Teachers are paid at various levels depending on their academic backgrounds and current circumstances. The three basic determinants of a teacher's salary are his or her academic qualifications, the number of classes covered per week, and the overall length of service. Every teacher is entitled to a 4-percent increase in salary after every five years of teaching. The total increase is limited to 16 percent. Teachers who work excessively long hours are granted 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.