14. In view of the primary importance of providing an adequate number of the right type of suitably trained teachers we would emphasise not only the need for the revival of pre-war facilities for training teachers but also for their expansion to meet the increased needs and opportunities of the future. We make, therefore, the following detailed recommendation in this respect.
HONG KONG
(I) The Northcote training college for teachers should be
re-established as soon as possible.
A hostel should be provided at which all students at
We realise the college should be expected to reside. that there may be economic factors which may tend to prevent the realisation of this aim but we attach so much importance to it that we recommend that the cost of living at the hostel should be kept to a minimum, If necessary by Government subsidy.
The possibility of providing teachers for work in China” should be kept in view and to that end we recommend that efforts should be made to secure the recognition by the Chinese Ministry of Education of the certificate granted to teachers trefned at the Northcote college particularly on the vernacular side.
(II) The number of training centres for teachers in the
rural districts of the New Territories should be increased and the curricula at such centres should be closely related to the requirements of an agricultural community.
MALAYA
(I) Raffles College should be re-organised for the
training of teachers for secondary schools. This co-organisation should include the introduction of facilities for teaching in Malay, Mandarin (Kuo Yu) and Tamil with a view to
(a) the provision of a supply of men and women.
suitably trained to become members of the staffs of training colleges for teachers for vernacular schools;
(b) the provision of fully qualified teachers for
the teaching of the Vernaculars in certain secondary schools in which would be encouraged the study of the literature and culture of the principle vernaculars by those who wish for and can profit by such · instruction;
(c) enabling, as soon as possible, students at
English secondary schools to take their own language as one of their principal subjects.
(II) For the training of teachers for the primary vernacular
schools, the initial action required will be:
(1) The re-establishment of
3a
(a)
82.
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