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Education in 1991. The task of STCs was to prepare logical andsequenced teaching schemes for each of the 13 subjects of grades 8through 10 of the secondary curriculum. The course is based on theUniversity of London’s General Certificate of Education Ordinary LevelExamination syllabus. In addition STCs were established for the twoSenior Secondary Certificate (SSC) subjects - Islam and Dhivehi. STCsorganised workshops and seminars for themselves from time-to-time,focussing on such topics as curriculum development, teaching skills,monitoring and evaluation practices, and learning styles. Theseworkshops also served as a forum for an exchange of teacherexperiences. Each STC was responsible for development of teachingschemes that consisted of 9-term grids.STCs have a convenor and secretary who hold the post for one year.They are senior, qualified, competent teachers accepted by theircolleagues as master teachers. No payment is made for their work, but acertificate is presented to acknowledge their contribution. STCs meet atleast once per term.STCs constitute a self-supporting and in-built mechanism for ongoing inserviceteacher training. The teaching schemes that have been fieldtestedhave provided teachers with a clearer direction for their work, andthe workshops have helped to foster a spirit of collegiality amongteachers.List of Projects by CountryContactMr Mustafa Lutfi, Supervision and Co-curricular Activities Section, Ministry ofEducation, Ghazee Building, Male, Maldives, Tel: 960-31-0267.24. All Children in SchoolMYANMARA 1990 survey in Myanmar indicated that almost 40 per cent of allschool-age children do not enrol in basic education. Interviews withparents suggested that poverty, and an inability to pay for schoolexpenses, were the major reasons for non-enrolment, and a major causeof school drop-out. School principals and teachers focus their attentionon those in attendance, so that little effort is made to encourage greaterparticipation. Other factors affecting outcomes are poor quality teachingmaterials, over-crowded facilities, a lack of basic learning materials, andineffective teaching, since only one-third of all teachers receive preserviceteacher education.List of Projects by Country © 47