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Social Change and High School Opportunity in Guyana and Jamaica: 1957 - 1967

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Social Change and High School Opportunity in Guyana and Jamaica: 1957 - 1967 SOCIAL CHANGE AND HIGH SCHOOL OPPORTUNITY IN GUYANA AND JAMAICA: 1957 - 1967 by Jacob Galton Bynoe B.A. (External), University of London, 1957 Dip. Ed., University of the West Indies, 1959 M.A. (Ed.), University of British Columbia, 1964 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in the Department of EDUCATIONAL FOUNDATIONS We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA February, 1972 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the Head of my Department or by his representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of j^dA.vc./f77Ty^'/yO. '^Sl^A^cLatZ^i^ The University of British Columbia Vancouver 8, Canada Date JO ft Hj^JL} /?7V ii ABSTRACT The approach to nationhood and democratic government in Guyana and Jamaica during the 1950's and 1960's was characterised by a determination to reduce inequalities in the distribution of goods and services among various socio• economic groups. The thesis examines efforts made to lessen inequalities in educational opportunity, and assesses the results achieved. Specifically it enquires into the results of measures instituted during 1957 to 1967 to reduce inequalities in representation of different groups among high school free-place winners. The hypothesis examined is that despite legislative and organisational changes, formerly deprived groups still remain at a considerable disadvantage in their chances for high school selection. For both countries, groups are classified on the basis of four separate differentiating characteristics: parental occupation, regional background, sex, and type of previous school attended. For Guyana ethnic background is included because of peculiar ethno- historical problems in that country. Analysis of Ministry of Education records of all free-place winners in 1967 reveals that the position of iii the traditionally less privileged rural, and skilled, semi-skilled and unskilled groups remained far below public expectations and official claims. However, the disadvantages suffered in Guyana by East Indians as a group were rapidly and almost completely eliminated with increased participation of this group in the governmental machinery. The thesis also seeks to explore some of those social and economic factors that seemed historically to have frustrated efforts for the general expansion and equalisation of high school opportunity in the two territor• ies. A study primarily of official records, speeches, reports, and other documentary evidence suggests that not only the scarcity of economic resources but the system of rewards, the kinds of employment opportunities available, and commitment on the part of various sections of the community to traditional elitist educational values were contributory factors. Equalizing educational opportunity requires not merely increasing the quantity of school places available, but diversifying the school programme to relate to various curricular interests and occupational aspirations. The success of such diversified programmes is affected by the actual patterns of curricular interests and occupational iv aspirations. The success of such diversified programmes is affected by the actual patterns of curricular interests and occupational aspirations of students, the investigation of which forms a subsidiary part of the thesis. Implications of findings for the further expansion and equalisation of high school opportunity in the two countries are discussed, and proposals for promoting these objectives outlined. TABLE OF CONTENTS Page List of Tables vii Chapter 1 INTRODUCTION - PURPOSE AND SCOPE 1 2 A NOTE ON EQUALITY OF OPPORTUNITY 9 3 SOME HISTORICAL AND DEMOGRAPHIC FEATURES 26 4 INEQUALITIES IN EDUCATIONAL PROVISION IN THE POST-EMANCIPATION PERIOD - SOME CONTRIBUTORY FACTORS 37 5 SOME HISTORICAL DEVELOPMENTS Review of Historical Origins 75 Some Developments in Guyana from 1840 - 1957 82 Guyana after 1957 92 Jamaica - Government, Politics, Economy and Society 110 6 THE EDUCATION SYSTEMS OF GUYANA AND JAMAICA IN THE LATE 1950*s Guyana's Educational System 130 Jamaica's Educational System 151 7 THE DISTRIBUTION OF HIGH SCHOOL OPPORTUNITY IN GUYANA: 1957 - 1967 161 8 HIGH SCHOOL OPPORTUNITY IN JAMAICA, 1957 - 1967: SOCIAL AND POLITICAL PRESSURES FOR EXPANSION 200 9 SOCIO-ECONOMIC BACKGROUND, OCCUPATIONAL ASPIRATIONS, AND CURRICULAR INTERESTS OF FOURTH-FORM STUDENTS IN GUYANA AND JAMAICA 245 Procedure of Enquiry 247 Analysis of Results 250 v vi Chapter Page 10 SUMMARY AND PROPOSALS FOR REFORM 276 A Closing Note on Problems of Educational Change in Guyana 299 BIBLIOGRAPHY 309 APPENDICES (1) Map of Commonwealth Caribbean 317 (2) Map of Guyana 318 (3) Map of Jamaica 319 (4) Questionnaire Results - Summary of 2 Tables 320 (5) Copy of Questionnaire 331 LIST OF TABLES Table Page 1. Ethnic breakdown of Guyana's population, 1967 26 2. Ethnic breakdown of Jamaica's population, 1967 30 3. Percentage distribution of selected domestic exports, 1957 - 1960 (Guyana) 94 4. Percentage distribution of selected factors in Gross Domestic Product, 1957 - 1960 (Guyana) 95 5. Ethnic composition of pensionable Civil Servants in 1940 and 1960 (Guyana) 102 6. Racial distribution of population in 1960 (Guyana) 104 7. Percentage distribution of principal sectors of domestic exports in 1950, 1956 and 1960 (Jamaica) 116 8. Percentage contribution of various industrial groups to the G.D.P. 1950, 1957 and 1960 (Jamaica) 117 9. Direction of foreign trade, 1950, 1957, 1960 and 1965 (Jamaica) 119 10. Composition of labour force by industrial group in 1960 (Jamaica) _ 121 11. Allocations among selected education sectors from public recurrent and development expendi• ture, 1957 (Guyana) 149 12. Percentage distribution of 1967 free place winners according to parental occupation, sex, and race (Guyana) 193 vii viii Table Page 13. Percentage distribution of 1967 free place winners according to the type of previous school attended, racial group, and sex (Guyana) 196 14. Social differences in size of entry and success in the 1959 Common Entrance Examination (Jamaica) 203 15a. Percentage distribution by region, of 1967 free place winners (Jamaica) 228 15b. Distribution of 1967 free place winners in Jamaica by type and location of previous school attended 230 16. Percentage distribution of 1967 free place winners by occupational group and region (Jamaica) 234 17 . Percentage distribution oir occupational choices (first job) by region - Guyana 252 18. Percentage distribution of occupational choices (job expectations) by region - Guyana Boys 253 19. Percentage distribution of occupational choices (ultimate preference) by region - Guyana Boys 2 54 20. Chi-square values of tests of independence between regional background and occupational aspirations (first-job choice, job expectation, and ultimate occupational preference) - Jamaica Boys 256 21. Percentage distribution, by region, of students opting for at least one technical subject - Guyana Boys 259 22. Percentage distribution, by region, of students opting for at least one technical subject - Jamaica Boys 259 ix Table Page 23. Chi-square results of tests of independence between regional background and choice of farming - Guyana and Jamaica Boys 260 24. Chi-square results for tests of independence between parental occupational background and students' occupational aspirations - Guyana Boys 261 25. Chi-square results for tests of independence between parental occupational background and students' occupational aspirations - Jamaica Boys 263 26. Chi-square results for tests of independence between regional background and occupational aspirations - Guyana Girls 264 27. Chi-square results for tests of independence between regional background and occupational aspirations - Jamaica Girls 265 28.. Results of chi-square tests of independence between parental occupational background and occupational aspirations - Guyana and Jamaica Girls 267 29. Summary of results of hypotheses tested 268 ACKNOWLEDGEMENTS The author wishes to thank the Chairman of his supervisory committee, Dr. J. Katz, and the other members, Drs. H. B. Hawthorn, R. J. Rowan, and L. C. Marsh for their guidance, patience, and encouragement, without which neither the effort to complete this work nor the vision of an ultimate ending could have been sustained. Thanks are also due to officials of the Ministries of Education in Guyana and Jamaica who made available important records and documents, and to those headteachers, teachers, and pupils who in severay ways participated in the research. Special gratitude is extended to the typists, Miss J. Grant and Miss D. Dyer, who painstakingly saw the work through its various stages of production. x CHAPTER 1 INTRODUCTION - PURPOSE AND SCOPE The last two decades are an important period in the social and political development of the Commonwealth Caribbean. Within this period four of the major territor• ies, including Guyana and Jamaica, made a rapid transition through various forms of semi-colonial rule to full political independence. But changes in the political and governmental systems of these countries were not the crucial developments occurring between
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