An examination of Table 5 revealed that for the period 1990 to 1993 there were no public current expenditure on Primary Education mentioned. This was due to the fact that such amounts could not be ascertained. However, from 1994 to 1999 there was a steady increase in the amounts spent on Primary Education. Further analysis indicated that even though the primary population was on the decline the Government still spent more on Primary Education. It is my personal view that this was done to ensure that the Government achieved its goals of improving the quality of teaching and learning in the Primary Schools.

The Gross National Product (GNP) for St. Kitts and Nevis increased steadily for the period 1990 through to 1998. This happened even though the population decreased in 1991, increased from 1992 through to 1995 and declined steadily from 1995.

When the Public Current Expenditure on Primary Education was calculated as a percent of the total Public Current Expenditure on Education there was an increase from 1994 to 1997. However, for 1998 and 1999 there were decreases. Further analysis showed that apart from 1995 there was an increase each year when the Public Current Expenditure on Primary Education was calculated as a percent of GNP.

Finally, even though only two years were available for Column 9 (Public Current Expenditure on Primary Education per pupil as % of GNP) there was an increase on the amount spent per pupil in 1997 over that spent in 1994.

An analysis of Table 6 shows that there were more females than males employed in the Education System in St. Kitts and Nevis. This statement is also true for teachers with academic qualification and those who are certified to teach. Further, there was a higher percent of females who were certified to teach. In 1990 – 1991, 1991 – 1992 and 1994 – 1995 that percent was approximately 70 for each year while in 1993 – 1994 the percent was 67.

There was a constant decline in the enrolment in Public and Private Schools. However, it is important to note that there was a drastic decline in the Private Schools between 1994 – 1995 and 1997 – 1998. Despite the overall decline there was a decrease in teachers between 1990 and 1992, an increase between 1992 and 1994 and successive decreases in 1994 – 1995 and 1997 – 1998. Additionally, the total pupil - teacher ratio was 20:1 in 1990 – 1991, 1991 – 1992 and 1997 – 1998 while that for each of the other years was 19:1. However, the pupil – teacher ratios in the Private schools were generally lower than those in the Public Schools.

Table 10 shows that mathematics was in the fourth position in the 1999 Test of Standards. This indicates that it was the weakest subject. Only 42.1% of the pupils had marks above 50%, the mark accepted as mastering basic learning competencies. Social Studies was in the third position, Science was in the second position and English Language was in the first position. Even though English Language and Science came in first and second respectively it is important to note that the percent of pupils who mastered the basic competencies were in the sixties. From the overall results the MoE needs to set the appropriate mechanism in place so that a higher percent of pupils can master the basic competencies in all subjects.

In an effort to correct the weaknesses identified in these tests, the MoE conducts workshops with Principals. The weaknesses are identified and suggested strategies to correct them are outlined. On return to schools, the Principals meet with their respective staff. They discuss the weaknesses and suggested strategies, prepare plans to correct the weaknesses and implement them in the new academic school year. It is anticipated that these actions will increase the number of pupils who master the basic competencies in all subjects. Unfortunately, the data are not available for previous years and so I am not in a position to indicate how successful are these actions.