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Adult Learning in Canada and Sweden Adult Learning in Canada and Sweden: A Comparative Study of Four Sites A Dissertation Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Educational Administration University of Saskatchewan Saskatoon Canada By M. Nayda Veeman © Nayda Veeman, April 2004. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department of Educational Administration or the Dean of the College of Education. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to: Head of Department of Educational Administration, University of Saskatchewan, 28 Campus Drive, Saskatoon, SK S7N 0X1 Canada ii ABSTRACT This study sought to understand policy factors underlying the differences between the literacy levels of Canadian and Swedish adults as reported in the International Adult Literacy Survey. The New Literacy Studies provided a critical perspective for comparing adult literacy as contextual rather than as a technical, pedagogical skill. Adult learning in rural and urban sites in Canada and Sweden was compared through a qualitative case study. The conceptual framework based on situated literacy and comprising policy-in- intent, policy-in-practice and policy-in-experience guided a multi-method approach. Source materials included public documents and reports, the media, group discussions, interviews and participant observation. There were substantive differences between the two countries in the provision of and access to adult education at the macro-level but at the micro-level, individuals shared similar goals and issues. Swedes with the least education were accorded priority in access to formal education. In contrast, Canadians with the least education often had to rely on the volunteer sector. Other social policies in Sweden, particularly universal childcare and school lunches, facilitated individual participation in adult education. The terminology used in the two countries implied different public perceptions of adult education and literacy. In Sweden, adult education had been a universal compensatory entitlement since 1967 and the term literacy was rarely used. Public policy initiatives in the 1990s focused on increasing the supply and diversity through additional funding for an already well-resourced adult education system. In Canada, literacy was considered a prescriptive, individual responsibility and resources went into public awareness campaigns and an extensive policy network rather than increased learning opportunities. Priority in access seemed to be given to adults most likely to succeed in further education or the job market. Adult education policy discussions in both countries focused on formal learning with little reference to the significance of the century-old informal sector in Sweden. The costs and relative benefits of universal versus targeted social programs deserve further study. The reluctance of older, less educated workers to participate in formal adult education programs in both countries underscores the need for public policy that encourages bridging between informal and formal learning to effectively engage those who read, but not well enough, according to the International Adult Literacy Survey. ACKNOWLEDGEMENTS I first want to thank the Department of Educational Administration for affording me the opportunity to pursue my research interests and Department Head, Pat Renihan, for his unfailing good humour and encouragement. I am especially grateful to my supervisor Professor Keith Walker for his patience, guidance, and support as I made the transition from the literacy practitioner to academic. Professor Murray Scharf extended my understanding of public policy and educational issues by way of many stimulating discussions. Special thanks to Professors Angela Ward and Sam Robinson, for their mentorship in the techniques and the language of qualitative research and, in addition, for their editing help of the final revisions. I also thank my external examiner, Professor Ben Levin, for his constructive criticism. Adult learners must be commended for their courage and determination and adult educators for their commitment. I appreciate the support and interest of the many individuals in Canada and Sweden who gave time from their busy schedules to participate in the study. I will never forget the warm welcome I received in Sweden, the interest shown in the project, and the willingness of all my contacts to participate in the study. In particular, I owe gratitude to Boel Soderberg for sharing her home and friendship and to Jan Avenås for introducing me to adult education in Kungsör. Umeå became like a second home for me thanks to the warm welcome and unfailing support of Lena Kaev, the entire staff of the Mimer Centre, and Maria Olafsson’s friendship. This research was made possible by a Valuing Literacy in Canada grant provided by the Social Sciences and Humanities Research Council and University of Saskatchewan Graduate Fellowships. I am endebted to the members of the project advisory committee who provided invaluable guidance and support throughout. Thanks to Gord DeWolfe, Marie Downie, Wendy Desbrisay, Linda Shohet, and Kjell Rubenson. Finally, I could not have dedicated myself to this research in the way that I did without the support and encouragement of my family. I am grateful to my daughter-in- law Paola for a tutorial in regression analysis, my son Chris for insights on postmodernism, and my daughter Tanya for unending inspiration. My husband, Glenn, continues to nourish me with good food, humour, and love that helped sustain me as I took on the challenge of becoming a graduate student. DEDICATION This dissertation is dedicated to the memory of my mother, Jennie Satherlie Layson, who taught me to learn from everyone I met. Her respect for others, love of learning, and selfless commitment to community made her an exceptional teacher in the one room schools of northern Alberta and rural Saskatchewan. TABLE OF CONTENTS PERMISSION TO USE.................................................................................................. …i ABSTRACT.................................................................................................................... ..ii ACKNOWLEDGEMENTS............................................................................................ .iv DEDICATION................................................................................................................ ..vi TABLE OF CONTENTS................................................................................................ .vii List of Figures and List of Tables ................................................................................... xiii List of Acronyms and Glossary of Swedish Terms and Acronyms................................ xiv Chapter One - LITERACY: A PUBLIC POLICY ISSUE ............................................. ..1 The Global Context......................................................................................................... ..1 The Question................................................................................................................... ..3 Stating the Problem......................................................................................................... ..6 Significance of the Study ................................................................................................ ..7 Conceptual Framework................................................................................................... 10 Scope of the Study .......................................................................................................... 12 Assumptions.................................................................................................................... 14 Context for the Study...................................................................................................... 15 Definitions....................................................................................................................... 17 Organization of the Thesis .............................................................................................. 18 Chapter Two - ADULT LITERACY PAST AND PRESENT ....................................... 20 Lifelong and Lifewide Learning ..................................................................................... 21 What is Literacy? ............................................................................................................ 22 Autonomous Literacy ................................................................................................ 23 Historical definitions. ......................................................................................
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