Difference between values of these two indicators and two previous ones is not significant because of compulsory and free basic education and developed child care system in Belarus. Some figures for the indicators calculation are in the table 4.

By 'Private' is meant here all educational institutions not operated by a public authority, whether or not it receives financial support from such authorities. Official entrance age to primary education is 6 and 7 years in different existing models of school. The choice was in responsibility of parents. Now, in the second year of secondary school reform the real starting age removes to 6 years. Ending age is equal to 15 years.

The sum of figures for the regions does not equal to shown one in the cell "National" because there are a number of specialized schools that have a status of Republic School. The date for these schools are included in general national statistics only and do not belong to any region.

As a data sources it was used a reference book that was issued by the Ministry of Education in 1998 according to the state on 6 September 1998

Dynamics of these two economical indicators are illustrated with Diagram 6.

Mainly the figures for Diagram 6 and used below in the Table 5 are the authors’ estimations. In particular:

1. GNP value for 1999 and 2000 was obtained by multiplication the previous year value by forecasted deflator and percentage of GNP rising in 1998 (Data are given from the bulletin "Economic trends in Belarus. 1999, Quarter 1/ 1999 .64.
2. Columns 2 and 3 are filled by National Institute of Education’s estimations. Absent figures in Column 2 for 1992 and 1993 were calculated from Column 3 data with average coefficient for the period 1990-1995 that was equal to 2,60.
3. Calculation in Column 7 was made with the data from "Education for all: Tendencies of National Education System Development/National report of the Republic of Belarus. Minsk. 1998" that concern the total public expenditure for all kinds of schools and special schools (excluding expenditures for text books, out of school activity, research support, capital expenditures and sandry that could rise result twice). It was used also correction factor of 0.8 that reflects difference between 11 grades in secondary school and 9 grades in basic one.
4. The formula in the Column 9 was changed to use available data.

To collect data for the Table 5 a number of informational sources were used:

• UNESCO Statistical Yearbooks (1992, 1996, 1997). UNESCO Publishing & Berman Press.
• 1996./Life level in the Republic of Belarus/Reference book. Minsk. Ministry of Statistics and Analysis. 1996.
• /1940-1999 . 1999. -54?./System of Education of the Republic of Belarus in numbers/1940-1999 (Reference Book). Ministry of Education. Minsk. 1999.
• Education for all: Tendencies of National Education System Development/National report of the Republic of Belarus. Minsk. 1998.

It is absolutely impossible to define a number of teachers who involved just in primary (including basic) education only. This is due to secondary school as a main type of educational establishment where the teacher staff is involved in working with different grades from 1 to 11. However, a part of teachers prefers to work with certain grades. Moreover, as a rule the teachers with special qualifications are working in primary school classes; exception is teachers in sports, music, graphic and similar.

It is available to display a part of situation with Indicators 9 and 10 for just elementary school that includes 1-4 grades because the official statistics does it traditionally but in short. The data for basic education is a sort of estimation: total number of the teachers in secondary schools was divided to 11 and than it was multiplied in 9 times. After that we added figures for existing elementary and basis schools. The values of indicators are overestimated because of a less number of teachers in younger grades in comparison with elder one.

To demonstrate the "picture" there are Tables 6-1 and 6-2 included in the report which contain the date for 1-4 grades and for 1-11 grades. 1. National standard for primary school teachers require:

(a) General secondary education as a minimum academic qualifications. This could be permitted as an urgent event when it is absolutely impossible to employ a certified teacher. Mainly, employment of teachers with such background continues to appear in rural area with extremely low living standards. Decrease of such events in early 80^th was stopped at the beginning of Peresrtroyka due to leakage of teachers in foreign languages, mathematics and computer science, first of all. Later, Chernobyl disaster provoked teachers’ escape of all the specialities from Southern and South-Eastern parts of the country where pollution with radioactive materials was the most strong. Now the situation becomes slowly better. In spite of the ability involving the persons with general secondary education this staff employment is considered as an exception and they are not included in the Columns 4 and 5 in Table 6.

(b) Vocational secondary education diploma issued by an establishment that is accredited to teach further teachers is a Certificate that permits to occupy a position of a teacher in basic schools. Nowadays, the teachers with this background work mainly at elementary schools and at pre-school establishments. The positions in basic schools have been mostly occupied with certified teachers with higher education.

Private schools have insignificant share in basic education. They are more successful in additional education through different courses for school pupils, for example in foreign languages, computer science, athletics, music etc. So, their contribution is not taken into account in the Table 6.

The data in Table 6-1 and 6-2 are given for secondary (not speciale) schools that includes 1-11 classes and for elementary schools that include 1-4 Grades as well as preparatory grade in a few new model schools. The data are included for both teachers and administrative staff. The Gender index in the Column 8 is based on the date of the Column 2.

As a data source it was used a reference book that was issued by the Ministry of Education in 1999 and reflects the state on 1 October 1998 (