Adult and non-formal education in Guyana: A report on a situational analysis of adult education in Guyana

dc.contributor.authorHarvey, Franklin
dc.contributor.authorWhelan, Ian
dc.contributor.authorJailall, Peter
dc.contributor.authorSingh, L. P.
dc.descriptionPrepared by the Building Community Capacity Project (BCCP), A Canadian International Development Agency (CIDA) Project, as part of its assistance to the Adult Education Association of Guyanaen_US
dc.description.abstractThis study sought to help the Adult Education Association (AEA) and others to develop an enhanced understanding of the context of adult education (AE) in Guyana, and to have up-to-date information on the AE subsector for decision making on strategic priorities, programmes and organizational needs. The study was intended to address: 1) the role, importance, impact, and size of the AE subsector within the broader education sector; 2) the relationship between official government policy and support for adult training and AE programmes and delivery models; 3) the strengths and weaknesses of programmes, delivery models, and organizational methods in the AE subsector to effectively respond to conditions, stakeholders’ needs, and problems. 4) the financing of AE; and 5) the relationships among the institutions and organizations involved in AE. The methodology involved documentary review, analysis of policy and statistics, and consultation with AE providers (50); tutors, students, graduates and community groups (24); and private and government sector employers and their organizations (18). After briefly setting the historical and geographical context, and the possibilities for AE, the report examines the specific educational context of non-formal AE in Guyana. It then: 1) outlines the former school sector and analyses data that show the bearing of the formal sector on AE; 2) describes the technical and vocational educational and training (TVET) and higher education subsector, which is both AE in its own right and a subsector to which non-formal AE provision must frequently relate; 3) describes what the non-formal AE subsector is doing in Guyana, what its participants and others say about it, and its potential; 4) presents and discusses the views of the main stakeholders in AE; 5) raises key gender issues in AE in Guyana; 6) discusses collaboration in the AE subsector, and 7) presents a view of the total picture and the key proposals drawn from it.en_US
dc.identifier.otherCERIS - 186:36
dc.subjectNon-formal educationen_US
dc.titleAdult and non-formal education in Guyana: A report on a situational analysis of adult education in Guyanaen_US


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