American colonies. Earlier explorers had found the area unattractive, the inhabitants unfriendly, and there was no evidence of gold being available. The first settlers were largely refugees from Brazil and from Caribbean islands. A plantation economy was established based on slave labor imported from Africa and cocoa, eoffee, sugar, and cotton were the source of inoome. When the Dutch acquired the territory from Britain in 1668, in exchange for what is now Manhattan, there were approximately 2,000 African and Amerindian slaves working some 400 plantations. Later slave uprisings resulted in the bringing of contract laborers from China, India, and Indonesia. The last group of workers were brought from Indonesia in 1930. Immigrants from the Levant added an additional ethnic group to the population. This multi-racial society has succeeded in establishing a cohesiveness, while still maintaining the culture and religion of each group, which is uncommon to varied ethnic nations elsewhere in the world. There are approximately 400,000 people in Surinam today. Creoles and Hindustanis make up the largest part of the population with Indonesians, Chinese, Bushnegroes, Amerindians, Lebanese, and Europeans making up the balance. Rich bauxite deposits and the mining and processing of that ore are largely responsible for the booming economy. Food processing and lumbering are other important industries. The five colored stars of the Surinam flag represent the principal races that form the population of the country. The band that binds the stars together symbolizes the harmony and togetherness of these races. B. Netherlands Antilles. The Netherlands Antilles consists of six islands divided into two groups of three islands each: the Windward group (Saba, St. Eustatius, and the southern half of St. Maarten) and the Leeward group (Aruba, Bonaire, and Curacao). The Windward group is about 200 miles from Puerto Rico and the Leeward group, 500 miles away, is very close to Venezuela. 110 The population of the six islands has reached one-quarter of a million; roughly 150,000 on Curacao, 60,000 on Aruba, and the balance scattered over the other four islands. The total population of Saba is less than 1,000. The population is of varied origin and ethnic stock representing a»proximately 40 different nationalities. English is spoken on the Windward islands while Dutch is the official lan- guage of the Leeward group. As the only secondary schools are located on Aruba and Curacao, students coming from Saba, St. Eustatius, or St. Maarten must con- centrate immediately on learning Dutch. The islands were Dutch colonial possessions for most of the period between 1634 and 1954, when the kingdom of the Netheriands was reorganized, granting the Netherlands Antilles and Surinam equality with the Netherlands. The local gov- ernment is responsible for internal affairs. Currently, the government in the Hague is anxious to grant independence to the islands; however, unlike most former colonies, the local government is not in favor of a complete break from the mother country. , phe refining of oil brought from Venezuela is responsible for most of the revenue for the islands. Curacao and Aruba are are also dependent upon Venezuela for most foodstuffs. /ithough these two islands are the home of most of the population, the dry rocky terrain is not productive. The automation of the oil refining process in the middle fifties and early sixties resulted in widespread unemployment and people who had migrated to Aruba and Curacao to work in the refineries were asked to leave. Labor disputes arose and a black nationalist movement emerged. In May of 1969, severe rioting in the capital city of Willemstad required Marines from the Netherlands to restore order. The government resigned as a result of the riots and the political situa- tion has changed cousiderably. Local voices now are being heard. Although efforts are being made to introduce new industry, the unemployment rate still stands at more than 25%. Much of the wealth is controlled by a minor- ity of the population, i.e. Dutch, Sephardic Jews of Portuguese descent, Eastern European Jews who came after World War II, Chinese and Arab merchants, and North Americans. The unemployed cannot turn to the barren land for sustenance and alternate employment opportunities must be found. The changes in the economic and political situation mentioned above have had a bearing on the educational system. .New programs are being developed constantly to provide greater opportunity for vocational and professional training. III EDUCATIONAL SYSTEM TODAY A. Overview. Education in both Surinam and the Netherlands Antilles is highly emphasized, at least through the elementary school. Approximately 75% of the people in Surinam and 98% in the Netherlands Antilles are literate. - lll Teachers enjoy a status and salary schedule above that of other government employees with comparable educational backgrounds. While the system of educa- tion is patterned after the system in effect in the Netherlands some variations have been implemented to meet the particular needs of the tw. areas. A new ed- ucational law has evolved in the Netherlands during the last ten years but the application of the provisions of that law have not been uniformly adopted in both Surinam and the Antilles. A clear demarcation does not exist between the old and the new systems. Differences do exist within the whole Kingdom of the Neth- erlands. The names assigned to various levels of education and to certificates or diplomas are not all the same in Holland, Surinam, or the Antilles nor are they consistent within the given parts of the Kingdom. However, the basic scheme is similar and an effort has been made to identify the particular cycle by the name or names used in the two areas being considered. The majority of schools are church-related, private schools that are largely financed by the government. In addition to providing financing, the government is responsible for establishing curriculuns, certifying teachers and for super- vising the schools. The school year lasts from 230-240 days. Schools are in session seven peviods a day and six days per week. Emphasis is placed on end of year examinations rather than on overall performance. Languages receive a high priority with Dutch and English being required for all students. In addition, many secondary level students take Spanish, French, or German. Physical training is required but there are no varsity sports. Extra-cur- ricular activities are not included in the school day. Athletic teams and bands are not part of the school program. B. Pre-Primary Education. (Kteuter ondewijs). Early childhood education is available but not required. In 1972 there were 26,000 children in kindergartens in Surinam and 8,000 in the Netherlands Antilles. Both government and private schools are available. Children enter at age four and usually leave at age six to enter the elementary school. C. Primary Education. The basic elementary cycle (Gewoon Lager onder js~ GLO) includes grades one through six. The subjects are: Dutch, Reading ,Writing, Arithmetic, History, Geography, Drawing, and Physical Education. Music and Religion are sometimes included. English is introduced in the fifth year in all schools and, because of the importance of Venezuela to the Leeward islands, Spanish is introduced in Curacao, Aruba, and Bonaire in the sixth year. D. Extended Elementary Education. Formal education ends for many students a**er completion of the six year elementary cycle. Those who do elect to further their education have the opportunity to do so and their placement in the various types of schools is determined by examination and teacher evaluation. The major- ity of those who do go on enter a basic program which prepares them for employ- ment, entry into lower level vocational training, or, if the student does well, to re-enter the academic stream In Surinam, this supplemental or extended primary education is called Uitjebnreid Lager ondewijs (ULO). In the Netherlands Antilles this cycle or program is -alled Economisch toeristisch adminitratics onderwtijs (ETAO). al 112 E. Secondary Education. All students who wish to continue their education beyond the elementary level and who are not placed in ULO or ETAO schools enter an orientation or bridge year (braugkfas). At the end of that year further eval- uation is made and the students enter one of several types of schools in keeping with their ability as determined by the evaluation. Throughout the secondary years, students do have the opportunity to transfer from one school or program to another, depending on their performance. A student who demonstrates ability to cope with a more rigid and demanding program than he is presently following may transfer to the next higher program but he must drop back one year. For example, the student who completes the second year of MULO school and wishes to enter a HAVO program does so at the beginning of the second year but, the reverse is not true; the HAVO student may, at the end of the second year, enter the third year in a MULO program. 1. Lower Secondary Education. In Surinam this cycle is still called an extended elementary program, Meer uitgebreid Lager ondewijs (MULO), but it is a more academic program than the ULO. In the Netherlands Antilles this cycle is called Middelbaanr algeneen voortgezet ondewijs (MAVO) which means middle level secondary education. Students may qualify for a diploma after three years in this program (the orientation year plus two) or they may go on for an additional year to prepare for further teacher or technical training. Students completing the three or four year program at this level have additional qualifications for employment not offered by finishing the ULO or ETAO school. In addition, they may pursue further technical, special business, or teacher training. Again, if they have done very well they may transfer to a more selective secondary program. In Surinam, MULO graduates may enter the Algemene Middelbore Schook (AMS), upper secondary school, and eventually qualify for university admission. The programs offered in the MULO and MAVO schools provide the student the opportunity to specialize in either business subjects or in mathematics and science. 2. Upper Secondary Education. The student in this system who has dem- onstrated particular promise in the evaluation at the end of the elementary school and was an outstanding student during the orientation year enters a cycle or program leading to completion of secondary school. a. Special Programs. There are two programs in existence which will be mentioned first as they do not follow the usual pattern that is now in use. 1) Hogere burgerschook (HBS). This program is still available at a non-government school in Surinam (it is called a "free" school when in fact it charges a very high tuition but it will take students who did not qualify for the regular upper secondary schools) and at the Colegio Arubana in Aruba. The HBS has been phased out under the new system in the Netherlands. Students enter the HBS after completion of the six year primary cycle. They complete three years of general education courses followed by two years of either science, commercial subjects, or preparation for the higher a 113 teacher's training course. Four languages are required of all students each year as well as six additional subjects dependent upon the student's specialty. 2) Algemene middelbare schook (AMS). The graduate of either the three or four year MULO program in Surinam may be accepted at the AMS where he may prepare for university admission by completing a three year program. The AMS offers a general preparatory education requiring English and Dutch for all three years. In addition, students choose from one of the following specialties: Economics and Commerce, Economics and Mathematics, Mathematics, or courses design- ed for entry into higher teacher training. Graduates of the AMS are qualified for admission to universities in the Netherlands. b. Traditional or Regular Secondary Education. There is one lyceum in Surinam, three colleges in Curacao, and one college in Aruba offering a vari- ety of programs that correspond to secondary education in the United States. In 1972 there were slightly under 5,000 students enrolled in the regular secondary programs in both Surinam and the Netherlands Antilles. Students are selected for the regular secondary schools at the end of the orientation year (seventh grade). For the next two years their curriculum is as follows: Dutch, English, Mathematics, Biology, History, Geography, Drawing, Religion, and Physical Education. At the end of those two years (corresponding to completion of junior high school in the United States) the final selection is made and the student enters one of several programs. (The gymnasium and atheneum programs are referred to as voorbereidend wetenschappeliji ondewijs (VWO) -- pre-university education. The AMS mentioned earlier also is considered a VWO school or program. The prog: # -7 departments are called: 1) Hogere algemeen voortgezet ondewijs (HAVO). (11 year program in total). Graduates of this program are prepared to enter higher technical schools, higher teacher training programs, and some university programs. They are not eligible for admission to the faculties of Law and Medicine offered at the University of Surinam. 2) Gymnasium (12 year program in total). This department offers a classical secondary program and is highly valued because of the prestige that goes with it. Graduates of this program are the only ones admitted to faculties of philosophy and letters in European universities. Some students in the gymna- sium spend 60% of their time studying languages. 3)Atheneum (12 year program in total). The Atheneum is oriented toward a more general approach to higher education and graduates are prepared to pursue a wider selection of university programs than are graduates of the gymna- sium. 114 The curricula for the above programs are given below: HAVO (tenth and eleventh year) There are four specializations offered for these two years. They are: 1) Business, 2) Science and Mathematics, 3) Language and 4) preparation for teacher training. All students must take English and Dutch both years. In addition, they select four other subjects, de- pending upon their specialization, from the following: Mathematics, Physics, Chemistry, Biology, Spanish, French, German, Geography, History, and Commercial Science. They must pass an examination in the six subjects at the end of the eleventh year. Students also take Physical Education and usually either Drawing or Music. Gymnasium A (tenth, eleventh and twelfth years). Dutch, English, Latin, History, another classical language, and two of the following: Spanish, French, Mathematics, Geography, Commercial Science. Gymnasium B (tenth, eleventh and twelfth years). Dutch, English, Latin, Mathematics, one science, and two of the following: another classical language, Mathematics II, an additional science, Commercial Science. Atheneum A (tenth year) (eleventh and twelfth years) Dutch Dutch English English A modern language Continuation of language History or Geography History or Geography Commercial Science Mathematics Commercial Science II Atheneum B (tenth year) (eleventh and twelfth years) Dutch One language English Mathematics II Mathematics Continuation of sciences Two sciences History and Geography or Commercial Science The above indicates the programs and curricula in effect in the five secondary schools in Surinam and the Netherlands Antilles. Slight variances do exist, however. F. Teacher Education. 1. Lower Level Teacher Training. Kindergarten and teachers of general subjects in the primary schools are trained in kweekscholen voor ondewifjzers, which means teacher training schools or colleges and which are generally called KweekschooLs. Admission is based upon completion of nine years of education completed in any of the schools or programs mentioned previously. If the student has completed a fourth year in a MULO, MAVO, HAVO or higher program, he enters the teacher training program at the beginning of the second year. 115 The program for kindergarten teachers is of three years duration, thus totaling 12 years of education. Those wishing to teach in the elementary school complete an additional year. If the student does still another year, he or she may teach in a ULO or ETAO school. A one year professional program for princi- pals or headmasters is available upon completion of any of the three programs. The diplomas awarded indicate the holder's qualification. The term Akte means diphoma and will be followed by the level of training. For example, a certifi- cate reading Akte van bekwaamheid als kleuterleidster indicates the holder to be qualified to teach in a kindergarten. The term Hoo{d means headmaster or principal and may be written with Akte simply meaning a headmaster's diploma, or with Leidster meaning a head teacher or principal. Graduates of the Kweek- Schools may qualify for higher teacher training. 2. Higher Teacher Training. A person who wishes to teach in either a lower secondary, a traditional or regular secondary, or a Kweekschool must have additional certification beyond what is available in the Kweekschool. The re- quired certificates may be obtained by passing rigid examinations. While the Kweekschook graduate is trained in general subjects, those who wish to teach at the higher levels must pass the appropriate examination in one or more specific subjects. There is no set curriculum that must be completed, but rather, there is a body of knowledge and an understanding of the subject that must be acquired in order to pass the examinations. There are three levels of certification. The L.0. (Lagere ondewijs) Akte is the lowest level diploma and qualifies the holder to teach the subject in which the diploma was obtained in the ULO, ETAO, MULO, or MAVO schools. Pre- paration for this examination may be completed in two years or more of part time study depending upon the students prior preparation. The M.0. (meer ondemijs) Akte is an advanced diploma and includes two levels.of certification, the M.0.-A and the M.0.-B. Those holding the M.0.-A may teach the subject designated on the certificate in the first three years in the traditional regular secondary program. Those holding the M.0.-B may teach the subject designated at any level in secondary school or in the kweekschools. (The preparation and examinations for the M.0.-B is given only in Dutch, History, Mathematics, and Science in Surinam and the Netherlands Antilles. Persons wishing to gain certification in other subjects must go to the Netherlands.) The basic requirement to prepare for an M.0.-A diploma is either the MAVO or other secondary diploma, or an L.0, diploma in the same subject. With the L.0. diploma, two years is the normal preparation for the M.0.-A while secondary school graduates require three years. The M.0.-A can be obtained in Surinam and the Netherlands Antilles in Geography, Biology, English, Dutch, Spanish, History, Physics, Mathematics, Music, Physical Education, Handicrafts, and Drawing. There are three higher teacher training institutions in the Caribbean that prepare students for the certificates mentioned above. They require com- pletion of a Kweekschook or of a traditional secondary program for admission. 116 (The faculty in these schools are all required to hold university degrees.) However, many people prepare privately for the certification examinations by taking classes in the late afternoon or evening and by studying privately. Others enter special programs in universities in the Netherlands to study for the examinations. The preparation for the examinations is not significant while the passing of the examination is all-important. G. Technical-Vocational Education. Either technische or nijverheids ondewijs refers to technical education. The words Lager (lower) or hogere (higher) further identifies the training. Courses in Domestic Science are called huishoudkunde. Beroeps ondewijs indicates vocational or professional training. Lower level training schools are available upon completion of the ULO, ETAO, or three year MULO or MAVO program. Carpentry, machine tooling, welding, and electrical installation is taught in the lower technical schools. The home econ- omics or domestic science schools teach dressmaking, basic nursing, cooking, and child care. The higher technical schools admit graduates of the upper secondary schools. A three year program is offered including Mathematics, Natural Science, and courses in Electrical, Mechanical, or Civil Engineering. One of the three years is spent in practical training in industry. No degrees or titles are granted upon completion of the program; however, graduates do work as engineers. They also may transfer to Delft or other technical universities in the Netherlands. H. Higher Education. As of 1971, the Faculties of Law and Medicine in Surinam how are called the University of Surinam. No other faculties exist. The medical program includes three years of premedical and clinical work in prepar- ation for the candidaats examination. Upon successful completion of the exam- ination two more years of clinical work are needed to qualify for the doctonraal examination. A student successfully obtaining the title of Doctonandus needs an additional two years of training as an assistant before going to the Netherlands to take the artsexamen which is the professional state examination required to gain full certification as doctor of medicine. The student in the Faculty of Law takes from three to five years to complete both the candidaats and the doctonraal examinations in order to qualify for the title of Meester (Mr.). That title indicates that the doctoraal examination has been passed and the holder is professionally qualified. A School of Law was established Curacao in 1971. Known as the Rechtshoge- schook van de Nederlandse Antiflen, it currently offers only the preparatory work but will eventually offer the full Law program. In addition, this school plans to offer work in Business Administration and in Public Administration. I. Grading System. The grading system in use both in Surinam and the Nether- lands Antilles follows the ten point system used in the Netherlands. Both num- bers and/or comments may be used as follows: 117 Uitmuntend Excellent 10 Zeer goed Very Good 9 Goed Good 8 Ruim voldoende Sufficiently satisfactory 7 Voldoende Satisfactory 6 Bijna voldoende Below Satisfactory 5 Onvoldoende Unsatisfactory : Gering Inferior Slecht Poor + ZeersLecht Very Poor - It should be pointed out that, while a grade of 5 in this system is normally equated to a failure in the U.S. system, it is a conditional pass in Surinam and the Antilles. A student may have two grades of) 5 and still pass for the year providing neither of those grades are in the student's major area of study, and, providing the other grades are adequate to compensate for the fives. For considering an applicant from this system for admission to an institution in the United States, a 5 may best be equated to a "D". ‘ IV PLACEMENT RECOMMENDATIONS There is a multiplicity of diplomas offered in both Surinam and the Nether- lands Antilles. No attempt has been made to include all of the titles or pro- grams in this text; however, admissions officers in the United States are advised to refer to the glossary as well as the sample credential section of this report for identification of diplomas submitted for their evaluation. In addition, it is recommended that complete records be required for all study beyond the elementary school. New programs are being introduced on a continuing basis and, by determining the entry level and the title of the program, place- ment should be possible. Scores on the Test of English as a Foreign Language should be required from all applicants from these two areas of the world. A. Freshman Level. Applicants submitting the HAVO diploma may be considered for admission to the freshman level. Some institutions may wish to impose re- strictions on admission at this level based on the "stream" or program the student followed and the grades received. The HBS diploma is no longer in general use. However, applicants submitting that diploma may also be considered for freshman admission. i B. Freshman Level with Advanced Standing. Applicants submitting the Lyceum, or VWO diploma indicating completion of the Gymnas tiie or Atheneum may be consid- ered for admission at the freshman level with advanced standing. The same recom- mendation applies to holders of the AMS diploma. The amount of credit awarded can be determined by the program the student followed in the secondary school, the degree objective indicated, and the policy of the accepting institution. No credit is recommended beyond the introguctory level. 118 C. Transfer Level. 1. University. In addition to any credit awarded for secondary school work, as indicated above, students transferring from the Faculties of Law and Medicine jn Surinam or the Faculty of Law in the Netherlands Antilles may qualify for admissio and advanced standing on a course by course basis in keeping with i the accepting institution's policy on transfer of credit from a professional program. 2. Teacher Training Programs. The placement of trained teachers will depend upon the level of education achieved prior to entering the teacher train- ing program and the length of the program. A graduate of a VWO or AMS program may return to a Kweekschool and obtain a teaching certificate (Pedagogisch getuiaschregt) in which case the VWO or AMS qualification would take precedence and it is recommended that the student be accepted and given advanced standing as indicated above. Applicants submitting Kweekschoof diplomas and who entered that program upon completion of an extended primary or lower secondary program may be consid- ered for admission with no advanced standing. Those applicants who submit the L.0.-Akte may be considered for admission with up to two years of advanced standing in the subject(s) of specialization only. Holders of the M.0.-A and the M.0.-B may be considered for admission and qualify for up to three and four years of advanced standing in the subjects of specialization only. (The holder of the M.0.-B may have reached beginning graduate standing in one or two subjects but will be lacking in other areas re- quired by a bachelor's degree program in the United States.) 3. Technical Schools. Graduates of the higher technical schools which require completion of the HAVO or other traditional secondary program for admis- sion, may be considered for admission to the freshman level with advanced stand- ing awarded on a course by course basis dependent upon courses completed and degree objective. Graduates of the lower technical schools do not qualify for admission to a degree program in the United States. V GLOSSARY Aanrdkunde Aardnri js kunde Akte (n) Akte Paedagogiek MOA Akte Van Bekwaamheid aks Hoofleidster Akte Van Bekwaamheid aks KLeuterleidster Algemene Middelbare Schook (AMS) Albemeene vakken Ants examen Beekdende Kunsten Beroepsondermi js Buitengewoon Ondewi js Dierkunde Duits Ecconomisch Toeristisch Administratie, Ondermjs (ETAO) Economische wetenschappen Eindexamen Engels Geneeskunde a Getuigschrift Gewoon ii ondemijs (GLO) | Godsdienstondewmi ss Grieks Gymnasium Gymnastiek Geology Geography Certificate(s) Advanced teacher training diploma.Normally indicates a high standard has been reached in one or more academic fields. Holders of this diploma are qualified to teach at the upper secondary level. Same as below but requires an additional year of training and permits the holder to be a principal or headmaster. Teacher's diploma authorizing holder to teach at the elementary level. Upper secondary school. Graduates qualify for University admission in the Netherlands. General subjects Professional medical doctors examinations. Fine arts. Vocational (professional) training Special education. (Specific teacher train- ing is offered in this field and a diploma is issued indicating this specialization. ) Zoology German Vocationally oriented supplementary elemen- tary education. The diploma does not provide access to other higher education, Economic sciences School leaving examinations English Medicine History { Certificate Primary education -- "Common lower education" Religious education Greek Secondary (grammar) school Physical education Handelswetens chappen Handenarbeid Hoger Algemeen Voortgezet Ondewmijs (HAVO) Hogereburgerschool Hogere Technische school Hoofdakte Huis houdkunde Klasse KLeuterscholen Kurstgeschiedenis Kunstondenm js KweekschoLen voor ondewmijzers Kweekschook ondewijs Lager Ondewi js Landbouws choLen Landbouwwetenschapen Latijn Leerplan Lichamekijkeoefening Lijntekenen Maats cheppelijkwerk Mechanica Meer Uitgebreid Lager Ondewijs (MULO) Mens kunde Middekbane akte MiddeLbaar Algemeen Voortgezet Ondewijs (MAVO) Middelbare handeks schook Middefbare Technisch Ondewki fs Natuurlifke Historie Nederlandse tall en Letterkunde Nijverheids ondewijs Ondemu js Ondewi jzer Openbaar Atheneum 120 Commercial sciences Handicrafts Higher general secondary education. The diploma represents five years of schooling beyond the elementary. Secondary (grammar) school Higher technical school Headmaster's certificate Domestic Science Form, class, or grade Kindergarten (nursery school) History of art Arts and crafts training Teacher training colleges Teacher training education Elementary or primary education Agricultural schools Agricultural science Latin Curriculum Physical exercise Geometrical drawing Social work Mechanics Extended elementary education Anthropology Secondary certificate Middle level secondary education. If the student completed four years beyond the primary school the diploma will read "MAVO-4" otherwise the diploma represents completion of a three year program. Secondary commercial school Secondary technical training Advanced teachers certificate Music Physics Physical geography Natural history Dutch language and literature Vocational training Education School teacher Public higher education. Diploma issued by the Lyceum will indicate either Atheneum, Gymnasium, or HAVO | 121 Openbaar ondewi js Opvoedkunde Opleiding Plant-en dierkunde Rechts geleerdheid Rekenen Scheikunde Staatsinrichting Stekkunde Stenmrenkunde Technischeondewmi js y Tentamen : Uitgebreid Lager nijverheids onder js Uitgebreid Lager ondewijs U.L.0. Schoen Vakken Voorbereidend Lager ondenwijs Voorbereiden Wetenschappelijk Ondewijs (VWO) Wi jsbegeerte Wis-en natuurkunde Wiskunde Public education Pedagogy (education) Training Biology Botany Law Arithmetic Chemistry Political Science Algebra Astronomy Technical training Preliminary examinations Supplementary or extended technical training Supplementary or extended education Schools for supplementary or extended primary education Subjects Preprimary education Upper secondary school, strictly aniversity preparatory Philosophy Mathematical and physical science Mathematics 123 VI SAMPLE CREDENTIALS wnb jou op fay] *99283S POITU 93 UT SeTyyTsreaTUN pte seFeT[CO UT uoTIelepTsuco sSuCTESTEpeE JO} gueotidde ey AJTT *S@LITIUV SpueTt2eyI29N O49 UT UOTQWONpe Jo sivet ueq pue sufu Jo uoyeTdwoo Queseidsi SumOTd Tp eseqj, mm su Troz em eus08 * QaWR xeex moj sopeasuimors25 ap uns Gusus:)2;punyy rT} “AW Udy er PIM Aizstutne ure coz 2P I2sq UduEXs PH “Pees mpai yet ay sfimaayti0 3703 WME swequppri | i SUNS PS ApluaNASuveq ap ue tagogaS ep Wurepjon quoyss ap ace slip yzoSp1001 i PI tx J dot faq fob avefoy = ary ut ie. Of Bai Ah ouIp a (] 9° CAVE SIIMAIUNO LAZAVLAOON NY UNADIV UVVETAAAHIIN . VWO'TdId N ed g For ‘JBAWIO Baya spjeutzaa opfizourmio uve sla op 2js0q WOMTEXS 391] “‘pSapasze yJooy ‘ZaTjepye aStvfasp ‘s{misepuo yezeSz200a use -a3[e reeqjeppra usurexepure 32q Jjoaa3 Z-ysun¥ yeur jooyss spursousZuaaog op uve JSP Uarepysaa ‘ooyos azep uve sfazapuo yoraS}100A usoUIaSTe Ieeq[spplul UsUTEXepUlS joy OBA USUIONTe yey SU! ywRIEq UBA UsIeJe] Vp Ue INsPeZIp WF C] Suyepye a3yref4i1p SfLMUXGNO LEZADLYOOA NAAWAYTV UVVaATACCIN VWOTdG g 125 Do Commissi¢ van Ex . krechtens het vierde lid van artikel 4 van de Middel- buar Onderwij-lundsverc:darirg 1950 (PB. 1950 no, 114} bij lendsbesluit van de ” No, benoemd, belest mot het efner.en vor het .Lend:oxeren hogere burgerschoc! “ heeft in heer -ittinyen ven geéseminrord acboren fe en hem hawt op grand we: Get carne het getuigschrift wegens het met gunstig geval aflepyer van het eindesames, overeenkamstig het programma ver het landsesamen hugere burgerschoc! efdeling 7200's vasigesteld in Lijlage XV van it Midex‘bear Onderwijsbosluit 1952 !P.0. 1952 No. 132) witgeryitt. Nemens de Commissie. voorz:tter secretars HBS Diploma - may be taken externally. There is one private HBS School in Surinam that is not part of the Ministry of Education. Also, the HBS program is offered at the Colegio in Aruba. MULO DIPLOMA ST PASCHALISSCHOOL Ketel he Moto vem ,Irscers Paramands Zor en Moor DIPLOMA uitgereikt aan te geburen op ten bewijze, dat hij met goed gevolg het (Uniform) heeft afgelegd. Mulo eindexamen 19 Paramaribo, De Directeur Jer School De Gecon.nitteernden De Secretar Lower secondary diploma available in Surinam. This diploma doe< her nine or ten older to be considered for S. college or university. Represents completion of eit ears of formal education. not qualify the h admission to a U. y deuk Lee Victor OPENBAAR ATHENEUM 128 Afdeling Hoger Algemeen Voortgezet Onderwijs ~~. Diploma ; ee De examencommissic, belast ie nites van het eindexamen voor het Het ecomen took do oes met een bruisle 6 Ca) Openbaar Atheneum - Aldeling Hoger Algerreen Voortgezet Onderwijs - te Paramaribo, () Nederlendee tae! on letterbund et in het yaar a CD Engelse tac! on letterhunde § = C Speense tos! on lottorhunde verklaart dat ” =< ° OC Franse tec! on letterhunde ’ Dwi i letterhunde geboren op : 19 te " E C) Dvitse too! on wi O Withunde e aar de bovengenoemde school het eindexamen, welk algenomen is volgens de resolutie van | C0 Netwurhunde P Z ~ él * Schothunde 4 8 juli 1971 No. 5151, met goed gevolg heelt algelegd ” 0% 0 7 | 0 Biologie © Yd Paramaribo, de ae (0 Hendelswetenseheopen on a) ° g. Recht ven het Mestecheppeliih Verkeor 4 ; Namens de Gecomm.ticerden Nemens de Easmencomeveste = TA tes — hep Py) Anrdtmaghunde a oO io hia: > <€ es Voorzitter 2 5 Paramaribo, de. a (Direkteur voor het voortgeret en hoger onderwijs) VA , Sekretarts bendieh wen 069 4 19 reilter secretaris 202. /iy7 Namens de examer , in het aschooljaar 197 present the minimums requirement for admission at the freshman level. advised to examine the courses completed and the of the applicants stated objective. te ploselfre tI DIPLOMA HOGER ALGEMEEN VOORTGEZET ONDERWIJS Subjects completed are listed on the back. Handtekening van de geézamincerde: HAVO diploma - Netherlands Antilles . Both of these di aan de bevengenucnwle shed met comtg gevuly het cindexamen hoger aleemeen veortgezct onder- belast met bet afmemen van het cindexamen hoger algemevn vuortgezet onderwijs aan deze school, Het examen heeft de zes aan ommezijde vermelde vakken omvat. wigs heeft afgelegd. verklaren dat gcboren § : é & 3 : : ta 127 *80383S pe dtu &43 UT set yTereaTun pue seFetToo fq Suyprezs peoueape 43qm UOTSsTmpe 10J Dereprsuco eq-tem semo[dTp eweyZ JO TeyTTe Fupyz TANS SzUEOT *emoTTp o%y FO WOU ey WO peqySTT ere pejeTimoo sqoefqns euL *pueTIOH up £zTSreaTuN WO} UOTSSTUpe LOZ JepToH eyq AyPTenb ‘weupimg UE pereszzo ‘sewoTdtp asey3 Jo 4308 —— opherews OF Te OP me ot I O mA mmr en peny oomeyiing ony ae: bqeyne: epwepety (CS 'ELO1 WD) Bers ~ Cs01 we a menyeens ep mengzeeg piimyet;: pee emma s oy, Sav 1335398 anja 7261 Oquews.24 pbsabju si Hyoac par6 jew wnaueyjyy Cvwexapuse 4Y SWV ®P vee ZZ61 2ee! joy uw seeysway 40Op j\ep ‘slimaq sje PEASIP Jey u do usc 2q26 uee ppesa6yn ePWwO|diq shmsepuo yfyaddeyrsuajam puapies9qs00A JOOA jooyss sueqeppi,) suewebjy SNV 61 Syfjopye ap uea swojdip Yay Iy!01993IN uIWeXa Up Ud YyAoZIapuojoo\ss yoy UeA puGas do Ua ap 3) uaiegad pssourmexga3 ap\uea uasuniz uny ul uaqqay ‘oquewezeg 33 wnod{J-epyempy oq Af IG “IN 324 URA WNADAT-VONVYIN 3d ‘Of Ud UN O *uOTIBONps [eMI0J JO SIBeA ZT 10 TT ATUO JO UOTIeTCMOD Jueserder AeW AY ‘“sSToOOYyDS A1eQUOMeTO UF YORez OF ASPTOY eYy3 seTsTTenb pue sZeT{oo Buyurerz3 T9YORI AIMOT GY JO UOFZeTdmod squeseider ewoTdTp stuL (anyersea ou) ‘@psseuwexeeb op uer buvexe;pue), $110492908 494412904 ‘OSSIWWO? 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'Q'd) Slimsepuosaynojy joy hq s94spiojpj26y 4,0 proyuMeMasg LOA ae ec um Cud:., “404 184 UOWOK® fou OA Buiobss va Bur:248u ,0; 896! $2896r0 84577 99 LO La b>. “;0@w suawobje SPuEPNoy piNjseaspyg; yoy LEA S [94440 SudsydOu> & Sr WOD.6 weKd o4 SPIMYIONOYILNIIN 13H Fig WALSAIITGAOON tee Siv GI4HAVVAMAG NVA ALYY N3ITNLNY 3SONV18303N a n oe N ss = a O : ? f i ——— | % QO. : a | é “Oo a . & i b 4 w Both of these diplomas represent advanced teacher preparation in one or more subjects. standing for holders of these diplomas is included in placement recommendations. met cord yevog heelt algelegd het examen ter verkryqin® san de LO. - AKTE NATUURKUNDE Perarmarto, De examencommse sournoend VOOR cH Tte ORLCTEUR VAN eT INSTHL VOOR Si OPLEIDING VAN LERAREN INSTITUUT VOOR DE OPLEIDING ~” BE GEEXAMNLIRDE SECRE TARTS VAN LERAREN vert Ge +73 «00 Ge Mamnter san Ondernge on Volbroctetbeing ecomes & sigene cme s-sabion, Ge S—sehthbtag ae ” vee 1B aeombe RAAD VAN TOLZi!IT. BIISTAND EN ADVIES VOOR DE STUDIE DER VALDACAIGIEK NEDERLANDS ANTILLIAANSE ACADEMIE ae AKTE PAEDAGOGIEK M.O.A yeboren te de hech met gunsig gevulg afyelegd het examen voor de akte PAEDAGOGIEK M.O.A. omvattende de vakken: Eneyclopacdic der lacday peck. Msycholowe. Inleding tor de Wrapsbeycerte, Deze ake geeft teclating tor het examen voor de ahte Pacdag yeh MO. 1 Untgcretkt te de 9 Phe Verio youwewndor scan de Sime ve Adk wge on Weten ~ tapes Adntission and advanced 130 : ‘(L3INBIS WILNdWOI] INDI LWWYOANI. 1-H S SIWONOIT - 9! WIYLSMONI -4 STWIINHDIL “ALU -35°S95°905 “NOD3 “LIT-@SSNOILIAS 3AI4)(AUWONODES Y3ddN 3.4137dWOD - ONO 379A) 2ONO23S) 3NDINHI3L B22Ale« « “((WIINHD 34 ““HIWW-3 °°S9S “LUN SHivW-@ °°S9S “SAHd ‘HinW -) °°S95 °205 “"NOD3 “AIT = @ SOUHd ONVT LIT-Y¥>SNOILIIS BAld)(AMVONOISS Y3ddN 3L31dWOD - SNOT 31DAD 3ONO23$)3NYIOOW 13 BNDISSV1) BIIAT#» & "CILI“SIQVYL NOILINYLSNOD 7 WIINVHD3W * 1W1Y1313 “LNIWIOWNVW T3.10H ‘ONILNNOD2¥ 'ONI “NIWUL WIDYBNWOD STWNOILWION 2 TWIINHD3L)(ABVONOD3S Y3ddM IWNIWY3L ~LYNOD 37DAD 3QNOI3S) JNDINHD3L BAIA F L'3D« (CAWNOLLWIOA TWNIWY3L TW1LWud ~'S SIWNOLLVIOA-NOILISNYYL-%' TIWNIWNYAL "N35 -3INYIGOW NOILI39S] SIS “SAHd “SONW1 ‘GOW OML YO 3NO*HIN3YS~"E: SONWT “GOW OMA NILW1-"Z5"ONW1QOW JNO'HIIVO'NILW1-1:SNOILIIS JAL4)(ABVWONOI3S Y3MO1- 312A) JWBWWIYd) STD I'O'TI« AWVHId -3¥d = SSY1) LNYINI SSTNEILUH ¢ | N3LUYOBIONIN| S-Z IVIOL 9 ~Wald3ud 2 a | sunor| Il} 2 L SIVIWWIYd SIBIVINIWI13 S3SSv1) WIL | OL] € Kav 8 (S3¥IWWIYd $30N13,0 1¥31411¥3>) | S¥NO2 v -N3W313 6 N3A0W| 8B |S Ol synod} 7 19 Vt a. 9{L I AMWONO23S Y3MOD — 312A) BURWIYd « (WY Fe § | (($°3°2) S3MIWGNOD3S LN3IW3INDIISN3,@ $3937109 | co-aay wages AN 3W3N913SN3,0 $3937109 ‘Sou +16 rm ("'4°3':3IDAD BBWIYd NA $3ONL3,0 13A349) 319A2 Au | ayaiwaud| £ | Ol NOD 3S S| Pe ee ee ee me 7 wewr35nrnrwrnrennr reer ee eer wr rere grr err rr rem Ferrer rw rer em mr ee em eee po -- = ee i i SS ya oy (Aloe LT a 3N¥300W batt 2ore 312 | w34er)] 3031 7 | L\ INOINHI3L 399A1 | 13 BNOISSWI) 339A) | entice Zt OSs “AD & UZ] ONOT|-WIUd (W3DINHDSL 30 L3A3¥8 vO (3¥IVONOD3S L3H ~Ge rome mmm 13") | 3712 /3WN| CF 81 ee ane ee Seen beeen ou Gi, 0 IEs «Ss athewal"es | eee Hee eee eeetad mimmane [omyemtasa)] Es «Bad ERBE -ano1asNa.¢ s3031109 Bh es 10¥E 80 | -whawe $3>N3) 43 Siu [Awurid-sauund) AS aOR Peohm panned | -95 $30 ga vnrva} $30 parnows [SawH¥on $21093 ae mw al al WNOIS| Z Gl -YIONN 0c # -$3404d| € | 91 IZ _ tiieatine BIN} Vv | ZI (a4 (SaILINIVGA YWV3SA-OML 338HL - avn >) -QWy9NId G gi €Z UNWIND -S3TMLNY IMIWLISYIAINA 38.LN32 NNALITO TEI] -egyouy (BZ NOILYINGZI YSIHDIH SYIAINA L102 any fey BLYNAVYD | — 8 17 92 | mr On on W “np off o 7S < me W2LSAS TWNOILYINGI SIGNI 1S3M HIN3Y4 agselss|ez) WAlSAS|ch mB Rs|Res| “WSN |28 v 131 FRENCH WEST INDIES II BACKGROUND A. General. Although Spain was the first European country to gain possession of islands in the Caribbean Sea in 1492, Spanish interest in the islands was frustrated for two major reasons: 1) they found no gold or other precious metals in the area, and 2) they were repulsed by the fierceness of the island inhabitants, the Caribs. Islands in the area were first colonized by the French between 1625 and 1635; Martinique, St. Lucia, and Grenada. The Napoleonic wars which followed in 1804 left considerable chaos in the area and in 1815, a meet- ing of the European heads of state restored most of the French possessions as they had been designated in the Paris and Versailles Conferences of 1763 and 1782, respectively: Martinique, Guadeloupe and French Guiana. Since that time these areas have remained under French colonial rule. The French West Indies or Caribbean Departments of Martinique, Guadeloupe and French Guiana have been coequal since 1946 in legal and administrative status with the Departments of metropolitan France. Martinique and Guadeloupe are rel- atively small, heavily populated, tropical islands, the economics of which are dependent upon the export of sugar, rum, molasses, bananas and pineapples. By contrast, French Guiana is a relatively large area almost completely undeveloped and unpopulated. The estimated combined population of the French West Indies is over 790,000 with Martinique and Guadeloupe having over 5(% of the total. This gives them one of the highest population densities in the Western Hemisphere, in an area of extremely mountainous terrain primarily agricultural in its economic base. However, Martinique has a heavy urban concentration in its capital and commer- cial center of Fort-de-France, which has about 30% of its total population. The population of the entire area is primarily African in its origins, comprising a small number of Amerindians and descendants of former escaped slaves. All three areas are dependent upon government funds from metropolitan France to support their official budgets, services and economies. It is generally accepted that the government revenues collected in the Caribbean Departments do not come close to meeting their costs of government, and that public services, including education, are maintained through outlays by the tax-payers of metro- politan France. French is the official language of the area but Creole is spoken and under- stood by the majority of people. Literacy is estimated at 40% to 50% of the population. The principal religion is Roman Catholicism. However, the French Caribbean areas are impartial in religious matters and ensure freedom of reli- gious worship and freedom of conscience. The area lacks a unique local culture because of the profound attachment of the people to metropolitan France and French culture. There is, however, the search for national (Caribbean) identity among a growing number who wish more fundamental adaptation of the political, economic and social institutions of the present system to the geographical, cultural and economic realities of the French West indies. 132 B. Educational. The educational system of the French West Indies is the same as the national educational system of metropolitan France, with minor modifications to accommodate local conditions. The West Indian territories of Martinique, Guadeloupe and French Guiana, known as the Departements d' Outre Mer (Overseas Departments), comprise a regional echelon, or académie, of Le Ministre de L' Education Nationale (the French Ministry of National Education) which is based in Bordeaux. The Recteuwr (Rector), or head, of the Bordeaux academie is represented in each of the French Caribbean areas by a Vice-Rector, or inspecteur d' academie (academy, or regional inspector), usually appointed from metropolitan France. He acts as a local superintendent of schools for each of the Overseas Departments. Consequently, education in the French West Indies is administered as an integral part of the educational system of the mother country. Although the responsibility for financing education in the area is official- ly divided between the French national government, the Caribbean Departments and their communes or local governments, in practice most of the cost of public education is paid from the French national budget. As in metropolitan France, the educational system covers nursery, primary, secondary, and higher levels of education with provision for technical and teacher training. There are both public and private institutions. However, all are required to teach in traditional French which is not the language of every- day speech in the home and the street; and all must conform to the basic methods, principles, programs of study, examinations and other facets of the educational system as prescribed by the French Ministry of Education in Paris. Legislation during the late 50's and the past decade has supported several reforms in the national educational system of France in order to adapt it to the accelerated rate of school-age population growth. However, the system con- tinues to reflect the traditional classical curriculum, rote teaching methodo- logy and educational advancement based on highly selective national and compet- itive examinations. The reforms involve various revisions in the traditional classical educational structure and the development of new programs to make the system more "democratic", i.e. to provide greater opportunities for practical training at all levels in terminal vocational and technical courses enabling students to begin employment after one, two or three years of specialized study. For various reasons, primarily the lack of adequate school facilities and teach- ers, several of the reforms are still in the process of implementation in the French West Indies. III EDUCATIONAL SYSTEM TODAY A. Overview. Education in the French West Indies territories of Martinique, Guadeloupe and French Guiana conforms to that of continental France. The present French Constitution (Law of October 4, 1958) guarantees equal access of children and adults to education, professional training and culture, and stipulates that the establishment of free, secular, public education at all levels is a duty of the State. Since 1946, each territory has been designated as a Department of the Academie de Bordeaux of the French Ministry of National Education, thus officially assimilating the three territories into the administrative system of metropolitan France. Reforms intended to foster the democratization of education have been introduced as they have in France under the Order and Decree of January 6, 1959, the principles of which are defined as: extension of the period of compulsory education; constant orientation of pupils; provision of general education to the end of the compulsory education period; possibility of choice, after the ninth year of schooling, between the complete program leading to higher education and specialized terminal programs leading to employment. The aims of the reform are: to guarantee all children adequate education and training; to guide them in accordance with their individual aptitudes and to offer them a wide choice of opportunities so that each may select the most suitable; to widen access to higher education as much as possible in order to train the executive and special- ist personnel which the nation needs. Curriculum, methods and principles of education in the French West Indies follow those of France, although attempts are being made to adapt these to the local situation and environment. By law education is supposed to be compulsory and free up to 16 years of age, but lack of facilities often prevent enforcement of this law. Progression through the system is based on examinations. All post- secondary education facilities, other than primary teacher training, require completion outside of the French West Indies. Current statistical information for the territories is not readily available. However, there are both private and public schools, all of which provide instruction in French with the curric- ulum being determined by the French Ministry df National Education. B. Pri - Following a one to three year infant pre-primary optional program (kindergarten), the primary school program (Classes Elementaires Primaries) is 6 years. This is divided into three parts, each two years in length. These are: Cours Preparatoinre - Preparatory Course (Years 1 and 2) 4 ‘ Cours ElLementaire - Elementary Course (Years 3 and 4) Cours Moyen - Middle or Average Course (Years 5 and 6) Children usually begin at 6 years of age and finish at 12. The primary school curriculum stresses the basic skills (reading, spelling, writing, and arithmetic) and also includes elementary study of ates geography, singing, drawing, manual work, moral and physical education! Successful completion of this program enables a student to enter secondary school. In 1965-66 there were 217 public and sixteen private primary schools in Martinique enrolling 66,528 students. For the same years in Guadeloupe, there were 294 public and 26 private primary schools enrolling 64,009 students. Statistics for French Guiana were not available. C. Secondary. Since 1959, the secondary school system has experienced many changes. These are similar to those which have occurred, and are occuring in France. There are both private and public secondary a offering various programs. The UNESCO World Survey of Education shows that there were 48 secondary schools in Martinique in 1970, six of which were private and 21 technical and commercial schools, five of which were private. In the same year, there were 52 secondary schools in Guadeloupe, of which 12 were private and 4 private technical schools. French is the language of instruction in all courses. Admission to all secondary schools requires successful completion of six , years of elementary school. Traditional academic programs are offered in Lycees (academic secondary schools) and technical or vocational programs are offered primarily in Colleges d' Enseignement Technique (schools of technical education). The Colleges d' Enseignement General, C.E.G. (Colleges of General Education) and Cokkeges d' Enseignement Secondainres, C.E.S. (Colleges of Secondary Education) both offer a four year Premier Cycke (Lower Secondary) program leading to the Brevet d' Etudes du Premier Cycke (B.E.P.C.). This program of general education has five streams or Sections. These are: 1) Latin, Greek, One Modern Language 2) Latin, Two Modern Languages 3) French, One or Two Modern Languages, Physical Sciences 4) Transition - Vocational 5) Practical Terminal-Vocational Students who complete the B.E.P.C. may enter several one or two year Seconde Cycke Court programs (terminal upper secondary). These presently involve various experiments in connection with the development of terminal programs at this level for students who are not capable of pursuing the three year Seconde Cycle Long program (complete upper secondary) or students who wish to obtain professional qualifications as soon as possible. Depending on their qualifications and interests, students with the BE.P.C. may enter a two year terminal upper second- ary general course in a C.E.S. leading to the Bruevet d' Etudes du Premier Cycle du Second Degne, which is being phased out; or a two year terminal vocational course in a technical secondary school Lycée Technique)leading to the Brevet d' Enseignment Industriel (B.E.1.). Students with the 8.E.P.C. may also enter CokkLeges d' Enseignement Technique (C.E.T.) which offer a one-year course lead- ing to the Certificat d' Education Professionnelle Fe or a two year program leading to the Brevet d' Etudes Professionnelle (B.E.P.) or the Certificat d' Aptitude Professionnelle (C.E.P.). All of these are terminal programs provided at the upper secondary level in the llth (Seconde) and 12th (PAemere) school years. / ‘ The Lycee Chassique et Moderne (Classical and Modern Secondary Schoo) and Lycee Technique (Technical Secondary School) both offer the complete upper secondary education program (Seconde Cycle Long) which involves three years of , study beyond the Premier Cycke (lower secondary) and lead to the new Baccalaureat c2 k' Ensexgnement Secondaire (Secondary School Leaving Certificate) or the Baccalaureat de Technique (Technical Secondary School Leaving Certificate), respectively. Each program provides several sections. 4 Baccalaunreat de L' Enseignement Secondaine: Literature, languages, philosophy Literature, economics, social sciences Mathematics, physical sciences Mathematics, natural sciences Mathematics, technical Baccalaureat de Technique or Brevet de Technique: a. Literature, economics, social sciences b. Mathematics, technical ec. Industrial d. Economics e. Computer science (L' Informatique) 4 Completion of the Baccalauwreat, usually at age 18 or 19, qualifies a student to apply for admission to a French university or the two-year institution of higher learning in the French West Indies, Centre Universitaine Antilles-Guiana (C.U.A.G.). | The principal secondary schools in the French West Indies, all of which are highly rated include: Lycee Schoekcher, public school for boys (Martinique) Lycee des Jeunes Filles, public school for girls (Martinique) Lycée d' Etat Mixte de Bainbridge, public coeducational school (Guadeloupe) Seminaine-Cokkege, Catholic school for boys (Martinique) Convent de St. Joseph de Chuny, Catholic school for girls (Martinique) CokLege d' Enseignement Technique, public coeducational school (Martinique and Guadeloupe) The Lycee d' Etat Mixte de Bainbridge ih GuadeLoupe (State Coeducational High School of Bainbridge) is a large, attractive, new facility including a landscaped campus with several well equipped, modern classroom buildings, laboratories, dormitories and offices for administration. Both the academic and technical-vocational sections are provided by a staff of excellently qualified teachers. Students should be requested to provide certified transcripts and certifi- cates issued by the French Ministry of National Education. Grading System - Secondary Education. The grading system in some schools is on a numerical scale from 10 to 20: 136 Parfait - 20 (seldom given) Tres Bien - 16 - 19 Bien - 14 - 15 Assez Bien - 12 - 13 Passable - 10 - ll Failure - below This scale may vary greatly according to the person using it. The experience of some admissions officers suggest that grades above 16 are seldom given and that 16 might be considered the upper limit of the scale for excellent, 12 - 15 as above average and 10 - 1l as average. An important distinction is that the grade of 10 represents a respectable pass and should not be equated to the American grade of "D". Other schools use an alphabetical system: x. Tres Satisfaisant - A Satis faisant - B Juste Suffisant - C Inguffisant - D Tres Insuffisant - E In addition to the grading system, guidance councils (Conseils d'orientation) play a significant role in the evaluation and direction of students during the course of their education. These councils have the authority to stipulate epetition of a class; give a choice between class repetition and transfer to another section; and to direct students completing the premiere cycle (lower secondary) towards employment or to upper secondary education, complete or terminal courses. D. Higher Education. The French West Indies does not have a senior univer- sity. The only institution of higher learning in the area is the Centre Universitaire Antilles-Guiana (C.U.A.G.) which offers two year programs of uni- versity training in the three faculties: 1) Faculte des Arts et Humanite (Faculty of Humanities and Arts tn Martinique), 2) Faculte des Sciences Naturelles et Physiques (Faculty of Physical and Natural Sciences in Guadeloupe), and 3)Faculte de Daoit (Faculty of Law in French Guiana). There are plans for centralizing the three faculties in Martinique by 1974 and for ceveloping a four year university degree program in the near future. Most students complete their higher education at universities in France,or Canada. The minimum requirement for admission to C.U.A.G. is the Baccalaureat. Secondary teacher trainiug is not offered in the French West Indies. Secondary school teachers must finish a senior university abroad and pass a qualifying examination for the teacher's license: Certificat d' Aptitude Pedagoaique Enseignement Secondaire (C.A.P.E.S. ) (Certificate of Secondary Teacher Education). Professional training for primary teacher certification is offered at primary teacher training schools for men and women (Ecoles Nonmales Primaines d' Instituteurs et d' Institutrices). The program is two years in length and leads | | 137 to the Certificat d' Aptitude Pédagogique (Certificate of Teaching Aptitude). Students must hold the Baccalaur and successfully pass a competitive entrance examination for admission to the primary teacher training program. IV SPECIAL CHARACTERISTICS AND QUALITY FACTORS 1. The school year begins in October and ends in July. 2. The educational system follows generally the same methods and principle as metropolitan France which is classically »ased. However, education reforms are being implemented to adapt the system to local conditions and needs. 3. Education is primarily public, but there are a few private schools. 4, Private schools compare favorably with public schools in quality, but they do not usually have as many qualified teachers. 5. Although public education is free at all levels and school attendance is compulsory up to 16 years of age, it is very competitive and selective as a result of the examination system required for progression from one level to the next. 6. Greater access to educational opportunity is limited Decause of the lack of qualified teachers and adequate physical facilities to accommodate school popu- lations, particularly at the secondary level. The total number of students in secondary school is relatively small in comparison with the number in elementary school. 7. Considerable emphasis is placed on the observation, evaluation and guidance of students by their teachers ("conseils d' onientation" or guidance councils) during their course of studies. 8. Graduates of secondary schools because of the language facility and their profound attachment to France and the French culture, usually seek admission to French or French-speaking Canadian universities. 9. There is no program for financial assistance of students who wish to study in the United States provided by the French Caribbean Overseas Department . Students at the higher educational level may benefit from study grants and under certain circumstances, from loans provided by the Conseil General at no interest up to approximately $1,000 if they wish to study in France. V REQUIRED ACADEMIC CREDENTIALS A. General. Applicants at all levels (Freshman, Transfer) should be re- quired to submit the following credentials for admission consideration: 138 1. An officially certified school transcript. Any translations of records provided must be accompanied by photocopies or certified copies of the original documents. The student may then be required to show the original documents if admitted and registering, as part of the registration requirement. 2. Evidence of English language proficiency satisfactory to the insti- tution concerned. 3. Evidence of sufficient financial resources satisfactory to the institution concerned. 4, Letters of recommendation from teachers and school officials who have taught and have some personal knowledge of the applicant. B. Freshman Level. 1. Applicants should be required to submit an officially certified transcript of secondary school record and appropriate certificate on the official forms of the Ministry of National Education and validated by the official stamp of the Prefecture of the Caribbean Department (Martinique, Guadeloupe, French Guiana) in which the school is located. C. Transfer Level. 1. Applicants should be required to submit an officially certified transcript of university education (Centre Universitaine Antilles-Guiana) issued by the university; or primary teacher training (Ecoles Nonmmales Primaines) com- pleted and appropriate certificate validated by the official stamp of the Pre- fecture of the Caribbean Department (Martinique, French Guiana) in which the school is located. VI PLACEMENT RECOMMENDATIONS A. Freshman Admission 1. Applicants who have received the Baccakaureat may be considered for freshman level admission. 2. Applicants who present the following certificates should not gener- ally be considered for admission at freshman level: Brevet d' Etudes du Paemer Cycle (B.E.P.C.) Brevet d' Etudes Professionvekle (B.E.P.) Certificat d' Aptitude Profess‘cnnelle (C.A.P.]} Certificat d' Education Profess..-nelle (C.E.P.) Brevet d' Enseignement Industrie (8.E.1.) Exceptions should be made only when such action is consistent with institutional policy. 139 B. Transfer Admission | 1. Applicants who have successfully completed course work at the : Centre Universitaine Antilles-Guiana (C.U.A.G.) may be considered for trans- fer admission. 2. Applicants who have completed the two year primary teacher training program at one of the Ecoles Normales Primaines (primary teacher training schools) may be considered for transfer admission. 140 VII GLOSSARY / Academie - Educational region Assez Bien - Average é Baccakaunreat - Academic secondary school diploma necessary for access to higher education Brevet - Authorization of completion of terminal secondary programs, usually involving technical and vocational training Braevet d' Enseignement Industried (B.E.1.) -Certificate of Industrial Education Brevet d' Etudes du Premier Cycle (B.E.P.C.) - Diploma obtained after completing 4 years of Intermediate secondary education / Brevet d' Etudes du Premier Cycle du Second Degne (B.E.P.C.S.) - Diploma obtain- ed after completing 6 years of secondary education Brevet d' Etudes Praofessionekke (B.E.P.) -Certificate of Professional Studies Certificat d' Aptitude Pedagogique (C.A.P.) - Certificate of Teaching Aptitude, required for elementary school teachers Certificat d' Aptitude Pédagogique Enseignement Secondaine (C.A.P.E.S.) - Certificate of Secondary Teacher Education, required for secondary school teachers Certificat d' Aptitude Professionelle (C.A.P.) - Certificate of Professional Competency Certificat d' Education Professionekdle (C.E.P.) - Certificate Professional oe ee obtained after completing one year of training in a technical high schoo CoklLege - Secondary school for terminal training, comprising four years of study Cokkeges d' Enseignement General (C.E.G.) -Schools of General Education Cokkeges d' Enseignement Secondaines (C.E.S.) -Schools of Secondary Education CokLeges d' Enseignement Technique (C.E.T.) -Schools of Technical Education Conseil Genera - General Board or Board of Directors, a group of private citi- zens who raise funds to provide financial assistance (loans) for students to study at French universities Courts ~ Course 141 Cours ELementaine - Elementary course, comprising third and fourth year of primary school Cours Moyen - Middle course, comprising last two years (5th and 6th) of primary school Cours Preparatoine ~ Preparatory course, comprising first two years of primary school Court - Short Ecole - School Enseignement - Instruction Etudes - Studies Instituteurs - Institutions for men Institutrices - Institutions for women Juste Suffisant - Adequate or just sufficient / Lycee - Secondary school for university preparation, comprising 7 years of study and terminating with the Baccalaureate Lycee Classique et Moderne - Classical and Modern Secondary School Lycee Technique - Technical Secondary School Normale - Elementary teacher training Passable - Fair Pedagogique - Teaching Premiere - 12th school year Primaines - Elementary studies Recteurt - Regional school superintendent Secondaines - Secondary studies Seconde - 11th school year Technique - Technical or vocational Teaminal - 13th school year VIII BIBLIOGRAPHY Hyslop, Beatrice F. France: A Study of French Education and Guide to the Academic Placement of Students from France in Educational Institutions in the U.S.A. American Association of Collegiate Registrars and Admissions Officers (AACRAO), World Education Series, 1964. Lewis, Gordon K, The Growth of the Modern West Indies. New York, N.Y.:Monthly Review Press, 1968. Parry, J.H. and Sherlock, P.M. A Short History of the West Indies. New York, N.Y.: St. Martin's Press, 1956. UNESCO. World Survey of Education. Vol. V, "Educational Policy, Legislation and Administration." Paris, 1971. 6ection on France, pp. 449 - 470.) 143 IX SAMPLE CREDENTIAL J 0 OF9190 1 Be QE SB BE BB EB BB BB BB BB BB BB EE BB BB | Hi “Qouapisps Es ap Noy Np 22"/og IP DAIESSIILUOT) J] NO QarePy 2] JUd soWIOJUOD 29yIN499 sates 53] IP }2 SQuLEsS2d~U BUOLIS IN] INb soIdoO2 52; DwyUs-IN, 41Ge2,P ISPIpues ne jusnsedde (j “owEip 22 2p wWeadnp op paarjpp sed wads ou |] — “VLON Nossvk ‘uw: poulrgqed ep ine}5e a, =) ud | anog \ S pupsjpdus,) ap aanjoudig — “fed 71 Svincdayeisitadeeaniansbieineastebertee 24GF VELL G o np ajop ua dant np u01j047917ap v} D ja uawDxa,] puopuswuaySps poupisruim prpseo,) B “I461 1900 BI MP 1 GIGI sITIMl SZ Np S10) xnv jusupuuofuaz eapisaonnesoonng ¢€ “CN UKTI)” NMOLIDIVAD p “tay win o - ehaabsadsnscapsnaansnbacth eiestaben ee erste wagisvoWw Rp p4aijaq —.-~ cot FH NET YPD RE DBD 2D BD PTY PUBS BBP BS BB 2 BB BB BBS FTITOWOLNY,C VNFLUXVI TY NININYIFL, ATIANNOISSAAOUd AGNLILIV.d LVOIAILYAO INUK IID ef IP quauiajsedaq XMOITA OD ar rmepwv ATVNOLLVN NOLLVONGAT Ad AUZLSININW ASIVONVUA ANOMINdU UB 8 BB 571 BP] BI BB BB 2 DB BS BB ee BG oF 144 146 ‘ ; ‘ : (313° ONIVOTIWL AMANDLA TS SOINWHIDW AYANSAYYD '9IN3ID§ 31153WOd) SNINIVYL “WWNOILYDOA PTY DINHI3L- BUN LIMIVOY 4O TOOCHIS we ("2.135 LN SW ONUNYH V3LOH SONILNMO 200 ‘DNINIYEL TYIZYBHWOD) SIOOHIS TWNOILYIOAT'HI3Lo (SSOYVNONYT NY SAOW - 3IN BIDE - D5 3DNBIDS~ NILUT-@! 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About two-thirds of the topography (10,714 sq. miles) of the country is rough, mountainous terrain unsuitable for cultivation. Approximately 2.2 million acres of land are arable. Haiti is one of the most densely populated countries in the world. Its estimated population in 1972 was 5,000,000 of which about 95% is of African descent. The remainder are mostly of mixed ancestry (mulattoes), with a small number of exclusively European or Levantine descent. Ninety percent of the population live in rural areas, with the remainder crowded in the three princi- pal cities of Haiti: Port-au-Prince, the capital, with 300,000; Cap Haitien with 50,000; and Gonaives with 30,000. The country is largely agrarian, characterized by many very small individual family subsistence farms. Limited industrial development is centered in and around the three principal cities. It is a country of incredible poverty. The gross national product (GNP) in 1969 was estimated at $333 million and the per capita gross domestic product (GDP) at about $70. The average annual income is between $60 and $70. French is the official language of the country but it is spoken by only 10% to 12% of the people. The remainder speak and understand only Creole. Although voodoo practices are widespread, the state religion is Roman Catholicism and all religious faiths are tolerated. Literacy is estimated at 10%, the lowest of any country in the Western Hemisphere. Columbus discovered the isiand of Hispaniola on his first voyage to the New World in 1492. French buccaneers used the western third of the island as a point from which to harass English and Spanish shipping. In 1697 Spain ceded the western third of Hispaniola to France. As piracy was gradually suppressed, some of the French adventurers turned to planting and made Saint-Domingue, as the French portion of the island was then called, one of the richest colonies of the French Empire in the 18th century. During the French colonial period, large numbers of slaves were brought from Africa to work the sugar cane and coffee plantations. In 1791 the slave population, led by Toussaint L' Ouverture, Jean Jacques Dessalines, and Henri Christophe, revolted against their French masters and gained control of the northern part of Saint-Domingue. In 1804 the slaves established independence from the French who were unable to maintain control of Saint-Domingue, and the area was renamed Haiti, which means mountain- ous. From 1843 until 1915 Haiti, under 22 dictatorships, suffered great political and economic disorder. From 1915 to 1934 the United States intervened militarily to protect U.S. citizens and property and to prevent invasion by other nations. 148 Some progress was made toward the improvement of Haitian life with the "revolu- tion of 1946" and the administration of President Marsais Estime (1946 - 1950). The theme of the revolution was the salvation of the black man and progress continued under this theme during the Paul Magloire presidency (1950-57). With the Francois Duvalier administration (1957-1971) the country's institutions were subjected to an authoritarian domination under the personal control of the president, which resulted in considerable disorder and terror in government during his regime. In spite of the number of formidable problems that continue to challenge this very proud, wretchedly poor and oldest black republic, it enjoys a unique culture, human vitality, and enormous potential of national and international significance. B. Educational. The educational system of Haiti represents an adaptation of the traditional French system. It is a national system which covers the primary, secondary and higher levels of education including, in addition, provision for technical and teacher training. The country's only institution of higher learn- ing, Universite d' Haiti (University of Haiti), was founded in the 1860's and 4 development of the university from its founding to 1946 included the establish- ment of the faculties or schools of law, agriculture, medicine and pharmacy, dentistry, and engineering. Prior to 1946 there were less than 15 secondary schools in Port-au-Prince, the capital city, and no schools of recognized quality at this level elsewhere in the country. Education was exclusively for the elite. The "popular movement" (revolution) for greater educational opportunity which began in 1946, resulted in the establishment of additional schools, especially at the secondary level. However, the new schools created were not adequate to accommodate the increased enrollments encouraged by the popular movement and this condition is relatively unchanged at the present time. Classrooms are severely overcrowded in the public elementary schools. Ina number of classes there are as many as 50 or more children. Expansion at the university between 1946 and 1956 included a School of Ethnology (Ecole d' EthnoLogie) and a School of Secondary Teacher Education (Ecole Normake Super- 4eure). During the Francois Duvalier ("Papa Doc") administration, the largest number of private primary and secondary schools, and a number of additional public secondary schools, were established. However, political factors related to the administration had an unfortunate effect on the quality of the developing educational system. Academic standards and admission requirements at the University were relaxed for political patronage and, for various reasons, many of the most competent and experienced teachers, at all levels of education, departed their homeland for new livelihoods in Africa, Canada, and the United States. This created a dearth of qualified teaching personnel at a very crucial period. While some progress has been made toward restoring the quality of instruction and teaching personnel, there still exists a tragic shortage of teachers and adequate elementary and secondary schools. — 149 During the period 1956 - 1971, the name of the university was changed from Universite d' Haiti to Universite d' Etat d' Haiti (State University of Haiti) and one superior school was added, Ecole Nationale des Hautes Etudes International (School of Higher International Studies). In addition, the Faculty of Law (Faculte de Droit) was expanded to include economic science as a specialty and a full 4 year program of instruction; the School of Ethnology became the Faculty of Ethnology; and the Faculty of Agriculture was expanded to include veterinary medicine and a full 4 year program of study. As political purposes were accom- plished during the latter part of the Papa Doc administration, improved educa- tional standards were gradually restored. The percentage of total central government expenditures for education in 1971-72 was 12.8%. Most recent developments toward improvements in the education- al system under the current administration of Jean-Claude Duvalier ("Baby Doc"), which began in 1971, are reflected in an Inter-American Development Bank loan of $10,000,000 to Haiti, which represents the largest loan since the Papa Doc administration; the increased number of French professors employed at the normal school and university levels; plans for erection of a building to house an Institut Pedagogique for the development of modern teaching methods by the French government; and the appropriation of funds by the Haitian government for increas- ed teacher salaries at the primary and secondary levels. III EDUCATIONAL SYSTEM TODAY A. Overview. Article 167 of the 1957 Constitution specifies that education in Haiti be directed toward the full development of the personality of those who receive it, in order to enable them to make a constructive contribution to society. It shall help to inculcate respect for human rights, combat all manifestations of the spirit of intolerance and hate, and promote the ideal of moral unity at both the national and Pan-American levels. The same article stipulates that primary education shall be free and compulsory. Article 168 provides that access to all educational institutions, both private and public, shall be on the basis of nondiscrimination, whether religious, racial or social. These expressed aims are an ideal to which the reality bears little resem- blance. Progress in expanding education has been made, especially since 1946; however, illiteracy in Haiti still runs at an estimated 90%. Although primary school education is "compulsory and free," only some 300,000 out of 1,500,000 school-age children start their education. Of these, only one child in about 200 school entrants completes all the education available to him (less than 1%). While education in theory is accessible to all Haitians, in practice it is limited to the urban elite and the families of a few relatively advanced peasants. The poverty of the masses forces most children to begin work at an early age and there is little effort, if any, to enforce the law regarding compulsory education. The official language of instruction is Frenchy, but an estimated 90% of the pop- ulation, particularly in rural areas, speak and understand only Creole. Thus many children are handicapped at the beginning of their education because they receive instruction in a language they do not understand. _ 150 The Secretariat of State for National Education (the Ministry of Education) is responsible for primary education and teacher training in urban areas, secondary education, vocational and technical education, and higher education. The Secretariat of State for Agriculture is responsible for schools in rural areas. There are three types of schools in Haiti: 1) public schools supported and operated by the Government of Haiti, 2) government-subsidized private schools which receive some subsijies from the Haitian Government , 3) private schools receiving no support from the Haitian Government. Overall educational facilities in Haiti are inadequate in spite of attempts by the Government to expand them. There is a shortage of teachers, buildings, textbooks, and other instructional materials. Teachers are poorly paid and often inadequately trained. Trained Haitian teachers are handicapped by large teaching loads, and meager equipment and laboratory facilities. B. Pre-primary. One year "infant classes" are available for children between the ages of 4 and 6 years. They are not compulsory and few Haitian families take advantage of this educational opportunity. C. Primary. In 1970 there was a total of 1,509 primary schools in Haiti, broken down as follows: Public and private urban primary schools - 842; Public and private rural primary schools - 667; total - 1,509. Although this total shows a great increase since 1946, there are still far too few primary schools. Rural and urban primary schools share the same constitu- tional and legal principles, but they differ widely in many respects, with urban schools generally faring better. Since there are usually too many students and too few teachers and books, the teaching method used is primarily memorization and recitation. The primary school course last six years (seven, if the one-year infant class offered in a few schools is included). Pupils normally start at the age of 6 - 8 and finish at 12 - 14. The course comprises three cycles -- preparatory, elementary and intermediate -- and leads to the Certif{icat d' Etudes Primaines. This is awarded by examination. Students holding this certificate can proceed to secondary school, but are required to take an entrance examination for the full academic program (Baccalaureat). D. Secondary. The number of secondary schools in Haiti has greatly increas- ed since 1946. There are now 115 schools, 21 public (Lycées ) and the rest, private (Cokleges, Cours, Centres or Instituts). In the 1970-71 academic year, 13,000 students were enrolled in the public schools, and 18,000 in the private schools. Sixty-three of Haiti's secondary schools are located in the capital, Port-au-Prince. Curriculum is prescribed by the Ministry of Education. No tuition fees are charged in the public secondary schools, but there are occasion- ally minor fees for supplies and breakage. The following secondary schools are rated highly by Haitians. However, the omission of a school from this list should in no way be interpreted to imply a lack of quality. 151 The schools listed are located in Port-au-Prince unless another location is indicated. a. Public Secondary Schools: er Lycee Agesandre Petion 2. Lycee Cent Cinquantenaire 3. Lycee Francois Duvalier (Petionville) 4. Lycee Philippe Guerrier (Cap Haitien) 5. Lycee Pinchinat (Jacmel) b. Private Secondary Schools: Centre d' Etudes Secondaires . Cokkege Canado- Haitien College Max Pennette College Notre Dam Du Perpetuek Secours(Cap Haitien) Cokkdge St. Francois d' Assises Cokkege St. Martial Cokkege St. Pierre Cours Amedee Bruun Cours Alexandre Dumas* (Petionville) 10. Cours Roger Auglade ll. Institut du Sacre Coeur 12. Institut George Mare 13. Institut St. Louis Gonzague 14. Institu. “te. Rosede Lima 15. Nouveau College Bird 16. The Union School ODN AOFWN FE Of the schools listed, Centre d' Etudes Secondaines is considered outstanding; Cours ALesandre Dumas, a French school, is highly rated and is associated with the Bordeaux branch of the French Ministry of Education; Nouveau College Bind, a Swiss school, enjoys nation-wide prestige and offers a program including parallel manual, technical and classical courses with teaching methods that avoid rote, and a relatively informal classroom atmosphere; and the Union School, an American school founded in 1919, which follows a standard U.S. style curricu- lum in English, is accredited by the Southern Association of Colleges and Schools. Admission to any secondary school program in Haiti requires that a student have successfully completed the Certif{icat d' Etudes Primaines (Certificate of Primary Studies). A student entering secondary school will normally be 12 - 14 years of age. There are, basically, four streams or sections that a student can enter ir secondary schools. - * Formally Cours George Duhamel 152 These are: l. The technical-vocational stream, which is a terminal, three year course leading to the Certificat d' Aptitude Professionnelle. This is awarded in such schools as agriculture, domestic science and vocational schools teaching carpentry, electricity, etc. 2. The higher primary stream, which is a three year transitional course, leading to the Brevet ELémentaine. 3. The first cycle (lower) secondary level stream, which is a three year transitional course. 4, The full academic stream offered by Lycées and colleges, leading jto the Baccealaunréat 1 (Rhétonique), which requires six years, and the Baccakauneat II (Phikosophie ), which requires a thirteenth year of study, and is the minimum admission requirement for the State University of Haiti. For successful graduates of the traditional streams mentioned above there are several programs available. Please refer to the education chart for further clarification while reading this text. Holders of the Brevet Elementaine can enter a four year terminal, technical- vocational program leading to the Brevet d' Aptitude Professionnelle awarded in Commercial Training, Accounting, Hotel Management , etc. or a two year tran- sitional program leading to the Brevet Superiéur. Holders of the Brevet Superieur can enter a three year nursing certificate\program or primary school teacher training. Graduates from the first cycle (lower) secondary level can enter either primary teacher training or a three year transitional upper secondary level course. Graduates of the three year transitional upper secondary level course can enter the three year nursing diploma program, provided they pass the Baceakaurcat I examination. The School of Surveying (Ecole d' Anpentage ), although affiliated with the State University of Hait., offers a two year terminal secondary program in surveying. Admission to this course requires successful completion of the Brevet ELementaine. ’ Students completing the Baccalaurzeat program receive the Certificat d', Etudes Secondaines first and second parts, coryesponding to the Baccalaureat Premicne Partie (Rhétorique) and the Baccalaurdat Deuxidme Partie (Philosophie), respectively. This program has three streams or "sections", which are: 1) A-Latin- Greek 2) B- Latin - Science 3) C - Science - Modern Languages. s 4 “of ° - ° Progression from the Baccalaureat I to the Baccalawreat II is by examination. 153 The secondary school system is a highly selective one with progression through a succession of nationally administered examinations which are decisive for continuation in the system. Although changes are being made in the system, there is still an emphasis on rote-learning and preparation for examinations. However, some of the assigned papers in the upper secondary levels require analytic thinking of a high quality. Students should be requested to submit documents issued by the Ministry of Education which provide validation of the /ppropriate examinations. Sometimes the actual certificates for the Baccalaunrcat I or II will not be available since they may have to be purchased by the student. Grading System - Secondary Education. The grading system is a numerical one ranging from a low of 1 tc a high of 10. The normal passing grade is 5. E. Post- ~Secondary Education. A three year nursing program, affiliated with the Faculty of Medicine, is offered at the thirteenth year. Admission to the program requires completion of the Baccataureat I (Rhetonrjque). Students com- pleting the nursing program successfully receive the Diplome d' Infiumicnes (Diploma in Nursing). A practical training program in nursing is also offered to holders of the Brevet Superieur. One enters the program at the twelfth year for three years. Successful completion of the course leads to the Certificat d' Infinmicres . Primany teacher training is offered at grade ten for those who hold the Brevet Elementaire. The program is three years in length and leads to the Diplome de Fin d' Etudes Normales. F. igher Education. Higher education in Haiti is offered at the Universite d' Etat d HaAtd, in Port-au-Prince, and provides eight faculties: Facupte d' Ethnologie; Ecoke Nationale des Hautes Etudes Internationales; Faculté de _ Lettres et de Pédagogie; Faculté de Droit et Des Sciences Economiques; Faculte de Science, Ingeniewr et Architecteur; Faculté d' Agnonomie et des Médecine Veternarie; Faculte d! Odontokogie, and Faculté de Médecine et de Pharmacie. The minimum admission requirements to the Universite d!' Etat d' Haiti (formerly the Universite d' Haiti, 1960) ics the BaccaLauneat II. In addition to the Baccalaunreat II, competitive examinations are given in the faculties of Inter- national Studies, Law and Economic Sciences, Agriculture and Veterinary Medicine, Dentistry and Medicine/Pharmacy. Degrees are awarded upon successful completion of a three year program in the faculties of Ethnology, International Studies, Letters and Pedagogy, a four year program in the faculties of Law and Economic Science;Science, Engineering and Architecture; Agriculture and Veterinary Medicine; and Pharmacy; a five year program in Dentistry and a six year program in Medicine. The medical program has been reduced from eight to six years in length and has undertaken clinical instruction as modelled after U.S. medical schools. all 154 The degrees are stated as Diplhme d' Etudes Supdriewres except in the Faculty of Law, which awards a Licence and the Faculty of Letters and Pedagogy, which awards both the Dinedme and Licence. Secondary teacher training is offered to holders of the Baccakauneat ES4 Academic and professional training is given in a three year program through the Faculty of Letters and Pedagogy. Upon successful completion of the course the student is awarded a Licence or Dipldme des Lettres, Philosophie et Langues. No post graduate study is offered in Haiti. University and Higher Education Grading System. The grading system at the State University of Haiti is based upon a numerical scale from 100-60, with 60% as lowest passing grade. The student must have a minimum combined average of 65% at the end of each year for all courses taken. Should one not attain an average of 65%,the year must be repeated, all courses included. Examinations are given at the end of each semester in addition to the final exam covering the entire year. No national examinations are required for the degree. IV SPECIAL CHARACTERISTICS AND QUALITY FACTORS 1. The school year begins in October and continues until July. Some private secondary schools operate on a trimester basis and all public secondary schools observe the semester system. 2. The educational system is highly competitive and selective, and the successful student who completes his Baccalaureat I and II will have gone through a succession of rigid nationally administered examinations, each of which is decisive for his continuance in the system. If the student fails the Baccalau- neat examination in July, he is aliowed to retake the examination in September. 3. Education confers immense prestige in Haiti and the average student who survives the system through the secondary level is highly motivated and persev- ering. 4. The secondary and university student population is drawn predominantly from affluent and middle class families. 5. Private schools play an important role at the primary, secondary and intermediate levels, but paradoxically the academic freedom which these schools enjoy contributes to a lack of unity in their programs and methods. However, all schools must be chartered by the national authority, all are liable to government inspection and all must prepare students for the same nationally administered mass examinations. 6. The secondary school curriculum is designated to be both university preparatory and/or terminal. However, the relative strength of secondary school programs varies widely. 7. Instruction in some schools is often handicapped by inadequately trained teachers, lack of teachers, textbooks, library and laboratory facilities, and equipment. 8. Teaching methods, especially at the lower levels, favor rote-learning. However, at the upper secondary level, success in the final essay examinations requires analytic and synthetic thinking of a high quality. 9. There is no organized program of financial assistance for students who wish to study in the United States provided by the Haitian government or the private sector. 10. Haitian exiles and their relatives encounter numerous problems with immigration authorities and educational institutions in most western countries. Although they have fled their country because of tyranny they, unfortunately, are not generally accorded the understanding and treatment given to exiles from Cuba or Eastern Europe. It would seem logical that Haitian exiles be given the same protection and consideration as exiles from other countries with respect to residence and the opportunity for study in the United States. V REQUIRED ACADEMIC CREDENTIALS A. General. Applicants at all levels (Freshman, Transfer, Graduate) should be required to submit the following credentials for admissions consideration: 1. An officially certified school transcript. Any translations provided of records must be accompanied by a photocopy or certified copy of the original documents. The student may then be required to show the original document if he is admitted and enrolls, as part of his registration requirement. 2. Evidence of English language proficiency satisfactory to the institu- tion concerned. 3. Evidence of sufficient financial resources satisfactory to the insti- tution concerned. 4, Letters of recommendation from teachers and school officials who have taught and have some personal knowledge of the applicant. B. Freshman Level. 1. Applicants should be required to submit an officially certified transcript of secondary or post-secondary school records on the official letter- head and validated by the official stamp of the Ministry of Education. The transcript should also be accompanied, if possible, by the appropriate certifi- cate validated by the Ministry of Education. | | 156 C. Transfer and Graduate Level. 1. Applicants should be required to submit an officially certified transcript of university work issued by the university. The transcript should also be accompanied by the appropriate diploma or Licence, if the applicant has completed the program of study. VI PLACEMENT RECOMMENDATIONS A. Freshman Level. 1. Applicants who have received the Baccalauncat II, Phikosophie (Certi- ficat d' Etudes Secondaines, Deuxieme Partie) which represents the completion of thirteen years of formal education, may be considered for freshman level admission. Some institutions may wish to consider granting advanced standing to applicants with the "Bac.II" when such action is consistent with institutional policy. 2. There is evidence that holders of the Baccataureat I, Rhetonique (Certificat d' Etudes Secondaines, Premiere Partie) which represents the com- pletion of twelve years of formal. education, perform well in some U.S. institu- tions. Since adequately researched information is not available at present to recommend placement of applicants with this certificate at freshman level, it is strongly recommended that the area be researched in detail to determine the feasibility of such placement. However, this does not preclude admission of such applicants at freshman level when the action is consistent with institution- al policy. pee ° ,% ° ° 3. Applicants who have received the Diplome d' Infiumieres (Diploma in Nursing) may be considered for undergraduate admission with advanced standing as deemed appropriate by the admitting institution. 4, Applicants who have received the Brevet d' Aptitude Professionnelle have completed a four year terminal program in the fields of commercial training, accounting, hotel management, secretarial practice, etc. Some institutions may wish to consider such applicants for admission to specialized programs. 5. Applicants who present the following certificates should not generally be considered for admission at freshman level: Certificat d’ Aptitude Professionnelle Certificat d' Infrunieres Brevet Superieur Diplome de Fin d' Etudes Normales Exception should be made only when such action is consistent with institu- tional policy. 157 B. Transfer Level. Applicants who have successfully completed partial course work at the Unverscte d’ Etat d' Haiti (State University of Haiti) may be considered for transfer admission. C. Graduate Level. Applicants who are graduates of the State University of Haiti may be considered for graduate level admission. VII GLOSSARY Agtonomie - agriculture Baccakaurea. - academic secondary school diploma Brevet - authorization of completion of terminal secondary programs College - academic secondary school Droit - law Ecole - school Etudes - studies Infiumieres - nursing Lycee - academic secondary school Normale - elementary teacher training Odontologie - dentistry Pedagogie - teaching Pxemer - first Paunaines - elementary studies Second - second Secondaines - secondary studies 158 VIII BIBLIOGRAPHY Dale, George A., Education in the Republic of Haiti, United States Office of Education (Bulletin Nov. 20, 1959). Washington, D.C.: U.S. Government Printing Office, 1959. Lewis, Gordon K., The Growth of the Modern West Indies. New York, N.Y.: Monthly Review Press, 1968. Leyburn, James G., The Haitian People. New Haven, Conn. :Yale University Press, i941. Moore, O. Ernest., Haiti. Jericho, N.Y.: Exposition Press, 1972. Parry, J. H. and Sherlock, P.M., A Short History of the West Indies. New York, N.Y.: St. Martin's Press, 1956. Rodman, Seldon, "Haitian Art Burgeons On," The American Way Magazine, Vol. 5, No. 9, September, 1972, pp. 14-17. UNESCO. World Survey of Education, Vol. V, “Educational Policy, Legislation and Administration." Paris, 1971. (Section on Haiti, pp. 561-563.) 159 IX SAMPLE CREDENTIALS 4 . BACCALAUREATE, PREMIERE 160 INSTITUTION JONAS AUGUSTIN MIXTE PRIMAIRE - SECONDAIRE 41, BOIS - VERNA, 41 PHONE : 5-6381 PORT-AU PRINCE HAITI ee Port-au-Prince. le. . @.ROwrder pyle CBEBRTIFICAT La Direction de 1‘INSTITUTION JONAS AUGUSTIN certifie que ~ > 9g & appartenu A cet Btabliesenent et y a suivi les cours penenannend Ala Classe de Rhéto C durant l'année académique 68-69. Blle prend plaisir & signaler que a com, ee dietingué par sa bonne conduite et son application av, tra aile: ie, ‘ { Ce certificat lui eat donc délivré anal errs ‘val ste oe ae ‘de droit. ot = & AUG a ai etbios i a 3s ie HOTES OBTENUES PAR FR. AUX DERNIERS EXAMENS DE SELECTION Francais... .cccccccsccccsccsesessslsd Sur 200 Mathdématiqueg....sssesescessesesece. aur 300 Physiologie.......... ccccccccceels) Sur 200 ANGLAIS. ccccccc cocccccccccoscce FO GUF 200 BSpAgnOl..ccccccccccsccscsesesseellO eur 200 Histoire d'Haiti.......cceeeeeeelL00 aur 200 Littérature Haitienne......+.ee+eell0 sur 200 Physique@....ccccccscccccccccsessseed eur 300 2 GAMES so 00 00000t00eneseesesonnenenl sur 200 antl 161 o ~ BACCALAUREATE, PREMIERE DinECTICN GENERALE BE L’EDUCATION HATICHALE Section de I'Enseignement Secendaire REPUBLIQUE DHAITI a 7. PTS . a Port au-Prince. 'e . 08 Sane 1972 LA DIRECTION! GENERALS DS L'SVUCATICN NATIONALS (Seecion dd l'énseignenent Secondaire) certifie aue =." a obtenu les nates Suivintes aux Examens du Baccalauréat (PeetTunk. PAXTIS section C) selon Procés-Yerbal du Jury d'sxamen de Juillet 1969. Francais... See eeeveeeeeeeeseeeeeeeeee 146 sur 200 Phys RROOO6 6 066-000000000060000608 115 " 200 Dissertation d'Histoire d'Haiti..... 170 " 200 Anglais. ee ewer eae eeeeceaeeee @eeeteeeeneeenesd 85 " 200 Physicue. e@esepeeeeeeee*seevaeaenee ee eee eeeee 258 " 300 Chimie. e®eee teen eeeeeeeneeeeeeee eee eee 140 " 200 Littérature Haitiennes.....ccccecsee LOO ™ 200 Esnagnol. eseeerwreea@eveeeevetsteoeeeeveeeeene8e e088 90 " 200 Matheratiques. S@eeeeveeeeeeeeee ee eeeee80e 19 L " 300 EEE ee ee 1301 " 2000 QRal rn eeee ceccececcceceeceeeuees 58 " 190 i cites 6 6b 6000s s 66ene bceees 70 wT " Histoire Goncrale...cccccccccccccece 6g " " Géogranhie Finirale..c.ccccccccccccce 70 " " BOGTOMIS Sati. ccwcccccccccccccce 60 " re 326" 500 le orésent certificit lui est délive pour servir et valoir ce ~ue de ‘iroit. ath = \ ve ised : %, oo — 162 2yzwaye ‘216790 TIvI WE Sokok LURE 2 REREAD ENTREE Sun Date oN om a.rearwh Ses GRRE R ARBRE Te EUR ROR SS p a] ‘POULIg-ne-}10g ‘}lOIp ap onb 99 s0yeA 3d s1AJaS INOd Z4Al[9p 3S9 IN] 3B91j19199 juaspad of ice : 7 4 TI XH a OT o1oy oA SZ ‘ON ne (altepuodsag juawisuS19suq } ap totssag) av 7 afeuonenN uol}eINpT,| PP a[e19USyH UONDIIIIG BE] Bajja 399 & NUD} s1}sI39q 9] INS WAISUI Jso i i nb ya oe “np ayep ua uawiexg,p Ainf np yeqiaA s9d01q uOjas * oO U01}99S A bite | oe 7777 -fOpy % 2 = prme & 2 sc Sachi ita sires cscs —~ Wi anb 9313134195 oh al aUIVGh SAS LNGHINOIESNAT ZA NOW3ITS WT SF LVDS Las ef WIVNOWLVN NOIMLVONGS-T AG ATVUSNAD NOLIN ae Site tt oiatie _—~—. be Lito ryt yaya wey ay Tee a4 DENG BYE 0 bast O bari O Bde in AOR e ed od , 43 AMY S4f1> *" BC bso bee aryorrge ° ’ ’ ‘ ER as: ear ides doe) sgnd beled eared ee say Peep ee) cx PeVTey TAs as te bas ‘> Ueelgs: ex. are ~~ LYCEE ANTENOR FIRMIN 163 Fondé en Cetchre 1952 Secties 2 C. AVENUE CHARLES SUMMER TELEPHONE : 5-6531 Port-au-Prince, Haiti (W.I.) La Direction du Lycée Anténor Firmin, certifie et atteste que l'élave ois *" @ suivi les cours prévus aux progmammes de la Classe ie Philo © durant ltannée sco~ lai-~e 1969-170, En foi de quoi le -résent Certificat lui est 44li- vré pour servir et valoir oc we de droit, aeptwiiqun nar, BACCALAUREATE, SECONDE 164 DIRECTION GEERALE isu BE L’EDUCATION HATICHALE Section de I'Enseignement Secendaire Ne 194 3 Favalur wn-2 Port-au-Prince. le CHRTIFICAT VA DIR&CTIO’! SSNSHALS DS L'sDUCATION UaTICVNALs (Section de l'znseiznement Secondaire) certifie jue a obtenu les notes suivintes aux Examens du 3accalauréat (DSUXI=z;s ParkTIe Section es onan Proces-Verbal du Jury d'txamen de Juillet 970. PRAlesOTNidsc ccccccccceccoscosccoen AGL sur 360 Physiologie ADSM DOs 0600 000600%0000 80 ad 100 Dissertation d'Histoire d'Haiti.... 191 " 300 ANGLAIS. cccccccccccccecesesoscosece 78 e 200 PhaySiqueeccccccccccccccccccccccceseoe 155 ™ 300 Pin pode ohee6060600006060006606 251 e 300 ESPGGNOlLleesessececseeccsceesecesees 145 " 200 Mathematiques. ccceccevccccccccccese 200 " 300 Pe bob SOcbdd Se deoedesaceoesouses 1251 " 2000 ORAL Ang@laiSccccccccccccccccecessocceece 75 = 100 BBPGSROL ccc cecocsccescoccecoesooese 60 “ e Histoire Gera kc ccs cecedceceoeses 75 = " Géographie GimEP RIO ccecceeocecceceee 85 = aie Géographie OGG G hin 4ccne6bs0tenunne 70 " " CoSMOgZranhieCseccrccosc-coccccccreee 98 " ~~ Ween 46 660 6660006000n6 0666 06660000 4,63 = Le présent certificat lui est délivré bo: valoir ce que de droit. 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Toa Mayas Use YAN MaraNarie aes Pee el da ses Pee g CEES a Pd EA CLE ed fd CTE PELE wd ue Pad gad edi a Pad dal del dade od UNIVERSITY TRANSCRIPT 166 UNIVERSITE pD’ETAT FACULTE DE DROIT ET DES SCIENCES ECONOMIQUES PORT-AU-PRINCB Port-eusPrince, le Ui, Octebre 19 71. HAITI Neo. Je, soussigné, Dr. Hervé BOYER, Doyen de la Faculté de Droit et des Sciences Economiques de Port-au-Prince, (HAITI), certifie que Mene sieur Newel MMEY a subi avec succés les examens lui donnant droit au grade de Licencié en dreit,comme l'attestent les résultats suivants: Premiére Année Acadfr*=n— :— Octobre 1963 = Jnillot 1964 Ecrit t= Moyenn- Glebe c ccccecescecs 544.63 sur 100 Oral = Droit Chvil. ccccccccecceccecoe 70 sur 100 Histoire du Dreit..ceccccccces 75 a . Economie Politiqueccccccccccce 50 i ws Droit POM Le ccccccséceceséocses 70 ” 7 Statistiquessrcccceccesccccccce 32 is 7 Dewdléme Année Académique := Octobre 1964 = Juillet 1945 Eorit ate HMoyenne Cle bet leccccoccceecece 59.83 sur 100 Oral t- Dreit CAVERsces caeccesececenee 90 sur 100 Dreit Constitutlonnelececcsece 5h Droit Internatienal Public.... 50 Economie Politiquecececccsccsee 7. Precédure Civile cccesccccccccs 30 Precédure Pdntlececcocccccccece 70 Troisitme Année Académique :- Octebre 1965 — Juillet 1966 Ecrit {~ Meyenne Généralesscsccvesesnca 52044 sur 100 Oral t= Dreit Civileccccccccccccccecce 58 sur 100 Finances PubliqueSecccsseccees 79 ” . Droit Commercialoccscscccceccce ib) ' s Droit Administretif...ccccsece 45 _ . Législation Secialeceseces »eee0 50 ad id Monsiour Magma MEME a recu le grade de Licencié en dreit suivant precés-vorbal d'examens en tate du 12 Octobre 1966, En fei de quoi, mat ao lui est délivré peur servir et valeir ce que va ¢ ‘\ Dee Hervé BOYER Do de la Faculté de Dreit Py des Sciences Ecenemiques. 167 Pex eee T73 ETE ET te ee ee im Keceee cece leeaceceaceerececeek SS S784 Ot arm VSBSSESERSAREEEEEECECECEE laoas UNIVERSITY DIPLOMA REPUBLIC’ ER p'marTi i UNIVERSITE B'BAITE YACULTE DK DROIT DE PORT-AU-PRINCH Diplome de Licencié en Droit au pee we £4 HErUELieYS liv. Pave Sabavt Papaclley emt murs «That 62 | Roeceten Meeemenie car le ripper te Parew G2 | Dabramanh Pe te proces ravte/ ¢ Taman freed § te Pecans to Brett te Pam ee Prise AS Braillet I ise exits comeneneoams ee ae ae Gt. Houts du Bord Bepartement 6 Dovd-Guest. _n_ Bh Tratllet 956 | 0 cuts cree euscts ten Kanmene pow Swecemes 6s grote to Liconcié on Droit. fe com & Beer te Ge 16 dnovter 1664 cunftreme oo GH svar. oe _ Dilae, te pe Lieracit 0a Prnit peeq co peutr, coten bes Goutuh prévagetivan 9 contisens prone par tas Lom arritee st Ragtemere ene me Mme etme Semmes Pan ot eed 0 Porcotvines te.. 27 Buillet. . -»6 ee) se Cpr Ry © ors = ee © Ome ee s< — fF fe ee ee eZ ra ae SUSU SOGOU GD eaters: > v?r ort STA SSSSSSSSED- FHSPH SHOP HOSP, HPF =. OLR OO. OO —_—- ¥- 7. weHipint Tes wr Lh saurtrelbse tea = Senmenane LENT TO TOT OTT 169 PUERTO RICO I BACKGROUND A. General. Puerto Rico is the smallest and easternmost island of the Greater Antilles. It is 100 miles from west to east and 35 miles from north to south. Discovered by Christopher Columbus on November 19, 1493, Puerto Rico was originally settled by Juan Ponce de Leon in 1508. A year later he was appointed by the Spanish Crown as first governor of the island. Because of Puerto Rico's strategic location as the gateway to Spain's Latin American empire, it played a crucial role in defending that empire against the competing European powers. That is why its capital city, Old San Juan, was once sur- rounded by walls and forts like the still existing El Morre and San Cristobal. Since San Juan's harbor was believed to be essential to the supremacy of Spain in the New World, the construction of such fortifications was continued for some 224 years, thus making the city impregnable to attack from her European rivals. During the 16th and 17th centuries, Puerto Rico was essentially a military garrison, a stopping place for the troops of the Spanish empire in Latin America. The real beginning of Puerto Rican society started to develop during the middle of the 18th century. The construction of the fortifications around San Juan and the increased funds sent from Mexico to cover the expenses of the military post were very important contributive factors to the island's new progress. A number of new governmental policies plus some historical circumstances were also responsible. First, a set of regulations and limitations on commerce and trade, which had been imposed for years by Spain, was gradually lifted; second, the granting of immigration rights and lands to foreign Catholics brought to the island a new kind of immigrant. As these people were, for the most part, refugees from the wars of independence in South America, they had a greater experience in the professions, as well as in commerce and trade. All this led to a large increase in the population, which numbered almost a million by 1898. One description of the Puerte Rican society at the end of the 19th century refers to it as "a colonial society with a tradition of dependence, having a semifeudal social organization based mainly on agriculture and a rather static and closed culture". More than 80% of the population was rural and poor, and the leading groups, mainly Spaniards, were in control of commerce, the Church, the public bureaucracy and the military. In all groups the Spanish traditions prevailed, but there were other cultural influences at work, mainly Indian and Negro. This blend eventually led to a close inter-relationship among the various groups. In the latter half of the 19th century the production cf coffee and sugar cane, highly prized in Europe, became the most important source of income for the island. The land was cultivated by many individual farmers and each farm included, besides the owner, the peasants who worked the land. 170 The pattern of behavior was unified, clearly structured and very well organized. The "patron" was the full master and looked upon as naturally superior as well as presumably responsible for the peasants' personal safety and well-being. There were few roads and newspapers and not many school facilities, as there was no tradition of public education. Thus, exclusion from any cultural and intellectual influence coming from abroad was almost total, other than in the more highly developed urban centers. In short, the Spanish regime in Puerto Rico during its whole existence, with the exception of a few brief periods, was arbitrary, if not despotic. The governor general of Puerto Rico was a military man by profession and accountable only to Madrid, while locally he had full con- trol over all aspects of island life. During the 19th century, political movements began to emerge when politics in Spain itself began to vacillate between republican and monarchical styles. The autonomists, representing the liberal wing in Puerto Rico, were in favor of full self-government for the island as an equal partner in a Spanish federal union. This would combine national unity with cultural diversity. The assimi- lationists wished to identify local movements with national parties in Spain and seek from them the desired governmental reforms for the island. Finally, in reaction to the two groups described above, a conservative element developed, defending the status quo. In November 1897, the Spanish Crown established in Puerto Rico an autonomous charter which liberalized local government by approving a parliamentary system. This represented the first real opportunity for self-government in nearly 400 years of Spanish rule. However, the opportunity was never given a chance for fulfillment, as the Spanish-American war broke out in July 1898 and soon there- after American troops occupied the island. As a result of U.S. occupation the past fifty years have seen a rapid increase in population, a radical change in the occupational patterns, socio- economic structure and the political institutions of the island. Puerto Rico has become more industrialized and urbanized, united by better roads and more modern transportation and integrated with the rest of the United States by commercial, political and cultural relationships. The transformation has not been without problems. With American economic penetration, the corporation, concentrating great land holdings with absentee owners, became the unit of production. The original simple relationships of the coffee hacienda and sugar cane plantations disappeared in the early 1900's. Contrary to the old system, the social and economic relationships were imperson- al and remote. The laborers were dependent solely on their wages and they became victims of seasonal unemployment. Thus, people became mobile and insecure. It was not until the New Deal that a significant change in attitude took place in Washington, with respect to Puerto Rico and a sense of responsibility began to manifest itself. A shift in responsibility for the island was made. From 1900 to 1934 Puerto Rico had been under the jurisdiction of the Bureau of Insular Affairs of the old War Department. In 1934 this responsibility was 171 transferred to the Department of the Interior. It has been said that the governorship was a prize of the American spoils system and Puerto Ricans were never made aware of the real focus of responsi- bility for their governance. Governors were presidential appointees sent down by Washington with no prior consultation with the Puerto Rican people. Most of the time they were completely ignorant of the local situation and further, were inexperienced in govennmental affairs. However, this changed in 1947 when an amendment to the Jones Act allowed Puerto Rico to have its own elected governor. The first man to hold this position, Luis Munoz Marin, had worked long and hard in Washington to gain benefits for his people. He was the leader of the Popular Democratic Party, whose slogan was "Bread, Land and Liberty". Under his leadership, the island embarked on the well known program called "Operation Bootstrap". The real essence of the program was to attack the principal problems of the island simultaneously from a social, economic and political perspective. Progress appeared early and continued. Between 1950 and 1968 economic growth was registered at a rate of about 10% annually. Today the per capita income in Puerto Rico is over $1700 and the gross national product is over a billion dollars. The final political status of Puerto Rico is still considered unsettled. It has been said that Puerto Rico is like a mistress to the United States, wanting neither marriage nor divorce. The majority of the island, through plebiscites and elections, has indicated a preference for the existing Common- wealth status, but both statehood and independence parties exist, thus keeping the status issue alive. B. Educational. 19th century Spanish officialdom in the capital, the merchants, the government elite and the landowners were indifferent, if not hostile, to the concept of public education for the masses. Until the 1860's little was done toward the establishment of public education. From 1865 onwards, the governors of the island issued directives regarding the establishment of public schools, but the local authorities often did not cooperate. Where schools did exist, the curriculum put heavy emphasis on sacred history, religion and morals. Textbooks were.in the catechistic form of questions and answers. About 80% of the population was illiterate when the United States occupied Puerto Rico in 1898. Of those who were literate, few were reported to have more than primary level education. The schools were a mixture of public, private and parochial types. The teachers were not adequately prepared for their pro- fession and there were few textbooks or other school supplies available. With the American occupation, education was given high priority as a means of bringing Puerto Ricans into the American way of life. Just as immigrants to the mainland were Americanized through the school system, the plan was to try to accomplish the same for the Puerto Ricans. The fact that in this case the Puerto Ricans were not immigrants to the United States but rather remained at home, in their own society, speaking their own tongue, never seemed to deter the educationists sent down by Washington. 172 The transition from the elitist Hispanic to the more democratic American educational approach must have seemed unreal to its Puerto Rican beneficiaries. A ban was placed on religious instruction in the schools. Public education was mandated for girls as well as boys and they were even to be taught in the same classrooms. Instruction in American history and the American way of life was substituted for Spanish and sacred history. The 8 - 4 American pattern was imposed on an economy in which a majority of the children attended school for about four years. The educational curriculum was therefore unrealistic because it assumed that the child would remain in school for a longer period of time than he or she actually did. It was not until the Puerto Ricans took over as chief educational administrators that a philosophy of education was adapted to the specific needs and conditions of Puerto Rican life. The most glaring error, and the one which created the gravest problem, was the imposition of English as the language of instruction. Spanish, the school child's mother tongue, was taught as a special subject. Although the aim was to make the population bi-lingual, it was unrealistic for several reasons. Insular salaries were too low to attract American teachers in sufficient numbers and too few Puerto Ricans learned English well enough to teach in that medium, to say nothing of teaching it as a subject. Most pupils had no occasion to use English outside the classroom and nearly 80% of the school children did not : remain in school beyond the fourth grade. The consequence of this mistake was that most children left school before they had really mastered either English or Spanish. In 1915 the error was finally recognized and Spanish was restored as the medium of instruction in the primary grades. In 1949 it was restored at all public school levels. However, the damage had been done and compulsory bi- lingualism distorted the educational process, as well as the mother tongue, for almost half a century. Today all public schools teach in the Spanish medium while English is taught as a special subject from the first grade. Emphasis is being placed on using the methodology for teaching English as a second language. In spite of the above, all should not be viewed as catastrophic in the United States' assumption of responsibility for Puerto Rican education. Since 1900, education has received a large portion of the total budget -- about 30% since the 1950's. The educational system, since 1900 has served a growing number of Puerto Rican school children, as well as adults. The number of students in schools rose from a low of 44,681 in 1898 to 176,000 in 1920. The number of teachers increased from 632 in 1900 to 14,000 in 1960. Illiteracy was reduced from 66.5% in 1910 to 12.8% in 1966. The result of providing education to the masses has been to transmit to a continuously increasing segment of Puerto Rican youth the values and attitudes of modern culture. The initial popular indifference toward the early reforms gradually gave way to a widespread interest in public, and later private, educa- tion as a means of economic and social advancement. At first a few children of humble origin went beyond the primary grades, but over the years the brighter ones reached secondary school and then the university. Exposure to secondary and higher education enabled th .e students to compete for the semi-professional and professional jobs that business, government and the educational system were increasingly able to provide. In this way an indigenous middle class began to emerge. Today education from primary school to the university is relatively 173 more available for the school age population of Puerto Rico then for that of any Latin American country. In addition, a greater percentage of this group attends school and remains longer than anywhere else in Latin America. II EDUCATIONAL SYSTEM TODAY A. Overview. The Puerto Rican Department of Education is headed by a Secretary of Education, who is appointed by the governor, with confirmation by the Senate. The island is divided into six administrative school regions. Each has a regional office which reports directly to the Secretary of Education. There is an Undersecretary for Administration and an Undersecretary for Programs. Under the latter are three assistant secretaries, one for regular education, one for vocational and technical education and one for educational extension programs. There is also an assistant secretary in charge of educational planning and devel- opment. The State Education Board is a separate advisory body which represents the community at large and cooperates with the Secretary of Education in the form- ulation of a philosophy of education and in the study and solution of basic educational problems. The total operational bucget for the 1972-73 fiscal year was $279,691,112. This includes appropriations from the Federal Government in the amount of $85,438,595. The largest part, naturally, is devoted to regular programs of instruction. The Commonwealth appropriation to education represented 26.5% of the total budget. This does not include the University of Puerto Rico, which received an additional $115,133,417 of combined Commonwealth and federal funds. About 80% of the teachers hold regular certification. Pre-school and elen- entary school teachers who hold a Normal Diploma may be certified, but in the secondary schools a bachelors degree is required for regular certification. For the 1970-71 school year 83.7% of the urban senior high school teachers and 68.2% of the rural senior high school teachers were regularly certified. A study prepared by the Department of Education in Puerto Rico shows an overwhelming increase in school enrollment between 1955 and 1970, especially at the senior high school level. During these fifteen years public school €.arollment increased 7.8% at the elementary level, 66.9% at the junior high level and 133.2% at the senior high level. Accredited private schools showed increased enrollments as well. The 6 - 3 - 3 system found in the United States predominates in the public school system, especially in urban areas. In 1970, out of a total of 585 urban schools, 534 were organized along these lines. Schools in the rural areas are more varied in their organization. There were only five schools classified as "“purel" which graduated 12th graders. 174 B. Primary. Primary education is six years in length. Som: schools are overcrowded at this level and therefore follow the "double enroilment" system, whereby a teacher is responsible for two groups during the school day in the same classroom, one in the morning and the other in the afternoon. C. Secondary Education. Although there are many more students enrolled in the public secondary school system in Puerto Rico than the private schools, most of those who come to the mainland to further their education come from private schools. Even though the preponderance of applicants from Puerto Rico have such a background at present, the increased demand for higher education by Puerto Ricans would indicate that sooner or later mainland admissions officers will be reviewing an increasing number of qualified applicants from the public secondary system. There is a prevailing opinion now that only private school graduates from Puerto Rico are qualified enough to study on the mainland. This does not appear to be true. There are some high quality publicly supported senior high schools which graduate students who are as competitive as those from the private schools. Although the following list is hardly complete, some of the public senior high schools of high academic quality are: Arsenio Martinez in Aguada; Dr. Agustin Stahl in Bayamon; Miguel de Cervantes in Bayamon; Margarita Janer in Guaynabo; Eugenio Maria de Hostos in Mayaguez; Ponce High School in Ponce; Dr. Manuel de la Pila in Ponce; Juan Jose Osuna in Urb. Baldrich, Rio Piedras; and Central High School in Santurce. Then, there are special schools which fit neither into the strictly public nor private category, such as the University High School, which is the labora- tory school for the Department of Education at the University of Puerto Rico in Rio Piedras. Another example is CROEM (Centro de Oportunidades Educativas de Mayaguez), in Mayaguez. This is a federally supported boarding school which enrolls disadvantaged bright students from all over the island. Students are selected on the basis of having done well in their previous schooling. CROEM provides special teachers, special programs and individualized teaching. Many of the students are especially talented in mathematics and the sciences. The new public school curriculum has provided for introductory courses in Biology, Chemistry and Physics as an alternative to ninth grade General Science. The senior high curriculum includes three years of English, three years of Spanish, two years of Natural Science, two years of Mathematics (one year of Geometry, a half year of Advanced Algebra and a half year of Trigonometry; Algebra is taken in the ninth grade), two years of Social Science (one year of Worid History, a half year of Puerto Rican history and a half year of United States history; first year World History is taken in the ninth grade), an elective course in Art, Music or an advanced academic course. The student must have earned 20 units from grades 9 - 12 in order to graduate. However, if the student has earned 18 units from grades 9 - ll and has an average of 3.5 by the end of the llth grade, he or she can graduate at that time. 175 The private schools are numerous, mainly denominational with a preponderance being Catholic. Some of the most well known private schools which are not Catholic in sponsorship are the Methodist run Robinson School in Santurce, The Episcopal Cathedral School in Santurce, the non-denomination Antilles School in Fort Buchanan and St. Johns School in Santurce. This is by no means a com- prehensive list. Most, if not all, of the private schools cater largely to the middle and upper classes, although there are several now which are offering scholarships to disadvantaged students who are academically promising, The curriculum of the average private school offers a college preparatory program which would cover the entrance requirements of almost any mainland university. However, in several schools advanced courses in Mathematics and the sciences are lacking and language offerings are generally limited to Spanish, English and French. Thus, one might say that there may be quality but not quantity. Most of the private schools have a bi-lingual approach in their teaching. However, the type of bi-lingualism varies. Some schools teach in Spanish but use English texts. Others teach both in Spanish and English and use both Spanish and English texts. Some use English texts, but explain them in Spanish. Often it depends on whether the teacher is from Puerto Ricwor the mainland. However, the end product is a student who is truly bi-lingual somewhat similar to the Latin American student who has attended an English medium school in his home country. D. Higher Education. Until the occupation by the United States, there was no facility in Puerto Rico which offered education at the college or university level. This was soon remedied with the founding of the University of Puerto Rico in 1903 in Rio Piedras (San Juan). The University of Puerto Rico is now the designated land grant college for the Commonwealth. Today, higher education consists of the one public university system and six private colleges and univer- sities. They offer bachelors and graduate degrees as well as associate and dipioma programs. All are presently accredited by the Middle States Association of Colleges and Secondary Schools (1973), with the exception of World University, founded in 1966. Institutions of higher learning are increasing rapidly. By the time this report is published, some of the two year colleges will be offering four year programs and new two year colleges will have been established. In 1959 there were 24,529 students enrolled in colleges or universities in Puerto Rico. By 1968 the figurehad more than doubled, to 52,043. Opportunity for higher level education can hardly keep up with the demand. The largest number of students can be found in the various branches of the public University of Puerto Rico, while the private universities are making great efforts to accommodate those who wish to or must attend other institutions. Thus, while in 1959 the ratio was three to one in favor of enrollment at the University of Puerto Rico, in 1968 the ratio had changed and was two to ome. However, there is a concerted effort on the part of the University of Puerto Rico to provide more opportunities for public higher education at all levels. 176 i. The University of Puerto Rico. The university began as a normal school for training the public school teachers so desperately needed to staff the newly imported democratic school system. From its very beginning, there- fore, the University of Puerto Rico (UPR) has been strongly oriented toward professional development and it still is, even though a College of Liberal Arts was founded in 1910. A second campus was established in Mayaguez in 1912 which was to be devoted to the agricultural and mechanical arts. Back in Rio Piedras, Colleges of Law and Pharmacy were established in 1913, Business Administration and Tropical Medicine in 1926, a School of Social Work in 1934, a School of Public Administration in 1945. Schools of Medicine and Dentistry were founded in San Juan in 1950 and a Nuclear Research Center was established in 1957. In 1965 the School of Planning was added to the university and a year later a School of architecture. Finally, in 1972 a School of Communications was estab- lished. ” Modernity shows itself in the development and structure of the Univer- sity of Puerto Rico, which has patterned itself along the lines of the states of New York and California. A network of higher education facilities offers everything from terminal two year certificate and diploma programs to doctorates and post-doctoral research. \ a. UPR--Regional Colleges. Because the two main campuses of the university (Rio Piedras and Mayaguez) could not handle the growing number of qualified applicants, two year Regional Colleges were established to relieve the pressure. The first Regional College was established in Cayey in 1962, followed by one in Arecibo in 1967, Ponce in 1970, Bayamon in 1972 and Aguadilla in 1972. The Regional College in Cayey has been changed to a four year facility and it is expected that several other two year colleges will follow this route. Five new Regional Colleges are on the planning boards and await funding. One will be located in the center of the island, to serve the culturally, economi- cally and educationally disadvantaged. Two will be in the San Juan area, one in Guayama and one in the southwest part of the island. When the Regional Colleges were founded, the goal was to prepare students to continue at a four year institution. Now, three general types of programs are offered: 1) terminal certificate programs, 2) two year Associate of Arts programs and 3) transitional programs for those interested in continuing on to a four year institution. To attend a UPR-Regional College does not guarantee admission to one of the university's four year programs. However, the university does give priority in transfer admissions to Regional College graduates. The best get admitted while the less academically able may transfer into one of the private colleges or universities on the island, or go abroad. In 1971-72 there were 46,370 students enrolled in the entire public univer- sity system. In June 1972, seven doctorates were conferred, 672 masters degrees, 4,466 bachelors degrees, 1,190 certificates and diplomas, 109 degrees in Law, 70 in Medicine and 35 in Dentistry. About 35% of the students were on scholarship. 177 b. The Rio Piedras Campus. Only the best gain admission to the four year divisions of the University of Puerto Rico. Thus, at Rio Piedras, although 24% of the applicants were from private schools and 74% were from the public school system, 72% of the private school candidates were granted admis- sion, as opposed to 28% of the public school candidates. Since the number of public school candidates is so much higher than private school applicants, even though the percentages are heavier on the private school side, in sheer numbers the student body is still predominantly from the public sector. The student at Rio Piedras must first fulfill the two year General Studies requirement. If he does well, he may then apply once again to the faculty of his choice. To fulfill the General Studies requirement, the student must have earned 12 credits in English, 12 credits in Physics and Biological Sciences, 12 credits in Humanities, 6 credits in Social Science, 12 credits in Spanish, 3 credits in Basic Mathematics and an optional 6 credits in Social Science. Thus, admission to the University of Puerto Rico at Rio Piedras does not automatically mean that the student will be able to follow the program of his original choice. In order to be admitted to the chosen faculty (major field), the student must have completed his two years in General Studies with a 1.6 average or above, except in the Natural Sciences and Business Administra- tion, where the average must be higher. However, if the student completes the General Studies program and does not gain admission to his chosen faculty, he can shop around for another faculty which may have room for him, or he can wait a year and try again. A final option would be to transfer to one of the private universities. c. The Mayaguez Campus. In 1972 there were 9,440 students on the Mayaguez campus of the university. Of these students, 39.1% were from the public schools and 66.7% came from private schools. However, there had been about 22,000 applicants from tha public school system and only 3,000 from private schools. Again, the percentages belie the numbers. The quality of the school seems crucial in admission to the university. All students who applied from the prestigious San Ignacio de Loyola were admitted because they were so success- ful on the entrance examinations. Out of the 49 applicants from University High School, 34 were admitted and of the 147 applicants from CROEM 105 were admitted. The criteria used for admission, referred to as the "index" is a combination of the average of the results of the college entrance examinations (see "Special Characteristics and Quality Factors") and the high school average. Only those in the top 35% can be admitted, but even this is a problem, as there are usually more who fall within this category than there are places. With re- gard to transfers, top priority is given to qualified graduates of the Regional Colleges. 2. Inter-American University. This is Puerto Rico's second oldest university. It was founded by a Presbyterian missionary in 1912 as the Poly- technic Institute of Puerto Rico in San German. In 1951 the name was changed 178 to Inter-American University. Today the university has two four year campuses and eight two year Regional Colleges. The four year campuses (which also include graduate and professional programs) are in San German (in the southwest part of the island) and Hato Rey (the San Juan area). The Regional Colleges are located in Bayamon, Aguadilla, Arecibo, Fajardo, Guayama, Ponce, Barranquitas and at Ramey Air Force Base. In 1972 there were 1500 students on all the campuses. Puerto Ricans comprise 90% of the student body and 19% come either from the mainland or are foreign students, mainly from the Caribbean and from Latin America. Admission criteria are based on high school grades, the English Schol- astic Aptitude Test or the Spanish SAT -- Prueba de Aptitud Academica (PAA) plus ESLAT (English as a Second Language Achievement Test). ESLAT is used for English placement purposes. Credit is given for English CEEB Advanced Placement examinations if the student scores three or above. Three credits are given for each subject. (See "Special Characteristics and Quality Factors" for more infor- mation on these examinations. ) The Hato Rey campus is non-residential, most of its students come from the public schools and are mainly from low income backgrounds. This campus is professionally oriented, with about 48% of its students in the field of Education and about 50% in Business Administration. The San German campus is more residen- tial in nature and students are enrolled in a wider variety of programs. Regional Colleges were established by Inter-American University because of the increasing demand for higher education. They offer associate degrees and transfer programs for four year colleges. Most of the Regional College students are in the transfer program, which provides two years of general educa- tion. English as a Second Language is required of all except those who pass a special IAU English Proficiency Examination. Students on the Hato Rey campus appear to be more exposed to English outside the classroom than at most other Puerto Rican universities. This is partly due to the fact that there are many mainland Puerto Ricans attending this campus because of the large number of bi- lingual courses offered. Many IAU graduates go on to graduate schools on the mainland, although a few go to’Spain and Mexico, as well. 3. The University College of the Sacred Heart. Known in Spanish as Cokegio Universitario det Sackais Cokeraa this institution was the third college to be founded in Puerto Rico. Originally established in 1935 as a Catholic college for girls, it is now in the process of becoming a co-educational institu- tion. In 1970 a junior college division was established, located on the same campus as the four year college, in the San Juan area. Now the junior college is co-educational and in the summer of 1973 the four year college will also become co-ed. With the founding of the junior college, the enrollment increased from 500 to 2,000. The type of student attending Sacred Heart has also changed. 179 Previously this college was mainly for girls from private secondary schools on the island. Now the student body comes from a variety of private and public schools and range from academically very good to marginal. The college is in the process of establishing remedial courses so that its junior college transfers will be able to handle the work of the four year division. Admission is handled separately for the two and four year divisions, with higher admission standards being demanded of those who will enter directly into the four year division. Courses are given in Spanish and in English in almost every faculty. Thus, students must be able to study in the English language in order to earn the bachelors degree. 4. Catholic University. The Catholic University of Puerto Rico is a co-educational institution, located in Ponce, and founded in 1948. Affiliated from its beginning with the Catholic University of America, it now holds an absolute charter from the Board of Regents of the University of the State of New York and is accredited by the Middle States Association of Colleges and Secondary Schools. The majority of the 5,000 full time students come from the public schools. There are only a few private schools in the Ponce area. The language of instruction is mainly Spanish, although some courses are taught in English. Most of those who go on to graduate study do so at the University of Puerto Rico or enter_into graduate programs of the Catholic University itself. Since its inception the Catholic University has broadened its curricula from basic programs in Arts and Sciences, Education and Business Administration to multiple programs intended to give basic training for most of the professions. Graduate programs are offered in Education and Law. The university operates seven extension centers in various Puerto Rican cities. 5. Other Colleges and Universities. Puerto Rico Junior College is a private, co-educational institution offering occupational and liberal arts courses in two and three year programs. The college was founded in 1949 in the San Juan area. Today there are three campuses in and around San Juan. The college has four major academic divisions: 1) Arts and Sciences, 2) Educational and Library Science, 3) Business and 4) Health Sciences. It is planned that the college will become a four year institution in the near future. In 1972, the college graduated 525 students. Bayamon Central University was previously one of the Catholic University extension centers, but in 1970 it became a separate institution. It offers bachelors degrees in Business Administration, Arts and Sciences and Education. Associate degrees are offered in Business Administration, Secretarial Science, Arts and Elementary Education. 180 World University, whose formal title is International Institute of the Americas, was founded in 1966 and now enrolls about 1,000 students on three campuses: Hato Rey, Bayamon and Ponce. III SPFCIAL CHARACTERISTICS AND QUALITY FACTORS Two students from Cornell made the following statements in October 1972 in try ing to characterize the condition of the island Puerto Rican attending a mainland university: "I believe thet Puerto Ricans should not be considered as foreigners as such, yet we must remember that there exist cultural differences. Admis- sions should be handled as in the Mainland, but taking into account slight difficulties that may arise due to this cultural difference and upbringing." "The fact that Puerto Ricans have an American passport that is under the jurisdiction of the U.S. government, does not make them American citizens. Military service, Social Security and Federal Aid are some of the other elements in common with the U.S. citizen. However, the facts that separate Puerto Ricans as separate entities are more powerful thar those that tend to unite them.We do not vote in presidential elections, we do not pay taxes, etc. But much more than that, the question of nationality arises. A nation is not determined (formed) by a handful of official papers. It is rather a group of people who speak the same language (no Puerto Rican speaks English at home), share common religious beliefs, have similar culinary tastes and have particular practices that separate them from other groups of people with other manifestations of the same concepts. In one word, Puerto Ricans and Americans are different because of their tradition...." A third student at Cornell characterized Puerto Rican students as "a similar but different species". This capsules what is special about Puerto Ricans. They are similar enough so that they are Americans, products of an American educational system and thus handled by admissions offices throughout the main- land as Americans. This is as it should be. However, they are a "different species" and this, too, should be recognized and dealt with, both in the admis- sions process and after the student has enrolled on campus. A. Admissions. In October and November 1972 approximately 20 Puerto Rican students were asked to comment on how accurately they felt their admission requests to mainland universities had been handled. These students had applied to a number of schools and were presently enrolled ina variety of schools. Although most students indicated that some errors had occurred, their experience was that in most cases they were dealt with in a realistic manner. It was clear, however, that there is still a lack « complete understanding among admissions tT officers as to how to handle the Puerto Rican applicant from the Caribbean. / Om 18i The following should be noted: 1. Identification by Name: The Spanish name system prevails in Puerto Rico. Thus, the student may have two family names on the application form. The first family name is the one by which he should be identified. The second family name is his or her mother's maiden name. Also, one cannot assume either social or cultural background, or English language ability, by a student's name. An English sounding name may belong to a student who is linguistically and culturally Spanish, while a Spanish name may belong to a student who is totally fluent in English and may speak little Spanish. 2. Minority/Majority Identification: Puerto Rican applicants from the Caribbean are NOT "minority" students, as we tend to use that term today. They should not be considered the same as the Puerto Rican student who has grown up in one of the large mainland cities. It is a common mistake among mainland admissions officers to send their "minority" recruiter to the island. While this hapless recruiter may feel he is on a mission of mercy, his visit is taken either as an insult by his Puerto Rican hosts or cynically, in that the students will be presented for scholarship assistance even though they and their coun- selors know full well they are not "minority" students. The island Puerto Rican is proud of his heritage, has dignity, feels that he is first class citizen and has grown up in an atmosphere where he belongs. He does not have the "second class citizen" feeling which prevails among his Puerto Rican brethren on the mainland, and cannot identify with them. This does not mean that an island Puerto Rican may not have legitimate financial need. It only means that they should be considered on their own merits, with their own special characteristics. They do not fall into the "minority" programs which exist in so many mainland colleges and universities, either in the admis- sions or advising sense. 3. Air Mail: Since Puerto Rico is so far away, and is an island, all application material should be sent by air mail. The postal rates are the same as for the mainland, and it takes several weeks for mail to reach the island by sea. 4, Financial Aid: as should be obvious from the text, Puerto Ricans are technically not foreign students, but rather United States citizens. Thus, they are eligible for the same types of financial aid programs as the mainland applicants, who are not in the "minority" category. B. English Proficiency. As indicated previously in the text, education is bi-lingual in Puerto Rico. The private secondary schools use both English and Spanish in the teaching medium and in the texts. The public schools use Spanish medium, but teach English as a second language, using ESL methodology. Texts may be in either language. Study at the institutions of higher learning is also bi-lingual. It is the opinion of most secondary school college counselors and other educators, as well as Puerto Rican students who have been studying on the mainland, that TOEFL should not be required of the Puerto Rican applicant. An exception may be made with the public secondary school applicant, should there be one, as he or she has had less experience with the English language. The main problem the Puerto Rican will have after coming to the mainland will be in listening comprehension and expression in the North American vernac- ular. This tends to diminish with time, however. The student may have some, but not as much difficulty, with texts and can usually handle English composi- tion well enough. It should be recalled that in speaking of applicants from Puerto Rico, we are generally speaking of private or special secondary school students and transfer or graduate students from the higher educational system. There is a limited number of public secondary school applicants now. It should be noted, however, that these students would be somewhat different in their ability to handle the English ijanguage. They may be good in grammar, and reasonably good in listening comprehension, but their exposure to the language is more limited. A good grade in English indicates good written abil- ity and reading comprehension, but not necessarily good listening comprehension. Public school students should take TOEFL unless they have spent several years on the mainland. This is a distinct possibility, considering the mobility of Puerto Ricans between the island and the mainland, especially among these students. C. Testing. In order to obtain entrance into Puerto Rican universities, the applicant will sit for the Spanish SAT examination (Prueba de Aptitud Academica -- PAA). This test, developed by the College Entrance Examination Board, is not a translation or an adaptation of the English language Scholastic Aptitude Test. It was designed along the lines of the latter, but the items were developed directly in Spanish by a group of examiners from Puerto Rico, Latin America and the United States. The scores on the PAA are reported on a scale ranging from 200 to 800. However, even though the scale is similar to the English version, the scores are not automatically equivalent. On the contrary, since one is in Spanish and one is in English, it is to be expected that a Puerto Rican would score lower on the English version than on the PAA (commonly referred to as SAT in Puerto Rico, which may confuse a recruiter). A recent study by William Angoff and Christopher Modu of the Educational Testing Service has shown that the PAA and SAT scores can be equated and a table has been prepared which enables the admissions officer to predict how well a student might perform on one test if he takes the other. By using the tables, the admissions officer can take the PAA scores and find out what the probable score would be on the English language SAT. However, such a study should not be taken as the last word, and the equiv- alencies are probabilities at best. Copies of the study can be obtained from the regional offices of the College Entrance Examination Board. Many Puerto Rican applicants are willing to take the English version of the Scholastic Aptitude Test. The scores will probably be lower than those on the PAA, due to the bi-lingual background and different culture bias of the applicant. This should be taken into account. There are other standardized tests offered by the College Board in Puerto Rico which should be mentioned. The English as a Second Language Achievement Test (ESLAT) was developed by the College Board at the request of the universi- ties in Puerto Rico that wanted an estimate of the applicant's knowledge of English grammar and reading comprehension. This test is closely related to the SE curriculum for the teaching of English in the public schools of Puerto Rico. Scores are reported on a scale of 200 to ®10. The Mathematics and Spanish Achievememut Tests were developed to meet the requirements of Puerto Rican institutions. They were designed to measure the candidate's knowledge of mathematics and the vernacular as taught in Puerto I ico. Consequently, they are not the equivalent of the College Board Achievement Test given on the mainland in these subjects. Scores are reported on a scale of 2: to 800. More information on all these tests can be obtained from the College Entrance Examination Board, Apartado 1275, Hato Rey, Puerto Rico 00919. D. Social and Cultural Factors. Although this report is devoted to an analysis of the educational systems of the Caribbean it seems only fair to me! tion what happens to the Puerto Rican student who enrolls in a mainland unive? sity. The reason for this is that the Puerto Rican is, in a sense, both Amer’ :ai and foreign. Many assumptions are now being made about the island Puerto Rice. which should be qualified. One has already been noted, i.e. that the Caribbee Puerto Rican should not be treated in the same manner as a Puerto Rican studen from the mainland. The Puerto Rican is a Latin by tradition, culture, and temperament who happens to hold American citizenship with some, although not all, of its privileges. He grows up in a society in which he is a first class citizen. Of the twenty island students who were surveyed in the Fall of 1972, wel’ over half indicated that although they agreed that they should be treated as American in the admissions process, once they came to their respective campuses, they felt like and identi- fied with the foreign student from Latin America. More than fifteen indicated that they would like to be the responsibility of whoever acts as the Foreign Student Adviser on a given campus. They wanted to know all about the activities of the foreign students and to be included. They indicated that they had diffi- culty relating to Puerto Ricans from the large urban ghettos. Most of the Puerto Rican undergraduates have attended private or special schools whose stu- dent bodies are mainly middle and upper class. It is small wonder that once in the United States, they begin to feel their Latin identity more keenly and to gravitate toward the Latin American groups, if such exist on the campus. One Puerto Rican graduate student who was interviewed said that he shared an office with a Colombian when he first came to his institution. While the Colom- bian was provided with a host family, warm winter clothing, a trip to Washington, D.C. and other manifestations of careful attention, the Puerto Rican received no such attention, even though he felt that he needed it as much as his Colombian friend. It is strongly recommended that the admissions officer provide the Foreign Student Adviser with a list of Caribbean Puerto Ricans who are coming to the campus so that the Foreign Student Adviser can assist these students in their initial adjustment to campus life. 184 IV BIBLIOGRAPHY Commission for the Advancement of Higher Education, Commonwealth of Puerto Rico, Higher Education Facilities Comprehensive Planning Study. Hato Rey, Puerto Rico: University of Puerto Rico, 1970 Commonwealth of Puerto Rico, Department of Education, Office of Statistics, Division of School Planning, Area of Planning and Educational Development, Bulletin No. 1, Report on Enrollment and Personnel at the End of the First School Month, 1970-71. Hato Rey, Puerto Rico, 1971 Lewis, Gordon K., Puerto Rico, Freedom and Power in the Caribbean. New York: MR Press, 1963 The San Juan Star, 1972. Wells, Henry, The Modernization of Puerto Rico, a Political Study of Changing Values and Institutions. Cambridge, Mass., Harvard University Press, 1969 185 V SAMPLE CREDENTIALS PUBLIC HIGH SCHOOL TRANSCRIPT Forma Nim. 188 E.8 ESTADO LIBRE ASOCIADO DE PUERTO RICO Curso General &) DEPARTAMENTO DE INSTRUCCION PUBLICA Ocupaciones Diversas () 186 CERTIFICADO DE CREDITOS DE ESCUELA SECUNDARIA (1) ESCUELA... Margarita Janer _ _DE__._Guaynabo,P.R._ Por la presente certifico que ......lia completado el estudio de las siguientes Apellido paterno-materno-nombre Gs tse asignaturas con los resultados m&s abajo indicados: Tiempo (2) Tiempo (2) (3) (4) Fecha (8) (4) Fecha Asignaturas a | b | ¢ |Notasde| Uni-| de la aprobacién Asignaturas a | b | ¢ |Notasde} Uni- | de la aprobacién semestre|dades/ de los créditos isemestre | dades| de los créditos Inoté£s.. (Eng. ) 10 hah Henan 5 \ A 1 - 1969-70 Crencias Narorates........). 0.0)... eee ) Seo & : : il . Ath 6s 1970-71 . Biology . B/; Cc} 1) 1969-70 2} td A| B| 1| 1971-72 || Chemistry B 1970-71 Be Ee cicie k Eeo trate Scuemniimes iaea linea Wee 2 Pe: See! Be sevens svt fies 5 Sal Fae oe a oe Gee ee = mmm! te oe ee. ee iene Os Bly ie Te eee ee P ie | | Barasout.Spanjlo} | | |. Bid ti seem FCI BES ii : a} i | 1970-71 | slo eisastaunoe a ace ae eamartes L 2 Rake Shak ROS ALA a 971-72 i EE RO See eee ee | ; | Sem eee me be Oe | sussiiaannff 2OmetEY | | | fA | BL 12 | 1969-70 RONSON ASAE Fs: TT Ee aa oe ine ees | ee || ee 1970-71 Iptomas EXTRANIEROB..00.0.0) 0.00.00.) cccccceslecoeoeee =e | NS REA: MPa eta MOGI NOUR E LR SE COE Hens SN Be Bes VE Rask Ree en eene awed Ee eee o eR UNE PAE SNE RES! EAST ae. eas 2 ee Gey Tee: Senden? : | | ERT, PU Be ae | | | > Sew | Esrupios Soctaugzs............ prc. alee cessed sort) senana eosneectce — | Ree ereneeees . : .. WOrld Hist. | fu... B) BL 1/).1969-70._||..Physical Ed.| A.| Al..1.|.1971-72 a Hist. of P.R. | | | A|- | 1/4 1970-71 | | Hist. of U.$8. >| B} 1/2 1070-71 | 3 Sociology | | | |B) A 1] 1971-72 & Bey, | dabidacabnite suisibo pt aasemihdieads Noiesak een. ; “| aes Bicerepeniaaae I ; NUMERO TOTAL DE UNIDADES .. 15 (1) Indique tipo de escuela — Intermedia o Superior. (2) Tiempo— a. Num. de semanas; b. Num. de clases a la semana; c. Duracién del periodo. (3) Notas— A-indica trabajo excelente; B-bueno; C-regular; D-deficiente; F-indica la no aprobacién de la asignatura. (4) ee Se requiere un total de 12 y 13 unidades para graduarse del curso general v de ocupaciones diversas, respec- tivamente. HA ‘ : : El alumno cuyo nombre aparece arriba { } completado todos los requisitos del diploma de Escuela— Super 10r Procedencia de los créditos..._. 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The U.S. Virgin Islands -- as distinguished from the British Virgin Islands -- were purchased from the Kingdom of Denmark for $25,000,000, the transfer of sovereignty taking place on March 31, 1917. The islands are volcanic in origin. St. Croix is the largest, followed by St. Thomas and St. John (perhaps the most picturesque). They are located 1440 miles south of New York, are sub-tropical, with a temperature range of 69 - 71 degrees farenheit and have a rainfall of about 50 inches per year. The islands were discovered by Columbus on his second voyage to the New World in 1493 and were named "Les Virgenes", reportedly after the 11,000 martyred virgins cof St. Ursula (a religious incident recently disclaimed by Pope Paul). They were governed at one time or another by France, England, Spain and Holland before finally becoming a Danish colony. From 1773 to 1917, the territory, comprising 50 islands and cays, remained essentially under Danish control. Following the purchase in 1917, the U.S. government promoted a policy of Americanizing the inhabitants. As will be noted later in the text, this had a strong effect on the education of the local population. The islands were placed under the general control of the Navy Department, with a naval captain serving as governor. (This period, 1917 to 1931, was known locally as the ba .tleship era.) United States citizenship was not bestowed upon the inhabitants until 1927, only after much peaceful agitation. The first of three organic acts, prescrib- ing the political boundaries of the unincorporated territory, was enacted by Cougress in 1936. This set forth universal suffrage for anyone 21 years or over who could read and write English and stipulated a bill of rights. A Revised Organic Act was adopted in 1954, under which a matching funds formula was for- malized between the federal and territorial government for financing essential governmental projects; and the Elected Governor Act of 1968 permitted the election of the Governor and Lieutenant Governor by the citizens of the Virgin Islands in the general election of 1970. Significant provisions of the above three acts are: a) It is prohibited to employ children under the age of sixteen years in any occupation injurious to health or morals or which is hazardous to life or limb; b) There can be no property, income or language qualifications nor any discrimination based on race, color, sex or religion for the right to vote, serve on a jury or hold office; c) No political or religious tests shall be required as qualification to any office or public trust other than an oath to support the Constitution and the laws of the United States which are appli- cable to the Virgin Islands, as well as the laws of the Virgin Islands, them- selves; d) No law shall be passed abridging the freedom of speech or of the press or the right of the people to assemble peacefully and to petition the government for the redress of grievances. At the present time the right to vote and to enter into contract has been granted persons 18 years or older. Additionally, the people of the Virgin Islands are entitled to and have representation in Washington by means of a delegate in the House of Representatives. The government of the Virgin Islands is over-sized from a staffing standpoint. This is due to the divisions of the territory by 40 miles of sea between St. Thomas and St. Croix. The result is a necessary duplication of services and administrative supervisors. The Virgin Islands suffer from a low annual rainfall, insufficient land for large-scale agriculture and many of the problems inherent to insular living. The great dependence upon tourism, with its uncertainties and many adverse social influences, is the cause For much consideration of industrial diversifi- cation. Nevertheless, as marfy oil and petro-chemical companies seek to locate in this area, the evils of pollution and soil erosion militate as deterrent factors toward the shift to manufacturing. A middle ground is being sought in which there will be a reduction of. tourist activities and an increase in the development of small industrial plants. The economy of the Virgin Islands dropped to its lowest level following the transfer of the islands. Prohibition had much to do with this since the manu- facture of rum was based on the sugar cane industry. Widespread unemployment occurred, particularly in St. Croix. When President Hoover visited the islands in 1931, he labeled them an "effective poorhouse," an expression that successive local Republican administrations have never been able to live down. However, during the last 15 years, the Virgin Islands have become, compara- tively, the most affluent area in the Caribbean. The current per capita income is $2200 per annum. The population is approximately 80,000 distributed as follows: St. Croix -- 40,000; St. Thomas -- 38,000; and St. John -- 2,000. Increased union activities in all facets of the labor market, plus the application of federal laws with respect to working hours and conditions, have been major factors in the upward movement of the working class. The inhabitants of the U.S. Virgin Islands are approximately 60% black, 25% Puerto Rican and 14% white. The white population is composed of three groups: the old Danish families, two towns of French people originally from the island of St. Bartholomew and the more recent State-siders. The cultural influence here has been largely European, superimposed on a West African ethnic background. Although the Danes governed the Virgin Islands for a period of 200 years, the prevailing language has been English. This was due to the fact that commerce, upon which the islands thrived, was dominated by the British. Because of the heavy Puerto Rican population which was imported over 30 years ago in order to harvest the sugar cane on St. Croix, the Spanish tongue is widespread. Thus, Hispanic culture also has firm roots on the islands. 191 The Amer ifanization program was designed to inculcate a new loyalty toward and understanding of the U.S. democratic system. This created a culture clash-- a pitting of the Caribbean mix against the imported North American Protestant family ideal. Joanna C. Colcord, a field representative of the American Red Cross in the Virgin Islands, told a Senate Committee in 1936 that Americans did not understand the social barriers in the islands. It was not a question of straight black versus white but rather black, mixed and white entrepreneurs united against a class of black, mixed and white laborers. The average Virgin Islander was highly literate, a steady patron of the public libraries, an avid reader of small newspapers and strongly addicted to the performing arts. However, never owning much of the tillable land, and having unfortunate and frustrating experiences with estate owners, the Virgin Islander shunned this source of livelihood, looking steadfastly to the harbor for his or her sustenance. Post World War II to 1970 saw the gradual emergence of a black and Puerto Rican middle income sector on all islands. This was brought about by the tour- ism boom no less than by the development of a new group of native professionals in the administrative machinery of the local government. The last ten years have also witnessed a sharp rise in home-ownership, particularly on St. Thomas and St. Croix. This has tended to make people more aware of the importance of high- er education, less dependence upon the political machinery and they have become generally more conservative with respect to property rights. ‘ Finally, the presence of a large body of eee Semen from the East Caribbean, initially causing frictions among groups, has done much to bolster the return to the spirit of "West-Indianess". This movement has not been with- out its setbacks. With the federal courts ruling that all inhabitants of the Virgin Islands are entitled to certain rights, whether permanent or on work permits, 9,500 bonded aliens present in the Islands have added severe burdens in the areas of housing, education and social welfare. A prevailing suggestion is to-obtain special federal legislation granting this group permanent status which would then enable them to qualify for many federally-aided programs in the aforementioned areas. B. Educational. The Danish Governor von Scholten introduced compulsory public education in 1839 as part of his design to emancipate the slaves. From 1853 to 1917 compulsory education was mandated for all children 6 to 13 years of age. During this period moS8t schools were conducted by Protestant and Roman Catholic churches with financial assistance from the government. In 1921 after the U.S. took over, a new school law provided that the public school system should be composed of kindergartens, graded schools, a high school, a night school and industrial and reform schools. However, except for the graded schools, these types were not given adequate maintenance or financial support. The literacy rate in the Virgin Islands at the time the United States made the purchase was 75 per cent. By the mid-1960's it was almost 100 per cent. Nearly all school age children were in school, a unique experience for the Caribbean. However, this high rate decreased between 1960 and 1970 due to the 192 influx of approximately 12,000 aliens from the farmlands >2f the East Caribbean, who came to the Virgin Islands to take jobs which resulted from the tourist boom. Between 1917 and 1940 the population of the Virgin Islands decreased by 4% but school enrollment increased by 53 per cent. Appropriations for main public schools increased by 54% by the end of the same period. Education in the Virgin Islands has undergone a continuously vexing route since the United States acquired the territory from Denmark in 1917. The major blind spot has been a common one in the Americanization of controlled territor- ies. Instead of studying the cultural patterns of the indigenous population and applying an appropriate modus operandi, U.S. educators have sought, through the schools, to impress the body politic that the local way of life has been unsuit- able; that only the American way of life, with its strong accent on competition and materialism, is the surest road to success. This approach has been imple- mented and followed up by a galaxy of visiting psychologists, psychiatrists, social scientists and educational experts who have been continually stating and re-stating (with much complexity and conflict) what is necessary to be taught in the schools. In the process the students lost respect for their own ethnic back- ground and culture. During the last decade, however, the pendulum has swung the other way, as the spirit of ethno-integrity has taken roots in the Virgins, as elsewhere. Both in lower and higher education many introspective programs and projects have grown, seeking to give teachers and pupils alike: a) a broad appreciation of their West Indian heritage and how learning can be engendered through the use of tools and materials indigenous to the Caribbean and b) an understanding of the tenets and practices of U.S. education, its strong points and its unattained ideals and how the Virgin Islanders may progress in the way of self-actualization by means of the best of both approaches or ee II EDUCATIONAL SYSTEM TODAY A. Overview. The U.S. Virgin Islands follows the educational system of mainland United States. The public school system is a dependent type, which is to say that it depends on annual budgetary appropriations for its operation rather than having the authority to make real property assessments. The Commissioner of Education is appointed by the Governor of the Virgin Islands and holds this position at the Governor's pleasure. The Virgin Island Board of Education is a nine-man elected body whose powers are largely in the area of certification of teachers and scholarship grants. The Commissioner of Education is an ex-officio member and Executive Secretary of the Board. At the end of the 1972 school yeai:, the enrollment statistics both in public and non-public sectors were as follows: elementary -} 15,414; secondary -- 8,293; total -- 23,707, or 31% of the entire population of 80,000 at that time. 193 Local funds spent on elementary and secondary education for the 1372 fiscal year amounted to $24,696,874 or approximately 20% of the annual public appropri- ation ($100,000,000) for all government services. School construction is fi- nanced by school bonds issued and supported by the local treasury, and by match- ing funds earmarked by the Federal Government for this purpose. The school year covers the period from September to June and requires 180 school days. Of the total number of 1100 teachers, 27% are from the mainland. Each year witnesses a high turnover ratio among the imported teachers. B, Primary. The school structure in the primary and elementary areas is K-6. Schooling is compulsory up to 16 years of age. ' Pupil-teacher ratios have been too high, but both governmental policy and teacher union activities have been working toward steadily reducing this ratio to a firm 30-1, and even lower. The Elementary Education Act and NDEA have provided much in the way of equipment, materials and textbooks. One of the results of the New York Univer- sity overhauling of the school system in 1964 was the establishment of a demon- stration elementary school both on St. Thomas and on St. Croix. In these schools new teaching methods and classroom management are explored for the benefit of the entire system. Project Introspection is a novel educational program of the Department of Education designed to promote in the elementary education curricu- lum the stimulation of the Virgin Islands child toward self-actualization. This involves establishment of a well-equipped learning center where teacher, super- visor, administrator, and student may go for assistance in finding culturally- relevant instructional materials in all areas of the curriculum. This supple- mentary service provides an opportunity to develop creative teaching approaches and techniques of local production, based on the Virgin Islands and the West Indian, cultural and historical background. Several historical and resource pamphlets were written and published by the Department under this program. There are 22 public elementary schools in the islands with a population of 11,364 students. Additionally, there are 18 private and parochial elementary schoois on all islands with a population of 3,426. Educationists are vigorously attacking the prevailing problem of poor read- ing and comprehension skills. A stress is also being placed on more industrial arts on the elementary level, on the premise that even a brilliant child should be taught to produce with his or her hands, as part of a well-rounded education. C. Secondary Education. When the United States purchased the Danish West Indies there was no public education on the secondary level. In 1920 the first step was made when public instruction was made available up to the eighth grade; in 1923 it was extended to include the tenth grade and finally in 1934 the twelfth grade was added. Early secondary schools were mainly in thé college preparatory vein. In 1923 a separate vocational and technical school was started. By 1940 the high schools had enlarged and were offering training in commercial studies with a limited amount of vocational work. In the 1950's an additional stream in voca- tional education was added. 194 In_1967-68-two new schools helped to relieve the pressure on the existing secondary schools. St. Croix Central High School was opened with a student body of 700 and 50 on the faculty. Wayne Aspinwall Junior High School opened on St. Thomas, thus relieving the pressure on Charlotte Amalie High School. which at the time enrolled 1200 students. Since then a new high school has been opened on St. Thomas, Nazareth Bay High School. Students living on the island of St. John can complete nine years of education on that island, but if they wish to continue, they must take a half hour ferry ride to St. Thomas to de their senior high work. For the first time, in 1966-67, each senior high school had complete Physics, Chemistry, Biology, and General Science labs. Secondary schools were adequately staffed with the exception of some areas of vécational-technical education. The public high schools (grades 9 - 12) now offer four choices in curriculun: College Preparatory, General Diploma, Vocational and Cdmmercial. Course offer- ings in the vocational and technical line, enrolling 3,159 students, include Carpentry, Auto Mechanics, Electricity, Home Economics, Hotel and Restaurant Training, Cosmetology, Business and Office Education, Health Occupations and Consumer and Homemaking Education. Seven public secondary schools (grades 7 - 12) now exist in the territory with an enrollment of 6,359 students. There are 16 non-public secondary schools, enrolling 1,934 students. However, not all of these schools graduate twelfth graders. In June 1972 there was a total of 722 high school graduates from both public and non-public schools. In June 1968 the graduation figure was 426, so that one observes an increase of 69% in five years. Less than half of the annual graduation figure each year enrolls in the College of the Virgin Islands. The tendency is for the better student to go to U.S. mainland colleges. However, each year attendance at the College has been increasing, especially since it has received accreditation and since there are more scholarships available. The college preparatory curriculum at Charlotte Amalie High School, on St. Thomas, may be taken as an example of the college preparation offered to the Virgin Island public high school student. The entire school program consists of six years of elementary, two years of junior high and four years of high school. The high school program is outlined as follows: 9th Grade 10th Grade English English Algebra I Geometry General Science I First year foreign language Civics (one-half year) (French or Spanish) — Caribbean History (one-half year) Biology Industrial Arts (males) World History (recommended) Home Economics (females) { 195 llth Grade 12th Grade English English Algebra II (recommended and often Problems of Democracy (recommended ) taken by students who plan to Physics or Advanced Biology (recommended go to the mainland to continue and often taken by college bound students, their studies) especially those going to the mainland) U.S. History / 4th year Mathematics (select group - Second year foreign language Chemistry (must qualify) usually under ten in number) To sum up, it is required to take four years of English, two years of Science, two years of Mathematics, two years of Social Science, two years of a foreer language and one year of either Industrial Arts or Home Economics. Elective subjects include World History, Algebra II, Chemistry, Problems of Democracy, Physics, Advanced Biology, 4th year Mathematics, Junior and Senior Composition, Typing and Speech. D. Adult Basic Education. This is a federally supported program which enrolls both U.S. citizens and resident aliens, 18 years or over. The goal is to further the education of adults who have not completed the 8th grade. Two weekly two-hour sessions are offered in reading, language arts, arithmetic ( and English. During tpe 1971-72 fiscal year over 400 were enrolled in this program. E. Adult Continuing Education. This provides training for adults from the ] 9th to the 12th grades. High school certificates are awarded to students who complete the same program as that offered in the regular day courses. High school equivalency diplomas are awarded to those who pass an equivalency exam- ination based on a national standardized test. During the‘1971-72 fiscal year there were 400 enrolled in this program. F. Higher Education. The College of the Virgin Islands (CVI) received its charter on March 16, 1962 from the Virgin Islands Legislature. The College was founded to meet the need for higher education in the Virgin Islands and the Caribbean. It has since been given Land Grant status and has been accredited by the Middle States Association of Colleges and Secondary Schools. With the commencement of classes in the summer session of 1963, the doors were opened forja significant number of Virgin Islanders to secure at least part of their higher education at home. At first, only a two year associate program was offered, but now an entire four year baccalaureate program is available. A masters degree program in Teacher Education will be phased in during the 1973-74 academic year. At the outset the College entered into an arrangement with New York Univer- sity by which students would take their first two years at CVI and then would transfer to New York University to complete the requirements for their bachelors degree in Teacher Education. Now the College has an exchange program with the University of Connecticut under which Elementary and Secondary Education majors at CVI enter that university in their third year and then return to CVI in their fourth year to complete their degree requirements. ( 196 { To be considered for admission to the College, the candidate must have graduated from high school or have achieved the equivalent of high school graduation. The Admissions Committee determines the equivalency of high school graduation on the basis of information supplied by the candidate or on the basis of examinations given by the College. The basic requirement for admission to all programs is four years of English in high school. Those who wish to enter the four year liberal arts program must normally have two years of Algebra, or a year of Algebra and a year of Plane Geometry. Generally, all freshmen candidates (and transfer students for sophomore standing) are required to take placement examinations in English Composition, Mathematics and Reading. Further, all candidates for admission are urged to take the Scholastic Aptitude Test of the College Entrance Examination Board. The College participates in the College Board Advanced Placement Program and may award college credit on the basis of the examination results. Although first priority must be given to candidates from the Virgin Islands, one of the missions at the time of the founding of the College was to provide an opportunity for further education for students from other areas in the Caribbean. Thus, there is a sizeable foreign student population at the College, heavily from the Caribbean, but from other areas of the world as well. Foreign students are urged to apply well in advance of the stated deadlines and to make every attempt to submit authenticated photocop.tes of their secondary school credentials and an explanation of their plans to finance their education along with the admissions application. Five GCE's are required from British oriented systems. The College of the Virgin Islands offers both associate atid bachelor degree programs. The two year Associate in Arts degree programs are in: Accounting, Business Management, Executive Secretarial Administration, Hotel and Restaurant Management, Nursing, Construction Technology and Police Science and Administra- tion. The four year Bachelor of Arts degree programs are in: Business Administra- tion, English, Humanities, Spanish, Biology, Chemistry, Marine and Environmental] Science, Mathematics, Black Studies, Social Sciences, and Social Welfare Services. III SPECIAL CHARACTERISTICS AND QUALITY FACTORS The most salient point to remember is that in the U.S. Virgin Islands one must take into account that there is a school system in operation which evolved from a continental United States system, but with a constituency which is mainly Caribbean in background and culture. On paper the potential applicant may be taking a college preparatory program not unlike many applicants from the main- tand :t often the cultural and social orientation of the applicant is different. 197 Applicants come from varied backgrounds. They may be attending private schools, whose college preparatory programs are at this point in time somewhat more advanced than those in the public senior secondary schools. The private schools tend to cater to the middle and upper classes, although there is some progress being made toward admitting local talented blacks and some whites, who could not otherwise afford this type of education by means of special scholar- ship programs. The private system reflects a better economic and social dis- tribution in its students' population. The public secondary schools suffer in many instances from the problems encountered in some of the over-crowded schools in the large mainland cities. Their college bound students, although they may be innately intelligent, do not always come from homes which reinforce their school experiences. The large num- ber of students and high turnover of teachers, especially those who come down from the mainland, also affect scholastic progress of the student. The public school pupil cannot get all the attention that the smaller private schools can offer to their constituency. Many public secondary school students have deficiencies in English and Mathematics. At Charlotte Amalie High School efforts are being made to decrease these deficiencies. College bound students are encouraged by their counselors to take optional English Composition courses as well as optional Science, Mathe- matics and Typing courses. The cultural. bias of the standard U.S. college entrance examinations and I.Q. tests should be noted as not being entirely applicable to Virgin Island applicants, even to those affluent white children who have spent their whole lives on the islands. In the case of foreign students, one can generally depend on the Mathematics portion of the Scholastic Aptitude Test to give some idea of the student's real ability. However, since many students in the Virgin Islands take only two years of Mathematics, in the ninth and tenth years, by the time they take the test in their senior year, they have forgotten much of what they have learned. Thus, there seems to be more of a balance in the verbal and math- ematical scores than there is in the case of many foreign applicants, where the mathematics score is significantly higher than the verbal. Although the Virgin Islands is part of the United States, admissions officers should advise their staff to send applications and correspondence by air mail. Surface mail can take six to eight weeks. The air mail rate to the Virgin Islands is the same as that for any part of continental United States. For those candidates who are applying for financial aid, it should be noted that although family income may appear high, all children may be in a private schools and the very high cost of living in the Virgin Islands should be taken into account. Often a student will have a real financial need where family income would not appear te justify such a need. 198 IV BIBLIOGRAPHY Lewis, Gordon K., The Virgin Islands: A Caribbean Lilliput. Evanston, Illinois: Northwestern University Press, 1972 The San Juan Star, 1972 U.S. Virgin Islands, Department of Education, Annual Report, St. Thomas, Virgin Islands, U.S.A. These reports are produced annually and are very informative.