May 2005 | November 2003 | March 2003

The advisory committee recommended the use of a modified study circle to disseminate the findings and conduct regional consultations across Canada during the final phase of the research findings. We developed a Study Circle Kit and distributed it to selected sites in advance of scheduled meetings. We focused on the locations where we had conducted research: Saskatchewan, North West Territories, Toronto, Ottawa, and Nova Scotia.

Twenty-five literacy practitioners participated in the study circle pilot at the provincial literacy meeting in Saskatchewan in October 2004. We made revisions to the kit based on feedback and our own observations. It was then used for discussion with 5 adult educators in Yellowknife and distributed in advance of study circles in Toronto and Ottawa in February 2005; the final face-to-face study circle took place in Melfort in March 2005. A total of 109 people received the kit (There were 77 participants in face to face Study Circles and 32 participants in list serves)

Participants were very interested in the information in the kit and face-to-face discussion in all locations and on the Nova Scotia list serve was very animated. The list serve for executive directors of provincial/territorial literacy coalitions was inactive. A second meeting at a later time would have facilitated discussion of policy alternatives. Most participants felt they would like to have more such chances to talk about policy issues related to adult literacy.

Over the past year we have been reminded of the geographic challenges in a large and cultural diverse country like Canada. We also were interested to learn about innovative projects and activities that were taking place across the country. This underscored the importance of the Movement for Canadian Literacy and its constituent provincial/territorial coalitions playing a networking and information-sharing role. The following websites provide some current examples of linking formal and informal learning:
http://2010legaciesnow.com/literacy.htm
http://members.shaw.ca/rfaris/

There is a response page on this website for your comments, questions and ideas.

In May 2003, the research was based at the Ulvesundgymnasiet in Kungsör, a small centre an hour by train west of Stockholm. This school provided secondary schooling for youth, adult education, vocational training and Swedish for Immigrants. Interviews of instructors, adult students and local stakeholders such as employers and municipal officials were conducted. In May, data collection was based out of the Mimer Centre in Umeå, a city of 100,000 people, 700 km. north of Stockholm. Interviews were also conducted in Stockholm with government officials and with academics at the University of Göteborg.

Adult educators in Sweden seemed generally unaware of the results of the IALS and the term literacy was not used in reference to adult education. Rather, adult education is an inclusive concept that covers a spectrum of learning opportunities starting with adult basic education and extending to post-secondary education. All education in Sweden is free to participants and study grants and loans are available even for adult basic education. Universal access to adult education with priority given to adults with least education is another way in which Swedish policy differs from that in Canada.

The decentralization of adult education planning is currently underway and by 2006, municipalities will receive funding for all services as a global budget. Changes resulting from the Adult Education Initiative have meant the introduction of more diverse learning opportunities for adults in some municipalities. In some cases, municipal adult education is still the only provider whereas in the case of Göteborg, municipal adult education has been dismantled. In Umeå, a percentage of adult education is reserved for the municipal adult education system with tenders let for specific training courses.

SOME PRELIMINARY OBSERVATIONS:

While there is little difference in the motivation of Canadian and Swedish adults to engage in formal learning opportunities, there are considerable differences in the options and support available in the two countries. Adults typically go back to school to improve their employment prospects, to help their children or for self-interest.

In Sweden, adults are entitled to education and it is considered an integral part of folkbildning, building up the society. There is no charge for studying and in addition, study grants and loans are available. As well, universal childcare and school lunches simplify the daily life of parents who choose to study. Adults usually did not have to wait to get in to programs and there was no system of volunteer tutoring. In addition, study circles are offered by eleven national voluntary organizations that receive state funding to help support their programs. Informal learning is encouraged through newspapers and television.

In Canada, wait lists for adult upgrading, particularly at the basic level are common. Adults typically have to meet a certain entrance requirement to enter formal adult education. Those who fall below the entrance requirements must rely on volunteer tutors. Some childcare is available for targeted groups. The term literacy connotes a deficit perspective.

FUTURE PLANS:

Over the next year, the research team will gather ethnographic data related to the experiences of adult learners and practitioners in other parts of Canada in order to extend the study beyond Saskatchewan. This will serve to make the findings more pan-Canadian and will also allow for a greater understanding of how policy affects the delivery of literacy programs. During this period, the research findings will be discussed with regional focus groups with the goal of identifying ways of enhancing adult education policy in Canada.

PROGRESS TO DATE:

Since the project received funding in April 2002, the research team spent 3 weeks in Sweden to set up research sites and begin data collection. A total of 17 individuals were interviewed including academics, school authorities and government employees. The purpose of these interviews was to gather background information that would guide the balance of the study. We obtained authorization to proceed with the research in Kungsör and Umeå and made logistical arrangements for the data collection.

From October 2002 to March 2003, the research team focused on the collection of information related to the development of literacy strategies in Canadian provinces as well as documentation related to adult education in Sweden and the five year Adult Education Initiative in Sweden that ended in 2002. This information will reveal policy-in-intent in the two countries, the goals of policy, the policy development process and the tools used to achieve those goals.

In Saskatoon and Melfort, a total of 45 people have been interviewed including adult learners, counsellors, coordinators, community stakeholders, government employees and staff of community based organizations. These interviews provided insights into both policy-in-intent and policy-in-experience. Data collection in Saskatoon and Melfort will continue into fall 2003. A significant observation in this phase of the data collection was that the majority of basic education students in both Saskatoon and Melfort were of aboriginal origin. This reflects the demographic of Saskatchewan and we will be discussing with the Advisory committee ways in which the relevance of the research to the pan-Canadian reality.

FUTURE PLANS:

Data collection in Sweden is scheduled for April and May 2003. In May, the research will be based at the Ulvesundgymnasiet in Kungsör, a small centre an hour by train west of Stockholm. This school provides secondary schooling for youth, adult education, vocational training and Swedish for Immigrants. A daily Swedish for Immigrants class will provide an understanding of the language and also the experience of learners in the program. Interviews of instructors, adult students and local stakeholders such as employers and municipal officials will also be conducted. In May, similar data collection will take place in Umeå, a city of 100,000 people, 700 km. north of Stockholm. Interviews will also be conducted in Stockholm with government officials who played key roles in developing the Adult Education Initiative and the new strategy which is following it.

The project advisory committee met in Montreal on March 28 and 29th to review progress and to plan for the next year’s activities. This was the first time that the committee met in person and it provided a good opportunity to share information and ideas.