nted overtime pay. In the case of
teachers who are forced to teach in areas where living conditions are
considered difficult, extra salaries are given. Teachers who are engaged
in pilot programs receive a 5-percent supplement to their salaries in
order to repay them for the necessary research and training. Teachers
who teach in special schools, special kindergartens, and schools for
maladjusted children also receive supplemental salaries. Teachers
who--in addition to their regular duties--work in pupils' centers,
boarding schools, and evening study periods receive an additional 20
percent of their original salary.

OTHER EDUCATION

Before World War II there were very few facilities for education that
did not fall into the standard educational system. Schools for the
handicapped, for example, were almost nonexistent. Just before the war
there were only five schools of this kind and only 400 children were
enrolled. There were three schools for the deaf, one for the blind, and
one for the mentally retarded.

By 1944 the number of schools for the handicapped had declined to four,
and only 200 children were enrolled. One of the first pieces of
educational legislation under the Communists provided specifically for
this type of school. Although the development of these schools in the
early years was quite slow, eventually, by the early 1960s, there were
seventy special schools, caring for approximately 8,000 children. These
special schools provided general schooling for the handicapped--although
the curriculum was, of necessity, modified to suit the needs of the
individual student. Emphasis was on vocational training.

The primary focus was on adult education. The major objective was to
raise the level of literacy in the country. Between 1944 and 1950 there
were special courses that were aimed at both total illiterates and
semiliterates. When, by the early 1950s, this goal had been
accomplished, these courses were reduced in number and replaced by other
kinds of adult education. Part-time courses at the secondary level were
made available for workers. Evening classes--which taught new vocational
skills and improved already existing skills--became common. Higher
education through correspondence courses opened new avenues to people
who had previously had only a vocational education.

In 1961 the first boarding schools were established. In 1971 new plans
were formulated to increase the number of such schools. It was
antic