Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean

Ellis, Patricia Arlene (1986) Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean. University of Southampton, Doctoral Thesis.

Abstract

This study sets out to identify the training needs of adult education practitioners in the English-Speaking Caribbean, and it does so against the background of the development, organisation and provision of adult education in this Region. First, an overview of the context within which it takes place is provided, by describing some of the social, economic and political factors which have shaped Caribbean society and which have been responsible for the importance placed on formal education. It describes the formal education system and argues that, in spite of the rapid expansion and significant changes and innovation in school curricula, it has been unable to meet all the educational needs of the population. The study then briefly explores the relationship between education, social change and development and the role of education in the development process. It then traces the development of adult education and shows how social movements have helped to shape its nature, organisation and provision. It looks in some depth at the roles and functions of adult educators, identifies different categories of adult educators, and argues that they need special training. It then focuses on one group of adult education practitioners - extension workers. By using a participatory research methodology, some of these practitioners were actively engaged in a process of reflection on their practice, and in identifying the knowledge and skills they need if they are to improve their practice and become more competent practitioners. At the same time, the study identifies and examines some of the training programmes to which this group of practitioners has access. It attempts to assess the extent to which these programmes are meeting the needs of trainees for basic training in adult education, and identifies gaps in the provision of training. These data are used to develop training modules and to suggest strategies which might be used to meet the training needs of practitioners. The study argues that, in developing training programmes for adult education practitioners, attention must be paid to the socio-political context within which adult educators work, and to the political dimension and implications of their work as facilitators of learning and change. Moreover, it stresses the point that training programmes must not only be relevant and linked to the roles that trainees are expected to play and to the functions that they actually perform, but that the methods and techniques they use must demonstrate good adult education practice. It, therefore, reinforces the view that training for adult educators must be seen as part of their continuing education and development.

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