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HE 005 019
Fish, Cynthia, Ed.
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.
American Association of Collegiate Registrars and
Admissions Officers, Athens, Ohio.; National
Association for Foreign Student Affairs, Washington,
D.C.
[73]
206p.
National Association for Foreign Student Affairs,
1860 19th Street, N.W., Washington, D.C. 20009
($2.50)
EF-$0.65 HC-$9.87
*Admissios" (School) ;
*College Students; *Foreign
Students; *Higher Education; *Student Placement;
Workshops
*Caribbean; Cuba; Dominican Republic; French West
Indies; Haiti; Puerto Rico; Virgin Islands
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
at institutions provide helpful sources of information.
(MJM)
c,
THE ADMISSION AND ACADEMIC PLACEMENT OF
STUDENTS FROM THE CARIBBEAN
A Workshop Report
SPiTISH PATTERNED EDUCATION
CUBA
THE DOMINICAN REPUBLIC
DUTCH PATTERNED EDUCATION
THE FRENCH WEST INDIES
HAITI
PUERTO RICO
THE U. S. VIRGIN ISLANDS
U S. DEPARTMENT OF HEALTH,
EDUCATION & WELFARE
NATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT HAS BEEN REPRO
DUCED EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION ORIGIN
ATING IT POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRE
SENT OFFICIAL NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY
NATIONAL ASSOCIATION FOR FOREIGN STUDENT AFFAIRS
AMERICAN ASSOCIATION OF COLLEGIATE REGISTRARS AND ADMISSIONS OFFICERS
PUBLISHED BY THE .NORTH-SOUTH CENTER, SAN JUAN, PUERTO RICO
FILMED FROM BEST AVAILABLE COPY
11
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
Pucrts Rico
The U.S. Virgin Islands
Editor - Cynthia Fish
National Association for Foreign Student Affairs
American Association of Collegiate Registrars and Admissions Officers
Published by The North-South Center, San Juan, Puerto Rico
ii
PREFACf,
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 I.AFSA 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 l.ght.
Pe 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 Fundaciffn de Ckidito
Educativo in the Dominican Republic.
The FundaciOn 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 Research Institutes and the North-
South Center, which contributed support.
The facilities for our meetingd in
Santo Domingo were provided by APEC (ACCkon Pko-Education y Catuu, Inc.).
iii
To all of these organizations NAFSA and AACRAO are deeply grateful.
As Director of the workshop
wish to express special thanks to Gustavo
Rodriguez of the Fundacion de Ckedtto Educativo, as well as other members of
his staff, who were extremely helpful in making the many local arra-gements 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 pl:anning stages of the project and for his continued assistance in the
final executiion of this report; to Martin Kushinsky, Cultural 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 Bowmar
of the Educational Testing Service and Sanford Jameson of the College Entrance
Examination Board, who generously gave of their time 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 Fisher, 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; Narita 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 tha 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
iv
TABLE OF CONTENTS
Preface
ii
Acknowledgements
ii
Workshop Staff, Participants, Observers
vi
INTRODUCTION
1
GENERAL ADMISSION AND ACADEMIC PLACEMENT RECOMMENDATIONS
2
BACKGROUND PICTURE TO THE CARIBBEAN AREA
3
BRITISH PATTERNED CARIBBEAN
I
Outline for the British Patterned Caribbean
6
II
Background
8
III
Educational System Today
9
IV
Special Characteristics and Quality Factors
29
Required Academic Credentials
33
VI
Placement Recommendations
34
VII
Bibliography
36
VIII
Sample Credentials
39
CUBA
I
Chart of the Educational System Before 1959 and After
46
II
Background
47
III
Educational System -- Until 1959
51
IV
Edudational System -- After 1959
57
Special Characteristics and Quality Factors
61
VI
Required Academic Credentials
62
VII
Placement Recommendations -- Before 1959
65
VIII
Recommendations -- After 1959 .
65
IX
Glossary..
66
X
Bibliography
.
68
XI
Sample Credentials
69
DOMINICAN REPUBLIC
I
Charts of the Old and New Educational Systems
80
II
Background
81
III
Educational System Today
83
IV
Special Characteristics and Quality Factors
93
Required Academic Credentials
94
VI
Placement Recommendations
..
95
VII
Glossary
97
VIII
Bibliography
98
IX
Sample Credentials
99
V
DUTCH PATTERNED CARIBBEAN
I
Chart of the Educational System of the Dutch Patterned Caribbean
108
II
Background
109
III
Educational System Today
110
IV
Placement Recommendations
117
Glossary
119
VI
Sample Credentials
123
FRENCH WEST INDIES
I
Chart of the Educational System of the French West Indies
130
II
Background
131
III
Educational System Today
132
IV
Special Characteristics and Quality Factors
137
Required Academic Credentials
137
VI
Placement Recommendations
138
VII
Glossary
140
VIII
Bibliography
142
IX
Sample Credential
143
HAITI
I
Chart of the Educational System of Haiti
146
II
Background
147
III
Educational System Today
149
IV
Special Characteristics and Quality Factors
154
Required Academic Credentials
155
VI
Placement Recommendations
156
VII
Glossary
157
VIII
Bibliography
158
IX
Sample Credentials
159
PUERTO RICO
I
Background
169
II
Educational System Today
173
III
Special Characteristics and Quality Factors
180
IV
Bibliography
184
Sample Credentials
185
U.S. VIRGIN ISLANDS
I
Background
189
II
Educational System Today
192
III
Special Characteristics and Quality Factors
196
IV
Bibliography
198
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
Fundaa6n de Ckedito Edueativo, 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 Gruate& Foreign Student Admissions
University of Colorado, Boulder. :2olorado
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, Kingst9n, Rhode Island
Mario A. Watlington, Registrar
College of the Virgin Islands, St. Thomas, U.S. Virgin Islands
alba
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:
1
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 Vines-Roman, Dean, Faculty of Sciences,
Univeuidad Nacanat Pediw Hemiquez Unact,
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 C International Admissions,
University of Miami, Coral Gables, Florida
Dutch Patterned Educational System
Resource Person:
Robert Hefting
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
S ecial Resource Persons:
James L. Bowman, Director,.Guidance, Counseling and Financial Aid
Studies, Educational Testing Service, Princeton, New Jersey
Sanford Jameson, Associate for International Education,
College Entrance Examination Board, New York, New York
Observers:
Charles Mauch, 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, FundatiSn de Cradito Educativo,
Santo Domingo, the Dominican Republic
Carol Muldoon, Institute of International
Atlanta,Georgia
Education
Jose Postigo, Financial Assistant, Fandaeidn de Cradito Educativo,
Santo Domingo, the Dominican Republic
Inez Sepmeyer, International Education Research Foundation and
Senior Administrative Assistant, Admissions,
University of California, Los Angeles, California
1
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 'ir 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
2
GENERAL ADMISSION AND ACADEMIC PLACEMENT RECOMMENDATIONS
Although 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 a complete application is made, saving both the applicant and the
institution a good deal of time and trouble.
A detailed chronological 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.
Boih 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 educational ladder is available from NAFSA, 1860 19th
Street, N.W., Washington, D.C. 20009, at a charge of ten cents.
Bulk 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 an example of one source of current items relating to educational developments.
5.
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.
3
BACKGROUND PICTURE TO
THE CARIBBEAN AREA
Gordon K. Lewis
The modern 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 ailOanchi4, that is, the lightAimed
middle class groups who emerged during the slave period as a result of :cp..itinuous
miscegenation between white master and black slave.
The end-result
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 fear most Caribbean
societies -- how to replace the divided loyalties of their populatpns with a
sense of common citizenship.
Thus, to take examples orOy. the btke 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 Poser movement shows, look to Africa, all thus perpet-
uating a colonial mentality which prefers the 3ocial values of the respective
metropolitan society to the despised valumA r
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 :ir4M 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
misleading to'apply the North American racial classIficatory system to the Carib-
bean.
This produces shade jealousies and rivalries; marriage habits are based
4
on the premise that -roll must marry a lighter-skinned partner; as the phrase goes,
putting some cree-v 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 Iwnite 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 remains 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 companies -- most of them are expatriate owned.
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 bargaining power.
The old chattel slavery is thus
dead.
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 tumpenpweetartiat, 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.
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.
5
There is the Cuban Revolution, which sees it all as an open conflict, no holds
barred, between Caribbean revolutionary 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 Republ5c which, remembering the American
military intervention of 1965, entertain a profound distrust, even a violent
hatred, of the natteamekicano.
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 foreig:,
:icy of looking for new friends in the Third World, including Latin America.
-ere are governments, again, like that of the U.S. Virgin Islands, that still
.....zfer from the classic Washington psycho-.:omplex, 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 dream 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 of barriers of language, different
island cultures and different politico-constitutional status, before it can
become a viable reality.
But it is, nonetheless, the moving force of mourn
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 co1i h.
is 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
legitimate 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 16th
century, who said that "He who would possess the wealth 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.
6
I
OUTLINE FOR SECTION ON THE BRITISH PATTERNED CARIBBEAN
I
Outline
II
Background
III Educational System Today
A.
Overview
B.
Pre-primary Education
C.
Primary Education
D.
Secondary Education
1. General
2. Junior Secondary Schools
3. Technical Secondary Schools
4. Academic Secondary Schools
5. Preparation for the Examinations
6. The Examinations
a. Pre-G.C.E. Level
b. G.C.E. and School Certificate
c. Vocational Certificates
7. Pre-G.C.E. Examinations
8. G.C.E. Ordinary Level
a. General
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
11. Higher School Certificate
12. Harking 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
1. Teacher Training
2, Higher Technical Schools
3. Agriculture Colleges
4. Other Post-secondary Institutive
7
F. Higher Education
1. General
2. University of the West Indies
3. University of Guyana
4. Diplomas and Certificates
5. Granting of Advanced Standing
6. Examinations
IV
Special Characteristics and Quality Factors
A.
General
B.
Pre-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. ether
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
8
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-
lost, western-most, and northern-most points of the area.
They include the inde-
,endent nations of Guyana, Jamaica, Trinidad and Tobago, and Baybados,all former-
ly British colonies, and the following, still tied to the United Kingdom under
varying arrangements:
Belize (British Honduras), the Cayman Islands, the Grand
wkn and Caicos Islands, the Bahamas, Bermuda, the British Virgin Islands, St.
.tts-Nevis and Anguilla, Antigua, Monserrat, Dominica, St. Lucia, St. Vincent
and Grenada.
All are islands except Guyana (South America) and Belize (Central
neriem).
.:any have a history of European use over the past 400 years and more, often as
prizes in colonial wars involving Great Britain, France, Spain, and the
Netherlands.
Most have had a plantation economy from the earliest settlement
Dy Europeans, an economy based on slavery, indentured immigrants, and the cheap
labor of free men.
Most inhabitants are As descendants of slaves, although
,',Iyanat (and to a lesser extent Trinidad) have sizable populations who are deseen-
Idnts 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-
Jewe or self-governing status throughout the 20th century and have not exper-
enced revolutionary or dictatorial governments.
The political pattern, u in education and to e zertain extent social arrangements,
has been that of the United Hinsdale.
However, economic independence is still far
from a reality, most industry and major business being still in the hands of ex-
patriates.
lhe 1.;lands face the common development problem of overpopulation and scarcity
of na.ural resources, while the mainland countries of Guyana and Belize (Aritish
Kondu,ai) have greater natural resources but are abort on the means to develop
thee.
As is the case in many developing countries, all the territories have
the apparently oontradictory 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 technolosical soci-
eties.
The educational systems are under tremendous strain today to meet the
requirements of educational development in both academic areas and is 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 ',stem is in many respects inappropriate.
Guyana is an exci.pie of a country with greet educational problems which is moving
rapidly to solve tem Ou its own terms.
A white paper from thc Moister of Edu-
cation in 1968, first having outlined the deterioration of the system through
increases in the student population beyond the physical capacity of the maim
9
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 a demand for 'white-collar' jobs which the present stage of the economy
is unable to provide.
The bias creates 4 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 91% in Barbados to
S0% elsewhere.
A Large percentage of the population has bad at least some school-
ing.
The percentage of the population with primary education only rows from
about 70% in St. Lucia to S9% 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 00.2).
However, the pyramid of oppor-
tunity narrows sharply going up the educational ladder, and ss000dary-school
leavers with school certificates represent only 3% in all the islands together.
Only oale half of one per cent have university education.
Such a bottom-beavy educational situation can create problems in and of it-
self: an abundanos of people educated just enough not to went to work the land
or in 'menial" jobs, but without enough education to qualify far clerical and
technical positions.
The result is high unemployment and emigration.
In such
a situation, there develops
great pressure from the bottom for empansiom of
educational opportunity at the top.
Continuous eapansion of education is, in
fact, ths rule for the Sritish patterned Caribbean, particularly in technical
and tredes fields.
Educational systems based on the British pattern do not lend themselves
readily to *loran( of educational ladders because of the overlap of function,
age, and subject natter in schools and because of the fact that most academic
qualifications are available to persons through enema dominations regardless
of their educatiosal background.
10
Therefore, admissions officers in the U.S.A. should examine the credentials of
applicants without regard to the institution in which the applicant studied.
(It is for this reason 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 to cover everything or to take note of every variance from country to
count -.y.
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 rnly representative examples have been discussed, especially in
the section on port- 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 by he schools
themselves and by the ministries of education.
B.
Pre-Primarj.
Compulsory and free education begins at age five.
Kinder-
garten aairsiUTchndhood 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 11 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 "11-plus"
examinations.
The results of
these exams can determine the future, of the children, since the most successful
students are offered places in the tree 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 ooncentrated effort is being
made to provide additional opportunity to students unsuccessful on the "11-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 is a separate division
of educatioa Tiay to the selected feu mho were successful in the "11-plus"
examination (Common Entrance Examination) at the end of primary school,
(It IS
called "11-plus" because the students are usually 11 years of age or older.)
Secondary education was regarded as university preparatory, or grammar school ,
amd was almost wholly academic.
11
This narrow channel is being widened to provide opportunity for more
students and also to meet the manpower needs 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 preparatory), 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 "11-plus" 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).
9.
Technical Secondary Schools.
The achievement of techninal 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, wooemork, metal work, drafting), commercial
(acoountiuge searetarial,etc.) and domestic (mewing, cooking, nutrition, etc.).
Examples of examining boards which test in vocational fields are City
and Guilds of London Institutes
Royal Society of Arts, and London Chamber of
Commerce.
The Associated Examining Board, affiliates with the City and Guilds
of London Institutes, has in the put been the primary G.C.E. board examining
in technical subjects, but Caebridge and Landon have,far some time been expanding
their awn vocational offerings.
M.
Academic SecomdarySobools. Them are two stages of university-
preparatory secondary sebool. The first is five years, farms I through V.
The
second is called Farm V/ (sometimes higher school) but is actually two years,
Lower VI and Upper VI.
At the end of rows V, students sit the examinations for the General
Certificate of Education, Ordinary Level (G.C.E. "OP Level).
Those who are
suocessitl in at least four sObjects are eligible to continue to Toms VI, where
they prepare to sit the G.C.E. Advanced Level examinations ("A" Level). Success-
ful 7 orm VI graduates mey enter the university; the traditional admission is
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 br 'n 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 channeled 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 inclus4on of th=1 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 Fe, eliminate the Sixth Form altogether, along with
the requirement for "A" Levels as an admission to university -- in effect include
the Sixth Form as part of the Pniversity 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 awaits 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 achiclement 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 aro open to private candidates, regard-
less of school affillation.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 eietailed about what mater-
ial 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 in a
"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
teachers 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
it
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 butMIZaeTiaiti717WaTIOW7fields.
The Cambridge School
Certificate was in wide use through 1.963 but was discontinued in favor of the
G.C.E. beginning with the 1964 examinations.
The equivalencies betwean 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:
Certificate
Approximate U.S,
Country
Equivalent
Jamaica local exams (no longer given)
Jamaica
First Jamaica Local
8th grade
Second Jamaica Local
9th 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
10th 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 IA 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 referonly
to them, though the informationi..particularly-on standards,,willapply .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 lie 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
Publications Office
50 Gordon Square
London, W.C. 1
United Kingdom
The Secretary
Syndicate Buildings
17 Harvey Road
Cambridge, C81 2EU
United Kingdom
1
Each examination period 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" arc: those appearing
on one certificate -- i.e., passed in one testing period.
ii.
Academic Subjects:
The following subjects, offered at
"0" Level in 1972, are normally counted as academic subjects toward matricula-
tion in U.S. institutions:
*Astronomy
3Biology
3*Botany
British Constitution
Chemistry
5**Classics in Trans.
Economics
English language
2English literature
French
4General Science
1History
*Ancient History
Italian
Latin
*Logic
2Mathematics
**Other,European
lanivages
**?hysical Science
Physics,
5*Physics with Chemistry
16
14*Addl. General Science
1 Geography
*Geology
German
Greek
6*Greek lit. in trans.
*offered by London only
**offered by Cambridge only
1 syllabus varies in different
parts of the world
2 alternative syllabuses offered
3 should not be counted together
as more than one subject
Russian
Spanish
3*Zoology
*Also, 51 other languages ranging
from Afrikaans to White Russian
4 should not be counted together as more
than one subject and not at all if there
is another science subject
5 should not be counted in addition to
either Physics or Chemistry
6 should not be counted together 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
**Agricultural Science
Commerce
Engineering Science
**Environmental Science
matriculation:
*Food and Nutrition
**Health Science
*Human Biology
*Navigation
Religious Knowledge
Surveying
The following subjects normally are not counted toward
Art
**Cookery
*Embroidery
**General Housecraft
**Geometrical and Building
Drawing
* offered by London only
**offered by Cambridge only
**Geometrical and Mechanical Drawing
Metalwork
**Metalwork (engineering)
Music
Needlework and Dress
*Technical Drawing
Woodwork
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 "0/A" designation will not appear on certificates but will on official
result slips.
2*Botany
*Chemistry
*French
1Further English Studies
1General paper
*Geography
*Geology
*Greek
*History
History and Phil. of Science
*Latin
*Music
*Physics
*Religious Knowledge
British government
World Affairs since 1939
* also offered at advanced level
1 can be counted as a substitute for English, but never in
and never together to make more than one subject, toward
requirements.
2 should not be counted together with Biology to make more
addition to English
meeting admissions
than one subject.
9.
Cambridge School Certificate.
The Cambridge School Certificate 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.
ever, the grades were often reported only in words:
pass,
Ccla7inio-I.an'll'hcleignilsc::riee7c:1711:1dw:Isief2tvattri; of
reported standards reached in two columns:
one the school
and the other the G.C.E. equivalent.
(1 through
:U.t
How -
credit, distinction.
the certificates
certificate standard
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. AdvancediLevel.
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)
2Biology
2Botany
*British Constitution
Chemistry
l*Economics
**Economics and Public Affairs
English
*English Literature
French
1Geography
Geology
(Geometrical and Building Drawing)
**(Geometrical and Mechanical
Drawing)
German
Greek
1History
*Ancient History
*British Econ. History
Italian
Latin
*Logic
3Pure Mathematics
3Applied Mathematics
3Pure and Applied Mathematics
3*Higher Mathematics
3**Further Mathematics
(Metalwork)
4**Physical Science
Physics
(Religious Knowledge)
Russian
Spanish
**Statistics
*(Tech. Drawing--Engineering)
(Woodwork)
2Zoology
*also, 33 other languages
Subifects in parentheses are not normally counted toward matriculation
* offered by London only
**offered by Cambridge only
1 alternative syllabuses offered
2 should not be counted together to make more than one subject
3 should not be counted together to make more than one subject
4 should not be counted with any other science subject
11. 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 tLem in the United States.
Subsidiary
passes were approximately equivalent to the current A/0 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.
'1
1
4 '
b.
Cambridge School Certificate.
'Since admispion 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:
Grade
G.C.E.
Standard
English language
6
ORDINARY
(N.B.--The word "ordinary" may
English literature
6
be replaced by "pass" on some
Bible Knowledge
3
ORDINARY
certificates.
If it is in the
Geography
4
ORDINARY
G.C.E. column, it means pass
Mathematics
7
at "0" 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
113,s 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 iliiEWs; 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 curve, and the bottom 35 to 40 per
cent fail.
Since the curve in use in the U.S.A. normally fails LO 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 ":" to "C".
20
Even such an eauivalence as stated above is difficult to justify
because of the great weeding out process before students reach C.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 dropout rate of teachers,
many of whom serve one or two years and then seek better financial opportunity
in the private sector.
The response to this problem has been to lower the admissions reouire-
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.
Nov
there are more students entering with these lower qualifications than with ths
"0" Levels.
Educational figures in Jamaica say that all students follow the same
training course, regardless of eficry-level credentials, and that the course has
not been watered down or the standards of training lowered.
In practice, schools
often stream the students with the 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 such higher proportion
of succomful secondary-school leavers and, for the present, is able to keep pace
with the need of developing education by keeping to the reouirement of "0" Levels
for entrance to teacher training colleges.
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
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,
Mongarrat, 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, Miro
Training College, Moneague Training College, Sbortvood 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, Music. Training
College, Mapatima Training College, Boman 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); deelsiot Education Centre (Jamaica); john Donaldson
Technical Institute (Trinidad); Barbados Community College (Barbados); and St
John's College (Sense).
Certificates, diplomas, and degrees in education are
offered by the University oiliest Indies and the University of Guyana (see
Section F below).
Many elementary teachers have in the past begun to teach immediately
upon completion of eight or mime years' school, without attending teacher train-
Lag.
InJanaica such untrained teachers had normally sat and passed the First,
Soaped, or Third Jamaica Local daminations (sow discontinued), which were also
known as the Pupil Teacher Examinations.
The approximate U.S. sevivalents of
those levels are explained in Section 0-7 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 qualificetions, 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, Business and Teacher Training.
They also 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 recognised
exams, and various diploma:: 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 vl 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.
Hol.lers 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 EnglatziSs the same body whose
examinations are
basis for awarding the H.N.D. in England.
Students will
receive annual certificates from U.L.C.I. listi'ig 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.I. course is followed at C.A.S.T. for the diplomas in Electri-
cal Engineerings Mechanical Engineering, and in Technical Teaching.
For illustra-
tive purposes, the following shows the course for Electrical Engineering:
(SEE NEXT PAGE)
FIRST YEAR
U.L.C.I.
Hours
Course No. 107/1
Per Week
Electrical Engineering Science
S
Engineering Chemistry
4
Engineering Drawing
4
Engineering Physics
4
English, General Studies
3
Mathematics
2
Mechanical Engineering Science
5
Workshop Technology
4
Total Hours
31
SECOND YEAR
U.L.C.I.
Hours
Course Mo. 107/2
Per Week
Applied Heat
5
Applied Mechanics
5
Electrical Engineering A
5
Electrical Engineering S
5
Electrical Workshop
3
Engineering Physics
S
Mathematics
3
Total Hours
31
THIRD YEAR
U.L.C.I.
Hours
Course No. 120/2
Per Week
Electrical 6 Electronic Applications
4
Electrical 6 Electronic Principles
6
Electrical Power
6
Electronics II
6
Industrial Administratiom
2
Mathematics
4
Principles of Computers A
2
Total Hours
30
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 -tine, 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" bevels 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 Vest Indies admits
holders of the college 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 for
which the setting and marking of papers is monitored by members of the U.V.I.
Faculty of Agriculture.
26
4.
Other Post-Secondary Institutims.
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.
F.
Higher Education
1.
General.
There are two universities in the British patterned
Caribbean - trerniiVeisity 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.
Universit of the West Indies.
The University College of the West
Indies was incorporate
in
4
in assoc ation 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.; Oiploma 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 Nona, Jamaica -- Economics, English, French, German,'Greek,
Geography, Government, History, Latin, Linguistics, Mathematics,
Music (first year), Philosophy (first year), Physics, Politics
( first year), Spanish
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.
Facul
of Education (Mona):
B.Ed., M.A., Ph.D., Certificate
in Education, Diploma in F ucation, H gher D ploma in Education
d.
Faculty of Enineeri
B.Sc. (Eng.) in
Chemical, Civil, Eliari.calldMeB.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,
Physics
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. A4gustine -- 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 nott 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 N1 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 similar 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.
Facult
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" LevelskIn 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.
Riplomas 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 Standin .
It is strongly advised that U.S.
admissions officers
ave copies of the
ulletins 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
thelr 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 work to the detriment of developing
countries because they find themselves forcea 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 tc fulfill those needs).
A possible pattern would be the
West Africans 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 wh= h the exams are given.
'Llach exam takes from 1-1/2 to 9 hours.
School leavers of
the Fifth Form normal-
ly attempt six to eight "0" Level subjects, and those completing the tiro -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 11-plus examinations, those taking the G.C.E. "0"
Level as school leavers represent the top of their age cohort.
Withthe 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 'Lore).
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) Algobra 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; th- problem of language, since many Carib-
bean students do not speak standard English 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 th,1 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 "0" 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
Subjects
Sat
1970
Pct.
Subjects
Sat
1972
Pct.
Subjects
Passed
Subjects
Passed
1 Trinidad and Tobago
55,666
21,450
38.5
60,601
23,003
38.0
2 Jamaica
27,495
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
49,442
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
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 thou 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
showy the pass rates for those who sat for the "A" Levels in the past three
years:
33
1970
1971
1972
Subj.
m-3.
Subj.
E67.
Subj.
MET.
Sat
Passed
Pct.
Sat
Passed
Pct.
Sat
Passed
Pct.
1 Trin & Tob.
2,079
1,301
62.6
2,353
1,325
56.3
2,651
1,449
54.7
2 Jamaica
2,627
1,023
39.0
2,161
850
39.3
2,363
963
40.8
3 Barbados
764
328
43.0
642
275
42.8
699
293
42.0
4 Others
763
391
47.4
774
291
37.6
767
296
36.0
TOTALS
6,253
3,023
48.3
5,930
2,741
46.2
6,480
2,981
46.0
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. institution request that the applicant
submit a complete and chronological list of all schools 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 ado/sail:In, 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 examination* 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. '%1" 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
substitute should be among the five
(see list of subject in Section II-D, Part (1).
Students passing five or more 'ID" Levels represent the top 20 to :..40 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 "0" 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 seeuenct in subjects passed at "A" Level (six
to 10 credits).
2.
Students who have
teacher-training college diploma with credit in
lower level education courses can be considered for dvaneed 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
diploma from a recognised agricultural college
or full time technical college course may 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
reeuirements 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 whQ are transferring from the University of the Vest Indies
or the University of Guyana, who are in good standing in a degree program, can
be considere4 for credit on
course by course basis or for elective credit.
Diploma or certificate holders, if otherwise eligible (e.g., through C.C.S. pas-
ses) may be considered for advanced standing for appropriate subjects if the
admissions officer determines that the work was indeed university-level.
S.
Molders of nursing school diplomas, if otherwise eligible through
academic achievement (C.C.S. 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 codsider 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 cover*
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, syllabuses, 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 the.: also contribute to
better understanding of tie British system of exams.
There Ir. 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.
universities.
*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, al 2EU, U.K.
Joint Matriculation Board, Manchester, MIS SEU, U.K.
*London University Entrance and Examining Board, University of London
Publications Department, 50 Gordon Square, W.C.l, London, U.K.
*Oxford and Cambridge Schools Examination board, 10 Trumpington Street,
Card Fig., 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, BS6 6DD, U.K.
Welsh Joint Education Committee, 30 Cathedral Road, Cardiff, Males, U.K.
* Commonly pciasented by applicants from Caribbean.
37
3.
Other Examining Boards.
The following boards set examinations com-
monly taken in the Caribbean.
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, H.C.U. 2RN, U.K.
London Chamber of Commerce, 69 Cannon Street, London, E.C.4, U.K.
Pitmans Examination Institute, Pitman House, Go:Wing, Surrey, U.K.
Royal Society of Arts Examinations Board, 18 Adam Street, Adelphi,
London, W.C.2N. 6A6T, U.K.
Union of Lancashire and Cheshire Institutes, 36 Granby Row, Manchester,
M1 6WD, U.K.
B.
Educational Institutions.
It is recommended that U.S
admissions officers
have on
1 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, otc.,ican 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
lacement
Students from
at
tee areas o
tbs Car F'.
Educat
Institut
the M. A.
World Education Series.
AACRAO, Washington, D.C.,
1461, 9 pp. (not in print)
WaucL, Charles C., "College and University Public Education in the
Caribbean."
(reprinted from The Caribbean: Cent
Education)
University of Florida Press, Gainesville, Fla., I
pp.
38
, Educational Trends in the Caribbean:
European Affiliated
IIpartment of Health,
teal
cation, and
/ a
are, 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.,Commonvealth Universities Yearbook, Associa-
tion of Commonwealth Universities, 36 Gordon Square, London, W.C.1,
U.K.
(published annually).
Thera 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.
ac____TL_orirlIa....rmTrinidandsearchPas, No. 6, Juno, 1969, Central Statis-
t cal
all
tract, Port-of-Spain, Trinidad
A Teacher's Guide to Jamaican 1971, Ministry of Mucation, Kingston,
3am=a
t of the Conference on Teacher Train,
St. Augustine, Trinidad,
une. 1
t e Un vers ty 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 Vest Indies, Mona,
Kingston 7, Jamaica
39
VIII
SAMPLE CREDENTIALS
Awarded upon successful completion of the
Common Entrance Examination, also referred
to as 11 plus \examinations.
This certificate
is offered in all countries and territories
upon completion of six years of elementary
school.
0
WM,
Awarded usually at age 14 or 15 and may represent the
completion of junior secondary school.
Certificates
at this level are also given in the Bahamas, Barbados,
and Guyana.
The examination for this certificate is
taken earlier in the educational program than the "0"
GCE examinations.
WS WAND CF 00,11105 AND THR IMOD& OF INI GUYANA
ICHOOL OP Ac comma
OMR MOMS WO
DIPLOM,4\
R4 AC/CULTURE
abD
mono*
.s.
ow,
to
....m...wo
moommon. areasomw rob ow
Meg
611 As milimmos 61 dm Toam, OM=
aid ttwl AIM a IsiAssay !mid be bob
ad Amid somo d /*Mid lima
me Immo&
Osimho
.
o
ow
WIMP 11111111IMINi
-
Technical diploma programs usually require
four or more "0" levels for admission and
from two to three years of full time study
for completion of the program.
TM WARD OF GOVNINS At
TIN PRINCIPAL OF
MI GUYANA SCHOOL OF ACRICULTURI
MIMI" 1111111111111111
111111111
CERTIFICATE IN AGRICULTURE
Mai soird a laistway
isedisd
IA Famial md DAwaied Arkin
Hr am immod it Giadsmin ea
ommmisms
Technical certificate programs are offered
after the junior secondary level and normally
may be completed in one year of study.
(TECHNICAL DIPLOMAS AND CERTIFICATES SHOULD NOT BE CONFUSED WITH THOSE DIPLOMAS AND
CERTIFICATES OFFERED AT THE UNIVERSITIES.)
.e
.
N..
....----...,
.--
- .
.
.
...
...........
at
0
UMW IR 11100../RION NO MAU
s
MAUSICA TEACHERS' COIL=
tr
Isabinv entititate
illib b Os CwIlt lot
sompkill %/Wow Corm is Tambov Train
et tab Collsge
taw
mamma
"........--
. _ -
...-....-
''..)*--...>e>
<7.....--'N
Awarded by the teacher's college and does not necessarily
represent certification as a trained teacher.
ts3
TRINIDAD AND TOBAGO
DONISTRY Or ADIKATION AND CUM=
SOW or moos MORNS
TEACHERS' DIPLOMA
gois is I Mint *bat
Itudes Dowsset worm, toliaff «tan. el Way .1de
Toodfrofts Wier
ael &wig &ma A, Nod Gar r:.. of .4.
lord
Tombs, Trekisi to If....
oi* mooloomp
anifoolos.
INIACTIVIL IM MO
MOMS WERMIll MOM
11111060111 a< 1100010011 Or 211601111111
IM/ AN 1111214ei
ININNuo 4 menu Of moan=
ousionart SfATION11101
SKIM MINI
4111111114 WOKE
havip avoid Oh ON.N.
Nem"
away v ammo.
Odra
hid of Tomb. Tradave
Awarded by the appropriate ministry or by
the Institute of Education of the University
of the West Indies.
UNIVERSITY OF T E WEST INDIES
of the
University of the West Indies
having completed the Course of Study
approved by the University and passed the
prescribed Examinations, has this day been
admitted by the Senate to the Degree of
BACHELOR OF SCIENCE (SPECIAL)
with
Second Class Honours (Lower Division)
-
in
ifLi- qtay.
The special degree is offered in a subject or
major. An evaluation of the student's performance
is included on the degree certificate.
UNIVERSITY OF GUYANA
P)i,/44>3"7'13
I
having completed the
the University and pa9:1
has this day bee
war
study approved by
rescribed alminations
by the Academic Board
eral Degree of
aislItiVess
The general degree is considered to be less
significant than the subject or major field
degree.
No evaluation is included on the
degree certificate.
COLLEGE OF ARTS, VENCE'
OLOGY
JAMAICA.
Wag satisfactorily to
year full-thee
course in
E
CA
ENGINEERING
and ha
final examination rem& as shown
ken awarded this
DIPLOMA
IBM= UN INS MEM
111110.'
I
The diploma awarded by a technical school is based on
the internal examinations.and evaluation by the.school.
CITY AND GUILDS OF LONDON INSTITUTE
somalimars. sT seniesuailsa
This Dip-Ionia
Tea 0ROINanv TCCHNICIAll IPLOw IN
NiCNINICAN. ENGI4EININS MO RECTUM 111111INVIDINS
1
is awaraed to
lain *TT/NOCCI INC 11011111INCNT TICINIIIA INSTITUT!' UONSIIIIINII
SP)
tor. INANNIMION 111 WN., $575
ONUS. TVS OMIell Of ILICIVONICS
119334/3178
likkreffigalla
The diploma awarded by an external examining body may be
obtained by completing a program in a technical school
and taking the external examinations.
CUBAN EDUCATIONAL SYSTEM BEFORE 1959
AG'
U S A
F2m
10
TIAN
25
24
12'
22
GRADUATE
0R
PRO Fessimm.
20
I9
I s
17
UNIVERSITY
UNIVER-
SITY
FACULTY
OF
COMMER-
CIAL
SCIENCE
21
2
I 9
Is
UNDER-
GRADUATE
16
13
14
13
UNIVERSITY
FACULTY
OF
EDUCATION
PRE - UNIVERSITY
INSTITUTE
OR
COLLEGE
17
16
13
14
13
12
I I
10
7
SECONDARY
4CNOOL
ELEMENTARY
SCHOOL
12
I
10
9
e
7
2
URBAN &
RURAL
NORMAL
SCHOOL
R-
CIAL
SCHOOLS
T ECHNI -
CAL &
INDUS-
TRIAL
SCHOOLS
SCHOOLS
OF
FINE &
PLASTIC
ARTS
AGRICUL
TURAL
FORESTRY
&
SURVEYING.
SCHOOL
UPPER
PRIMARY
SCHOOL
(R3Q/ELA MAMMA SUPERIOR)
PRIMARY
SCHOOL
(ESOJELA
NUmARIA)
2
IONCOOGAIGIN
PRE - PRIMARY SCHOOLS
3
NURSERY OR
PRI 301001
Note
Not all students planning to enter pre-university institute
or college completed
two years of upper primary school.
Some spent only months or one year in upper 7rimary
befere passing the required entrance exams which enabled them to enter
pre-university
schooling.
CUBAN EDUCATIONAL SYSTEM
PRESENTLY
AcE
USA
soccJ
me
25
GRADUATE
20
OR
19
23
PROFESSIONAL
16
22
17
UNIVERSITY
21
16
20
UNDERGRADUATE
15
19
TECHNOLOGICAL
LANGUAGE AND
111
13
ECONOMIES
AGRICULTURAL
INSTITUTES AND
17
12
PRE -UNIVERSITY
ADVANCED SCHOOLS
AND INDUSTRIAL
OF PHYSICAL
16
SECONDARY
11
' ASMUMS
EDUCATION
INSTITUTES
TRAINING SCHOOL
15
SCHOOL
10
TECHNICAL
FOR ELEMENTARY
1
9
SCHOOLS
TEACHERS
13
R
BASIC
12
7
SECONDARY SCHOOL
11
ELEMENTARY
6
10
SCHOCH.
5
9
4
ELEMENTARY SCHOOLS
3
7
2
3
Knenessmnrem
NURSERY OR
INFANT SCHOOLS
PRE-SCHOOL
Mate:
Adults who lack the necessary elementary and secondary schooling enter a special
program of 4 years of elementary schooling, followed by a 1 year (apparently) secondary
course, which is then followed by a 4 year university preparatory course given by the
un'versities.
From there they may enter special departments of the Faculties of Science,
Agriculture or Technology or the Institute of Education.
47
CUBA
II
BACKGROUND
A.
General.
The Republic of Cuba consists of one large island and several
small onesiiiTiated 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 cane, 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.
Dieu-. 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 Cort4s 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 and a
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.
Jose Marti founded the Cuban Revolutionary Party in 1892 during exile
in the U.S. and, through his brilliant writing and organisational ability, suc-
ceeded in keeping the spirit of freedom alive.
The call to arse 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 Mar, 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 Tom&
Estrada Palma took office as the first president of a nominally fro* Cuba.
Out
under the Platt Amendment, the U.S. could intervene in Cuban affairs to prosily,*
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 abrogited the Platt Amendment In 1934, but the
U.S. retained its naval base at Ouant
Day.
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 culminating in the presidency and dictatorship
of Gerardo Machado y Moples (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 ')fi-Tcc.
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 toox 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 financia't problems by means of a bold revolutionary program.
After Juno 1960, Cuban-U.S. relations deteriorated at an accelerated rate.
In retaliation for the nationalisation 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
nationalised U.S. oil refinery oompanies for refusing to process Soviet crude
oil.
In retaliation the U.S. *lick:bated Cuba's sugar quota.
Communists were
viwinted to high office in Cuba, and trade and general relations with Sovit-
bloc countries and China flourished.
Castro declared Cuba to be a Socialist
country in late 1960, an after-the-fact announcement, and in Late 1961 declared
himself to be a Marxist-Lenimist and a part of the Socialist world.
All major means of production, distribution, communication, and services
were nationalised.
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 smiles, financed, trained, organised,
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.G. officials and private sources zrranged for a ransom of 050 trillion
in food and medical supplies.
In Oc.:ober 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 1965 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 public7FITiiiiWd secondary schools, began in 1842.
Prior to that time
education had occurred mainly in seminarist), and convents and under the sponsorship
of the Socitdad EconAmicd dt Amigeritotakt4 (Royal Economic Society of Friends
of the Country).
The Sceitdad E
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 tommittees 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 1895-1098 disrupted all social institutions, including education, but during
the period of American occupation of the island, 1099-1902, public education
began to make great strides.
The system was organised under a Commissioner of
Public Instruction who was assisted by superintendents, one from each of the six
provinces of the country.
Schooling 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 centralising 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, them
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, e3pecially
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 regics of Fidel Castro came to power, one of the first objectives
was to wipe out illiteracy.
The atiabetimo (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 -- lieiveuided dt 141 Habana, Univess4dad dt &ciente and
Uxiveiceidad Ceetta.
Wiveasidad Catdtica di Santo Tomb SI 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 Centut de Militiaman (JUCEPLAB), via regional departments of
education.
During the past ten years curricula at all levels have been revised,
modernised 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
Lscreasingly attend schools that are located in rural area 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, recognised by the Cuban government
and obvious to the observer.
There is
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
highe percentage in school of various age groups, the government still laments
the high absenteeism, drop-out mod repeater rates.
Also, while many new programs
have been introduced into the system, adequate measurement of their effect and
use/v.1ms' has not occurred.
The Woes 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.
Mew 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 the to come there will be
changes and modifications as the Cuban people continue to build a new educational
!retell.
51
III EDUCATIONAL SYSTEM -- UNTIL 1959
A.
Overview.
The analysis of Cuban credentials is different from that of
other couREFrirEscause 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-1939 era is quite different, the
two eras 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. 0E-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-arTdMali7University
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 Tour 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 plum 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 SSesS6 West& typetiok (upper primary
school, grades 7 S 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.
Moe* who were bound for pre-university
secondary schooling from primary schools likewise entered the whet WNW&
tuptiade, mainly for the purpose of preparing for the secondary school wimpsSo"
(entrance) exams.
The length of time spent by these students in upper primary
school varied, blwever, from several summer months to one or two years.
D. Secondary Education.
1.
University PrIparatory.
nsatwo types of pre-university secondary
schools were the 4$1644bas de tepee miasmic or public school and the cetegge,
or private school.
Study in each of these institutions led to the title of
BachiliMete, which was recognized as the most common entrance qualification for
the Cuban universities.
5
The curriculum in both the COLtgiS4 and the imAti.tax4 was standard and
allowed very little room for elective studies.
The subjects studied during the
first four years were essentially the same for all students.
In the final or
university preparatory year of the curriculum of the Backittvato the student
chose subjects more oriented toward either the humanities or toward math and
sciences.
The two curricula follow:
5-Year Secondary School
4-Year Academic Course
Gub ects
I
Hours
Years
IV
Week
II
III
Per
Spanish-
5
4
3
3
Mathematics
5
4
3
3
English or French
5
4
2
--
General geography
--
Regional geography
3
Cuban history and geography
4
- -
Ancient and medieval history
2
--
--
Modern ?IA :cntemporary history
3
Civics
3
_ _
Anatomy, physiology, and hygiene
2
Physics
3
3
Chemistry
3
General science
14
Political economy
2
Agriculture
2
Psychology
2
--
Physical education
3
3
3
3
Drawing, Music, or Shop
3
3
3
3
TOTAL-
IT16
26
26
Pre-University ilachittiAdA0)
Fifth Year
Letters
Hours
Sciences
Hours
Advairm=athematics---------r
Advanced physics
S
Spanish
French
5
History of America
S
Advanced chemistry
5
Sociology
5
Biology
5
Introduction to philosophy
S
TOTAL
20
Logic
5
TOTAL-
53
2. Normal Schools.
The purpose of the acueta must (normal school)
was to prepare people to teach kindergarten plus grades one through eight.
The
entrance requirement was the completion of eight years of elementary and upper
elementary school and satisfactory performance on an entrance examination.
The
normal school programs were four years in length in urban schools and three years
in length in rural schools and culminated in some form of the miatatu nommat
(liberally translated, normal school teacher), often called the "no
,times" by
Cubans.
Kindergarten teachers attended the E4cueta4 NokmattA palm Maeataoa de
Jaadinu de La 1*m-a (Training Schools for Kindergarten Teachers).
Admission
to the 4-year program, based on completion of upper elementary schooling and an
entrance examination, led to the title ofgaeotta Nount de Nadia de La
Iniancia (Kindergarten Teacher).
Students also had to have musical training.
Elementaryoteaihers of physical education attended the In6lituto
Nacional de Edued4A4n 44itit (National Institute of Physical Education) which
offered a 3-year program, based on upper elementary schooling.
Elementary home economics teachers received their education at the
Uwe& del Hogan de La Habana (School of Dpmestic Science of Havana).
A 3-year
program, admission to which was based on upper elementary schoolin4 and an en-
trance examination, led to the title of MaestAa de Economia
Vomeatica
(Home
Economics Teacher).
3.
Commercial Schools.
Entrance to the schools of commerce, edicuela4
de comemt4o, was based upon completion of eight years of elementary and upper
elementary school.
The programs were from two to four years in length.
Titles
given were CO4te4plen40t (Secretary), C044tA04 de Aduama (Customhouse Broker),
Temedot de Lib,(04 (Bookkeeper), PtAito Eft Aduana (Customhouse Inspector),
Conmedo4 de COMAtiO (Commercial Broker)? Agent'. de Yenta y PubloceAdad(Sales and
Advertising Agent), AdminiltA0404 Comoteca (Commercial Administrator) and
Contado4 (Accountant).
All of the programs were only two or three years in
length, except the last two, which were four.
All of the programs were consider-
ed terminal and were designed to prepare people for immediate entry into a job.
None, except the last two (Admimiatnadox Conekeiet and Comtado4) would represent
in length the equivalent of secondary school completion.
The title of COatedok
was an acceptable basis for entry into the university program in accounting, but
care should be taken not to confuse the title of Comtado4, a secondary school
title, with that of Comtadok Pub:2u (Public Accountant), the title held by a
university graduate.
4.
Other Vocational Schools.
There were a number of other technical
and vocational schools and schooltrakine and plastic arta.
Based on the cca-
pletion of primary school and, in some cases, upper primary school, they varied
from one to five years in length.
Studies included mechanics, construction,
carpentry, cer,mics, home economics, journalism, farming, forestry, painting,eto.
The title of TiCiiliC0 (Technician) was given in many fields.
Designed to be ter-
minal and to prepare for entry into a vocation, these progress were usually not
considered adequate as preparation for entry into university.
54
An exception was the title of A9himen404 (Land Surveyor) which was accepted by
the Faculties of Electrical and Civil Engineering at Havana University.
Occa-
sionally, with proper testing, other diplomas might be accepted for entry into
related fields at university level.
Another exception was the title of
PerLiodi4ta (Journalist).
Four years in length, this curriculum did provide
access to Havana University's two-year journalism program in the IebtitUtO
Supertio4 de Pehiodimso (Higher Institute of Journalism).
5.
Grading System - Secondary Education.
Secondary schools and
Havana University employed the same system of grades.
Cuba
Suggested U.S. Equivalents
Sobte4atiente
(excellent)
90-100
A
Notable
(good)
80-89
B
Amovechado (fair)
70-79
C
Apubado (passing)
60-69
D
SuApte60 or DeAaptobadb (failure) Below 60
F
E.
Post-Secondary Education.
1.
Eacuetd de Cddete4 "EL Motto ".
This was a military school which
trained for the army.
Cubans will compare it with West Point, but it shcul.:
be noted that the ikehatefurto (pre-university secondary school diploma) wd,
nct
always required for entrance, and subjects taken in the first year appear
be
secondary level only.
2.
Acadtalia Naval "Et Ma let ".
This was the military school which
trained for the navy.
The curriculum included work that appears to be univer-
sity level, particularly certain math, science and naval engineering courses.
There were two similar courses of study, one for navigators and one for engi-
neers.
F.
Higher education.
1.
Universities.
The standard requirement for admission to a univer-
sity in Cuba was the lathatiAato.
However, the Faculty of Education accepted
students with the title of MitiA4Ao Wawa, the Faculty of Commercial Sciences
accepted holders of the Co*tadok, and the Faculties of Civil and Electrical
Engineering accepted holders of the surveyor's title, AgAiMIM404.
The most common title (degree) awarded by the universities in Cuba was
the Vocto *, usually received after completion of four or five years of study.
This title was used at Havana University and at Villanova University, and the
title of Lizenciado (Licentiate), representing the same amount of education, was
used by the University of Oriente and the Central University at Las Villas.
They are compared with bachelor's degrees in the United States.
55
There was virtual:
7')
in the United States.
-
as we know it
a)
The njo,
w:-11 reference to enrollment, facilities,
variety of programs and 71-,,,tige was Univeuidad de La Habana (University of
Havana).
It was founded in 1728 and was a public university.
All who met the
minimum standard of entrance, possessing the BachitttAato or its equivalent,
were permitted to enroll. Typically, curricula for all fields were set, and
almost no elective subjects were permitted.
In the period before the 1959
Revolution classes had become quite crowded, and the university was subject to
disruption because of student activism.
The following list gives all of the titles and the corresponding
umber of years of study required for each program at Havana University.
It
can also serve as a guide for the other universities, mentioned below, where
the length of programs in similar curricula was the same.
Havana University Titles and Length of Curricula
Spanish Title or Degree
PeAiodiAla Univelaitaltio
ThabajadoltSociat
Comadkona
Eniekimeta
Optonetti4ta
PeniloNCO AZUtAhth0
Lieeneiado to Vexecho
AdniAirst/ultivo
Licenciadp en Veucho
V4tomatico y _Omaha
Updated° in AdminiAtAacan
Patica
PkokAionat PubticitaAio
DoctaA en CitgadA MU/WU
Porto* to Fakmacia ""
VoctoA en Medici= Vetetinmia
Voctoa en Pedagogue
Doe ox en FitoAotut y LetAaA
PkoteAcm de INA:mu ""
00am en Veucho Nut Voctat
en Leyte)
Ingenieto
Ingenimo Eteett4eitta
lIngemitAo Ayllnawo
litablitA0
co
Length of Curricula
U.S. Equivalent
In Years
Journalist
Social Worker *
Midwife *
Nurse *
Optometrist *
Expert in Sugar Chemistry
Licentiate in Administrative
Law
Licentiate in Diplomatic and
Consular Law
Specialist in Public
Administration *
Specialist in Advertising *
Doctor of Natural Sciences
Doctor of Pharmacy
Doctor of Veterinary Medicine
Doctor of Education
Doctor of Philosophy and
Letters
Teacher of Languages
Doctor of Law
Civil Engineer
Electrical Engineer
Agricultural Engineer
Chemical Engineer
2
2
3
3
3
3
3
3
3
3
4
14
4
4
4
14
S
5
5
5
5
56
(continued)
Spanish Title or Degree
.
Ingenieto Quante° Azuumeto
Contadot Patico ***:
Doctors en Ciencims
MatemAica.4
Docto. en Ciencia4 FaiCe-
Q4micaa
Doctors en Ciencia4 Quimica4
Doctors en C4encia.s Sociate4 y
Detecho Pubtiv
Voctox en Citagta. Dentat
Atquituto
Dorton. en Ciencias Comexciate4
Dorton en Medicina
Length of Curricula
U.S. Equivalent
In Years
Sugar Chemical Engineer
5
Public Accountant
5
Doctor of Physical-
Mathematical Sciences
5
Doctor of Physical-Chemical
Sciences
5
Doctor of Chemical Sciences
5
Doctor of Social Sciences
and Public Law
Doctor of Dental Surgery
5**
5
Architect
6
Doctor of Business Economics
7***
Doctor of Medicine
7
Students could be admitted without completion of
Actually only two years in length, but was based
the 3-year Licenciado.
Actually only two years in length, but was based
accounting degree.
See "Special Characteristics
See "Special Characteristics."
secondary studies.
on another title,
on the five-year
" item 2.
b)
The second major university in Cuba was Univetaidad de Santo
Ton& de Vittaneuva (Villanova University).
Founded by Catholic Augustinian
monks in 1940, it was located in Havana.
Wealthier families who could afford
the tuition of a private institution and who wanted their children to be
educated in a more disciplined and stable atmosphere sent them here.
c)
There were four other universities in Cuba prior to 1959 which
were officially recognized by the government but which did not gain substan-
tially in size or reputation before they were closed in the late 1950's.
They
are:
Uptivvaidad de Oriente, founded in 1947, in Santiago.
Unit/Midi:A Centtat "Matta Abteu" de .1.44 V41244, founded in 1949, in
Santa Clara.
UnivetAidad Ignacio Agtamonte, founded in 1953, in Camaguey.
Univettidad de Oacidente Raiaet MOItatA y Gonzalez, founded in 1954, in
Pinar del Rio.
4)
There is another group of schools which is known to have been
founded.
However, their existence was so brief or the basis of their estab-
lishment so insecure that an analysis of quality cannot be made.
57
They are:
Uminuidad de Cienittegao,
Univeraidad Naciona Jose Manti
Univenaidad Maarmiza
Univensidad Candeen
Univeruickd Tecnaogia Naciona
e)
Havana Business University.
This institution was founded as a
private institution in 1942 as a junior college, reorganized as a "university"
in 1947.
It was modelled on a U.S. plan of operation and offered an Associate
of Arts degree in business and secretarial subjects and the bachelor's in
business subjects.
There is no proof that it was ever recognized by the Cuban
government as being authorized to grant degrees as a university.
2.
University Grading System. At Havana University and the other
public universities the grading scale was the same as that used in the public
schools.
(See Section D, 5 under "Secondary Education")
It should be noted
that failures were listed as either 4tapen4o or desalokobado.
Su4pemo was
given the first time a course was failed, but a student was given an opportunity
to take a make-up exam several months later. If the student did not appear for
that exam or failed it again, the final mark was changed to dedapitabadO.
The grading system of the University of Villanova follows the. A, B,
C, D and F system used in the United States.
Student copies of transcripts
show semester and final marks; copies of official transcripts show only final
marks.
IV
EDUCATIONAL SYSTEM - AFTER 1959
A.
Overview.
Improvement of educational opportunities for all persons
became aiiiTETajective of the revolutionary government.
It was deemed
necessary for the population to be educated in order to develop the skills
necessary to improve the industrial and agricultural output, and to understand
the basic tenets of the Revolution.
Therefore, there are a greater number and
a greater variety of schools, more accessible to more people,
than there were
before 1959.
The fundamental scheme of the educational system has not changed,
but the content, and often the methods, have.
B. Pre-primary.
Pre-primary school for four and five-year olds is available
but optional.
The ctintwas iniantau (infant circles) function as a combina-
tion of child care centers and kindergartens and will accept very small infants.
Originally they were established for the purpose of caring for children while
their mothers worked, but increasingly there is emphasis on guided activities
for play, language skills, music and art.
C.
Primary.
Elementary schooling, grades 1 - 6, is both free and compul-
sory.
The usual elementary school curriculum prevails with the addition of
instruction in Marxist-Leninist theory, adapted to Cuba.
58
Statistically there are significantly more children attending elementary
school now than before 1959, and there are more school buildings and more
teachers.
Whereas only 51% of the first-year primary school age children
attended school in 3059, the figure for 1972 approached 98%.
The pupil-
teacher ratio has drcpped.
However, Prime Minister Castro himself admits
alarm at the number of repeaters and over-age students in each grade, especially
in the rural areas.
Also, people classified as teachers often have no more
than a tenth-grade education.
Although schools are now far better equipped
than before 1959, books and supplies are often in short supply.
Currently there is an especially heavy emphasis on education in rural
areas.
The purpose of this is to further the breaking down of the elitism that
disproportionate attention to urban education fostered and to build schools and
staff them in areas that, before 1959, had been educationally impoverished.
Therefore, development in elementary education in rural areas is getting a
significant amount of attention.
D.
Secondary Education.
1.
Escueta Secundaitia Basica.
(Basic Secondary Education). Upon com-
pletion of the general studies in elementary school, students are urged to
continue their education.
On the average, approximately only one out of every
six students who has entered elementary school in the last ten years has
managed to enter high school.
Only about one out of four students who enter
the basic secondary schools graduate from those institutions.
Basic secondary education of four years (three years in the mid-1960's)
is a combination of academic and practical studies.
The student, as a rule,
takes courses in history, Spanish, geography, biology, chemistry, mathematics,
physics, polytechnical instruction, and agricultural-livestock production.
The
humanities play a minor role.
During the 1960's students would interrupt their studies for 45 days
and go into the countr,
:o work in agricultural production at the e6eue2a at
campo (schools to the countryside).
At this time boarding schools are being
built in rural areas at an increasing rate.
Called e4 al.C.e.a4 en et camp()
(schools in the countryside), they enable students to live, work and study in
the same environment.
The integration of manual laLor and study reflects a
fundamental goal of the Revolution.
A target of 300 schools in the countryside
for 1975 has been set, and for 1980, there is a goal of 1,000..
2. Rata Cape/to Bonitta .
It is of interest to note that there is a
special secoaaTIchool, Rata Capeu Bonitta, whose pupils have been selected
for their high academic performance and where the curriculum is wider and more
advanced.
3.
Technical Schools.
In addition to basic secondary education
students may enroll in technical schools during grades 8 -10.
Students complet-
ing this program may continue their studies in technological institutes or pre-
university institutes.
59
4.
Ind.atia04 PAe-univelUitaltio4
(Pre-university Institutes). The
pre-university institutes typically consist of two
gra'les 11 and 12.
Some institutes in the mid-1960's included three years (grades 11 - 13) with
the 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.
5.
Other Secondary Schools.
In addition to the pre-university insti-
tutes there are other forms of education that are consiclsred 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).
Tile technological institutes may lead to entrance intu 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 ltudy and practice teE,:lnLn:r,.
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 systex
is on a se,!e from 1 - 100.
Qualifications within the scale are sort known.
E.
Worker-Farmer 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 tl-e tedlhers in worker-farmer educatiAn are not themselves profes-
sionals but are young ,ceople who have little education and a great deal of
interest, enthusiasm and revolutionary spirit.
The gcAlernment's interest in improving the education of farmers and workers
i3 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:
Univvaidaa de. La Habana, liniversidad de &ciente and 1.1n2vemidad Centitat de
t4.6 Vitt4A.
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 theiz expenses paid by the government and receive
a small stipend as well.
Enrollment in engineerSng, 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 kevolution.
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 sorial change.
At the university level, 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.
UnivehAidad 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 T'achers, 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.
Univeuidad Centiw2 de La6 Vitta.
This university, located in
Santa Clara, has approximately 4,000 students enrolled in the faculties of
Humanities, Science, Technology, Agra-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 - 100-70b4tbatiente
A
80 - 89
Apicovechado
B
70 - 79
Apxobado
c
Below 70
Veammobado
.
F
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
(0012044 ) 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 recognised that, as a rule, graduates of the
cottgioa received considerably stronger educational preparation than did
graduates of most public secondary schools.
B.
Higher Education.
1.
The title of Contadat gblito (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 Contedot gblito
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 VOCtgi to Cieftid4 COMILACia44
(literally, Doctor in
Commercial Sciences) yes two years in length, based upon and following the
five-year Contsdok Publico program mentioned above in item cue.
About half
of the work was comprised of subjects in general education, and the remainder
were electives drawn from subjects in business,law and education.
The 0106t04
to Cienadh COiist4ciat,4, then, would not be considered a post-graduate degree
in the U.S.; rather, the two titles coebined probably would be compared with
the bachelor's in the U.S.
3.
The title of °octal tit Fontein (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 conOnt 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 104.01cook or
LLegeniedo.
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 program
to train teachers to teach English.
The program covered four summers and led
to the title of PAoit404 de ld Lingua IftgliOa (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 commend 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
pereittetocariWarWaillonal documents with them, nor will the Cuban
government allow such documents to be sailed 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 soot reliable and useful by admissions officers, the following
guidelines are suggested:
1.
Ask first for original documents, even though the applicant say
have to carry in his universFrailosa that is preserved under four square feet
of glans.
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
idence.
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 conspicioun 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 unlarstandably
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 tftken and grades received as well
as he can recall them, noting where grade slips are missing.
5.
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
chronological list of his university subjects to
assist the admissions officer and his academic advisor.
7.
A married woman, whose maiden name appears an 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; 'Lt 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 frau Universidad de Santo Tomis do Villanueva
are permanehtly 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 ezpediente (certificate) number."
B.
Credentials other than Academic Documents.
Because of the widespread
inability to secure acceptaRrdocuments, varga 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 organisations 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 oountries 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
Bachatuato may be considered for admission without advanced standing.
2.
Commercial school graduates who have received the title of Contado4
(Accountant) may be considered for admission without advanced :landing
3.
Secondary school graduates who have received the title of
AglaMeR404 (Land Surveyor) may be considered for admission without advanced
standing.
4.
Normal school graduates who have received the title of MiattAtm
Noma (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
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 Ucenciado which required only three years of seedy may be
recognizad for advanced standing credit but not for graduate admission.
C.
Graduate Admission.
Degrees and title (e.g. Voctok AA Ped400g4d.
Pocto.t to aloAoia, y LLttm4, Ingtmiimo Cimit, 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
Agrameensolt - land-surveyor
Atiabaizmo - literacy; an "diabetizmo" (i.e., literacy) campaign was
conducted in 1961
Apubado - "passing";
lowest passing grade in system before 1959, commonly
called D; after 1959 also lowest passing grade, but probably same as C
Apkoverhado - "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 D
Asignataka - course, subject
Backitlet - title given a person at completion of academic secondary school
tkidattvtato - Name of the degree (or title) that represents completion of
university preparatory secondary school curriculum
itioadiAt4 - high school or university student "alphabetizer" who quit school
to participate in training of illiterates in 1961
Bum - "good";
second highest grade before 1959, commonly called D
Catikbuiteat - qualification, grade
C444444
career, often meaning general program or major field pursued in a
university
CLICU144 In iettit14 - pre-primary schoolc for infants through the age of five
Cottigo - private, academic secondary school; used until about 1960
Co*tadM. - seconder)), school graduation diploma title, meaning "accountant"
Comtadoit Peibtico - "public accountant,"
university title (i.e. degree) for
studies in accounting
OtAApitobildo - "failed"; grade given as a final mark with no further opportunity
for repeating an exam failed or missed
Watt at came - "school to the countryside;" secondary school students more
into, the country for 4S days during school year to work, study and play
games and sports
67
EACKa4 to a camp° - "school in the countryside;" secondary school established
in rural area providing work and study for students
Ebenda no
a,L - teacher training school
EAcutta paimmlam- primary school (grades 1 - 6)
E4Cutia phimmia 4UptAittk- upper primary school (grades 7 - 8)
E6cutfit 4ICURddAid 4.410a- grades 7, 8, and 9; apparently existed only in
mid-1960's
ingenum- "engineer;" university title awarded for studies in engineering
ingke40- entrance; often refers to entrance exams for some level of schooling
InstAtuto de aeounda enaenanza- public academic secondary school (used until
about 1960)
inSt4/144 pke-univemitaAker- 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
Mat4tA0 no/tant- "normal school teacher;" title given at completion of secondary
Tavel teacher training
"NoulaVAte - term commonly used by Cubans to indicate attainment of title of
erabstto no via
Notes- grade or mark; Cubans often refer to their university grade slips as
their " 'taw"
pedagogiA- science of education
PeAiodiata- journalist
PeAita- "expert;" e title often used to denote completion of technical school
training
SOMNAatitate- excellent; highest passing mark
Suapen.o- failed (but the opportunity prevails to sit for make-up exam later)
Teemico- technician; title often given at completion of technical secondary
school training
Tituto- 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
of the Castro Revolution.
Garden City, New York: Doubleday Anchor
Books, 1965.
Mesa -Lego, Carmelo (ed.), Revolutionary Change in Cuba.
Pittsburgh: University
of Pittsburgh Press, 1971
Paulston, Rolland G
"Cultural Revitalization and Educational Change in Cub-,,"
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 (ads.), 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 Pt Ass, 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: Cube."(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
mistasuct DC CUIIA
MINISTERIO DE EDUCAOON
IN377T1UTO DE SEGUNDA ENSERANZA DE LA HABANA
Dr. al HILLA SOCORRO HiCNDEZ CONSUEGRA
Institute de Segura& Enseilansa de la Habana.
C E R
Profesor y Secretario del
T I F I C O :Que en el Archive de esta Socretaria s mi cargo obra el Expedients
No. 7627
Leg. P.142
in el qua coast& qua aprob6 as siguientes &signatures con las califica-
clones quo
contlnuac:An se relacionan:
correspondiente a ALUM ONIIIMIRMIr
Ingres°
Is 2da. Ensertansa
Aprovechado
Espahol, Primer Curso
Aprobado
Hatermitiors, Primer Curio
Aprovechado
Inglis, Printer Curse
Sobrosaliente
Gaups& General
Notable
'Sited' Antigua y Media
Notable
mialmtaa.s.
Plume:Ma Mica, Primer Como
Notable
repaint, Segundo Curse
Aprobado
r."
Notable
Matemitiess, Segundo Curer
Notable
Smundo Curse
Aprobado
Geogratts Regional
probed*
Histerla Modern. y Coatemporibtes
A
Anatossis, Tudologta Meese
Aprobado
Educed& Thies, Segued, Cures
Alw(lbado
...
&melba, Tereer Curse
Notable
*
Matessitiere, Tenor Corso
Aprovechado
Teroer Crum
Notable
Chaps& de Cub.
Sobresaliente
lasted. de Cuba
Sobresaliente
Chia
Sobresaliente
Flake, Primer Curio
Aprovechado
Psloologts
Sobresaliente
Educed& Plaice, Termer Curve
Notable
Sobresallente
EspaSol, Cuarte Caro
'Notable
Mateadttiose. Cuarto Curse
Aprovechado
Mks, Segundo Curse
Aprovechado
Gaoled.*
Closets. Naturals.
Notable
Eteseade Polities
Sobresaliente
Apiculture
Aprovechado
Edueselda Rehm, Comte Cum
Notable
Magadan de lietemAtlena
Sehresallesto
Amplimida de Fisica
Sobresalionte
Smeller:16a de Qubsies
Sobresaliente
Biologie
Notable
Esprdiol
Sobresaliente
Frame&
,Aprobado
Historla de Amides
Sobreaaliente
Societe&
Sehresaliente
Introduorida a la Elmo&
Astable
LISSite
&Arrest tient*
_)
-1
4'
RurAnu gi
Quo as to expidi6 el ?ital. de Sachiller on UMW Y CIENCIASe colt teaks 30 do neve
1959,regtatrade en este Centro al Cola? Nee2200117 vs el NiaLaterio de X. al fole335
Noe711147.-Ye a solicited del interesaJe art expide la presentee
on La Habana a los
die
del sea do septWID. hNO.:
aril neuseientos imseatae"AIG DX LA :WORM MURIA%
Prete Real
de is Nos.
Derechos: $ 2.50. en sell a del timbre.
Zone lbcoi de Oriente de is HaboarLCKfea.
Carta d ?Igo No.
/424141.2.c.:44-
SECIIIETASIA,
1.
Public secondary school transcript (before change in 190041).
71
0"
$.64N
CERTIFICO: que el Sr
natural de
Cuba
COLEGIO DE SELEN
LA HABANA
Certificado de Estudios
-IICCNITAIDO DCL COLCGIO DC WELCH
ha estudiado en cite Colegio. incorporado at Institute da
Mariana°. las &signatures que a continuacion it express''', hubiendo obtenido Las siguientes calificadones:
PRIMER ARO
CURSO 19564.952- ........_
Religida
C411.111
sae
C.UARTO ARO
CURSO_.. . X=-
Religient
awn.
maces
96
&palled Om C.ursol
93
Espanol (to. Curse)
Matemitleae (let, Camel
92
Mateinnetcas (4to. Cress)
--
Ingle, ( lw. Curse)
93
Fisica (2do. Corso)
Geogratla General
92
Quirelcs
Meats Amigo. y Media
94
Clewing Naturelee
Economic
Politica
=UNDO ARC)
Agriculture
CURSO 1957-1958.
.
Releglea
1.00
QUINTO ARO (C/ENCULS)
&polled (Mo. Curao)
_94 .
Matentildcaa (2do. causal
96
-
CUP
cc=2.;
-...
Wits (gds. Como)
90.
Religion
Gears/la Regime/
..
93
AniphaclOa de MateeDitticas
Maoris Madam y Contesporesea
26
Anipliscian de Pisica
Atunterelio Plaielogla e Hlglene
_
96
Antithaelein de Oelsnica
.
&Weigle
TERCER ARO
CURSO 19594960 .... -
..
ammo ARO (LETRAS)
Religittie
92 _
Eapidol Oen Camel
96
cum
1.11:11300000CCIOCZEICIX
MatentAtIcee (ter. Cum)
95
Retitle%
Wes (der. Cures)
94
Espanol
Geo/nine de Cuba
95
Prances
Hiatoein de Ceiba
91.
Moneta de America
Cavite
9f
Sociologia
.--
as,Ics ( et. Germ)
..93._
Introduce:16o a la rilosofia
bleb&
96
taco,
Y pars que conte donde mavens& al interned°. y s su inetancia. libro la presente certificactem de
*aka y ton el Vta goo. del Rector 44 Celegio.
2. Privets secondary enosol transcript, shoving only 3 yecze
of study (before change in 1960.61).
72
RKPUBLICA DC CUBA
MINISTERIO OE EDUCACION
:1/4anotituta be gegunbu gnsefinnzu
be
Ainriunno
ga birtub be que
ha rumba g aprababa lcs estubios que capacitau yarn recibir el cocceiponbinde graba atabimica.
get ttsa be In fan:Dabs, propjets be nntet4s vtrgas, g ton el bushy buena WI 401irristra be ?bursa;
expebiatas g finuantos este
Vre.
1111101a
Cr
!
yrtu
MINIM.O< ICOMIC10111
be
2.intkigler en ?ietrne
Aitaissuol, el Lb_ be
3. Secondary schoa diploma (old system).
73
UNIVERSIDAD DE LA HABANA
ESCUELA DE CIENCIAS COMERCIALF.S
arso Academic° do 19...."11? a 19.4 Enseilanza
Expedients
CEDULA DE NOTWICACTON DE NOTA
El alumno Sr.
)a obtenido en el exa
de la asignatura de FINANZAS la ca-
o-4001.44.414.
ificaciOn de
4.4 MN.
..... .0000 .1.0
GO 0*
Y en cumplimiento de lo dispuesto fn los Estatutos de esta Universidad, y para
aotificar al alumno el resultado de este examen final
resente en La
2 6 ENE 1960
Habana,
REEmBi>s
VI 58762
i
Itelgib
'hp 461 Tos.'
UNIVERSIDAD DE LA HABANA
ESCIL
DE CIENCIAS .COMERCIALES
RCurso
Acaddinico de 195La 19;)
. Ennefianza
EE:1
ir7
CEDULA DE NOTIF1CACION DE NOTA
El alumno SL
ha obtenido en el examen._
ord*nario de la asignatura de ESTADISTICA
CONIERCIAL la calificacion de ..
....
Y en cumplimiento de to dispuesto en los Estatutos de esta Universidad, y para
notificar at alumno el resultado de este examen final. expido la presente en La
Habana. a
4
.de
N? 37867
prEmsoLsAtoo--
'11 2 tIktt
isogamete 14 'Meng
4.
Grade slips from Havana University (old system).
0-
0
-7
U)I
C7
(.)
.
' .
,t
Curso
.
1 1)
":.4-acultad de . .
.
-Escuela de.. .. : . LATIMATOU9LN
CatTera de.. ..
.1:141.9k!'-..P.t1C1--,.
Departamento de.. ..
CTPT9PP. r-guLtAICAS..
Revisados los promedios del alumno
en la asignatura de.. .. .13IKULK,CA
ha obtenido la calificacion general de:
..1
con'
puntos
Santiago de Cuba,g6..de..
..de 190..
//i/b(?, t?,1/7/
Director'del Departamenta o
de la Escuela
I
Profesor do-la Asignaturo.
UNIVERSIDAD DE ORIENTE
CEDULA DE NOTIFICACION
Curso 19.65t 19.66.
.
..ESIONATOLOCIA.
Carrera de.. ..
ESTOMATOLOGR
Departamento de.. ..Qtellaqi-a? I 4r03.6alcas.
Revisados los promedios del alumno
en la asignatura de.. ...4414:0444. IT.
ha obtenido la calificacion general de:
74
S
-7.Icons puntos
Santiago de Cuba,. 9..de.D.;.Alembrk. }de 19p5..
4
D
Profeso de la As
atural
frector del Departamento o
"....i .........A. ^0..4 ---;.,
de lil Escuela
-,
5,,
Grad slips fro& Oriente'. Ur!
-1.41. (new system).
I 'k
4.
*1
t_X/ I
- efi,(;;.:
144
..:t
.Sacett.a.io Ocazztar cic tu Qiniocuiciad dc
...z.4.3ta.na
19892
4gettifiro: 9ite
N.e.
11
ha cursado en csta Universidad
las siguientes asignaturats come aspitantc
4
-
CM ......
*Mr
am
l.1 lostitulo a
de Doctor en Filosoffa y Letras y Doctor en redagogf
CURSOS
A SIGNATU:U.S
L
CALWICACIONES
1946-47.-Psicolozia Gcraral.
*
Historia Antigua.
""
Historia de AcZric,a.
" ;Historia de lc Litc-cvAra
Geografia Ger.3r314----
-------
0
Len
:a y Iiiterat=a Griccas prIoor curso.--
Higiene Escolar.
Dibujo natural 1~ -iLar m*,
n
Lengua y Litolfatur,:
primor curso.--
Geografii Genaral.
1947-48.-Siologia.
Antropoloen General.
Sociologia Genaral.
"
Historia do las Literoturas ::odernas Extract
,jams pricer curs°.
Lprqua y Literctora Griozas soguado curso.-
Filolozia
Socto1ogia Pedagesgica
111.3wQrla
Intrcduccien a la bducacido.
190-49.-historia de la Pilostria.
Historia de las Literatures Madonnas Extranj
ras si!gunda curso.
e
Modelada con :Ai Liotodoloda.-
Lingaisti ca.
Historic del Arto.
Lengua y Literatura "atinas scaundo curso
e
Lengua y Literatura Griogas torcor curso
Lengua y Literat= Latirms torcer curso.--
Medlciones Mcatclos(EsLadistica e Inteligen
cia).
Historia de la Podazozia.
Historia r.o orna pricar cur so.
1949-50.-?simologia
edagkica.
>Gram4tica HiatOrica de la Larva EspaRola.-
"
Historia de Cuba.
-
Nintoria do la Litoratura Italian.
"
-"Historia do la Litoratura Cubcaa.
-7-Hiatoria de lc Literstura Hispano Americana
Estdtica.
' I
Metodologia Pedagdzica (Il/G/)«
Historia contalpor4nea.
1951-52.-Nediciones Mentales(Aprendizajo y Constr-rc-
e,
sit% de Tests).
Gigiene Mental.
Psicologfa del ;Adolescento(Heboologfa).-
Historia de la rodagogia(cuba).
"
Psicologfa de Anormalms.,
7
---------
Teorfa del Plan do Estudios.---,
.- - --
Didictica de las kscuelas Secundarlas(prin-
ciplos).
Sobresalientp
Cobrosallento
Sobresalionte
Sobrosalionte-
Suspcnso.---7
Aprovachado--
Notable
Aprobado
Aprovochado
Aprobado
SobrosaliorZe-
Sobresalicate
Sobrosal iento
Sobrosalionto
Aprobado
Sobresaliente
Apravachhdo
AprovecL.4ec
Notable
Aprovochado
C';
Sobrosaliente
I:otablo ----- -
Sobrosaliento
Sobrasalients
Notable
Sobrosalionte
Sobresal icnto
Aprovechado--
Sobresalionto
SobrosalicIto
Notable
Rotable
Sobresaliente
Uotable
Aprovochido- -
notable
Sobrosaliento
Aprovechado
Sobrasallente
Sobresaliente
Sobresaliente
Notable
Notable
Aprovechado
Aprobado
kotablo.-----
6.
Transcript from Havana University showing two titles oarned simultaneously over
pert
years (old system).
76
1952-53.-Orgenizacidn y Administracidn de Escuelas.
Sobrosalionte
"
NetodoloIla redagoz;.ca segundo curso(Matcdos Espe
ciales.
Aprobado
n
Tdcnica de la Inspaccidn Ezcolar primaria y secun
daria.
Notable
IT
Construcc ion de Pianos do 'studios.
Notablo
ft
Filosofia de la 4ducaci6n.
Sobresaliente
n
EducaciOn Comprada.
Notable
IR
Didactica de las Escuelas Secundarias(Ciencias)me
_
-
_dio cu.r.s.n. ..
Sobresaliente
"
Didictica de las Escuelas Secundarias(Letras)me
dio curso.
A provachado--
"
Educacion de Anor=1 es.
-
Apro V2 chado--
Orientaci6n l'rofesioncl y Gca eral.
a
Aprobado
- - - ASIMISMO CERTIFICO: quo on ol curso acaKmico de mil novecientos cin
cuenta y dos 2 ail. novecicntos. cincu_enta_ y tros_la menctonada .alumna rea-
lizd sa...:factoriamento las p-.1:cticaz correspondientes a Metodologfa Peda-
g6gicc(:.E.).
-
- - -TAMBIEN CERTIFICO: que con fcci= dieciocho de abril de mil novecien-
tos c incuenta y sei s la mend ona da -alumna realia los ejerc ici os de grado
como aspirante al tftulo de Doctor en FilosoffZa-y Letras en los cuales ob-
tuvo to califi cacidn de Sobl-esclic.:!te, _ en-,lididndos,,le e
rres
ndiente-
tgtulo el dla veintinueve .dc.11;o_dol p --ono alio, quodando anota o a
lio otca,ndmoro _dcs c le etbs. ocLIcz.ta. dol.liUre correspondiento.
LIMAS CERTIF1C0:.cu:: con fees::: vo:Intiocho de Julio .de mil novecien-
t.:s ctncucata y sal s,reEli:;5_los.e ;:ercicios cc crada como aspirante al -
taulo d- nActor_pa recla.:o3i
ell Paz. ct=1 c obt.ao la calificacidn de Sa
bresa ionte,aTIalgndosoie ci cc:refjaidientc: t.itulo el dfa diecisiete
de cgosto do milifove cicator.7471.67:417Za y 3:51:;"chltdcr-anota do al folio
sot en'%;a..y. cuatro,Julmero Lil treecicntoo och=ta y nueve del libro co--
rrespondicnteo- - v. ---- !. , - -.-.=-7 -.-. %7 4'
- .4 -Y a solicitud da pirto.interasada, eNplco
JAL prosente certificaci6n
de orden del se5or sector. y cutor:tsadp. con su V a_
trreiT) y "Ersgrociri-
cial .de :al Univorsidad,. Bit la Habana , .8.1os
ocl, dies -4,sel mes de febrero
da.mil.noveciertoa sesenta.- - .
-1, , -,-.- - - r.- - '-
...- - - - - - - - -
Vio. Eno.
Dr. foment°.
Y. !4.
Rect.() reA,
6, continued.
UNIVERSIDAD DE SANTO TOMAS DE (VILLANUEVA )
kW. Nis Ii... Virtu** Via Ital
APARTP.00 No. t - MARIANAO
NABANA
TRANSCRIPCION OFICIAL
Noo bre __,-
-
Fe4a de nanimiento
1937.-
Fe )14, de Ingres* 1956
Fecnn de salida - -
Mr ti vo
Facukad
Derscho-
Tif:Itotecibido
Re. omenclacidn
-
-
7111.rm.------ -
-
Direct-Win .C::.11t1.2L_I:o-114...nntrs_1ra-;!..31
Ingresd
- -
Institueionee donde esnedid C!0.12.710 en la -
-
Oinervaciones
- -
AS1GNATURA$
:tali ,ion
Dt.echo Politico
Dcreacho Aclinistrativo
RoAano I
n le Cicncia del
Der echo
Introeuc2ion a la CrinInologia
historia Politica c'e Cuba
Zc!onoNfa Politica I
,ovica
)f)57-53
D2recho Aeninistrativo I
1,t?racho CoGstitucional
Lorcelo Bonano II
7erecho
]?5Z-59
Dorechn Civil (Parte General y
Pe:.ronas)
lc:;?-60
7icrnc!-.1 Procesnl Civil
1957-53
Derecho Penal I
F
intolozia
-752-59
-li:ion
.!:o.&:o :'iscal (Tecnice)
w3recho if!:1 Trin
'7,reer.) Pennl. Y:
957-6;8
:tor!.P.
/1%;et,,, Pruji
C.
7
!..c..-.cal :"cromntSZ.a,rrostre
-reelo Civil (Propiedati y Dere
the Reales)
f5e1 >reel°
195S-59
ontoiode
1959-60
Religion
tierecho 114reantil
!:/tritim y
Aereo (i torso)
Catifieuiewee
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A
ii
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7.
'hynscriy.. frogs ViLlanova
University (old oyster).
ASIGNATUPAS
Catifisacio
1959-0
Dcrecho Civil 0.F.;Iilia)
liarcelto In!;obilicrio
Tributaria
Derecho Civil (Cbli7ncinnas)
:7nrcns y Petcnte!s
curso)
!ante. y Seguros
c.
!'.
/
N
:cis)
.
/
/.
tff
.
t.
Of 1
14i I.. 40!
V0116 &Mt SI IMMO%
C
....
UNIVERSIDAD
DE LA HABANA
numtit APALLIDO.
FACULTAD
.......
.r.$9
RESULTADO DE LAS CALUTCACIONES OSTENIDAS EN LAS PRUESAS.
PRACT1CAS T TR
.1
REAUZAD°S
;PTA
$401.7NDO APELLIOCI:
CURS°
ESCUELA.
1,4,-.
4 rvni
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Cl.ri 1
IPLAN:
NUEVO 0
TRANSICION
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ANO INATRICULADO: I
MATIUCVLA:
PO
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.
ASIGNATURAS
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DIN101110
1.
163
Al
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W
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7.i.f
;
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PLAN NUEVO
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CALIFICACION
Do 93 4 100. SOURESAUENTE
D. agi a II: A""rCilkil:*
Do 70 a 79: APItallADO
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PLAN TRANSUJ
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V06.
I. -Transcript fro* Havana University far two semesters of study (new system).
79
/11(
017.41A*
IIIVPOBIJCA DE cosh
lit St*
to.
vi,4ta
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0\4'72
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ete4ligireervAiew
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9.
University title in Accounting from Havana University kad,ayatem
DOMINICAN REPUBLIC EDUCATICNAL SYSTEM
(0131 INSVIN CHANGING GRADUALLY soca nos)
--
USA
yeti
UNIVERSITY LEVEL
Most curricula are
lead to a degree;
1
a or 5 years in length that
Medicine is 7.
21
24
12
GRADUATI
OR
MOonStomai
20
II
is
17
21
20
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111
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14
13
COMMERCIAL
MONICA/ AND
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I
SCHOOLS (1S
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SCHOOLS OF
FINE ARTS
AGRICULTURE
AND
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12
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(Liao ontiontoo3)
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(' um.* PlteRARIA)
KINDIRIGARTM
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DOMINICAN REPUBLIC
EDUCATIONAL SYSTEM
oavarsitm- moss vommoireto 0411A01IA117 31P4CF 10011
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20
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81
DOMINICA'.-/ REPUBLIC
II
BACKGROUND
A. 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 P!co Duarte of
approximately 10,300 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 ',he 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
sovth coast, is the cap- al city and 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 been 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 ty 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
Although the Haitians were expelled in 4844 under the leadership of Juan
Pablo Duarte, the country was ill prepared for the ind.mpe4dence it achieved.
In the second half of the nineteenth cm
ury the Dcminican Republic experienced
threats of further POtian invasions.
:rom 1861
1865 there was a bi'4f 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 iisburse Dominican revenues to L.:ropean 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 Vasqugz was elected president until 1930 when Rafael L.
Trujillo rose to power.
TrujillolJ 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 t''_.:1 its first free elections
in 38 years, choosing Juan Bosch, a writer and in.ellectual, as president.
Bosch held power only until September 1963, however, when he was overthrown
by a military coup d'gtat.
In 1965 civil war broke out between the Flo-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 15 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 UnitedStates
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
education 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 polL,:cal vicissitudes of the country, as Spain, France and Haiti alternately
dominated the island.
Public education began to evolve slowly 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, Eugenio Maria de Hostos, prompted
noticeable educational reform.
Newer, more scientific educational methods
were employed, and a law was enacted that charged the municipalities with
providing primary educat'on and the national government with assuming the
responsibility of defraying the costs cf 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 Idgher educational institution, the
Professional Institute, were the responsibility of the higher council.
The
Professional Institute, founded in 1882, occupied the buildiLgs and facilities
of the old Royal and Pontifical University
St. Thomas Aquinas.
In 1914 it
was given the name of Univeraidad Authoma 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.
Huwever, in the last ten years considerably more
attention has been given to education at all levels.
In the past decade two
more universities, (:)oth -inivate) and a junior coL.ege have opened.
In 1972 the
In4tituto Tzenotcqico de Santo Domingo opened as a privately funded and operated
post-gra .2
.
1:istitutior.
A thoroughgoing reform to diversify secondary educa-
tion beg.1. In 197C, and n.,w 6hLr.2 is considerable emphasis on teacher training
and retraininz.
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 elementdry schools offered the
full six years of pvimary education.
The school year normally runs from October
to June, except in certain areas where the calendar is adjusted to the
,ricul-
tural season.
Enrollment 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.
L.
Pre-primary.
Public pre-primary education is provided for by law but
has nGt been implemented to any significant degree.
C.
Primary.
Primary education consists o2 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 o14 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 ace04 are usually public, and the cotegiv4 are usually private
and operated by th Roman Catholic Church.
In the material that follows, infor-
mation about ticeas refers generally to the secondary level of education,
both
public and private.
Under the old system that still prevails there is the ticeo inteuedio
(intermecliate school), encompassing grades seven and eight.
Entrance to the
Lice° intetmedio 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 limo inteamedio there is a review of courses studied in primary
scts,x)1 and also the introduction of new courses.
Upon successful completion
of the Lieu inteAmedid the student receives the Cektilieado de Sulteneia en Lc6
Eatudas InteAmeda4 (Intermediate School Certificate) which enables him to
qualify for admission to the four-year pre-university curriculum of the tAC.e0
4ecundkaio (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 tceo accundakio general academic subjects ...re taken for the fir:t
three years, including Spanish, mathematics, history, physical and natural
science and English.
In the fourth and final ylar there is a choice of special-
izationIfor the U...dattEtt. en Cienata y LetIAA (Bachelor in Sciences and Letters),
Fit000tca (Philosophy),Maamttie.A4
(Mathematics), or Cieltaa4 MabOtat44
(Natural Sciences).
Students who graduate from the WAS aecundattio may qualify
for admission to any one of the three universities or 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 CiCtO COMM (common cy54), followed by two years
in the ciao 4upvAo/L (higher cycle).
During the four yoars of the Cate COMM (grades 7 - 10) all students take
the name compulsory academic subjects:
Spanish, mathematics, social studies,
natural sciences and Eng,lish.
Additionally, they select other studies in
industrial arts, home earnomics, mechanics, agriculture, etc
In the ciao zupeaita (grades 11 and 12) there are si- programs of study.
The traditional academic curriculum of aencia4 y £e &a4 (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 alto provide access, if the student desires,
to the universities of the Dominican Republic, in theft., respective fields.
Students who satisfactorily complete studies of the Ciao auperaot in
sciences and letters receive the title of Bachittea en Cancia4 y iettaa.
Those who have satisfactorily completed the requirements of studies of the
ciao 4upekiim in the industrial) commercial, and agricultural areas will
receive the title of Bachitta Teciacooand those in the elementary school
teacher training program will receive the title of Mat4t/to P4imahi0.
2. Normal Schools.
Since 1966-67 the eaeueta nouldt (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 eZeto coma (tenth grade).
This training actually is one form of the
ado AUMAZOIL (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 -chools.
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 &seta& noulat is fixed, with everyone taking
the same subjects:
Spanish, mathematics, civics, science and professional
education.
Students who have satisfactorily completed the requirements for
becoming primary school teachers receive the title of Matatho TWAMAi0.
Before the new system began being implemented in 1966-67, normal school
training for elementary school teachers was three years in length (grades 10, 11
and 12).
The title given was either Milt4tA0 Noma PAimak4o or M4e4tAo *Ana
de Nimeu En4aanza.
86
Students earning the normal school title for elementary to yhing may
qualify for admission to the program of the LiCenCiabAa en Education
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 technicat
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 ac t°
comun will be the basis for entrance into the technical-vocational programs
which will then be the ciao AupeAiort.
The title presently given by these schools is Penao (Expert).
This
title, will gradually becone the Badatten ricnico as the reform system becpmes
more completely implemented.
In the past several years, as introduction of the
reform has been made, the title of Percito has been equated in certain programs
in certain schools with the Bachittek.
Students who desire to furnish proof
that their titles are comparable to the &Mitten 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 t
certain kinds of employment or to a university.
One of the technical schools, 1mtaut° Potidcnico Loyatg (IPL) has
a five-year program, grades 8 - 13.
It also gives the title of PeAito, 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, Univeuidad Nacionat
Pedho Henhiquez Uhett, 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 Peit.120
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 partia2 examinations in order to facilitate judging their
students' progress and development throughout the year.
Grading is based cn
performance (enthusiasm, interest, etc.) and knowledge gained.
Partial exams
are limited to no more than three per school term.
The grading scale for secon,
4.,
schools is as follows:
Dominican Republic Scale
Suggested U.S. Equivalents
90 - 100
A
80 - 89
70 - 79
60 - 69
Less than 60
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 grade is above 60%.
If a student complies with the'above requirements, his final grade will
read Libetado on his academic transcript.
If any of the three above requirements
are not met, a student will not receive a mark of abehado 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
5
A
4
3
2
D 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
1. Escuaa Nacionat de Ellie/mm-1.a.
The Escueta Nacionat de EnieulekLa
(National School of Nursing) is located in Santo Domingo.
The Badateek is
required for entrance.
A three-year program is offered leading to the title of
Enieueka, and students may continue their studies at the Catho).ic University in
the Dominican Republic for the title of Licenciado en Enietmekia.
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 elementary 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 Bachata and was three years in length.
It
was Rpt a degree-level program.
The title issued was MaebtA4 No/unat. de Segundo
Emsenanza (Normal Teacher for Secondary Education).
F. Higher Education.
There are three universities in the Dominican Republic,
one junior college 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.
r)
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) Univuoidad Autonoma de Santo Domingo (called UASD, or the
AutSnoma;
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 Baehittet or its equivalent are permitted to enroll.
The
average number of credits taken each semester is about 20.
Competition for a position on 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, Univeuaddd Nacionat Pedro
Hemiquez Mena.
All students who enter UASD begin their studies in the
Cottgio
UniveuitaAio, 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).
b) Univertzaad Cataica Mate y Maestm (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 Dominicthl 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.
lt
has a stable administration and is not troubled by disruptions due to student
or faculty dissatisfaction.
AN
89
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 BaChiteek.
Admission is selective, based on secondary scho91 grades, and for the first time,
in the fall of 1972, the PAueba de Aptitud Academica (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)
Univex6idad Naciona Pedito He
uez LI/Lena (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 rights and privileges thereof.
Ap-
proximately 6,000 full-time and part-time students are enrolled.
e
It is sponsored by the Fundackon UnAex6V.Altio Dominicamx, 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 the 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 BachitIM.
Admission is selective, based on secondary school grades, and for the first
time, in the fall of 1972, the Paueba de AptLtud Academie...a (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.
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) lutituto de Eatudio4 Supercione4 (IES).
This institute was found-
ed in 1963 as a private junior college with the help of Bryant College in
Providence, Rhode islard.
Financial support has come from a private foundation
of business people, AcCiA PAD Educae.an y Cuttau (APEC), AID, and the Ford
Foundation.
In 1972 its enrollment was 616.
This does not include a large
English-as-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 Bachiteek 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 Liceneiado 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,pf Admir1.i.4thadOA.
in the respective field.
Adminiattadon replaced the title of Mexico, 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 transfer to their degree-granting
programs.
Unlike the universities, IES receives no government funds; it is
supported through private donations and sthoent 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 Lticenciado 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.
b)
Inatalit0 Teenalgito de Santo Vomingo
.
This institution has
approximately 20 students and is in its first year (1972-73) of operation.
It
is privately funded by contributions from philanthropic individuals and business
firms and is privately operated.
91
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 (Licentiate), Ingenieno (Engineer), Aquitecto (Architect),
Medico Veteninanio (Doctor of Veterinary Medicine), and Technkogo Medico
(Medical Technologist).
Programs leading to these degrees are commoply four
or five years in length.
These degrees (e.g. Licenciado en Educacion, Licenciado
en Matematica, Licenciado en Deltecho, Ingeniem Civil, etc.) are comparable to
baccalaureate degrees in the same fields in the United States.
Other degrps are the Doctot en Medici= (Doctor in Medicine) and the
VOCt0h. en Odontatogia (Doctor in Dentistry), and programs are five to seven years
in length.
The Doctot en Denecho (Doctor in Law) is a post-graduate degree
which takes one year to earn, and is based on the Licenciado en Denecho.
All of the universities give titles of shorter duration than those
mentioned above.
The Pitoie4ortado (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, especially professional education courses, are different.
AL- tree universities offer two and occasionally three -year programs
in the sci.!nces and engineering leading to a title such as Tecium
in the
specialty.
lany of the courses are the same as those which lead to the five
or six-year title of Ingenia0.
The Autonomous University offers the title of AgAimen4ot (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.
.
The P4o6e6on en Educac,con Eopeciat (Professor of Special Education)
prograu offered at UNPHU.is two years in duration.
It comprises, substantially,
the first two years of the Licenciatma
in education,
4.
Uroversity and Higher Education Grading Systems
a) Un4veuidad Autonomy de Santo Vomingo
:
The grading scale is
from 1-100.
The lowezt passing mark is 70.
The grades are clearly stated on
transcripts.
b)
Univeuidad CataLea Madre
*warm: All grades are clearly
noted on transcripts.
92
A = 4.00
B = 3.00
C = 2.00
D = 1.00
F
0
Other explanations of symbols are:
F (N) Swendido pot exceama4 au4encia4 (suspended for excessive
absences)
Ineompteto (incomplete)
R
Se hetiAli (withdrew without penaltr)
R (F) Retitodo eon nota de4iavc.t4hte (withdrew failing)
F (X) No puesentt examen gnat (did not take final exam)
S
Sataiactotio (satisfactory)
F (S) No SatiAtiatotio (unsatisfactory)
c)
Univemidad Nacionat Pedro Hent.ttqlUkena:
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
A = 4 or 91 - 100
B = 3 or 81 - 90
C = 2 or 71 - 80
D = 1 or 65 - 70
F = 0 or 0 - 65
FA = SUApena0 pot inuencias
I = Incompteto (incomplete)
New System
A = 91 - 100 Sobte.soliente (excellent)
B = 81 - 90 Muy Bueno (very good)
C = 75 - 80 Bueno (good)
D = 70 - 74 Sugaente (adequate)
F = 0 - 69 Reptobado (failed)
(suspended for excessive absences)
d) but:1414U de Elitudiod SupetioAt4:
The grading scale is clearly
given on sea transcript.
A = 4 or 90 - 100 Excetente (excellent)
B = 3 or 80 - 89 Sum (good)
C a 2 or 70 - 79 Regutat (average)
D = 1 or 60 - 69 Sugatate (sufficient)
F = 0 or 0 - 59 Repocobado (failing)
93
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 EaChittelat4 program for
grades 9, 10, 11 and 12, as well as the newer credentials which reflect the
reform.
3.
The reform calls for vadual replacement of the secondary title of
Pekit0 by the title of Bachaten Teenieo. Until this reform is completed, the
Secretary of Education will recognize the equivalency of some Penito titles to
the degree of Bachatet and will so certify in writing on a special certificate.
This recognition of the Pekito by the Secretary insures its recognition by
Dominican universities.
The Inaitato Potiteenieo LoyoZct, mentioned previously,
offers a somewhat distinctive Petit°, however, which is granted upon completion
of the 13th year of schooling.
4.
Some private secondary schools, whose orientation is almost
exclusively toward university preparation, will not implement the new ciao
coman - ado 4upeniot sequence but will grant the new Baehisteek en Cienciaa y
LetAa4.
Older academic records and some current ones may still refer to the
Sadhittek in more specific fields such as Fi4iect y Cienei44 Natutate4.
5.
Under the new system, secondary school is now considered to be six
years in length, rather than four.
Therefore, the last year under the new
system will be called "4eXt4 curio" (sixth course) or "4extD anon (sixth year),
rather than "quaxto =60" (fourth course).
These notations will appear on the
transcript.
6.
Dominican students have access to and are using in increasing
,
numbers the Pub
de Aptitud Aeader ntea (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 Board, scores are not available for reporting to
U.S. colleges and universities.
94
7.
The quality of education at all levels varies in the Dominican
Republic according to school and locale.
At the secondary level the private
eaeegiu (sometimes called tieeu) are considered more prestigious than their
public counterparts, tiee04.
The eategiu 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 wth404 de zuperucion e4tudiAntLe (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 COtegio UniVeh4,U4A4:4 (CU).
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 BaelatUrt was obtained, an
official copy of this title should be provided directly by the Sec-
retary of alucation.
Normal school transcripta'are not 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.
2.
Scores from the Test of English as a Foreign Language (TOEFL)
3.
Evidence of sufficient financial resources
4.
Letters of recommendation
5.
Results of a recent health examination
B.
Transfer Level.
1.
Secondary school records (see V., A., 1. above)
2.
A record 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 English 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 Baehittvt en Cienciah y LetAa4
(Bachelor in Sciences and Letters), the Bachittek en Matematicao (Bachelor in
Mathematics), Bachitten en Cienc2a4 Natukate6 (Bachelor in Natural Sciences),
or Buitatek en Letka4 (Bachelor in Letters) may be considered for admission
at the freshman level with no advanced standing.
2.
Students who have received the title of Baehitten Teanizo (Technical
Bachelor's) and the *tutu Ptimaxio (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 Pekito (Expert) from the Inailuto Potidenico de Loyota may be
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, should
be granted for it.
The same restrictions mentioned for placement of holders
of the &chitty'. Ttcnico (item 2 above) may be applicable to holders of the
Pet to 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 Institut° de Estudios Supekiortea
.
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
Ptolie4o4 en Biotog4a at the Autonomous University, Tecnieo en Comencio Intek-
nacional y PtSctica COn6u2ah
at Pedro Henriquez Urena, or Tecnaeogo 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.
4.
Credit from the Eacueta Nacionat de Enlienmetia (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-
a40, AqUiteeto, etc.) may be considered for graduate admission with no
transfer of graduate credit.
2.
Because the Inatitato Tecnotogico 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.
a
97
VII
GLOSSARY
Adminiztudox
administrator; Usually a two-year degree
Bachatek - title earned upon completion of secondary school
8achitimat0 - secondary school curriculum that may lead to university entrance
Ciao COMM - first four years of secondary school (under New Reform Plan, 1968);
may be called eiee0
Ciao 4upetiox - last two years of secondary school (under New Reform Plan, 1968)
Caegio - private secondary school
Cwtoo4 de 4upenaiS'
cn atudiantit. - enrichment course in secondary school
E6cueta noAma - teacher training school; now represents completion of total of
12 years of education
Elbelieea phimaltia
elementary school (grades 1 - 6)
Ingenieho - "engineer"; university degree, usually 5 or 6 years in length
Libenado - liberated; exempt from taking a final examination in a course
Lizenciado - university degree; usually 4 or 5 years in length
Licenciatuta - university level curriculum leading to a degree
Lizeo
secondary school; generally means public school
Lkceo intetmedio - first two years of secondary school (7th and 8th grades);
gradually being phased out
Liceo 4secundaitio - last four years of secondary school; beginning to be phased
out
Mae4tAD Phimahip
or Mae4tAa Pkimakia
- primary (school) teacher; title given
to one who has finished normal school training; used since 1966-67
Mautico Notmat PA,Lmaitict or Mae,64,A4 Noiume de Pam= Busenanza
- primary
(school) teacher; title given to one who finished normal school training; used
until about 1966-67
peAtto - "expert"; title given to graduate of a technical or vocational school
17.40040hadb - usually means two-year university title, given in education
Ptueba de Aptitud Acadeniza - PAA; test of academic aptitude; Spanish language
version of the CEEB Scholastic Aptitude Test (adaptation, not just translation
of U.S. test)
98
Teenico - 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
***********
VIII
BIBLIOGRAPHY
de Zendegui, Guillermo.
"The Dominican Miracle," Americas, XXIII (September,
1971), pp. Sl-S24.
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
Republic - Education Sector Loan Paper," (Washington, June 1971).
No longer
in print.
Po
Vines 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
LI 0.e. 0 -SOUNDARIO "LIT I 8 ERifEiTO GONEZ TIRISE"
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El que suscribe) Brofesor JOU ANTONIO (=IAN
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so eradu6 de Bechiller en Ciefteiss
1964- 1965, obteniendo durante los ouatro (4)
Lengua Espanola
Alusbra
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COLEGIO DOMINICANO DE LA SALLE
SANTO DOMINGO, D. N.
CERTIFICACION DE NOTAS DE BACHILLERATO
El que suscribe, Hermann 13111"itille Pizarro P30
Colegio Dominicano DE LA SALLE. en Santo Domingo, Republica Dominicans.
, Director del
CERTIFICA
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Private secondary school transcript indicating
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TORII. A-6
UNIVENZIrLD N:X/C::AL PRO HI:rnicuEz mak
105
Fundada el 21 de ebril, 19b0
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UNIVERSIDAD CAYOCA MADRE Y MAESTRI.
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REPUBLICA DOMINICANA
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ACADEMICO
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sicologfa General
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(1963-1964)
sicologfa Social
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temiticas II
istoria de la Civilisac. II
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NOS. II
(1964-1965)
inistraciin iE Personal
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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 A 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, coffee, sugar, and cotton were the source of income.
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.
Tho 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.
Eustztius, and the southern half of St. Maarten) and the Leeward group (Aruba,
Bonaire, and Curacao).
The Windward group is about 200 miles tram Puerto Rico
and the Leeward group, SOO 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 approximately 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 immedimtely on learning Dutch.
The islands were Dutch colonial possessions for most of the period between
1634 and 1954, when the kingdom of the Netherlands 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; h,:wever, unlike most
former colonies, the local government is not in favor of a complete break from
the mother country.
The 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.
Although 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 considerably.
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 emphasised, at least through the elementary school.
Approximately 75%
of the people in Surinam and 98% in the Netherlands Antilles are literate.
111
Teachers enjoy a status ane 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 two 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 doer 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 curriculums, certifying teachers and for super-
vising the schools.
The school year lasts from 230-240 days.
Schools are in session seven periods
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. (KLeutelt ondeugis).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.
Primary Education.
The basic elementary cycle (Gewoon taw ondetwii4-
GLO) includes grades one through six.
The subjects are:
Dutch, Reading,Writing,
Arit'lmetic, History, Geography, Drawing, and Physical Education.
Music and
Reliion are sometimes included.
English is introduced in the fifth year in all
schools and, because o
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
e.c'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 Ultjablitid ldgek ondeAMILA (UL0).
/n the Netherlands
Antilles this cycle or program is called Economack tomistiacit adminittotai
ondottais (ETA0).
142
E.
Secondary Education.
All students who wish to continue their education
beyond the elementary level and who are not placed in ULO or ETA() schools enter
an orientation or bridge year (bAugkt44).
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, Mee& uitgebxeid tap& ondemija (MILO), but it
is a more academic program than the ULO.
In the Netherlands Antilles this cycle
is called Middetbaan atgemeen voolagezet ondeuipi (MAYO) 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
Atgemene Middetboxe Schoot (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.
3per 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)
HogeA.e 6c.swit..schosit (1113S).
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 thelsix year primary
cycle.
They complete three ye
_
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) Aegemene raiddabatt.e uitoot (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 sch ools 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 vombenadend wetenschappe44 ondena4.16 (VWO)
--
pre- university education.
The AMS mentioned earlier also is considered a VW0
school or program.
The programs or departments are called:
1) Hogexe agemeen vowagezet ondeJuALLj4
(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
I
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
Dutch
English
A modern language
History or Geography
Commercial Science
Atheneum B
(tenth year)
Dutch
English
Mathematics
Two sciences
(eleventh and twelfth years)
Dutch
English
Continuation of language
History or Geography
Mathematics
Commercial Science II
(eleventh and twelfth years)
One language
Mathematics II
Continuation of 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 Weelachotat wok ondekwqzeta,
which means teacher training schools or colleges and which are generally called
Kweek4choot4. 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 secone, 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 ETA() 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
diploma and will be followed by the level of training.
For example, a certifi-
cate reading Akte van beivAlaamheid askteatetteid4tek indicates the holder to
be qualified to teach in a kindergarten.
The term HOW means headmaster or
principal and may be written with Akte simply meaning a headmaster's diploma,
or with Leid6tek meaning a head teacher or principal.
Graduates of the Week-
hchoot4 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 Kweekschoot must have
additional certification beyond what is available in the KWeeraChOOt.
The re-
quired certificates may be obtained by passing rigid examinations.
While the
kftelachoot 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.O.
(tagerte ondeuipd
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.
(meet ondewij4) Akte is an advanced diploma and includes two
levels. of certification, the M.O.-A and the M.0. -6.
Those holding the M.O.A
may teach the subject designated on the certificate in the first three years in
the traditional regular secondary program.
Those holding the M.O.-8 may teach
the subject designated at any level in secondary school or in the Weduchooa.
(The preparation and examinations for the M.0.-8 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.O.-A diploma is either the
MAVO or other secondary diploma, or a- L.O. diploma in the same subject.
With
the L.O. diploma, two years is the normal preparation for the M.O.-A while
secondary school graduates require three years.
The M.O.-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 Kweekachoat 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 teehnache or nifverche24
ondeuips refers to technical education.
The words tage.t (lower) or hOgefte
(higher) further identifies the training.
Courses in Domestic Science are called
haahoudkunde.
gekoep4 onderavij4 indicates vocational or professional training.
Lower level training schools are available upon completion of the ULO, ETAO,
or three year MULO or MAYO 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 tlwee 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 now 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 Candidata-6 examination.
Upon successful completion of the exam-
ination two more years of clinical work are needed to qualify for the doetoutat
examination.
A student successfully obtaining the title of VOCtOttandu4 needs an
additional two years of training as an assistant before going to the Netherlands
to take the att6examen 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 eandidaats and the doctomat examinations in order to qualify for the
title of Mee4tek (Mr.).
That title indicates that the doctoutat examination
has been passed and the holder is professionally qualified.
A School of Law was established Curacao in 1971.
Known as the Reektihoge-
hchoot van de Nedeuandae An then, 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
latmuntend
Excellent
10
Zee,L goad
Very Good
9
Coed
Good
8
Ruin voldoende
Sufficiently satisfactory
7
Votdovide
Satisfactory
6
BOW votdoende
Below Satisfactory
5
Onvotdoende
Unsatisfactory
4
GetLng
Inferior
3
Ster.ht
Poor
2
Zee/GO-mitt
Very Poor
1
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 arA 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.
NCR 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 considiied
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.
B.
Freshman Level with Advanced Stand
Applicants submitting the Lyceum,
or VW0 diploma indicating
et
t e
Riluw or Atkimium may be consid-
ered for admission at the freshman level with advanced standing.
The same recom-
mendation applies to holders of the ANS 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 introductory level.
111
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 in Surinam or the Faculty of Law in the Netherlands Antilles may qualify
for admission and advanced standing on a course by course basis in keeping with
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 WO or ANS program
may return to a Weduchool and obtain asteaching certificate (PtdappiAgit
getuipchtett) in which case the VWO or ANS qualification would take precedence
and it is recommended that the student be accepted and given advanced standing
as indicated above.
Applicants submitting Kmteuchool 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.O. -Akte may be considered for admission
with up to two years of advanced standing in the subject(s) of specialisation
only.
Holders of the N.0.-A and the N.0.-S may be considered for admission
and qualify for up to three and four years of advanced standing in the subjects
of specialisation only.
(The bolder of the N.0.-S 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 SAVO 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.
1.19
V
GLOSSARY
Aaadhumde
Asadaiihuade
Aide(*)
Aktt Patdagogitk MOA
Aktt Van etbsenekeid
rte Hooileidettt
Aktt Vicut Ilekimaskeid
ettaestesteldstes
Alganse Makietbett
School (AM.Si
Albanese whites
Atteessons
&Wendt Kumatex
BetotOoademmijs
auittagemcom Ondtumii4
Di vans&
kite
lesson Leek Toesietieek
AdmixiatAatiai Omdcamij4 (MO)
Etososiseke
elm:west
Eistieseaes
Emelt
GIJitth
Gas ekiedeAtA
Getuligeektiit
Gerson Lieu esdanije W101
W
Oodediesistosdaseijs
efts
Offisessima
Osistuttek
Geology
Geography
Certificate(s)
Advanced teacher training diplana.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 authorising holder to
teach at the elementary level.
Upper secondary school. Graduates qualify
for University admission in the Ketherlands.
Genera. subjects
Profewoxal medical doctors examinations.
Pine arts.
Vocational (professional) training
Special education. (Specific teacher train-
ing is offered in this field and a diploma
is issued indicating this specialisation.)
Zoology
Gelman
Vocationally oriented supplementary elemen-
tary education. The diploma does not provide
access to other higher education.
Economic sciences
School leaving examinations
English
Nedicine
History
Certificate
Primary education 1 "Common lower educat ion"
Relleotss education
Greek
Secondary (grammar) school
Physical education
NiandUsottemseimppen
Nandkmakbeid
How Atgemeen Voottgezet
Ondeemijs IWO)
Hoguebutgenschoot
Howe Technische school
*Waite
NU/Aloud:Wadi
Ktaue
Ettuttuchottx
KumstgeachiatmiA
EustAtondemeijs
gmetiscipten V004 ondeamijzus
Kmetischoot ondtamijs
Lege' Omdeamijs
Ludboumschoten
Ludbounmettnschapen
UL U*
Lettptan
Lithametijktotiening
Lijntekenen
MastAckeppetijbweAk
Michanies
*et Uitgekteid Lowe
Ondemoijs IMULO)
Menshunde
illiddetbete site
Middetbsst Atgemetn
Voottgezet Ondenlajs (MAYO)
Mliddetbane gantlets school
Middethate Tethaisei Oedeemijs
1140. Aka
Mmatk
Nausaltunde
Natutakumalge dakAipakumdt
Mstuutt4jhe lastosie
Nedestseise tal tit tettetiunde
hipekitids oedeemijs
Ondenmijs
Ondsamtjtet
Oneidas Atheneum
Commercial sciencec
Handicrafts
Higher general secondary education.
The
diploma represents five years of schooling
beyond the elementary.
Secondary (grammar) school
Higher technical school
Headaaster's certificate
Domestic Science
Form, class, or grads
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 HMAVO-40
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 IIAVO
121
°pubs,*
e
ondefasi0
Opmedkund
Opt-Lida'
Plant-en &ukulele
Pluakunde
ReektAgetuakeid
Selma lode
Staataimidttaa
Stakunde
Savteitimude
Teekniukeondemoi.j4
Tentamex
latgebeeid tufa laivakeidA
ondusLA
altgebeeid tatlet ondueili4
U. L.0. Seholen
Yokes
Voo4bueideud Liget osulemeija
Voutbeteideu Nettmekeppelijk
Ontielaki4 IWO)
ISLObeetztte
104:4-ex uelimekunde
laeltursde
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
university preparatory
Philosophy
Mathematical and physical science
Mathematics
123
VI
SAMPLE CREDENTIALS
DIPLOMA
1110011LIMAR ALOINCIMMI 9001919111111119assimunss
osysopmmosig
DI
a& is Mum we
_
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Snot ad Y sissess vie st allirsos aillibesr Owes. wortimat
91Iwo* or
sdisi. vilabour at
plum
Is
ass de messommilo aid art pores weds 1st iderra
ltlal lownpot
ilibjede BMs& ludt
at swim inn dr 49
sismillie would& yebbes =wt.
111011611ft in idiedididwase
29
Mums de essairlads,
eseeilly
DIPLOMA
4111,113LLIMIt .4144.X1'
VODitioTZET ONIILIMIJA
4
DL irciror co .4 Ilesams %a«
. M 1,1 - looljoar In;
c fin lot
h.,. ...I. Ns "ft 1so.:
:
I 144 nolo f tsostrll I earn. ill MO i441
oclow4. %. 4.111oco 4.o:
geloone
to
&An de loocoorsooloc
1 girt rom4;1
s
1.1 .11.41..11.11
osolonvlin loch $4.11, .1
No omodoro Yea de
moo oomorwilbh %mod* .4104 .n SW.
anisketanisfi o.. M wheer114111
times year MO
Tear Tess MD
semelleeb
atrPootans cioltp,ort
la&
ITS
diplanse :slimmest eenpletios of aloe and tea years er aleostias in the Netherlasds Antilles.
54 dm met quality the applies's! Owe admissions essidesaties in alleges end universities is the Salted States.
0
dipLoma
b. Ceonina wee Eurode. *Wows he .4.41. lid woo orate 4 vast 4Ie 1.461da.
.at
19S0 Po. IIN
imesimokif win de
11
14*
hemordd. West end
hei
klAs V.? hit ..1104W4We '4108. "SOWN&
". holoh 4° /4"
raidamiward
arlAweri
to
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frewl
(.41.k. he 1e.:95eeiff ...pas he FN.. gposiq
"wok oni.ps. wee let .t,ftsesethal. tsetorAwntity hit
orippose ow hot
LtNiknotionrI
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04;1101.44.14 Gmlewijahel.* 19s2
S.
ess2
No. 1331 vayettolt.
de
Nemo* de Cdoramissis.
044,11.
:
'
11.,
gr.
serve*,
MSS Diplome - nay be taken externally.
There Is one privet. MIS School In Surinam that it not
part of the Ministry of Education.
Also, the MSS program
is offered at the Colealo is Aruba.
20
c-
05
A
2
IS
ear
126
OPEN BAAR ATHENEUM
Melia. Heger Algonwsan Voortgezot Ondervnis
Dip/901a
De esamencommisse, bela
het alnernen van het eindexamen voor 11'1
Openbaar Atheneum - Aldelmg Hoger A1geTeen Voorigezet Onderwo - le Paramaribo.
m het per I ?7-.
verkleert del
-
geb0en op
-
.
19 --
to
ea, de bc7ingenoenvie school het einclevamen, welk algenorn,n m volgens do resolutie van
......,
8 ph 1971 No 5151, met goed gevolg 'welt algelegd.
Peramanbo, de
f66
Goce....smont
1 Is iseasookrade
4
lume.s a Ermsocant~e
Ilvaramsre
CD.Ntho
he wampum e* tow valluvw
A
IM ewe, lull 00 .. mei goo Wei 6
Oflereen. *Atm es.
re4
O Illederlseibe hut ea tolosAmode
r4
O fotwin 1011 oft 4w eobis
4
0
Sdw000
Se hoiAuses
O home tool to AAkomode
A 11
0 Doom WI la Ise
O NelawAssid
I i
0 Wftlefuk
tf 146.1.41
$
o "saw
O wada-aaaaaa a
Si
two yea Ito Mosteelmopol Vwfoo
'0,,,f esaemische wolembel.
.A.
QA.
we&
:g.
0
ihren00011a.
4g
...eg. Os
MR. DR. J.C. DE MIRANDA-LYCEUM
Diploma
De Examinatoren e Gecommitteerden belast
et het afnemen van het
eindexamen van
Voorberei r
d Wetenscha r e efriK Onderwijs
van het Mr. Dr. J.
Dc Mk da-Lyccum te Paramaribo.
hebben in hun zittingcn van r e
geexamineerd
geboren te
de
en op irrond van het s molonderzo k en dit examen uitgereikt her
diploma van de afdc
g
Paromaribo.
19
Seueurs
AMS
Algemene Middelbare School
voor voorbereidend wetenschappelijk onderwijs
Diploma
udgereikl az,
gebco,fo op
.
het chsti:14
bew,js,
dal
door hemihaar m het Knr 1972 aan de A.M.S.
het
einclexamcn Atheneum met geed
nigelegd.
Pa..,rrlar,
1972
Mix I Ella
stcErrmas
.1:7
1.:""*I1G1
33)
loss veld r
iM. at sae k agswefabe me-
%....1nreers
mik gabs blames de 'mime yam aunty:2
ywo
as me. e.
a.. de
N. WM IS
NIL SS) Woks& nonlegal
las bet Regfraret fainartus V.w.O.ieralea
Both of these diplomas, offered in Surinam, quality the holder for admission todx oniversity.ft Holland.
The subjects completed are listed an the back (lathe enigma.
Applicants submitting /Dither of these diplomas mogLbe considerea for admission with advanced standing oy
colleges and universities in the United States.
NEDERLANDSE ANTILLEN
AKTE VAN BEKWAAMHEID
ALS
?),
HOOFDLEIDSTER
BIJ HET KLEUTERONDERW1JS
Ge overrercommilie ittecnfons ert;ke 5 van het !endsoeslint hoodende edgeenene meet.
'rgc o- .en co 22ffe eJcp.stos 1968 to' ;nst1;ng sn rege:ng ,.en het ezerron ter vet.
9.0 ail
V44, b.stwoornhoid
hot.fdieidster bij hot klouferonderwijs (P.B.
196E .7. 134) door do M;n;:fir
bij mini:0046 beschikking van de
19
No,
benoemd. heldt in heir
i!ntgo- von do
,;c e.6rninoord
lcboten
to
en hoar 'On tionAgo ven del ezetva! DE AKTE VAN BEKWAAMHEID ALS HOOFD-
LEIDSTER BIJ HET KLEUTERONDERWIJS aitgereikt.
19
Namens de commissie.
vooniffer
seereteris
HancioLn-:ng yen de geexemMeorde:
/no veriettel
This diploma issued after completion of one year
beyond the elementary teacher's program.
It
qualifies the holder to be an elementary school
principal.
NEDERLANDSE ANTILLEN
AKTE' VAN BEKWAAMHEID
ALS
KLEUTERLEIDSTER
De exerreneorranin;e. kreehtent er!itss: 1 yen het !ar.dsbes1v4 van de 17de mr: 962
Am 68. tot vestsfoIng van 'ewes. veer hot 'louden van Bremen; voor 00,.,ser:mds'er
(P.B. 1962 no. 68) door de Minister van Ondoraiis Pi; rn;nisteriole best hAking van de
19
No.
bonoamd. Hoeft i hew
!ittingen von de
geexaminvord
g6oren
to
On hear ton gevolge van dot 'Ramon DE AKTE VAN BEKWAAMHEID ALS KLEUTER-
LEIDSTER
19
Nameet de commiss;e.
voorritter
secroterit
Handtgening van do geivemineercle:
/tie varietur)
This diploma represents completion of the lower teacher
training college and qualifies the holder to teach in
elementary schools.
It may represent completion of only
11 or 12 years of formal education.
e
if
nAAO VAX TOCZ.10111'. BliSTAND EX ADViES Vt1014
STUDIE VElt l'AELW0.41E11
NEDEHLANDS ANTILLIAANSE ACAI)EMIE
AKTE PAEDAGOGIEK 11/.0.A
geboren te
de
19
heck met gumbo yevulg afocksrd her examen vo.'r de Ate
l'ARDACC)CaliK M.O. A.
omvattende de %akken: t!ncyclorktedic der l'actfaoolock. l's.ehaltktre. Weider:9 tor
de Wrnbetreette.
Deze alue tiech hvlatulg Kw her examen voor de akte Paerlanoosek At 0.11
I.Ingereikt re
(0)
1.
.ass 4e %b.
*v.
en W....A.m.,
0
N 1.1.1
O
>1'
Both of these diplomas represent advanced teacher preparation in one or more subjects.
Admishion and advanced
standing for holders of these diplomas is included in placement recommendations.
de
19
I-
La 6
I%°
Chin
in
U . c...A.
SYSTEM
-J°az
-Tqcc
c4J,""
vsc vJ
r,.
r.-
eee CC
AG 0
ie.
xVI
In
,,,1
zee-.
rlieD°`5=
te.
. .
4J
.........---.
FRENCH WEST /,DIES EDUCATIONAL SYSTEM
26, -
45
GRADUATE
AND
PROFES -
sIONAL
21
8
UNIVERS-
ITY
DERGRAD-
UATE
PROFES-
sioNAL
UN-
IL
--..
2Z2Lr
fat
WA.
HIGHER EDUCATION
CENTRE UNIVERSITAIRE ANTILLES
(c.u.A.G. - THREE TWO-YEAR
4,z-
0-,
wwwwww
... .-
. de.*
,,arg
eaJ
..Re
ear ulIC
2 TO
il.
COLLEGES D'ENSEIGNE-
14:".:.%
i,. 4.1,10
yl
.1a et e
. ,
O°2
MENT ''ECHNIQUE
T. 7.° el i
Sa 111 a ....
1--
(c.E.T.)
tg e.e4
...rg.;
10 vv..;
Et
- GUIANA
FACULTIES)
20
7
24
23
19
6
18
5
22
17 4
21
.'
uki.....,,,ncl-
GRADUATE
16
3
20
IS
2
isoits NORMALES
TWAIRISIRMART
TILACM.SRUTLCERT
D'APTITUDE PTO.
AGO GIatm
FACULTi OTS
ARTS ET.
Hemeteke.Te
,
(MARTINIQUE)
MAI we epistles-
SECONOMAt)
CLASSIQUE
MODE RNE
SECONDE CYCLE
UPPER
SECONDAIRES
TACULTI INS SC-
MACES ARTY/V.
IT PNY-
',muss
(GunssouPEI
OlAccALAuPEAT
OR NEAT In
ET
LYCtE TECHNIQUE
LONG - COMPLETE
SECONDARY
L
(C.c.s.)
FACIATI
IIII OROIT
- GUIANA)
DE TIMM%
TICHNICIDa
19
14
I
1 8
13
4,1111:-:r
LONG*
opt
sua"4).,";
-
- -
%ACM
,ENT
LYCiC
***
17
SECOND-
ARY
12 'AT
Ito.
war ;act
Nslaamav
la ..
ie 221
0 paw
TERMINAL UPPEAL
DU PREMIER
COLLEGES
LOWER
itEd3
,
". LYCEE
TECHNIQUE
SECONDARY
._
CYCLE :B.E.P.C.)
D'ENSEIGNEMENT
SECONDARY
LLT
I I
SEC-
wig
(CERT. WED CATION PRoPESSIONELLE:C.E,
t
. SECONDE CYCLE COURT
1
(BREVET D'ETUDES
COLLEGES DINSEIGNEMENT GiNiRAL(C.E.G3 (
PREMIERE CYCLE
15
lo
3
PREMIERE
CYCLE
(LOWER
SECOND-
ARY)
14
9
4
13
8
c4
12
7
6
11
ELEMEN -
TAR?
6
7
couRs
moYEN
-
-
(CERTIFICAT D'ETUDES PRIMAIRES)
CLASSES ELEMENT AIRES PRIMAIRES
10
5
g
9
4
9
COURS
ELEMEN
TAIRE
8
3
10
7
2
H
CO,URS
PREPARA-
TOIRE
6
I
12
2-5 KINDERGARTEN
13 CMN'SES
INFANT CLASS - PRE- PRIMARY
<LG. C.E.S.('REMIin CYCLE -LOWER SECONDARY )(FIVE SECTION S: ).-LATIN,GREEK ,ONE MOD. L
2.- L AT IN, TWO MOO.
LANGS43.- FRENCH, ONE OR TWO MOD. LANGS., PHYS. SCS.(sEcrioN MGDERNE- GEN. TERMINAL COURSE3:4.- TRANSITION-VOCATIONAL;
5.-PRACTICAl, TERMINAL VOCATIONAL).
C.E.T. t CYCLE TECHNIQUE (SECONDE CYCLE COURT - TERMINAL UPPER SECONDARY)CTECHNICAL t VOCATIONAL: COMMERCIAL TRAIN-
ING! ACCOUNTING, HOTEL MANAGEMENT, ELETRICAL , MECHANICAL I. CONSTRUCTION TRADES, ETC.).
LYCEE CLASStouE ET MODERNE(SECONDE CYCLE LONG - COMPLETE UPPER SECONDARY) WYE SECTIONS: A- LIT., LANG., PHii.O.:11- LIT.,
ECON., SOC. SCS.: C- MATH., PHYS. SCS.; 0- MATH., NAT. SCS.; E- MATH., TECHNICAL).
LYCEE TECHNIQUE (SECONDE CYCLE LONG- COMPLETE UPPER SECONDARY)(FIYE SECTIONS:6-LIT., ECON., SOC. SO.; E- MATH,
TECHNICAL; F- INDUSTRIAL;6- ECONOMICS; H- L'INFORMATIQUE (COMPUTER SCIENCE)).
FRENCH WEST INDIES
II BACKGROUND
131
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 riluiana is a relatively large area almost completely undeveloped
and unpopulated.
The estimated combined population of the French West Indies is over 700,000
with Martinique and Guadeloupe having over 50% 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 canter 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 Amerindiens and descendants of former escaped sleues.
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 40t to SO% of the
population.
The principal religiov 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
Frendh 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 Vest Indies.
132
B.
Educational.
The educational system of the French Nest Indies is the
same as lenritional 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 Papaottestxti d' &axe Meet
(Overseas Departments), comprise a regional echelon, or acadiMie, of Le Ministke
de L'Education Mationate (the French Ministry of National Education) which is
based in Bordeaux.
The Rtettu4 (Rector), or head, of the Bordeaux acadersfe is
represented in each, of the French Caribbean areas by a Vice-Rector, or
iAspecteux 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 Nest 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 OMMEUteh 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 SO'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 oployment after ono, two or three years of specialised 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 Vest Indies.
III
EDUCATIONAL SYSTEM TODAY
A.
Overview.
Education in the French Mist Indies territories of Martinique,
OusdelouieThch Wiens conforms to that of continental France.
The present
French Constitution (Law of October 4. Me) guarantees oval 100484 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 Stet
Since 19146, each territory has been designated as a Department of
the
di SoldSmaz at the French Ministry of Salami Education, thee
officially assimilatimg the three territories into the administmetive system of
metropolitan frame.
133
Reforms intended to foster the democratisation 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 specialised terminal programs leading to employment.
The aims of the reform
are:
to guarantee all children adequate education and training; to guide this
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 such 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 Vest 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 Vest 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 of National Education.
R.
Primary.
Following a one to three year infant pre-prutelaamoptional
(kindergarten), the primary school program (MASSA
) is 6 years.
This is divided into three parts, each two years in
length.
These are:
CcuaA PkepaAsEmat - Preparatory Course (Years 1 and 2)
C404 Elimentaiu - Elementary Course (Years 3 and 4)
C4u4A Mogen - Middle or Average Course (Years S 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 history, geogrophy, singing,
droving, manual work, morel and physical education.
Successful completion
of this program enables a student to enter secondary school.
In 196566 there
were 217 public and sixteen
private primary schools in Martinique enrolling
66,526 students.
For the same years in Guadeloupe, there were 294 public and
26 private primary schools enrolling 64,009 students.
Statistics for French
*clans were not available.
C.
SecookEEL Since 1959, the secondary school system has eeperiasseasmmg
changes.--itiese are similar to those which have occurred, and are occur
Prance.
There are both private and public secondary schools offering
programs.
134
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 atademic programs are offered in Lyeeca
(academic secondary schools) and technical or vocational programs are offered
primarily in Cottteca d' Enatignement Technique (schools of technical education).
The CattetA d' En4eigmememt Oenetal, C.E.O. (Colleges of General Education) and
College& d' Enseignement SecomaitiA, C.E.S. (Colleges of Secondary Education)
both offer a four year Pkemiek Cyleit (Lower Secondary) program leading to the
Suva d' Etude & du Peemiek Cycle (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
Cycle Coutt 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 Seconds Cflett 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 RE.P.C. may eater a two year terminal upper second-
ary general course in a C.E.S. leading to the Mara d' Etude/ du PkOmitk Cycit
du Second 1404i; which is being phased outi.or a two year terminal vocational
course in a technical secondary school twit Ttchniquefleading to the Stoat d'
Enseignment industtiel (8.E.10.1.
Students with the 8.E.P.C. may also enter
Collegea d' EneCignemint
EducatioTelehm4que
(C.E.T.) which offer a one-year course lead-
ing to the Catii4Cat d'
n Pftoiciaionnatc (C. E. P.) or
two ye:: program
leading to the duvet d' Etudes PtolemiommeLee (S.E.P.) or the CettiV
t d'
PloicallionntUt (C.E.P.).
All of these are terminal
provided
at the upper secondary level in the 11th (Seconde) and 12th (
) school
years.
fTheaT
catiaaaaiqut et Mbdune (Classical and Modern Secondary School)
and
Lye
(Technical
School)
both offer the complete upper
secondary education program CSceoude Cycle Long) which involves three years of
study beyond the PROattACW.0 (lower secondary) and lead to the new fteeetemeet
dt
EnA
mama SccondaiAc (Secondary School Leaving Certificate) or the
nit Ttankut (Technical Secondary School Leaving Certificate) .
respectively.
Each program provides several sections.
135
i.
The aaccatnu4at de t' Enseirement Secondaite:
a.
Literature
languages, philosophy
4r
b.
Literature, economics, social sciences
c.
Mathematics, physical sciences
d.
Mathematics, natural sciences
e.
Mathematics, technical
2.
The Bacottamlat de Technique ox Biwa de Technique:
a.
Literature, economics, social sciences
b.
Mathematics, technical
c.
Industrial
d.
Economics
e.
Computer science (1.1 lai0Amatique)
Completion of the BattataaA;at, 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, Ceara UniVeltAit4ike WitttA-Groans
. U. A.G.).
The principal secondary schools in the French West Indies, all of which are
highly rated include:
1.
LifcV Sehoetchet, public school for boys (Martinique)
2.
Lyctt des JeliAtA Fittes, public school for girls (Martinique)
3.
Lye ii d' Etat Mate de adiabkidat,public coeducational school
(Guadeloupe)
4.
Seminairte-Cotter, Catholic school for boys (Martinique)
5.
Convent de St.
o4eph de May, Catholic school for girls
(Martinique)
6.
COU4Ot d' Enseignenent Technique, public coeducational school
(Martinique and Guadeloupe)
The LecCe d' Etat Mixte de Bainbkidye
Oudidamwt (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.
ladiGtemucation. The grading system in some schools is
on a numerical sca e
Ib to 202
136
Pa a,it - 20 (seldom given)
DMA 84en - 16 - 19
SUR - 14 - 15
A4414Z Bien - 12 - 13
Pauabte - lo - 11
FaituAt - 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 - 11 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:
Tint SatiAddiAma - A
Saisisitast -
late Suigkant -
C
ImiudgAant -
TOA InAuiiiAast -
E
In addition to the grading system, guidance councils (COnAtitA digoliemtgtioni
play a significant role in the evaluation and direction of students during the
course of their education.
These councils have the authority to stipulate
repetition of a class; give a choice between class repetitioe and transfer to
another section; and to direct students completing the pAgeitit cote (lower
secondary) towards employment or to upper secondary education, complete or
terminal courses.
D.
Higher Education.
The French Meat Indies does not have a senior univer-
sity.
The only institution of higher learning in the area is the Cgmt4t
Uniumiteal Ant-Wee-044m (C.U.A.G.1 which offer, two year programs of uni-
versity training in the three faculties:
1) Rada de4 desta it NUmen4te
(Faculty of Humsnities and Arts in Martinique),
2) Amite del Seance&
Natu.tetteS et/444W (Faculty of Physical and Natural Sciences in Quadeloupe),
and OFeeatte de kat (Faculty of Law in French Guiana).
There are plans for
centralising the three faculties in Martinique by 1974 and for developing a four
year university degree program in the near future.
Most students complete their
higher education at universities in Franoe,or Canada.
The minimum requirement
for admission to C.U.A.G. is the asmatmmotet.
Secondary teacher training La
not offered in the French Vest Indies.
Secondary school teachers must finish a
senior university abroad and pass a qualifying examination for the teacher's
licence: Catigtat d' Aptitude Pidueetauut Eeeelveasuit StC0 Adaat
(Certificate of Secondary Teacher Education).
Professional training for primary teacher certification is offered at primary
teacher training schools for men and women Mau NOnmwtee PkimaLANA d'
ImitiANAtuAA it d'
In
).
The program is two years in length and leads
137
to the CeatiiiCat d' Aptitxdt Pidagogiqxt (Certificate of Teaching Aptitude).
Students must hold the BaCCaiSuAtiat 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 based.
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.
S.
Although public education is free at all levels and school attendance is
compulsory up to 16 years of age, it is very competitive and seiective as a
result of the examination system required for progression from one level to the
next.
6.
Greater access to educational opportunity is limited because of the lack of
qualified teachers and adequate physical facilities to accummoiate school popu-
lations, particularly at the secondary level.
The tcAl number of students in
secondary school is relatively small in comparison w! h the number in elementary
school.
7.
Considerable emphasis is placed on the observation, evaluation and guidance
of students by their teachers ("CON4t424 d' imitatItios" or guidance councils)
during their course of studies.
S.
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 far 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 CSaiSkt OtMkaL 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 tiraMT 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 suffic:-t 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.
8.
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 (CeMtke UniutklitdiAt Amtalt4-Guiama)issued
by the university; or primary teacher training (ECOLCA NoAmatCA PkimaktA) 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 804C4i4uAigt 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:
Brava d' Etude4 du Pteniet C
c (B.E.P.C.)
&wet d' Etude Puiviaio
(8.E.P.1
Ceti.
d' Aptitude Peoiwionnette
Cectiiicat d' Education Pkoltaitiommatt (C.E.P.)
Suva d' buseignement TsdotAitt (8.E.I.)
Exzeptions 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
Cenfte Univetataita Anal-Cu-Wand (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 Ecatea Nouatt4 FP/Lima/Les (primary teacher training schools)
may be considered for transfer admission.
140
VII
GLOSSARY
Academie - Educational region
Ab4e2 Bien - Average
Baccataa4mt - Academic secondary school diploma necessary for access to higher
education
&Levet - Authorization of completion of terminal secondary programs, usually
involving technical and vocational training
brevet d' Enoeignement Industniet (B.E.I.) -Certificate of Industrial Education
Bkevet d' Etudes du ftemiek Cycte (B.E.P.C.) - Diploma obtained after completing
4 years of Intermediate secondary education
1
Btevet d' Etudes du Ptemiek Cycle du Seeond Veg4e (B. E. P. C.S.) - Diploma obtain-
ed after completing 6 years of secondary education
&Levet d' Etudes Puicessionette (B.E.P.) -Certificate of Professional Studies
Cettiiitat d' Aptitude Pedagogique (C.A.P.) - Certificate of Teaching Aptitude,
required for elementary school teachers
Cettqicat d' Aptitude 4:dagogique Enagnement SecondaZte (C.A.P.E.S.)
Certificate of Secondary Teacher Education, required for secondary school
teachers
Ceatiiicat d' Aptitude Pkodessionette (C.A.P.) -
Certificate of Professional
Competency
CettiiiCat d' Education Ptoie4aionette (C. E. P.) - Certificate Professional
Education obtained after completing one year of training in a technical high
school
CoeLege - Secondary school for terminal training, comprising four years of study
Cotttge4 d' Enaeignement Ge!.neicat (C. E.G.) -Schools of General Education
Cottege4 d' En6eignement SeCOnddiAt4 (C. E.S.) -Schools of Secondary Education
Cottegea d' Enseignement Technique (C. E.T.) -Schools of Technical Education
Cord tit GeneAdt - 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
COUA4 - Course
141
Cow
EaMenteake - Elementary course, comprising third and fourth year of
primary school
COMA MOyen - Middle course, comprising last two years (5th and 6th) of primary
school
COMA Pnepartatoine - Preparatory course, comprising first two years of primary
school
Count - Short
Ecote - School
Eueignement - Instruction
Etude4 - Studies
InotituteMAS - Institutions for men
WV-tat/UM)
Institutions for women
Judte SuiiiAant - Adequate or just sufficient
Lycee - Secondary school for university preparation, comprising 7 years of study
and terminating with the Baccalaureate
Lycee Cta44ique et Modekne - Classical and Modern Secondary School
Lycee Technique - Technical Secondary School
Nottmate - Elementary teacher training
Paahabte -
Fair
Pedagogique - Teaching
PiteMteke - 12th school year
PAiMake4 - Elementary studies
RectetA
Regional school superintendent
SeCOnditike4 - Secondary studies
Seconde
11th school year
Technique
Technicolor vocational
Terminat - 13th school year
142
VIII
BIBLIOGRAPHY
Hyslop, Beatrice F.
France: A Study of French Education and Guide to the
Academic Placement of Students from France in Educational
nstxtutions
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 Survez. of Education.
Vol. V, "Educational Policy, Legislation
and Administration." Paris, 1971.
(Section on France, pp. 449 - 470.)
143
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147
HAITI
II
BACKGROUND
A.
General.
Haiti is the world's largest black republic and the second
oldest republic in the Western Hemisphere.
The country occupies the western
one-third of the island of Hispaniola in the Caribbean Sea between Puerto Rico
and Cuba.
The oastern two-thirds of the island is occupied by the Dominican
Republic.
The climate is warm, ranging from 7000 to 900 F, with high humidity
in many of the coastal areas.
About two-thirds of the topography (10,714 sq.
miles) of the cc retry 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 9S% 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 HaYtien
with 50,000; and Gonalifes with 30,000.
The country is largely agrarian, characterised by many very small individual
family subsistence farms.
Limited industrial development is centered in and
around the three principal cities.
It is
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 incout
is between $60 and 870.
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 preqtices are widespread, the state religion is Roman Catholicism
and all religious kaitha are tolerated.
Literacy is estimated at 10%, the lowest
of any country in the Western Hemisphere.
Columbus discovered the island of Hispaniola on his first voyage to the
New World in 1492.
French buccaneers used the western third of the island as
point from which to harass English and Spanish shipping.
In 1697 Spain ceded
the western third of Hispankla 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,
largo 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 1916 Haiti, under 22 dictatorships, suffered great political
and economic disorder.
From 1915 to 1934 the United States intervened militeriki
to protect U.S. citisens and property and to prevent invasion by other nations.
list
Some progress was made toward the improvement of Haitian life 1ph the "revolu-
tion of 1946" and the administration of President Marsala Estime (1946 - 1950).
The theme of the revolution was the svation of the black man and progress
continued under this theme during the caul Hagloire 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, UssiwtAAitt d' Haiti (University of Haiti), was founded in the 1560's and
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,
especialay 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.
In a
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 (Ecott d'
EtAnotogit) and a School of Secondary Teacher Education (Scott Noodle SuptAp
auks.).
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
Durin4 the period 1956 - 1973, the name of the university was changed from
Uaiveasite d' Nati, to lisauttaiti d' Etat d' HaW (State University of Haiti)
and one superior school was added, Ewe* Witonste 4144 Niataa Etudat lataanationat
(School,of Higher International Studies).
In addition, the Faculty of Law
(Facutte de kait) was expanded to include economic science as a specialty and
a fail 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 wools-
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 12.1%.
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 Sank loan
of $10,000,000 to Haiti, which represents the largest leen 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
InAtitut Pedagoginue 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 HaitiIFIIRCted 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 166 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 resell.
blance.
Progress in expanding education has been made, especially since 1946;
however, illiteracy in Haiti still runs at an estimated 90%.
Although primary
school edlcatian 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 a).
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 Trench, but as estimated 20% of the pop-
ulation, particularly in rural areas, speak and understand only Creole.
This
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 rospoosible for schools is rural
areas.
There are three types of schools in Haiti:
1) public schools supported
and operated by the Government of Haiti,
2) government-subsidised private schools
which receive some subsidies from the Haitian Govarnsent)
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.
A.
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 - 642; 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 sham 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 nemorisation
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 - t and finish at 12 - 14.
The course comprises three cycles -- preparatory,
elementary and intermediate -- and leads to the Cettiileat d' Etudta PAinaVIAA.
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 (BACCa6=4102).
D.
Seoo
.
The number of secondary schools in Ha ti has greatly increas-
ed since 1046.
are now 115 schools, 21 public (LgeetA) and the rest,
private (CotilgtA, COW), CULAAA nit ImAtitutA). In the 1970-71 academic year,
13,000 students were enrolled in the public schools, and 16,000 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:
1. Lycie Ateuvukt Pities
2. Lvest Cent CinquanttmaiAt
3. Lvect Vtaitc.0.4 Vuuatitk (Petionville)
4. lyefc Philippe Guermie4 (Cap HaTtien)
5. Lyeet Pim-haat (Jacmel)
b.
Private Secondary Schools:
1. Centoce d' Etude: Seeonddites
2. Catige Camado-Naitien
3. Cottfge Max Pennette
4. Coltige Matte OM. Au Pe4petuet SteOUAA(Cap HaItien)
5. Cadge St. F4axeo4e d' A44.4.4t4
6. Cattle St. Medial
7. Cornet St. Pit.44t
8. Court4 Amedet Stun
9. Cou
Atezandte WNW (Petionville)
10. COUAA Rogge Augtade
Inatitut du Sate Coca
12. Imatillit Ge4qt Ulm
13. Institut St. Louia GONWOM
14. InAtitUt Ste.
Ro4ede Lima
15. Nouveau Cottige
16. The Union School
Of the schools listed, Ceatice d' Etudes Secoadabita is considered outstanding;
COMAA AttA4MAL Vum04, a French school, is highly rated and is associated with
the Bordeaux branch of the French Ministry of Education; NOUvedU Cadge Bad,
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 Ceetigest d' Etude& PikmaiktA (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 in secondary schools.
a
Formally COMAA G040 Wigged
152
These are:
1.
The technical-vocational stream, which is a terminal, three year course
leading to the Cuctitica d' Aptitude Puiesaionnette.
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 Steuet Ettmtmtaikt.
3.
The first cycle (lower) secondary level stream, which is a three year
transitional course.
4.
T e full academic stream offered by 4c66 and eatiges, leading4to the
I (Rhttoitique), which requires six years, and the keeetauktat II
(Phit040Phie ), 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 8ktutt Etimtottiiite can enter a four year terminal, technical-
vocational program leading to the Bouvet d' Aptitude Ptoiwimulette awarded
in Commercial Training, Accounting, Hotel Ma
ement, etc. or a two year tran-
sitio
1 program leading to the &met
.
Holders of the litevet
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
BaCeatauottat I examination.
The School of Surveying (Edote d' AApentgge ), although affiliated with
the State University of Haiti, offers a two year terminal secondary program
in survey0g.
Admission to this course requires successful completion of the
ftevet MAW& Ut.
Students completing the Barrel
program receive the Cektiticat d',
StemuldiAt4 prat and second parts, comsponding to the
and the Baccahumat Pena"! Pattie (Ph21o4ophit).
respectively.
This program has three streams or "sections", which are:
1) A-Latin- Greek 2) B- Latin - Science
3) C - Science - Modern Languages.
Progression from the adetatamFait I to the Barrel autLt 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 appropriate examinations.
Sometimes
the actual certificates for the Bee atanAtat I or II will not be available since
they may have to be purchased by the student.
Grading ly,tem - Secondary Education.
The grading system is a numerical
one ranging
a low of 1 to 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 qirteenthiyear.
Admission to the
program requires completion of the Baetatauktat I (RhttoAigut).
Students com-
pleting the nursing program successfully receive the Oiptomt d'
In
(Diploma in Nursing).
A practical training program in nursing is also offered to holders of the
Brava SupeUetik.
One enters the program at the twelfth year for three years.
Successful completion of the course leads to the Cent heat d'
I
Prima*, teacher training is offered at grade ten for those who bold the
&mug Etementaike.
The prpgam is three years in length and leads to the
Vipale Si. Fa d' Etude Noluade4.
F.
Higher Education.
Higher education in Haiti is offered at the HotivsflAid
d'
Etat d'
in
Port-au-Prince, and provides eight faculties: FaeLiAte
d' Etiuto &vie; Esote Nationale du Mau Etude Intefutationatus Faeutte de
Lettta it de Margie; Faeutti de kat it V
Sablea.4 Econonique4; Faeutte
de. Same, Ingeniep it Astrititeetewt; F
Wolcott it du Mean
Veteiumie; &elate d' Odontotogie, and Fdtattf de Wean'. it de Phammte.
The minimum admissi9n requirements to the Uxivticatid, Etat d'
(formerly theoUnive444te d' Nati, 1960) is the eaeoatauottat II.
In addition to
the &imam/mat 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 progrm
has been reduced from eight to six years in length and has undertaken clinical
instruction as modelled after U.S. medical schools.
154
The degrees are stated as Dipame d' EtudeA SupAitutt4 except in the Faculty
of Law, which awards a Licence and the Faculty of Letters and Pedagogy, which
awards both the ViptaMe and Licence.
Secondary teacher training is offered to holders of the BaCCatauhlat II.
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 V ipane du Letau
Philo.sopitie et Lammas .
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 &mamma 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 Baccatau-
'mat examination in July, he is allowed 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
s 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
programa varies widely.
155
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 thcl 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 c.-eem 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 cf study.
VI
PLACEMENT RECOMMENDATIONS
A. Freshman Level.
1.
Applicants who have received the Baceatailheat II, Phitc4ophie (Cent&
&Zeta d' Etude4 Secondaine4, Veux.ceme Pantie) 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 holdere of the Baceatailiteat 1, Rhetoitique
(Cettiiiitat d' Etude4 Secondaine6, Pnemiene Pantie)
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.
,
A
3.
Applicants who have received the Dip tome d' InpAmtekes (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 &Levet d' Aptitude Pnolie644.4nnette
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:
Cektqiemt d' Apatu4 Pto6e44ionnette
Cetaliieatd. Inguienea
&cent Supetieut
Diptome de Fin d' Etudes NoAmate4
Exception should be made only when such action is consistent with institu-
tional policy.
157
B. Transfer Level., Applicants who have successfully completed
work at the Uniuwite d' Eat d' Haiti (State University of Haiti
considered for transfer admission.
C.
Graduate Level.
Applicants who are graduates of the State
Haiti may be considered for graduate level admission.
VII
GLOSSARY
Aponomie
agriculture
Baccaeaukeat - academic secondary school diploma
partial course
) may be
Btevet - authorization of completion of terminal secondary programs
Cateege
academic secondary school
&w it -
law
Ecaee
school
Etuded
studies
Iniamkeke4
nursing
Lycee - academic secondary school
NoAmate
elementary teacher training
OdOntDagie
dentistry
Pedagogie
-
teaching
Ptentivt. -
first
NA:Mai/Eel, - elementary studies
Second - second
Secondai/Le4 - secondary studies
University of
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
Modern West Indies. New York, N.Y.: Monthly
Review Press, 1968.
Leyburn, James G., The Haitian People.
New Haven, Conn.:Yale University Press,
1941.
Moore, 0. Ernest., Haiti.
Jericho, N.Y.: Zxposition 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 Burgeohs 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
BACCALAUREATE, PREMIERE
INSTITUTION JONAS AUGUSTIN
MIXTE PRIMAIRE SECONDAIRE
41, 6015 . VERNA. 41
PHONE
5.6381
PORT AU PPW.7,t HAM
Port-au-Prince. Ir..
2..liv7.1er
......
011RTIPICAT
La Direction de 1'091121:n0N JOHAn =MTN eertifie que
a appartenu
eet litablirmeuent at y a muivi lee eours correrpondant 1 la
olamse de Mato C durant l'annie aeadiaique 68.69.
160
Ills proud plaimir k signaler que
.'sat toujourr ditingui
par ea bonne eonduite et son application i tra
Ce eertifioat lui wet done dilivri pour merrir/
tv`.
geiu t
de droit.
-L.
A
Francais
130 our 200
Itath6matiquee
220 our 300
Phymiologie
135 cur 200
Laglaio
90 our 200
Dmpagnol
110 our 200
Hictoire d'Haiti
100 mur 200
Litt6rature Haitienne
110 our 200
Physique
225 our 300
Chisie
200 our 200
161
BACCALAUREATE. PREMIERE
OMECT103 GEERALE
DE
L'EDUCAT1011
ATITIALE
Section de rEaseigseeseal Sete/Weir.
N
OwnWASAumun
Nit ...Prime
le
CZRTIFICAT
2
LA DI1ECTIO:= =MALI; D3 LIZU=TICI %wricn.L4
(Section dd 1,Zsseignenent Socondaire) cJrtifie nue
-
a obtenu los notes suivintes
aux Examens du Baccalaur6at (?, PA1tTI.; SeCtion
C) scion ?rocas-Verb:Al du Jury d1.4x:tr:qn de Juillet
1969.
F. C RIT
Francais....
146 stir
200
Physique
115
"
200
Dissertation d'Histoiro doll:1W
170
"
200
Anglais..
85
"
200
Physique
258
"
300
Chimie
140
"
200
Littersture Haltienne
100
"
200
Esnaonol
90
"
200
Hathumatilues
.122
J92
TOTAL
1301
"
2000
2 A A ig
Anglais
58
"
ino
Espagnol
70 *
"
Histoire Undrale
68
"
"
04ogrAnhie 1fIntirale
70
"
"
G6ogralhie d'Hniti
60
"
TOTAL
326
"
500
Le or4sent certiftcat lui oat
xi .Jr survir et
valoir cs e de droit.
.4.h
nr2
s.
dada tro
y
isad6", 5052
MI
+,.
.!!nen$01%,"
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*otc51. it*-F-eriift
r
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i
'
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t: *it r%itn,t1 ri,74.:-..4
etrittql147.%.5.2"14%*.".5"."64*-:4144"
S A.
NO.
p
Mao Illoolls
DIRECTION GENERALE DE L'EDUCATION NATIONALE
CERTIFICAT
LA SECTION DE LIENSEIGNEZIENT. gmtc
certifie que M
.4010
ne
le
.2.4t ti-t.
a subi avec susses les examen: de FIN D'ETUDES SECONDAIRES CLASSI JES Premiere
Partie,
Section c . selon Prods Verbal du Jury d'Examen cn date du ...
/5179
et qu' di est inscrit
stir le Registre tenu a cet effet a la Direction Generale de l'Education Nationale
(Secfodrilie Ense i g nernent Secondaire) au No. 143 co Folio if
Registre X,/
.
I.e present certificat lui est delivre pour servir et valoir ce que de droit.
Port-auPrince, le V
Gtf
190.an
.ime. d
14 US.
Ofpng
\
aPiNakiVV-041WWW-VriraaMMUMNPZIRaitlUSi
ACC A L.AVIL 'LITE; -?RzsuicE
BACCALAUREATE. SECONDS
iE ANTENOR FIRMIN
163
Fonda en Octchre 1952
Ceetnn :S. C.
AVENUE CHARLES SUMMER
TELEPHONE : 11-6531
Pert-aie-Prinee, Haiti Mi.)
Port-av-Priate.
t.
26. Jazvi er .197.211
C ItRTIFIC A T
La Direction du loode Antinor rinsing oertifi it
attest, Quo 141eve
=
" .
a suivi lee oours privue
atur programmes de la Claus ole ?Duo
durant lannde imo-
lai-4 1960-1170.
En Cot de quol le ..r4eent Certifioat lui est 4411-
yr& pour sends t valoir oc "us de &reit.
DMICTIO2 COW
164 DE
!'EDUCATION gATICALE
Sees. de rEaseireeseet &weeder,
N..
194
KarrilLUAllt.
11011 I I
BACCALAUREATE. SECONDE
164
l'ortsnairesoce. le
C i:RTIFICAT
3
LA DIRECTIO1 3LNEHAL::: D3 1,14DUCW:ION
(Section de l';:nseirnement jecondaire) cortifie due
a obtenu les notes suivintes
aux Exarens du linccalaurilat
?,ATIL Section
C) selon Proces-Yerbal du Jury d'isamen de Juillet
1970.
E
I T
Philosophie
151
sur
300
Physiologie Animale
80
"
100
Dissertation d'Histoire d'Haiti
191
"
300
Anglais
78
"
200
Physique
155
"
300
Chimie
251
"
300
Espngnol
145
"
200
Math6mativues
200
"
300
TOTAL
1251
"
2000
ORAL
Anglais
75
"
100
Espagnol
60
"
"
Histoire Gdndrnle
75
"
"
Cdographie Gondrale
85
II
II«
Odographie d'Haiti
Cosmographie
70
II
u
If
TOTAL
463
"
600
Le prdsent certificat iui est dillivrIS po
valoir ce que de drnit.
z
it111
re3L
LAN BART;
1APECTZUR
Secon -ire
.
A'
BAcbie6 lb.
5036
hH
S B.
1
No.
0 4 6
41%;
AY.
A
.14
Lc:
07;
certifie que
tiy
x
,...,...stdatinos
I$.1
41..."'"'"a".a.m
111ft
74re
64.1141t414414af"
Q444. ?"144444.A
r.r..14-444:4-v
.1..
.114
- d44344,744)./q W0.141 VD t,-10
5,4:71%
REPUBUQUE D'HAITI
DIRECTION GENERALE DE L'EDUCATION NATIONALE
CERTIFICAT
i.
A
LA SECTION DE VEN(F.IGNEtIENT SECONDAME
AC
....'
;... ?,--..
..
.
a subi avec succes les examens de FIN DIETUDES SECONDAIRES CLASSIQUES Deuxieme Panic.
Z
Ai
Section
C
. sclon Procis Verbal du Jury d'Examen en date du
ediamf: e...a.
I 3 ; b
et qu'
%.0%C. est inscrit
sur le Registre tenu a cet effet a la Direction Generale de l'Education Nationale
4
:II!
itom.:41
.ent certificat lui est delivre pour servir et valoir ce que de droit.
4.1\
y
le
A 6 duNZA /13- 0 . an ,. (Oft erne. de l'In
(Section de l'Enseignement Secondaire) au No. Sw4 LFolio
7
Registre
X
ISA
Ls alrertur 04Wrall 11. I'
AcCA
u $7; sEcompe
UNIVERS' TX D'ETAT
FACULTE DE DROIT
ET DESK
SCIENCES ECONOMIQUES
PORT-ALT-PRINCE
mArri
N
UNIVERSITY TRANSCRIPT
Port4uPrince, le
14 Octebre
1 71.
166
Jo, soussigni, Dr. lisrv4 DOTER, Doyen de la Facult6 de Droit et
des Sciences Dmnostiques de Pert -au- Prince, (HAITI), certifie que Mon-
sieur lbussirrolillf a subi avec succie les eximene lui dormant dreit an
grade de Licenci6 en dreitomuse ltattestent as risultats suivantst
?readers Annie Aead1007a1 s- Cetubro.1963
Juillet %VA
Agra t.
Neyenne Clue:ale
54.63 our 200
a
t-
Droit Civil
70
cur 100
Histoire du Dreit
75
.
4
Economia PolitiqUe
50
N
Droit Pinal
70
"
I
altAtiltiqUe
32
N
V
lagsagagAsie AcscILAlintt
Me&
Xeyenne Gdadeals
59.83 sur 100
gal t-
Droit Civiil
90
Droit Constitutionnel
54
Droit International Public
50
INIA0210 Politique
71
Procidura Civil:,
30
Priocidure TWA
70
trolaihme Annie Aaadimietue
Cleibbre 1265
Juillet
MU 1.
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52.44 our 100
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ti.
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58
sur 100
Manses Publiques
70
4
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Wait Commercial
75
Droit Add/distraitif
45
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a
Liaislation Social.
30
4
N
Konsiour MENA IMMINIarecu is grade de Licencii en dreit suinnt
procAs-verbal dlexamens au date du 12 Octobre 1966.
In Ili de quei,
ificat lui sat dilivri pour eervir
et Asir ce quo de
mr
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do la Facult6 de Droit
des Seienees Ecatmiquee.
167
UNIVERSITY DIPLOMA
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PUERTO RICO
I
BACKGROUND
169
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 Morro
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
724 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 Americo', they had a
greater experience in the professions, as well as in commerce and trade.
All
this led tc a large increase in the population, which numbered almost a million
by 1898.
One description of the Puerto 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 ths latter half Of the .19th century the production of coffee and sugar
cane, highly prized in Europe, becom the most important soutne of income for
the island.
The land was cultivated bi; 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 vry 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 cot
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 parliarentary system.
This represented the first real opportunity for self-governamt 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 tho past fifty years have seen a rapid
increaL;e 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 pads 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 th.1 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 sovernorship 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 governmental 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 or 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 thr
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 wcIs 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 res;onsibility 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 176,00L 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 rublic, and later private, educa-
tion as a means of economic and socii/ 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 these 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 pr..lary school to the university is relatively
173
more available for the school age population of Puerto Rico than for that of any
Latin American country.
'n addition, a greater percentage of this group attends
school and remains longer than anywhere else in Latin America.
Il 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 regio-s.
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, ore
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 budget 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 tht
-
:hers hold regular certification.
Pre-school and elem-
.
entary school teacher:. veLo 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 Zhe senior high school level.
During these fifteen years public school
enrollment increased 7.8% at the elementary level, 66.9% at the jun;or 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
"rural" which graduated 12th graders.
174
B.
Primxy.
Primary education is six years in length.
Some schools are
overcrowded at this level and therefore follow the "double enrollment" 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; Niguel 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
(Centu de OpoatunidadeA EducativaA
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 preiious 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
World History, a half year of Puerto Rican history and & half year of United
States history; first year World History
taken in the ninth grade), an
elective course in Arts. Music or an advanced academic course.
The student more
have earned 20 units from grades 9 - 12 in order to graduate.
However, if the
student has earned le units from grades 9 - 11 and has an average of 3.5 by the
eM of the 11th grade, he or she ran 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 sdhoole 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 haye 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 bath 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 Rico or 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 anti
diploma 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 24,5:9 students enrolled in colleges or universities in Puerto Rico.
By
1968 the fignrehad 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 cirollment at the University
of Puerto Rico, in 1968. the ratio had changed and was two to one.
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
1.
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 19..2 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-doctora/ 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 Regicmnai 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 Guayana 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 programa fra, 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 greduatea.
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 werd 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, eve'
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 Humanit!..es, 6 credits in Social S lence, 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 sAith
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 *,.% his chwen 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 cne of the private
universities.
c.
The Mayaguez Campus.
In 1972 there were 2,440 studentn 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 abort
22,000 applicants from the 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 an 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
...ombination of the avenage of the results of the college entrance examinations
(se "Special Characteristics and Quality Factors") and the high school average.
Only those in the tup 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. irrailainded 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 Sari 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
kkmey 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 nainland or are
foreign students, mainly from the Caribbean and from Latin America.
Admission criteria are based on high schcol grades, the English Schol-
astic Aptitude Test or the Spwash SAT -- Ptueba de Aptitud Aeadoniza (PAA)
plus ESLAT (English as a Second Language Achievement Test).
ESLAT is used for
English placement purposes.
Credit is given for English CEEL 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 exam nations.)
The Hato Rey campus is non-residential, most of its students come from
the public schools and are mainly from low income backgroLnds.
This campus is
professionally oriented, with about 48% of its students in the field of Ed. cation
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 Collects 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.
nlish 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 lampus because of the large number of bi-
lingual courses offered.
Many IAU graduatee go on to graduate schools on the mainland, although
a few go to Spain and Mexit.o, as well.
'4.
The University Cale e of the Sacred Heart.
Known hl Spanish as
COlegiO (Maya
o
,Db
kazon, t
s
net tution was the third college
to be founded in Puerto Rico.
Originally established in 3.935 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 sumr of 1973 the four year (x...lege 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 changec.
179
Previously this college was mainly for girls from private secondary schbols on
the island.
Now the student body comes from a variety of private and public
schools and range from academical.Iy 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 nigher admission stand(rds being dem3nded of those who will enl'er directly
into the four year division.
Courses are given in Spanish and in English in almost every faculty.
Thus, students mast 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 Colle es and Universities.
Puerto Rico Junior College is a
private, co-
ucat onal institut on o
E77171roccupational and liberal arts
courses in two and three year programs.
he college was f')unded in 1949 in the
San Juan area.
Today there are three campuses in and around San Juan.
The
college ha.- 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 separatk
institution.
It offers
bachelors degrees in Busirss Administration, ikrts 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 SPECIAL CHARACTERISTICS AND QUALITY FACTORS
Two students from Cornell made the following statements in October 1972 in trying
to characterize the condition of the island Puerto Rican attending a mainland
university:
"I believe that Puerto Ricans should not be considered as foreigners as
such, yet we must remember that there exist cultural differenc.s. Admia
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 than 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 F,erto 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 sy^tem 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 amd November 1972 approximately 20 Puerto Rican
students were asked to zomment 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 in a 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 realisti'; manner.
It was clear,
however, that there is still a lack of complete understanding among admissions
officers as to how to handle the Puerto Rican applicant from the Caribbean.
181
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
secom. family name is his or her mother's ma'aen name.
Also, one cannot assume
either social or cultural background, or English language ability, b 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 .say 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 nresented 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 tile "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 le&i,timate financial
need.
It only means that they should be considered on thOir.:~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, a, 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.
i82
The main problem the Puerto Rican will have after coming to the mainland
will be in listening comprehension and -cpression in the North American vernac-
ular.
This tends to d3r.4.ish with tlme, however.
The stIOnnt may have some,
but not as much difficulty, with tex-.s 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 pl:,ivate 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 tow.
It
should be noted, however, that these students wold be somewhat differ ant in
their ability to handle the English language.
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 TCZiL 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 (ntueba 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 iterilz
were developed directly in Spanish by a group of examiners from Puerto Rico,
Latin America and the United States.
The scores on the PIA 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
lc.ter 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 wha-c 4.1-e 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 proba'Alities 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
curriculum for the teaching of English
public schools of Puerto Rico.
cores are reported on a scale of 200 to 800.
The Mathematics and Spanish Achievement Tests were developed to meet the
requirements of Puerto Rican institutions.
They were designed to measure th,
candidate's knowledge of mathematics and the vernacular as taught in Puerto 1
'0.
Consequently, they are not the equi.:alent of the College Board Achievement Ti'"
given on the mainland in these subjects.
Scores are reported on a scale of
to 800.
More information on all these tests can be obtained from the College Entrance
Examination Board, Apartado 1275, !lath Key, ruerto 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 m,
tion what happens to the Puerto Rican student who enrolls in a mainland univ(-
sity.
The reason for this is that the Puerto Rican is, in a sense, both Amer
al
and foreign.
Many assumptions are now being made about the island Puerto Ric,
which should be qualified.
One has already been noted, i.e. that the Caribbez,
Puerto Rican should not be treated in the same manner as a Puerto RiL.n studer-
from the mainland.
The Puerto Rican is a Latin by tradition, cultur,, and temperament who happens
to hold American citizenship with some, although not all, of its privilege
,
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_c; 197'1, well over half indicated that
although they agreed that they should be treated as American in the admissions
proce-.,s, once they came to their respective campuses, they felt like and identi-
fied with the foreign student from Latin America.
More than fifteen indicatert
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 whostJ stu-
dent bodies are mainly middle and upper class.
It is small wonder that once in
the United States, they begin to feel their TAtin 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 ae shared an
vsfice with a Colombian when he first
e to his institution.
While the Colom-
bian was provided with a host family, kra
m 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, Fmedom and Power in the Caribbean. New York:
MR Press, 063
The San Juan Star, 1972.
Wells, Henry, The Modernization of Puerto Rico, a Pol5tical Study of Changing
Values and Institutions.
Cambridge. Mass., Harvard University Press, 1969
185
3
V
SAMPLE CREDENTIALS
forma Neat 115 E. S
186
PUBLIC HIGH SCHOOL TRANSCRIPT
ESTADO LIBRE ASOCI AD 0 DE PUERTO RICO
Corso Genera
IX)
DEPARTAMENTO DE INSTRUCCION PUBLICA
oeupatteats Divers*
CERTIFICADO DE CREDITOS DE ESCUELA SECUNDARIA
(1) ESCUkLA
Por Is presente tertifito
asignaturas con los resultados
qua
mis
Margarita Janer
DE
Guaynabo.L.P.R.
Ala completado el estudlo de las siguientes
Ape Md. pateromatorao-nombre
abajo inditadoa:
Animators,
Tiernp3M
(3)
Notas de
semestre
(4)
Uni-
dada,
Fuchs
de la &probation
de los credit.*
Asignaturas
Tiesapo (2)
(8)
Notae de
semeetre
(4)
(Jul.
&dee
Paella
de Is aprobseidn
de lee creditoe
a
b
a
b
c
lembjEng.)10
B
A
1
1969-70
CmmuaNmvums
11
A
A
1
1970-71
Biology
B
C
1
1969-70
12
A
B
1
1971-72
Chemistry
B
B
1
1970-71
',vacs
A.
B.
1.
19717.2
rapacmc Span)10
A
A
1
1969-70
11
A
A
1
1970-71
12
A
A
1
1971-72
Marydricas
Geometry
A
B
1
1969-70
latoeus Erratantses
g..
.A
1.
.197.0-71
ESN/DIOS &CUM
OTRAS
World Riot.
B
1*
..1969-70
Physical Ed.
A
A.
1
19717.2
Hist. of P.
A
1/
1970-71
Hist. of U.
B 1/
1070-71
Sociology
B
A
1
1971-72
NUMMI TOTAL DE UNIDADES
15
(1) Indio. tipo de escuelaIntermedia o Superior.
(2) Tlempo a. Ndui. de semanas b. Ntlm. de clues a Is semana; c. Duration del period°.
(3) Notes A-indica trabajo excelente; B- bueno; C-regular; Ddeficiente; F-indica is no aprobacidn de la asignatura.
(4) Unklades-- Se rapiers un total de 12 y
Anidades pare graduarse del curse general o tie ocupaciones diversas, respec-
eramente.
RI slum° euyo nombre sparece arriba t
completado todos los requisites del diploma de ICO:sil&-:*P41-riOr
'
Proesdaaela de Ica criditos
Lugar y fecha de graduacida-ratlap.lah0-
mat- 1914_
Omirturrzs:--
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, Puerto R
411117
Expedido en
, 19-12
keesir
Jo 0434.45 .000.41A4P111
NUM. 'DENT. 00 0000
C LAS:
DE
Sub
Record Oficial
Lugar de Nac
P. R.
Fecho
1/1/73
Nt 1m. del Curse
MATE 121
ESPA 001
INGL 005
QUIM 101
EDFM 003
INGE 100
INGE 201
INGL 006
FISI 107
FISI 104
MATE 122
INGE 102
ESPA 002
EDFM 004
MATE 322
MATE 361
MATE 471
PSIC 211
INGE 241
INGE 333
Titula
1ER SEMESTRE 2001-2002
GEO ANAL CALCUII
CURSO BASICO ESP
BASICO DE HONOR
QUIMICA GENERAL
CURSO ED Fl VAR
INTROD A IA ING
GRAFICAS ING I
2D0 SEMESTRE 2001-2002
BASICO DE HONOR
LAB ORATORIO DE MEC
MECANICA
GEO ANAL CALCULO
GRAFICAS ING II
CURSO BASICO ESP
CURSO ED FI VAR
IER SEMESTRE 2002 -2003
ECUACIONES DIFER
PROB Y ESTAD
INT VAR COMP APL
PRINC PSICOLOGIA
:EC APLICADA EST
ORGANIZA IND GER
COMEMTARIOS:
Elt OM. I
UNIVERSIDAD DE PUERTO RICO
Fecha: Agosto '1000
MAYAGUEZ, PUERTO RICO
GRADO 0 DIPLOMA CONFERIDO.
EspecializaciOn
PosiciOn
en close de
CREDITOS
HONA/SIEM
CALIVICA
de ow
VUMIOS
Of NONO
Nil.. del Curse
3
3
3
4
1
1
2
3
1
4
3
2
3
1
3
3
3
3
3
3
A
A
A
A
A
B
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12
12
12
16
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8
12
4
16
12
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12
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12
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12
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12
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FISI 252
FISI 253
MATE 301
INGE 232
INGE 242
INGE 347
FILO 101
FISI 351
FISI 353.
INGE 353
INEL 311
INME 341
FILO 102
MATE 381
INGE 363
INEL 312
INEL 314
INEL 316
Admitido de EOCMela Superior Luis &W1o2 Rivera
Admitido a
Pacultad de Imenieria
Base pare admiiion
Indice de Ingreso
IMO
E SC.011.PERCENTILA 99
I EX. 1.02053 PERCENTILA _96
umoAoes DE ADNISION:
3
3
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1
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2D0 SEMESTRE 2002-2003
ELECT Y MAGNETISMO
LAB FISICA I
INT ALG LINEAL
INT A IA COMP
MEC APLICADA DIN
RESISTEN MAT I
1ER SEMESTRE 2003-2004
INTROD A LA FILO
ONDAS Y OSCILACIONES
FISI II LAB
MATERIALES ING
FUND ING ELECT
TERMODINAMICA
2D0 SEMESTRE 2003-2004
INTROD A LA FILO
CALC AVAN I
MEC FLUIDOS
EIECTRONICA I
MATE ING ELECT
LAB MEDIDAS ELEC
NOT TO BE GIVEN TO THE
STUDENT UNDER, ANY
CIRCUMSTANCES
A- Excolonto
C- Satisfacterio
F- Suspense
P.
Aprobado
Rosins
B- Buono
Doficionto
I-
Incompisto
Velf- Auteris
Unidod Acadtimicat Un crislito univorsitorio 'swivel. a: una (1) hero d.
cies. (conforoncia o discusion); do dos (2) a cuatro (4) hams de lobo-
rotorlo, y d. dos (2) hares el. ItilltrCiCiOS de Isnguajs, seminario o trebajo
d naturals:a similar, coda urns. a.
3
A
12
1
A
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A
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B
9
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9
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9
3
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A
4
CER
COR
TO:
NO31_44,1972-
NO ES VALTOO SIN EL SELLO Y FIRMA
COPIAS ADICIONALES CUESTAN SO CENTAVOS
U.S. VIRGIN ISLANDS
I
BACKGROUND
189
A.
General.
The U.S. Virgin Islands consists of three major islands:
St. Croix, St. Thomas and St. John.
The capital is Charlotte Amalie, St. Thomas.
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 of 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
battleship 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
Congress 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.
190
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 renresentation 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 many 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 Americanization r-ogram 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 '3ut 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 unfcr,tunate and frus-:rating 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
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-uwnership, 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 bonded workers 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 most 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 dnd 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 of 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
rime 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 poi:1:s 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 philosophies.
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 year, 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.
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Local funds spent on elementary and secondary education for the 1972 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 towardiself-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 instruct5onal 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 island8 with a population of
11,364 students.
Additionally, there are 18 private and parochial elementary
schools 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 werq mainly in the 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 woik.
In the 1950's an additional stream in voca-
tional education was added.
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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 do 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 vocational-technical education.
The public high schools (grades 9 - 12) now offer four choices in curriculum:
College Preparatory, General Diploma, Vocational and Commercial.
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
English
Algebra I
General Science I
,
Civics (one-half year)
Caribbean History (one-half year)
Industrial Arts (males)
Home Economics (females)
10th Grade
English
Geometry
First year foreign language
(French or Spanish)
Biology
World History (recommended)
11th Grade
English
Algebra II (recommended and often
taken by students who plan to
go to the mainland to continue
their studies)
U.S. History
Second year foreign language
Chemistry (must qualify)
195
12th Grade
English
Problems of Democracy (recommended)
Physics or Advanced Biology (recommended
and often taken by college bound students,
especially those going to the mainland)
4th year Mathematics (select group
usually under ten in number)
To sum up, it is required to take four years cf English, two years of
Science, two years of Mathematics, two years of Social Science, two years of
a foreign 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 the 1971-72 fiscal year over 400 were enoo2led 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 enitolled 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 for a significant number of Virgin Islanders to secure at least
part of their 4igher 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 veturn 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 photocopies 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 and 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. pirgin 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-
land but often the cultural and social orientation of the applicant is different.
1
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 to 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.