Folkbildning Across Borders

Folkbildning across borders

– resources, networks and transnational commitment Folkbildning across borders – resources, networks and transnational commitment

Text: Erik Nylander, Kerstin Mustel and Therése Jansson Layout: Johan Nilsson/Kombinera Printed by: Allduplo, Stockholm

Foreword______4

Summary______5

1. Introduction______7 1.1 What is folkbildning? 7 1.2 Structure of the survey 10 1.3 Questionnaire survey 11 1.4 Report outline 13

2. Transnational activities of folk high schools______14 2.1 Type of principal organizer 14 2.2 Type of activities and extent 14 2. 3 Thematic focus 16 2.4 Purpose of the activities 18 2.5 Geography of the activities 19 2.6. Organizational collaboration in transnational activities 22 2.7 Funding 24

3. Transnational activities of study associations______26 3.1 Organization Level 26 3.2 Type of activities and extent 26 3.3 Thematic focus 28 3.4 Purpose of the activities 31 3.5 Geography of the activities 32 3.6 Organizational collaboration in transnational activities 36 3.7 Funding 38

4. Summary analysis: Transnational folkbildning______40 4.1 Sources of funding: Where does the money come from and for what is it used? 40 4.2 Thematic images: What do folkbildning educators want to accomplish? 42 4.3 Geography: What do folkbildning actors’ transnational networks look like? 48 4.4 Conclusion: The value of broad global connections 51

References______53

Appendices______54 Appendix 1. Questionnaire for folk high schools and study associations 54 Appendix 2. Study association’s member organizations 62 Appendix 3. Mobility at university level 63 Foreword

Every year, more than a million Swedes partici- gether with Mimer at Linköping University, gain pate in liberal adult education, known as folk- an unprecedented overall grasp of the transnation- bildning. The ten study associations and 150 folk al activities of folk high schools and study associ- high schools offer thousands of courses, study ations. The report presents the results of a survey circles, cultural programmes and forms of folk- of transnational activities carried out in 2009. The bildning. These are at the heart of our educational survey is based on a questionnaire sent to all the system and make folkbildning the country’s larg- country’s folk high schools and study associations est cultural arena. in 2010. Folkbildning is not only found in Sweden. On How extensive was transnational work dur- the contrary, every study association and folk high ing the year? In which countries did the Swedish school works in some sense with global develop- study associations and folk high schools oper- ment issues, and many of them are in one way ate? Which organizations were they collaborating or another involved in international work. At the with and in what way? What image of Swedish same time as they are learning from the world folkbildning was portrayed to the world at large? around them, they are sharing their experience Who paid for the work and what was the purpose? of working for democratization, participation, re- These are some of the questions that the survey duced educational disparities and culture in other required answers to. countries. Many Swedish folkbildning educators The image portrayed by folkbildning’s transna- work transnationally, i.e., they collaborate with ac- tional involvement both inspires and generates tors in other countries. new questions for future research and evaluation. These are well-known facts. However, it is difficult to state more precisely the extent of interna- The Swedish National Council of tional involvement. Adult Education, May 2011 In Folkbildning across borders – resources, networks and transnational involvement, the Britten Månsson-Wallin Swedish National Council of Adult Education, to- Secretary General

4 Folkbildning across borders – resources, networks and transnational commitment Summary

In Folkbildning across borders – resources, net- northern hemisphere. There is a marked concen- works and transnational involvement, the Swed- tration of folk high school trips to the continent ish National Council of Adult Education, togeth- of Africa (mostly Tanzania), where folkbildning er with Mimer at Linköping University, gain an participants, both numerically (about 627 people) overall grasp of the transnational activities of folk and in terms of percentage (about 38 per cent), in high schools and study associations. The report 2009 far exceeded the number and percentage of presents the results of a survey of transnational university students (about 177 students, about one activities carried out in 2009. The survey is based per cent of all university students). Other regions on a questionnaire sent to all the country’s folk that attract a small percentage of university stu- high schools and study associations. Among folk dents and a relatively high proportion of folk high high schools, the response rate was 92 per cent, school participants are Latin America and the Bal- and a total of 214 activities were reported. Among tic States. study associations, the response rate was 64 per According to survey responses, the transna- cent, and the responses were distributed very un- tional work is primarily directed towards the evenly among the various study associations. In Folkbildning Bill’s seventh area of activity, pub- total, 124 activities were reported. lic health, sustainable development and global The survey shows that transnational activities justice. Activities were primarily aimed at mak- are well distributed around the globe, except for ing the world fairer. About 40 per cent of folk high Oceania/Australia and parts of South-East Asia, school activities and nearly 35 per cent of study the Middle East, North America and North Af- association activities concerned issues of global rica. Both study associations and folk high schools justice. The next most common area of activity have their greatest concentration of connections in was lifelong learning. the neighbouring Nordic countries and the rest of From the analysis of the activities’ statements of Europe. Folk high schools report a comparatively purpose, three paradigms emerge: high level of collaboration with Africa (Tanzania) • The most common statement of purpose is and study associations with the Middle East (Pal- about giving: This portrays the educational ac- estine/Israel). tivity as a mission, as a tool to help people in An analysis that includes only folk high schools’ other countries (often related to democratization transnational courses show that folk high school efforts). The Swedish educators are given the participants primarily study in countries in the role of specialist southern hemisphere, while university students • Another type of purpose deals more with re- prefer to go to countries with high GDP in the ceiving: These statements portray folkbildning

Folkbildning across borders – resources, networks and transnational commitment 5 as an anthropological journey where Swedish complementary ‘co-funding’ for both study asso- educators, through studying other people’s lives, ciations and folk high schools were participation gain new perspectives on their existence. fees, fund-raising and student loans. • For certain activities, the main purpose is ex- The source of funding and the form of activity changing: These activities focus more on mu- proved to be related. The state folkbildning grant tual learning processes and exchange. went mainly to activities of a continuous and long- term nature (courses, regular study trips, teacher The primary source of funding for folk high exchanges etc.), while Sida, the Swedish Institute schools was the state folkbildning grant. Nearly and the International Programme Office for Edu- 45 per cent of folk high school activities were re- cation and Training primarily funded more short- ported to have this as the main source of funding. term projects. Within the framework of the main Almost 20 per cent of the activities operated pri- source of funding ‘Sida or other aid organization’, marily with funds from Sida or other aid organi- three of four activities were projects. zations. These figures were essentially reversed This in turn means that study associations and for study associations. Sida and other aid organi- folk high schools partly chose different formats zations were the most common main sources of for their transnational activities. The work of folk funding for the activities of almost 45 per cent high schools was dominated in 2009 by courses of study associations, while the state folkbildn- and participant exchanges, while study associa- ing grant accounted for most of the resources in tions often worked with projects or study trips/ almost 25 per cent. The most common forms of visits.

6 Folkbildning across borders – resources, networks and transnational commitment 1. Introduction

1.1 What is folkbildning? periences among themselves so that alienation, segregation, conflict and discrimination are Purposes and areas of activity counteracted. 3. The demographic challenge: Folkbildning The Government and Parliament set four glo- should weather demographic change and win bal purposes for the state grant to folkbildning, the involvement of new generations without los- that is, to Sweden’s 150 folk high schools and ten ing the involvement of the old. study associations. The state folkbildning grant is 4. Lifelong learning. Folkbildning should work to be used to support activities that: to realize the potential for lifelong learning for • help to consolidate and develop democracy, adults, for alternative paths to complete upper • help make it possible for individuals to influ- secondary education and further studies as well ence their own lives and create a commitment as for vocational training. to participation in community development 5. Cultural activities: Folkbildning should be a lo- (e.g., through political, trade union, cultural or cal or regional force behind popular culture. other non-profit work), 6. Persons with disabilities: Folkbildning should • help to even out educational disparities and im- be open to persons with disabilities and pro- prove the level of education and learning in so- vide all participants with an equal opportunity ciety as well as to study and to influence how the activity is • help to spread interest and participation in cul- formed. tural life. 7. Public health, sustainable development and global justice: Folkbildning should promote bet- These four objectives of folkbildning are primari- ter public health, sustainable development and ly intended to be realized within the framework of global justice by increasing people’s awareness seven areas of activity: of the importance of changed values and life- 1. The common fundamental values: Basic demo- styles.1 cratic values, such as the equal dignity of all people and gender equality, should permeate the content, forms and organization of activities. 2. The challenges of the multicultural society: Folkbildning should help people with different backgrounds to come together, grow in their 1 See the Folkbildning Bill 2005/06:192: Lära, växa, förän- understanding of one other and exchange ex- dra.

Folkbildning across borders – resources, networks and transnational commitment 7 Study associations and folk high schools – council or a region is the principal organizer for two types of educational organization a school, or a movement, organization or foundation is. Of Sweden’s 150 folk high schools, 43 are Nine study associations in 2009 county council folk high schools, with a county In Sweden, there were nine study associations council or region as principal organizer, while running activities during 2009, ABF (the Work- 107 are popular movement folk high schools and ers’ Educational Association), SV (in Swedish, have a movement, organization or foundation as Studieförbundet Vuxenskolan), The Study Pro- principal organizer. In the first case, the Swed- motion Association (Sfr), Studieförbundet Bilda, ish Association of Local Authorities and Regions Medborgarskolan (Mbsk), Folkuniversitetet (FU), (SALAR) is the members’ representative, and in Ibn Rushd and the Educational Association of the the second, the Interest Organisation for Popular sobriety movement (NBV).2 Each study associa- Movement Folk High Schools (RIO) is the um- tion has a more or less distinct profile, determined brella organization. by which popular movements and other organi- One characteristic of folk high schools as a zations that are members of, or cooperation or- form of education is the fact that they are not ganizations to these associations. In 2009, study bound by a centrally determined curriculum, but associations had a total of over 350 members or each folk high school governs its own profile and cooperation organizations in Sweden centrally and range of courses. This means that the schools’ even more locally.3 This survey has had the ambi- principal organizers have great scope for mak- tion of reaching every study association and their ing their mark on activities. Course activities are various branches. mainly intended for persons over 18 and are based During 2009, study circles were, counted in on the needs, experiences and previous knowledge hours of study, the most extensive form of activ- of participants. Dialogue and active student par- ity for study associations. Approximately 281, 000 ticipation in the group and in teaching are founda- study circles were run. The other major branch of tions of the teaching method of folk high schools. activity was cultural programmes, primarily lec- tures and song and music programmes. Just over 311, 000 cultural programmes were held.4 Folkbildning between and across national borders 150 folk high schools5 There are in general two main principal organiz- Folkbildning is not only found in Sweden. Activi- ers of Swedish folk high schools. Either a county ties associated with folkbildning exist in many countries, although the way institutions do things 2 In 2010, another study association started, Kulturens may be different. In many other parts of the world, bildningsverksamhet (KBV). Since KBV did not have any folkbildning is not associated with institutions at independent activities in 2009, it was not included in the all. Swedish folkbildning also has a relatively long survey. tradition of international involvement. Often, this 3 According to the Swedish National Council of Adult Edu- involvement has cited values important to folk- cation (2009). Folkrörelseanknytningar och marknadsrela- tioner. bildning, such as solidarity and democracy. One 4 According to the operating report of the Swedish National example of Swedish folk high school work expe- Council of Adult Education’s 2009 annual report rience across borders is the long-standing rela- 5 In 2009, there were 148 folk high schools. Two folk high tionship with folk high school-like institutions in schools were created at the beginning of 2010. These have Tanzania, called Folk Development Colleges. The been included in the survey as, during 2009, they were ac- fact that several Swedish study associations have tive as independent sister schools to two established folk high schools. offices in other parts of the world suggests that

8 Folkbildning across borders – resources, networks and transnational commitment they also, to some extent, have the ‘world as their sessments of folkbildning, including those parts workplace’.1 that extend beyond the borders of Sweden. To cre- International contacts and activities are cen- ate a basis for future evaluations, the Swedish Na- tral but hitherto relatively inconspicuous parts of tional Council of Adult Education needed first to Swedish folkbildning. Knowledge about the pre- make the work visible by means of a survey. An- cise extent and form of current international in- other purpose was to develop a method for imple- volvement has not been gathered. It is primarily menting this type of study in the future. this lack of knowledge that this survey is intended The second initiator was the research network, to rectify. This survey can be said to be the sec- Mimer, based at Linköping University. Mimer was ond phase of a Swedish National Council of Adult founded as a national programme for research Education survey initiative. In 2006, Kerstin Mus- on folkbildning. In late 2009, Mimer established tel compiled the report – Kartläggning och ana- an internationalization committee charged with lys av folkbildningens internationella kontaktnät ‘promoting internationalization in research on (Identification and analysis of folkbildningen’s folkbildning’.7 The survey was considered to be an international contact.) This report describes the adequate inventory of folkbildning’s transnational links that folkbildning organizations have to au- work experience which could also provide the ba- thorities and various supranational organizations. sis and generate questions for further research. It presents proposals on how organizations are The Swedish National Council of Adult Educa- to be able to relate to changes that have occurred tion and Mimer’s internationalization committee with respect to the opportunities that folkbildning has been involved in planning the structure and has to operate and influence in times when many basic design of the survey. The Swedish National decisions that affect folkbildning are made outside Council of Adult Education was given the prin- the country’s borders. The ties which folkbildning cipal responsibility for the implementation of the has with the Nordic Council of Ministers, the Eu- survey. ropean Union and the Council of Europe are made Three evaluators were brought in to implement visible. the survey and write this report: Therése Jans- The survey Folkbildning across borders – re- son, political scientist, employed by the Interest sources, networks and transnational involvement Organisation for Popular Movement Folk High can be described as a second and more in-depth Schools (RIO), Kerstin Mustel, Swedish folkbildn- attempt to present an overall picture of folkbildning educator and former member of the Executive ing’s transnational work experience.6 Board of the European Association for the Edu- cation for Adults (EAEA) and former chair of the Nordic Folk High School Council (NFR) and Erik Initiators and evaluators Nylander who is a doctoral student at Linköping University. The initiative to survey transnational work of Within the evaluation group, Therése Jansson folkbildning came from two sources, the Swedish has had the main responsibility for Chapter 2 of National Council of Adult Education and Mimer this report , Kerstin Mustel for Chapter 3 and Erik at Linköping University. The Swedish National Council of Adult Education was commissioned by 7 Mimer’s international committee consisted of Mats Bern- the Government to be responsible for national as- erstedt (the Sensus Study Association), Bernt Gustavsson (Örebro University), Henrik Nordvall (Örebro University), 6 Within the Swedish National Council of Adult Education, Erik Nylander (Linköping University), Eva Åström (the FOLAC, Folkbildning – Learning for Active Citizenship, has Swedish National Council of Adult Education) och Eva Ön- also made an internal compilation of folk high schools’ in- nesjö (Tollare Folk High School/ RIO, the Interest Organisa- ternational contacts (Akselsson Le Douaron, 2010). tion for Popular Movement Folk High Schools).

Folkbildning across borders – resources, networks and transnational commitment 9 Nylander for Chapter 4 as well as for the report’s and the flow into Sweden are regarded as transna- graphic illustrations. tional. The reported activities thus include events abroad as well as forms of transnational collaboration that take place in Sweden, but where parties based in other countries are involved. 1.2 Structure of the survey Respondents have reported everything from shorter conference trips, participant and teacher Purposes and questions exchanges, ICT-based teaching, foreign elements in courses, to more long-term projects and tran- The goal of the report was to gain an overall grasp snational activities that constitute regular course of the transnational activities of folk high schools activities. Activities that do not comply with the and study associations during the year 2009. The above definition of transnational activity, but results of the survey are intended to be used in which concern other countries (such as language the planning of the Swedish National Council of teaching, geography, international politics, etc.) Adult Education’s forthcoming national assess- or that include participants who previously lived ments. The idea is that the survey should also pro- in other countries (e.g., ‘Swedish for immigrants’) vide inspiration for further research in this area. have not been included in the survey. Another purpose of the work has been to test an The term ‘transnational’ is related to ‘interna- analytical tool that can be used in future investi- tional’, which is a more widespread term in the gations by the Swedish National Council of Adult fields of education administration and develop- Education. ment assistance policy. The latter term, however, The work focused on these questions: primarily includes phenomenon in which nation- • With which other countries do Swedish study states, or those who represent the nation-states, associations and folk high schools work? are collaborating and conducting various forms • Which actors collaborate with study associa- of exchange. This study does not have its primary tions and folk high schools and in what way? focus on nation-state as actors. When attention is • From where do the financial resources for tran- turned to civilian society and the education sec- snational activities come and to which forms of tor, we have deemed it more appropriate to use the activity are resources directed? term ‘transnational’. (See also Sörlin, 1994, 29, • What do study associations and folk high Börjesson, 2005) schools want to achieve with transnational activities? Delimitations and unanswered questions

Transnational activities – not the same as The survey’s primary purpose is to highlight and international portray the distribution and character of folkbildning’s transnational activities. This delimita- The questionnaire also asked about folkbildning’s tion means that many questions are raised without ‘transnational activities’. Transnational activi- any answers being presented. What strategies do ties referred to activities involving an ‘exchange folkbildning’s actors have for their transnational between Swedish folkbildning organizations and activities? Are folkbildning organizations themat least one party (organization or individual) in selves working for increased internationalization another Nordic country, Europe or the rest of the or is this development simply following partici- world’. An important aspect of this broad working pants’ curiosity about the world? Is the outcome definition is that both the flow out into the world of the survey the result of an accelerated transna-

10 Folkbildning across borders – resources, networks and transnational commitment tionalism in recent years – as we have seen in the mation letter was sent to all the principals of folk academic world – or does it rather fall back on a high schools and study associations. The question- long tradition of ideas and idea-driven work be- naire was sent out in May 2010, which was fol- ing imported to Sweden and then being exported lowed by three reminders during the spring and to other countries? Which are the groups involved early summer. in folkbildning’s courses and projects geared to To further improve the response rate, a follow- the world around us? Who are the participants that up questionnaire for study associations was con- come here from abroad, and what experiences do ducted in September. they take away with them? The fact that this study is defined as a ‘survey’ also creates certain delimitations. For example, it Response rates and loss of information means that results are reported and compiled, but not evaluated – which would have been the case The survey resulted in a comprehensive body of if we had carried out an evaluation. It also means data. To clarify its empirical base, here are two ta- that the findings of this report will not be analyzed bles displaying the response rates. as deeply and thoroughly as if they had resulted from a research study. Diagram 1.3.1 Response rates, all folk high schools and study associations.

Type of _ Number of Number of Response organization mailings responses rate 1.3 Questionnaire survey Folk high schools 150 138 92 % Study associations 496 317 65 %

In spring 2010, a questionnaire was sent to every Total 646 455 70 % study association and folk high school in Sweden. It contained questions about transnational activities during 2009. To make comparative analysis Response rate and loss of information for folk possible and to eventually be able to track chang- high schools es over time, the survey was given a quantitative Of the 150 folk high schools, 138 responded (99 character. Fixed response options were favoured popular movement folk high schools and 39 coun- rather than open-ended questions.8 ty council folk high schools) to the survey. This gives an overall response rate of 92 per cent. As much as 71 per cent of the total 138 responding Work procedure folk high schools reported having transnational activities in 2009, while 29 per cent answered that After the Swedish National Council of Adult Edu- they had not run any such activities during the cation and Mimer’s internationalization commit- year. In total, folk high schools reported 214 tran- tee had defined the overall purpose of the ques- snational activities.9 The empirical basis for folk tionnaire and developed questions, a test panel high school statistics can be regarded as solid. was chosen. This consisted of employees at various levels in a number of study associations and folk high schools. Their feedback was used to 9 For folk high schools, a course, for example, has been re- further develop the questions. After this, an infor- ported as one (1) ‘activity’ in the survey, even though this in itself had contained a number of different activities. If the folk high school had two courses characterized by transna- 8 For a more detailed report of the questions in the question- tional interests, two ‘activities’ were therefore reported, and naire, see Appendix 1. so on.

Folkbildning across borders – resources, networks and transnational commitment 11 Diagram 1.3.2 Reported activities per study association in relation to the number of response units per study association.

Number of _ Number of re Response Number Yes Number No Study associations mailings (units) sponses (units) rate (units) (units) ABF 80 59 76 % 21 36 SV 178 122 71 % 15 107 The Study Promotion Association 62 41 66 % 10 26 Bilda 9 7 78 % 7 0 NBV 17 11 73 % 4 7 Sensus 37 15 42 % 2 13 Ibn Rushd 5 4 80 % 1 3 Mbsk 83 41 49 % 1 39 FU 25 17 68 % 1 16 Total 496 317 65 % 62 10 247

Response rate and loss of information for activities. In reality, their transnational involve- study associations ment is far more extensive than is stated in this Study associations run activities at association report. As a consequence of this problem of in- level, district level and branch level. The question- formation loss, the part of the report concerning naire was addressed to all these levels, a total of study associations should be read with consider- 496 units. ably more caution than the part concerning folk In total, 317 responses were submitted by study high schools.11 associations, giving a response rate of approxi- Another consequence of the shortcomings of re- mately 64 per cent. Of these, just over 20 per cent sponse statistics is that the study associations that (70 units) reported that they had organized tran- had a very low proportion of affirmative responses snational activities in 2009. In total, study associa- have also been removed from the reports and dis- tions reported 124 transnational activities. cussions that follow. This applies to Folkuniver- Although the overall response rate for study as- sitetet, Medborgarskolan, Sensus and Ibn Rushd. sociations may seem acceptable (65 per cent), the In the survey comments, emphasis is instead response statistics are very problematic, especially placed on the associations that have reported most since the responses are unevenly distributed be- activities, namely, Bilda, the Workers’ Education- tween the different associations: al Association (ABF), SV, the Study Promotion An overall assessment of loss of information shows that study association statistics hardly de- 11 An example of the loss in educational statistics not pro- scribe all transnational activities in 2009. The low viding an accurate picture of activities comes from the Sen- number of reported activities and misalignment sus Study Association. Within Sensus, about 200 foreign of the distribution of responses make it possible to service allowances were paid in 2009. Therefore, at least 200 discern trends in the transnational work of study foreign trips were made. These are not apparent in the activities reported in the survey. A further example comes from associations, but this is not a sufficient basis for the Folkuniversitetet. Folkuniversitetet did not state any ac- a comprehensive assessment of study association tivities at all in the survey but referred instead to a separate report on the association’s international activities in 2009. 10 Eight of the study association units reported that they Data from that report, however, is not compatible with the had run transnational activities, but that these had been re- data gathered from the questionnaire and cannot therefore ported by another respondent. Seven of the units reported be included in this report. However, the report indicates that that they had run transnational activities but submitted no Folkuniversitetet operated extensive international operations other details about this. during the year.

12 Folkbildning across borders – resources, networks and transnational commitment Association (Sfr) and the Educational Association 1.4 Report outline of the sobriety movement (NBV). The reason being that only these associations have provided a Following this introduction to the report, there are sufficiently large empirical basis for it to be mean- two chapters which present the survey results. The ingful to compare trends and outcomes. transnational activities of folk high schools and study associations are described separately – folk Internal loss of information high schools in Chapter 2 and study associations Of the study associations and folk high schools in Chapter 3. As far as possible, these presenta- responding to the survey, some have skipped indi- tions have been designed to make it possible to vidual questions or made reference to previously draw comparisons between the responses of study reported answers. This internal loss of informa- associations and those of folk high schools. tion is significant in certain questions. Where rel- The report ends with Chapter 4, where the re- evant, this is commented on in the text or in con- sults are placed in a larger analytical context. This nection with the diagrams. summary analysis begins with a statistical survey of the various sources of funding for transnational activities – study trips, participant exchanges, Anonymity projects, etc. This is followed by a discussion of the statements of purpose which educators have To illustrate the statistics, the report contains a va- specified for their transnational activities. Finally, riety of quotations, taken from survey responses. the mobility patterns of folk high school partici- Our hope is that the use of quotations will yield a pants are analyzed with respect to the travel desti- deeper analysis. The providers of the quotes are nation. This pattern is compared with the distribu- anonymous. It should not be possible to associ- tion of Swedish development assistance and with ate quotations with individual respondents or re- student mobility in the higher education sector. sponse units.12

12 This means that when specific activities have been mentioned, names have been deleted and/or specific characteris- tics altered.

Folkbildning across borders – resources, networks and transnational commitment 13 2. Transnational activities of folk high schools

2.1 Type of principal organizer per cent consisting of popular movement folk high schools reported just over 70 per cent of the activi- As previously mentioned, Swedish folk high ties, while the approximately 30 per cent consist- schools have different types of principal organizing of county council folk high schools accounted ers. Of Sweden’s 150 folk high schools, about 30 for just under 30 percent. per cent are county council folk high schools and In other words, it seems that the role of princi- about 70 per cent are popular movement folk high pal organizer has not been decisive for the number schools. This diversity of principal organizers can of activities organized. However, the focus and mean that individual folk high schools are given content of the activities may have been affected. different profiles. This is primarily a distinguish- ing feature of the group popular movement folk high schools. The diagram below shows the folk high school 2.2 Type of activities and extent principal organizer for each transnational activity reported. Type of activities

Diagram 2.1 Proportion of activities, by principal _ The regular activities of Swedish folk high schools organizer group. (Number of activities: 214) consist largely of long-term courses, which are in turn divided into general courses and special County council courses. 13 A general course is preparatory for fur- folk high schools ther studies and is the equivalent of compulsory Popular movement folk high school and upper secondary school level. Spe- schools cial courses are profile courses, often unique to a 0 10 20 30 40 50 60 70 80 folk high school and made up of a combination of Per cent subjects. Many schools also offer short courses.14 Since folk high schools themselves govern their The table shows that the number of transnational activities, there are also activities that may be of activities organized in 2009 was distributed pro- portionally between county council folk high 13 Long-term courses are between 15 days and four years schools and popular movement folk high schools, long. in relation to the number of schools within each 14 Short courses are between half a day and three weeks principal organizer group. The approximately 70 long. These are often profile courses in various subjects.

14 Folkbildning across borders – resources, networks and transnational commitment particular interest to the principal organizer, such Therefore, more than half of the activities were as ideologically oriented courses of various kinds, longer than one year, presumably due to the fact as well as projects. that projects and courses were the most common The transnational activities of folk high schools activities. The various themes which the projects are designed a little differently compared to other touched upon are often strategic and therefore re- activities. The diagram below shows the categori- quire more long-term work. At the same time, zation of reported transnational activities by form courses can be assumed to be a part of folk high of activity: schools’ long-term and regular activities.

Diagram 2.2.1 Type of activities._ (Number of activities: 212. Non-categorized activities: 2) Participants from folk high schools

Projects Diagram 2.2.2 Participating groups from folk high Course activities schools.

Participant exchange n 0 n 1–2 n 3–9 n 10–20 n More than 20 Employee exchange Student at a folk Conferenses high school Study visit Teacher at a folk high school Work experience travel Other employees Cultural activities 0 10 20 30 40 50 60 70 80 90 100 0 5 10 15 20 25 30 35 Per cent Per cent Number of No_ responses responses Student at a folk high school 178 36 Most activities, totalling about 55 per cent, were Teacher at a folk high school 191 23 described in the questionnaire responses as Other employees 125 89 projects or course activities, while various forms Total number of answers 494 148 of participant or employee exchange, including Number of respondents 213 – study visits, conferences and work experience travel, accounted for just over 40 per cent of ac- The diagram shows that representatives from all tivities. Relatively few activities, less than five per groups at a folk high school participated in the cent, were cultural activities. activity. Students participated mostly in groups of 10–20 persons or more. In the case of teachers at the schools, either one or two persons participated Extent in time or they travelled in groups of 3–9 persons. Other employees also took part in the activities, however The survey concerns transnational activities in to a somewhat lesser extent and usually only a few 2009. The responses show that activities are often people per activity. long-term, that is to say, longer than one year, and The fact that this was the case for participation are often integrated in the regular work of folk high in transnational activities might be considered schools. Approximately 36 per cent of reported ac- natural. There is often a relatively large number tivities extended over several years, and about 20 of course participants, who are assumed to be ac- per cent was part of regular activities. Only 17 per companied by one to two members of school staff cent consisted of one-year activities, and about 27 during transnational activities. per cent took place on a single occasion in 2009.

Folkbildning across borders – resources, networks and transnational commitment 15 2. 3 Thematic focus fundamental values. The challenges of the multicultural society were the fourth most common Seven areas of activity justify a particularly high theme, followed by a force behind cultural activi- degree of state support for folkbildning. In the ties and after that by sustainable development. diagram below, folk high schools have arranged Relatively few activities focused on public health, their transnational activities according to the accessibility for persons with disabilities and the themes of these seven areas. The seventh area of demographic challenge. activity has, in the diagram below and in the sta- Below are some examples of statements of pur- tistics, been broken down into its three sub-areas: pose which are attributed to each thematic focus: public health, sustainable development and global justice.15 • Common fundamental values In order to ‘establish the concept of folkbildn- Diagram 2.3.1 Thematic focus. Percentage of the total ing in Egypt’, a folk high school collaborated in number of responses.16 a project categorized as being related to fundamental values. This activity had also been ar- Common fundamental values ranged in accordance with the theme of lifelong Challenges of the learning. In order to ‘achieve greater under- multicultural society The demographic standing for each other’s work and a shared out- challenge look on the purpose of education’, another folk Lifelong learning high school had organized teacher exchanges. Force behind cultural activities • The challenges of the multicultural society Accessibility for persons with disabilities A folk high school organized participant ex- Public health changes and received visiting students on a

Sustainable number of occasions in 2009. These activities development had the purpose of creating ‘an opportunity for Global justice Finnish students to see from the inside how our 0 5 10 15 20 25 30 35 40 45 schools and other schools work’. Another folk Per cent high school organized participant exchanges with Spain in order ‘to learn from each other’. Global justice was by far the most common theme stated. The second most common theme was life- • The demographic challenge long learning, closely followed by activities clas- One folk high school organized a study trip to sified as being within the framework of common Norway in order ‘to become acquainted with a border area’. 15 The thematic arrangement in this section is thus based entirely on how educators have chosen to classify an activ- • Lifelong learning ity. One problem with this thematic arrangement of activities based on the areas of activity framed by the State is that One folk high school organized regular courses these areas are open to interpretation and are not mutually in another European country with the purpose exclusive. This leads to somewhat arbitrary thematic ar- of ‘increasing student confidence in commu- rangements. nicating in a foreign language and becoming 16 In the questionnaire, it was possible to state several the- acquainted with/meeting another culture’. An- matic focuses for one and the same activity. Of the total number of activities reported by folk high schools, 214, 22 other school took participated in an EU project are not included in the diagram below. For these, no theme with the purpose of promoting lifelong learn- was stated in the questionnaire responses. ing through ‘the exchange of experience and the

16 Folkbildning across borders – resources, networks and transnational commitment development of language and IT-instruction for • Global justice senior citizens’. One folk high school ran a course which included working study visits to Bolivia. The purpose • Driving force behind cultural activities was ‘to see potential for the Convention on the One folk high school organized study trips and Rights of the Child in another country based on visits to various European countries with the a course on the rights of children and adoles- purpose of ‘getting contact with cultural activi- cents’. With the purpose of ‘providing informa- ties in other European countries’. Another re- tion on how human rights can be used to defend ceived visiting students from Poland and Uru- democracy and human dignity’, another folk guay with the purpose of ‘providing interested high school organized a project in Peru. persons with the opportunity to discover Swe- den and the folk high school’. Diagram 2.3.2 Thematic focus in total and per principal organizer group. Proportion of categorizations._ (Number of activities: 192. Non-categorized activities: 22) • Accessibility and opportunities for persons with disabilities n RIO n SKL n Totalt In collaboration with other Nordic educational Common fundamental and learning activities, one folk high school or- values Challenges of the ganized a project which had the purpose of ‘cre- multicultural society ating a hub for research, education and rehabili- The demographic tation/habilitation within neuropedagogik’. challenge Lifelong learning • Public health Force behind cultural activities One folk high school received visiting teach- Accessibility for per- ers from an education and learning organiza- sons with disabilities tion in Italy with the purpose of ‘deepening Public health their knowledge about food, eating habits and Sustainable other cultures’ views on raw materials and di- development Global justice etary habits’. Another folk high school initiated a project with Norway, which had the purpose 0 10 20 30 40 50 60 of ‘increasing collaboration with a newly started Per cent treatment home’. RIO SALAR Total Respondents 146 46 192 • Sustainable development No response 17 5 22 As a part of regular courses, one folk high school ran projects and activities in collaboration with Tanzania, Kenya and Uganda with the A closer examination of the thematic focus per purpose of providing ‘a better understanding of principal organizer group shows that global jus- global conditions, various democratic perspec- tice was the most common thematic focus of both tives as well as solid work experience for our popular movement folk high schools and county students’. This activity was also arranged under council folk high schools. However, the proportion the theme of global justice. Another folk high of activities with this focus was greater at county school contributed with folkbildning methodol- council folk high schools than at popular move- ogy in a project which had the purpose of ‘cre- ment folk high schools. The second most common ating sustainable livelihoods for coastal com- theme, lifelong learning, is present to about the munities in India and Kenya’. same extent in both principal organizer groups.

Folkbildning across borders – resources, networks and transnational commitment 17 The third most common theme of common fun- ‘To increase student confidence in communi- damental values was significantly more common cating in a foreign language and becoming ac- among county council folk high schools. The re- quainted with/meeting another culture. verse was the case for the fourth most common theme, the challenges of the multicultural society, ”To increase understanding and insight into liv- which was more common among popular move- ing conditions and circumstances in the third ment folk high schools. world in terms of ecology, environment and sol- County council folk high schools had a greater idarity.” number of activities arranged according to the theme of public health. This may have to do with ”A mutual increase of knowledge about other the principal organizers (county councils and re- parts of the world. Get gender and democracy gions) having a mandate on public health that per- issues on the agenda; focus away from charity meates all mandates of the principal organizer. to a mutual and societal change process.” Popular movement folk high schools had more activities within the theme of sustainable develop- ”Create global alliances between popular ment. movements to strengthen the common work for global justice.”

2.4 Purpose of the activities Giving, receiving and exchanging

Sweden and the Swedish Other words that appear in the image cloud are receiving and exchanging, but not to as great an The expressions Sweden and Swedish have a domi- extent as giving: nant place in these thematic images (see diagram 2.4.1 on next page). This may be perceived as natu- ”Gaining knowledge about international issues, ral as it is precisely Swedish folk high schools that giving a greater understanding for other cul- have described the purpose of the activities. More tures, gaining a deeper knowledge of the work surprising, perhaps, is that the word folkbildning of peace and reconciliation.” has not been used to any great extent. Understand- ing seems, for example, to be a far more frequently ”To study the three religions, the political and used term, as is the case for knowledge. cultural situation, have an exchange with people locally and make an assessment of the folk high school’s international work.’ Increase, create and learn ”To increase knowledge about indigenous peo- Among verbs, expressions such as increase, cre- ples and their situation. By studying indigenous ate and learn dominate the image. In many cases, peoples and the problems surrounding them, these occur together with words such as knowl- the participant gains another perspective on the edge, understanding, culture and opportunities. society and part of the world that he/she lives in.” ‘To create understanding for the perspectives and conditions of different cultures by partici- Other activities are described as learning process- pating in a voluntary project in another coun- es in which folkbildning actors give something to try.’ someone else:

18 Folkbildning across borders – resources, networks and transnational commitment Diagram 2.4.1 The purposes of folk high school activities. 17

”To give students from other countries the op- fluence in some way. It therefore seems to be pri- portunity to come to Sweden and study at a folk marily people who are to be affected. It is less high school.” common for activities to focus on institutions or societal power structures. ”Creating involvement and participating in so- Several geographic areas are prominent in the cietal development. To raise the level of learn- word cloud, especially Tanzania, but also Russia ing through knowledge of the country in ques- and Europe. This fits well with the image present- tion. To create interest in another culture.” ed by the survey and which is presented below in Section 3.5 Geography of the activities. ”To educate and disseminate Swedish fundamental values.” 2.5 Geography of the activities Others, participants and students Folk high schools throughout the world In the diagram, others, participants and students are prominent concepts. Countries, teachers and The transnational relationships of folk high people are also common. It is these groups which schools span large parts of the world (see diagram activities are primarily designed to reach or in- 2.5.1 on the following page). Most activities take place in Europe. Tanzania is the country outside 17 Diagram 2.4.1 gives a focused picture of the concepts Europe that stood out, especially with regard to used by educators to describe the purposes of transnational activities in 2009. activities. The principle behind the diagram is that a word is Comparatively few activities took place in depicted as larger the more frequently it is used. Converse- North America and in large parts of Asia. No ac- ly, words appear smaller and more peripheral the less often they are used. The software for creating ‘word clouds’ of this tivities that have been in collaboration with actors kind can be downloaded from the internet at www.wordle. in Australia or Oceania were reported in 2009. net. There are grants that can be applied for from

Folkbildning across borders – resources, networks and transnational commitment 19 Diagram 2.5.1 The activities of folk high school, by part Folk high schools in Europe of the world. 18 Europe can be said to be the epicentre of transnational activities. A total of 165 activities were organized together with actors in Europe. Looking at the map of Europe, few countries are not represented, though the number of activities per country varies widely.

Diagram 2.5.2 Countries in Europe collaborating with folk high schools.19

Part of the world Activities Percentage n Europe except. the Nordic countries 165 44 n Africa 66 17 n The Nordic countries 62 16 n Asia 51 14 n North America 11 3 n Latin America 24 6 n Oceania/Australia 0 – Total 379 100

various organizations which often have different Folk high schools have most transnational con- purposes and are focused on specific geographical tacts with Germany, Finland, Denmark and Rus- areas. These focuses sometimes change over time, sia, followed by Poland and Norway. That activi- which may be a possible explanation for the con- ties in collaboration with these countries were so centration of a greater number of activities in spe- extensive can be explained by long-term relation- cific countries and areas. ships and cooperation. Of most significance, probably, are already es- Activities in collaboration with one of our tablished contacts and networks between coun- neighbouring countries were particularly com- tries. Collaboration between countries is also pro- mon. A total of 62 activities were organized to- moted by common umbrella organizations, such gether with another Nordic country. Folk high as the Nordic Folk High School Council in the Nordic countries and the organization Karibu in 19 This section reports the activities of folk high schools Tanzania. by country. The larger the circle on the map below, the more activities which are related to the specific country. The survey describes activities that take place in both directions, that is, both inbound and outbound from Sweden. It is therefore important to note that these activities do not always take 18 One and the same transnational activity may include place in the country in which they form part of the circle, but activities in different countries. The activities in the table may have taken place in Sweden. http://geocommons.com/ therefore exceed the total number of reported activities (214). maps/30455.

20 Folkbildning across borders – resources, networks and transnational commitment Russia and Eastern Europe

Besides the Nordic countries, Eastern Europe These are some of the purposes of activities was well represented in the transnational work in collaboration with Russia: of folk high schools in 2009. Russia stood out in particular. In 2009, around 20 activities took ‘To build upon the perception of affinity in place in collaboration between Swedish folk learning and life situation between Russia, high schools and various actors in Russia. Estonia and Sweden, as well as to create a A possible reason for this comparatively permanent cross-border communication us- large number of activities could be that vari- ing newly acquired IT skills for a societal ous organizations, e.g., the Swedish Institute, group which does not usually have access to have over the years focused efforts on Russia, mass media.’ among other places. This has given folk high schools an opportunity to apply for the partial ‘To strengthen ties between students in funding of projects in collaboration with that countries surrounding the Baltic Sea. An country. This may have attracted schools to understanding for each other’s cultures and create new contacts and promote already es- social situation.’ tablished relationships. Another possible explanation is that the countries have long-standing ‘Our participants had the opportunity to vis- business and communication relationships due it another country, meet their peers and dis- to a geographical proximity. cuss current problems.’

schools in northern Sweden work closely with Diagram 2.5.3 Countries throughout the world collaborat neighbours on the Finnish side of the border. Con- ing with folk high schools. 20 tacts with Denmark belong primarily to folk high schools across the Sound. A certain collaboration across Nordic borders is organized with the aid of funds from the Nordic Folk High School Council and the Nordic Council of Ministers.

Folk high schools outside Europe

Most transnational activities reported for the year 2009 were, as we have seen, in collaboration with In sub-Saharan Africa, activities were organ- actors in Europe. The second largest group of ac- ized with a number of countries, primarily on tivities, a total of 66, took place in conjunction the east side of the continent, e.g., Ethiopia, Zim- with a country on the African continent, prima- babwe, Rwanda, Kenya, Botswana, Malawi and rily with sub-Saharan countries. In North Africa, South Africa. A small number of activities took Egypt was the most common country to collabo- place in collaboration with actors in countries in rate with. 20 http://geocommons.com/maps/30455.

Folkbildning across borders – resources, networks and transnational commitment 21 Tanzania

Approximately 30 activities took place in col- Historical relationships and contacts have laboration between Tanzania and Swedish folk thus existed between Sweden and Tanzania high schools in 2009. since the mid-1960s which helps to explain the Collaboration between Tanzania and Swed- large concentration of activities in Tanzania ish folk high schools dates back to the mid- and Africa. Here are some quotations that de- 1960s, when the country became independent. scribe the various purposes given for collabo- The Tanzanian Government identified at that ration between Sweden and Tanzania: time a number of areas that the country needed to work with and which required massive ef- ‘To stimulate informal learning and educa- forts in the field of adult education. tion for the rural population of Tanzania.’ Inspired by Nordic folkbildning, a number of folk high schools, Folk Development Col- ‘To strengthen folkbildning through the work leges, were started with financial support from of the Karibu Association (an organization Sida and in collaboration with Swedish folk for folk high schools) in Tanzania on wom- high schools, Linköping University and other en’s rights, HIV and AIDS, the right to edu- partners. The political force behind this reform cation and sustainable development in rural was the socialism reform launched by Julius areas.’ Nyerere. The Karibu Association was formed about 30 years ago and has since then worked ‘To strengthen local democracy in rural ar- to promote collaboration between Sweden and eas in Tanzania and Zimbabwe through local Tanzania. There are currently about 60 Folk libraries and knowledge centres. ‘ Development Colleges in Tanzania, many of which are twinned with Swedish folk high schools.

West Africa: Tanzania, Nigeria, Togo and Congo- 2.6. Organizational collaboration Brazzaville. As the map shows, there are some in transnational activities countries of the world that stand out in particular. Tanzania is one of these countries. A total of 51 activities were reported in collabo- The responsibility of ownership or a ration with one or more Asian countries. These collaborating party were mainly concentrated in the Middle East region (excluding North Africa) and South East In transnational activities between different or- Asia. ganizations, it is normal for one party to own the Overall, 24 activities in collaboration with Cen- activity and the other parties to have the role of tral and South America were reported in 2009. collaborating parties. The responsibility of owner- Most activities in South America took place in ship means that the organization has the primary collaboration with actors in Brazil, closely fol- responsibility for planning and budgeting the ac- lowed by Bolivia and Ecuador. Only eleven activi- tivity. As a collaborating party, an organization ties were organized with partners in North Ameri- can participate in several ways depending on the ca – the U.S. and Canada. type of activity. It is common to contribute re-

22 Folkbildning across borders – resources, networks and transnational commitment sources in terms of time, facilities, funding or ex- Diagram 2.6.2 Type of foreign collaboration organization._ pertise. (Number of activities: 164. Non-categorized activities: 50)

Diagram 2.6.1. Folk high school responsibility for the _ Sister organization activity. _ (Number of activities: 211. Non-categorized activities: 3) Same principal organizer Another educational or Participated as a learning organization collaborating party No collaboration organization The responsibility of 0 10 20 30 40 50 60 ownership Per cent 0 10 20 30 40 50 60 70 Per cent

The diagram above shows that, even when abroad, The diagram shows that for about two-thirds of it was most common to collaborate with another the reported activities, a folk high school in Swe- educational or learning organization. This was the den has had the responsibility of ownership. In case in 50 per cent of the activities. These collabo- other cases, a folk high school participated as a rating parties were in a number of cases foreign collaborating party. Folk high schools therefore universities, state education coordinators or non- had primary responsibility for a large part of the profit organizations. Collaboration organizations transnational activities they participated in. in the field of learning and learning centres were also represented, albeit to a much lesser extent. Just over one fifth of activities took place in col- Type of collaboration organizations laboration with a ‘sister organization’.21 One of the sister organizations which is mentioned several Swedish collaboration organizations times is Karibu in Tanzania. Religious denomi- It was most common for folk high schools in Swe- nations were another type of sister organization. den to work with ‘other educational or learning In a small number of activities, folk high schools activities’ – about 27 per cent of activities. 25 per collaborated with an organization abroad with the cent of activities were organized together with same principal organizer. another collaboration organization, such as the Less than one fifth of activities were reported Swedish Institute, religious organizations or other to take place without a collaboration organization non-profit organizations. Another 14 per cent was in another country. But the folk high schools that organized jointly with a member organization. In participated in these activities can be assumed to one third of the activities, about 34 per cent, a folk have collaborated with another party or actor even high school did not collaborate with anyone else in in these cases because they considered the activ- Sweden. ity to fall under the survey’s definition of transnational activity. For 50 activities, no response has Foreign collaboration organizations been provided for this question, which should be Two-thirds of activities, therefore, took place in regarded as a great loss of information. collaboration with another organization in Swe- den, and folk high schools had, in most cases, the responsibility of ownership. But which foreign or- 21 The concept of sister organization can be used both by ganizations were part of the collaboration? a school belonging to the same principal organizer and by a school that one has regular collaboration with.

Folkbildning across borders – resources, networks and transnational commitment 23 2.7 Funding for Education and Training and the Swedish Insti- tute were the primary funders of about one tenth The folkbildning activities of Swedish folk high each of the activities. The European Social Fund schools are funded primarily by state and coun- and grants from a member organization were the ty council grants. In addition to this, folk high main source of funding for eleven activities each, schools finance activities with their own revenue and the Nordic Council of Ministers accounted for or through grants from other actors and organi- nine activities. Only three activities had munici- zations. The following diagram shows the main pal or county council grants as the main source of sources of funding used to finance the transna- funding. tional activities which have been reported. 22 A more detailed study of main sources of funding arranged by principal organizer group shows Diagram 2.7.1 The main source of funding for trans that activities have been funded by the state folk- national activities.23 bildning grant to the same extent for both princi- (Number of activities: 164. Non-categorized activities: 50) pal organizer groups. In addition, the activities of

Sida/other aid county council folk high schools are funded to a organization much greater extent by the Swedish Institute. The The European Social Fund activities of popular movement folk high schools The Swedish Institute are funded to a greater extent by money from Sida

The Nordic Council of or other aid organizations. Ministers In connection with the question about the main The International Programme Office source of funding, there was also the open-ended Grants from a member organization response option of ‘other actor’. The responses Municipal or county given here show that it was common for partici- council grants The state folkbildning pants to use their student aid to finance their own grant participation. Funding with the help of fundrais- 0 10 20 30 40 50 ing and working study visits, for example, were Per cent not uncommon either. Funds also came from other organizations or actors other than those printed in The diagram above shows that the state folkbildn- the questionnaire, such as, the Folke Bernadotte ing grant was the main source of funding for Academy, the Swedish National Board for Youth about 43 per cent, i.e., almost half the activities of Affairs and Nordplus. EU programmes such as folk high schools. Sida or another aid organization Grundtvig and Leonardo Da Vinci are named as was stated as the next most common main source additional sources of funding. of funding.24 The International Programme Office In addition to the question about the main source of funding, the questionnaire contained a 22 As regards the funding of transnational activities, the question about possible supplementary sources of questionnaire responses only provide a basis for an analysis funding. This question has been answered for 153 from a Swedish perspective, i.e., of how the Swedish party activities of the total 214 reported. For about 40 has financed its part of the transnational collaboration. per cent of these activities, no other source than 23 It should be noted that the size of the percentages in the diagrams below represent response rates – how often the the main source of funding has been reported. For main source of funding is provided by a funding authority the remaining activities, supplementary funding – and not the financial size, i.e., not the amount of funds. If has come from the state folkbildning grant (ap- funding were to be stated in financial terms, these proportions might be different. 24 The combined response category Sida/other aid organi- tion of funds from Sida is used. The greatest proportion of zation makes it impossible to tell exactly how large a propor- funds reported in this category comes, however, from Sida.

24 Folkbildning across borders – resources, networks and transnational commitment proximately 30 per cent of activities), municipal plementary funding, there was also the response and county council grants (about 14 per cent of ac- option of ‘other actor’. The comments show that tivities), Sida or another aid organization and the participants’ own forms of contribution, such as Swedish Institute (about 5 per cent of activities), student aid/student loans, working study visits and as well as, to an even lesser extent, grants from a fundraising, are common. Financial grants from member organization and the International Pro- municipalities, organizations and various founda- gramme Office for Education and Training. tions were less common, as were funds from the In connection with the question regarding sup- schools’ own development grants for teachers.

Folkbildning across borders – resources, networks and transnational commitment 25 3. Transnational activities of study associations

3.1 Organization Level per cent. It appears that the district or national office coordinates activities within a covenant, but Study associations in Sweden generally have three such coordination is not always evident in the re- levels of organization, even though organisa- sponses. tional structures may differ between the associa- All NBV’s transnational activities were report- tions. All the associations have national offices, ed from branches, and about half the activities of and most also have regions or districts. At the lo- the ABF and SV. SV’s national office reported one cal level, there are either more autonomous local third of the association’s transnational activities. branches or local offices in the district/region. The For Bilda and the Study Promotion Association, number of branches varies widely between asso- national offices accounted for a fifth. NBV report- ciations, from a handful to over 170 local branch- ed no activities at association level.25 es with 300 local offices. Organisations are not static. Now and then, there are changes, such as branches being closed or merged. The generally low response rate from certain study associations, 3.2 Type of activities and extent as previously described, may be related to changes in the organization of these study associations. The regular activities of study associations in Sweden consist mainly of study circles, cultural Diagram 3.1.1 Proportion of activities, by organization _ programmes and other folkbildning activities. level, study associations in total. (Number of activities: 124) The Swedish National Council of Adult Education statistics for 2009 show that, counted in hours of Federation offices study, study circles were the largest activity, with

Districts cultural programmes in second place. If the comparison is instead based on the number of events Branches

0 10 20 30 40 50 Per cent 25 Sensus reported only two activities, both from the same branch. The only activity reported by Medborgarskolan came from their national office, while the only activity stat- Diagram 3.1.1 shows that all organization levels ed by Ibn Rushd came from a district. NBV has an office in Brussels for study visits, contacts, coordination of projects reported transnational activities in 2009. Overall, etc., which should result in a number of activities at associa- branches and districts were most active, while the tion level. However, these are not present in the association’s proportion of federation offices was about fifty questionnaire responses.

26 Folkbildning across borders – resources, networks and transnational commitment and number of participants, cultural programmes Diagram 3.2.2 Type of activities. Per study association._ were the largest activity. Other folkbildning ac- (Number of activities: 119. Non-categorized activities: 5) tivities had fewer hours of study, fewer events and Respond No re fewer participants.26 ents sponse This is not the case for transnational activities. SV 29 0

These consist largely of projects and study trips. Sfr 23 1 It should be noted that these may include elements Sensus 2 0 of both study circles and cultural programmes. The diagram below shows how study associations NBV 5 2 have categorized the transnational activities that Mbsk 1 0 they have reported. Ibn Rushd 1 0

Diagram 3.2.1 Type of activities. Study associations in _ Bilda 22 1 total. (Number of activities: 119. Non-categorized activities: 5) ABF 36 1

Projects Total 119 5

Course activities 0 10 20 30 40 50 60 70 80 90 100 Per cent Participant exchange

Employee exchange n Participant exchange n Conferenses Conferenses n Cultural activities n Course activities n Employee exchange n Work experience travel Study visit n Projects n Study visit Work experience travel Cultural activities 0 10 20 30 40 50 Per cent Two-thirds of the SV’s activities and just over half of ABF’s consisted of projects. This proportion was slightly lower for the Study Promotion Asso- The study associations categorized just over 40 ciation (Sfr) and NBV. The Study Promotion As- per cent of transnational activities as projects. The sociation was the study association that had the proportion of study trips was about half as large. greatest variety, with roughly equal proportions There were cultural programmes in about twelve of projects, cultural programmes, study trips and per cent, and courses were held to a more limited conferences. extent. A closer examination of the activities re- Bilda differed from the other associations ported by the three organization levels showed through its strong focus on study trips, which rep- that it was primarily local branches of study as- resented two-thirds of their activities. None of sociations which organized cultural activities and the other associations had study trips represent- courses. ing more than one-fifth of their activities. Cultural activities were not organized to any significant extent in transnational activities, even though this has a large representation in Sweden. The Study Promotion Association and NBV had somewhat 26 Other folkbildning activities are organizd in more free more cultural activities than Bilda and ABF. Most and flexible forms than the study circle. Sessions may be longer and be held more frequently. There may be a lower cultural activities were accounted for by branches. number of sessions and a greater number of participants, who may also include younger people.

Folkbildning across borders – resources, networks and transnational commitment 27 Extent in time est groups were found predominantly in Bilda and NBV, which may be related to the fact that Bilda The survey shows that the study associations’ has a very high proportion of study trips and NBV transnational activities are often long-term. a relatively high proportion of courses, two forms Half of the activities were multi-year. But also of activity where it is natural to work with large occasional and shorter activities were relatively groups. common, constituting one third of activities in total. Less common were one-year activities and those that were a part of regular activities. Bilda and the Study Promotion Association dif- 3.3 Thematic focus fered from the others by prioritizing occasional activities, which is probably related by the fact Seven areas of activity justify a particularly high that their activities often took the form of study degree of state support for folkbildning. In the trips. Multi-year projects were most common with diagram below, study associations have arranged ABF, SV, NBV and also quite common with the their transnational activities according to the Study Promotion Association. Bilda and NBV also themes of these seven areas. The seventh area of invested in one-year projects. activity has, in the diagram (3.3.1 on next page) and in the statistics, been broken down into its three sub-areas: public health, sustainable devel- Participants from study associations opment and global justice.27 The most dominant thematic focuses of study Diagram 3.2.3 Participating groups from study associa associations were global justice and lifelong learn- tions. (Number of activities: 122. Non-categorized activities: 2) ing. These focuses each encompassed just over 30 per cent of activities. Between 20 and 30 per cent n 0 n 1–2 n 3–9 n 10–20 n More than 20 of activities were categorized as the challenges of Circle participants the multicultural society, common fundamental values and sustainable development. About 15 per Circle leaders cent of activities were devoted to a driving force Other employees behind cultural activities. Few activities were des- 0 10 20 30 40 50 60 70 80 90 100 ignated as the demographic challenge or accessi- Per cent bility for the disabled. Below are some examples of activities within each theme: All groups were represented in transnational activities. Circle leaders and other employees mostly • Common fundamental values participated in small groups of 1–2 persons (espe- A couple of study association made study trips cially in ABF, Bilda and the Study Promotion As- to Israel/Palestine to ”study the three world re- sociation) and to a slightly lesser extent in groups ligions, and experience on-site both the tradi- of 3–9 persons (mostly in SV, NBV). The involvement of circle participants was more 27 The thematic arrangement in this section is thus based varied. They participated to the same extent in entirely on how educators have chosen to classify an activ- groups of 3–9, 10–20 and more than 20 persons. ity. One problem with this thematic arrangement of activities based on the areas of activity formulated by the State is that Circle participants in small groups of 2–3 persons these areas are open to interpretation and are not mutually were most frequent in ABF and the Study Promo- exclusive. This leads to somewhat arbitrary thematic ar- tion Association. Circle participants in the larg- rangements.

28 Folkbildning across borders – resources, networks and transnational commitment Diagram 3.3.1 Thematic focus. Study associations in _ larities and differences, and their roles in soci- total. Proportion of categorizations. ety.” Common fundamental values • The demographic challenge Challenges of the multicultural society One study association organized a democracy The demographic challenge education which included the integration of schools at different levels in India, Nepal and Lifelong learning Sweden and to talk about human rights, democ- Force behind cultural activities racy and peace. Accessibility for persons with disabilities • Lifelong learning Public health Several study associations organized leadership Sustainable development training for persons active in trade unions and Global justice societies. Also under this heading were youth exchanges within the EU programme Youth in 0 5 10 15 20 25 30 35 Per cent Action, which sought ”to get young people from different cultures to come together and work together with theatre as a tool and, with intercul- tional and contemporary cultural and political tural learning in focus, to show that we are the situation.” Others made study trips to European same no matter where we come from.” folkbildning institutions to ”exchange experiences on folkbildning in other countries.” Sev- • Driving force behind cultural activities eral study associations focused on democracy, Here examples were given of poetry evenings, where some wanted to ”spread the Swedish theatre, rock concerts, and also a cultural con- model of trade union-political collaboration”, ference with the objective of ”discussing forms another association participated in a project for developing culture within the programme to ”investigate and provide information about work.” transparency between citizens and government in Hungary, Romania and Sweden”.28 • Accessibility and opportunities for individuals with disabilities • The challenges of the multicultural society Study associations did not report as many An example of this area of activity is cross- projects in this area of activity. One project border New Year celebrations taking the form however worked to give parents of children with of a united drug-free festival for young people disabilities increased opportunities for adjust- in two countries. Several projects considered ment and income, and another worked to build the situation of women in the world, such as a up an orchestra for individuals with disabilities cultural exchange under the name ”Dialogue where they played together by means of a colour between women of different cultures but a com- system in which all notes were coloured. mon religion, with the purpose of discovering the situation of women in the world. The Simi- • Public health Public health projects were extremely varied. 28 In the questionnaire, it was possible to state several the- One project was to collect glasses in Sweden, matic focuses for one and the same activity. Of the total number of activities reported by study associations, 124, and with the help of an optician on-site in Ken- nine are not included in the diagram below. For these, no yan villages, organize eye tests there and adapt theme was stated in the questionnaire responses. the glasses for various people needing help with

Folkbildning across borders – resources, networks and transnational commitment 29 their vision. Another project, located in Europe, Diagram 3.3.2 Thematic focus. Per study association. dealt with ‘a folk dance exchange across na- Proportion of categorizations.

tional borders’ and learning each other’s tradi- Respond No re tional folk dances and new variations of already ents sponse known dances. It was followed up by ”dance SV 27 2

exhibitions at bazaars and in the town square to Sfr 20 4 portray dance as a source of joy, exercise and Sensus 2 0 culture.” NBV 6 1

• Sustainable development Mbsk 1 0 Many of the activities with a thematic focus on Ibn 1 0 sustainable development had a broad perspec- Rushd tive. Courses in organic farming were held side- Bilda 21 2

by-side within an activity which also offered ABF 37 0 training in the development of small businesses in Ethiopia. Another example was a project to Total 115 9 create a basis for a web-based part of a climate 0 10 20 30 40 50 60 70 80 90 100 exhibition. Per cent n Common fundamental values n • Global justice Challenges of the multicultural society n Global justice was the most common themat- The demographic challenge n ic focus. Several study associations organized Lifelong learning n Force behind cultural activities folkbildning for the empowerment of individu- n Accessibility for persons with disabilities als and groups, partly in the form of capacity n Public health development for organization leaders and partly n Sustainable development in the form of training for circle leaders and n Global justice studies organizers who would then be able to organize folkbildning in civil society. Specific courses were organized for emergency needs, An analysis of the individual associations’ the- such as to train non-violence educators and matic focus showed that they differed in some re- Middle East relations officers, or to give educa- spects. Diagram 3.3.2 shows that ABF was highest tion about HIV. for life-long learning, Bilda for global justice, SV for sustainable development and lifelong learning. Circle participants were not often involved in ac- In the Study Promotion association, the challenges tivities geared towards common fundamental val- of the multicultural society were most common. ues, instead this category mainly comprised of The demographic challenge and accessibility for circle leaders. Participants instead were the only the disabled generally had very low figures. This ones to take part in activities focused on the driv- was not something that was given priority in the ing force behind cultural activities. Circle leaders context of transnational activities. were slightly more involved in lifelong learning and sustainable development than the participants.

30 Folkbildning across borders – resources, networks and transnational commitment Diagram 3.4.1 The purposes of study association activities. 29

3.4 Purpose of the activities indication as to what transnational activities are about according to the actual folkbildning educa- Sweden, Israel, the Palestinian areas and tors. The verbs in the diagram show that they of- Bolivia ten relate to working, creating and building, studying and disseminating. Some countries have a more dominant position in the image of the study association’s statements of ”Active folkbildning efforts on environmental is- purpose. In addition to Sweden being dominant, sues.” we also see how countries such as Bolivia, Israel ”Establishing study circle activities as a tool for and Palestine are relatively frequently included in democracy in South Africa.” the vocabulary of study associations. ”Young people from different cultures should be able to get together and work together with Knowledge, folkbildning, study circles, theatre as a tool. With intercultural learning in culture focus, young people show that we are the same no matter where we come from.” Words such as knowledge, folkbildning, culture and activities are very common. This gives some People, women, cultures, organizations, 29 Diagram 3.4.1 gives a focused picture of the concepts conflicts and rights used by educators to describe the purposes of transnational activities. The principle behind the diagram is that a word In the diagram, words such as people, young peo- is depicted larger the more frequently it is used. Conversely, ple and women give us an idea about which groups words appear smaller and more peripheral the less often they are used. The software for creating ‘word clouds’ of this the activities are intended to reach. Similarly, kind can be downloaded from the internet at www.wordle. there seems to be a lot of interest in experiencing net. other cultures. The collection of words can also be

Folkbildning across borders – resources, networks and transnational commitment 31 interpreted in the light of the fact that many activ- 3.5 Geography of the activities ities take place in communities of ongoing conflict and places where human rights are an extremely Study associations throughout the world current issue. That the thematic images often relate to strengthening and developing democratic Diagram 3.5.1 The activities of study associations, per organizations also seems to be clear. continent/region of the world.3031

”To support and train leaders and active persons in ABC, Bolivia.”

”To investigate the situation of Christians in Israel/Palestine and see how the conflict affects everyday life.”

”To contribute to Palestinian women increasing the power over their own lives in all areas and to the emergence of democratic and participant controlled associations. ” Part of the world Activities Percentage n ”To provide further training for journalists with Europe except the 74 37 Nordic countries regards to the conflict in Israel and the Pales- n Asia 52 26 tinian areas.” n North America 1 0,5 n Latin America 19 9,5 n Africa 22 11 Contacts, exchange, networks n The Nordic countries 32 16 n Oceania/Australia 0 – The questionnaire shows that study associations Total 379 100 have established contacts and collaboration across almost the entire world, so the fact that words such as contacts, exchange, experience and to- These Study association transnational activities, gether dominate in the word cloud is perhaps not according to the responses, reach most parts of the surprising. Transnational activities often have the world. The greatest concentration of relationships purpose of creating interaction between people can be found in Europe. One possible explanation who come from other or different cultures. An- for this is that EU projects often require the par- other popular theme in the study association state- ticipation of parties from several countries, so that ments of purpose is exchanging experiences and learning together. 30 Note that the questionnaire responses reported in the diagram and table below show collaboration between coun- ”To establish women’s networks to create the tries, not in which country an activity has taken place or how conditions for working with the issues of honour many countries participated in each activity. For study asso- violence across several countries.” ciations, this map is not complete either, but it gives an indication of the trends and concentrations that exist. 31 One and the same activity could involve collaboration ”Exchanging folkbildning experiences with oth- with more than one country. Therefore, the ‘number of activ- er folkbildning educators in Europe.” ities’ in this diagram exceeds the total number of activities reported by study associations.

32 Folkbildning across borders – resources, networks and transnational commitment in Europe, one and the same activity can involve Diagram 3.5.2 Countries in Europe collaborating with relationships with several countries to a greater study associations. 32 extent than elsewhere. Study associations reported collaboration with a total of 58 countries in 2009. Only a few activities were organized in North America. Apart from Europe, Asia is the continent with which study associations collaborated most, with twice as many activities as Africa and Latin America combined. This can be explained by a large concentration in the Middle East, where one Swedish study association in particular had a large number of study trips to Israel and the Pales- tinian areas. Many activities probably take place in the con- Swedish Tornedalen and Finnish Österbotten. text of well-established contacts and networks and Half of the activities were reported here. can therefore continue for years or even decades. Some activities followed longitudes rather than There are grants that can be applied for from a borders between countries. In these cases, there number of agencies, foundations and aid organiza- were collaborating parties in the whole of Nordka- tions. They often have explicit purposes and are lotten in the northernmost parts of Norway, Swe- focused on certain geographical areas. This focus den, Finland and sometimes also Russia, in the often has a time limit. When the focus is phased Barents region. There were also transnational activ- out, the effect is that folkbildning activities in the ities with Denmark, Iceland and Åland, albeit to a area decrease in number. lesser extent. Activities were very different in purpose and content, and ranged from cultural activities to the development of sustainable businesses. Study associations in Europe In a study of the individual study associations, the Study Promotion Association, followed by In Europe, 35 countries were represented in the ABF, appeared to be the associations which were transnational activities of study associations, with most active at the border with Finland. SV had the a total of almost 50 per cent of reported activities. most variation and collaborated with almost all The European countries which study associa- the Nordic countries. ABF was the only study as- tions mainly concentrated on in 2009 were Fin- sociation that ran activities in collaboration with land and Germany. In the rest of Europe, they re- Iceland. NBV had the least Nordic collaboration. ported roughly the same number of transnational activities in Western and Central Europe as in ‘Rajarock gathers young rock musicians be- Eastern Europe, but the countries they collaborat- tween 14 and 18 years of age from the Barents ed with in Eastern Europe were greater in number.

32 This section reports the activities of study associations Finland a common collaborating party in the by country. The larger the circle on the map below, the more Nordic countries activities which are related to the specific country. The sur- In the Nordic countries, Finland was the domi- vey describes activities that take place in both directions, nant collaborating country. It is common for bor- that is, both inbound and outbound from Sweden. It is therefore important to note that these activities do not always take der towns to work together across their borders, place in the country in which they form part of the circle, but and in this case, collaboration related to actors at may have taken place in Sweden. http://geocommons.com/ the border between Sweden and Finland, between maps/30459.

Folkbildning across borders – resources, networks and transnational commitment 33 Region . They participate in workshops and in “To increase the understanding of civil soci- concerts with all the participating Nordic coun- ety and to impart knowledge and experience of tries. Bands receive good instruction and a lot work within organizations, which belong to civil of exchange, plus contacts. The purpose is also society.” drug-free activities for young people.’

”Development of the tourism industry from a Study associations outside Europe sustainability perspective in collaboration with Northern Norway, Northern Finland and Italy.” Diagram 3.5.3 Countries throughout the world collaborat ing with study associations.33 Extensive collaboration with Germany Germany was, after Finland, the country in Eu- rope which study associations collaborated most with. Spain, Italy and the UK were also common collaborating parties, with Ireland, France, Aus- tria, Greece and Turkey also collaborating parties in several activities. The choice of German collaborating parties was often a result of the German learning institutions Volkshochschulen. Here are some examples of quotations about activities with German collaborating parties: The transnational interests of study associations extended in 2009 to all parts of the world except ”To gain a European perspective on folkbildn- Australia/Oceania. Together with actors from 15 ing and exchange experiences with folkbildning Asian countries, 36 activities were initiated or educators in other countries through study vis- completed, of which nearly half was related to the its to folk high schools in Germany.’” Middle East. Israel and the Palestinian areas were highly dominant. Africa was a co-party in 24 ac- ”To increase knowledge of how to work with tivities in a total of 12 countries, and Latin Amer- immigrant groups.” ica in 19 activities in nine countries. No activities were reported from Oceania/Australia. In 2009, Lithuania, Russia, Belarus and Bulgaria were the most frequent collaborating countries in The Middle East dominated in Asia Eastern European. Asia was the continent, after Europe, where study ABF primarily organized most of their activi- associations reported most transnational activities in collaboration with Lithuania, while SV col- ties in 2009. Collaborating countries were mainly laborated the most with Belarus. Here are three India, Nepal and Iran, but also China, Iraq, Ti- examples of activities in collaboration with East- bet, Afghanistan, the Philippines and Japan. The ern European and Russian folkbildning educators greatest concentration of collaboration was with or participants: the Middle East, where Israel and the Palestinian areas were in particular focus. “To start projects with Belarus with a focus on ABF was the study association which had most ceramics.” activities in Asia, with several activities in India and in Nepal, and a few in Iran, Iraq and the Phil- “Young people from various countries discussing issues of democracy.” 33 http://geocommons.com/maps/30459.

34 Folkbildning across borders – resources, networks and transnational commitment The Middle East

Approximately 20 activities took place in the ”Train non-violence educators and Middle Middle East in 2009, mostly in the form of East relations officers in collaboration with study trips to Israel and the Palestinian areas, the Swedish Fellowship of Reconciliation.” but also to Syria. Bilda was the owner of 18 of these activities, and the coordinator of these ”Young women in Sweden/Israel/the West study trips and projects was Bilda’s study cen- Bank work with UN resolution 1325 on wom- tre in Jerusalem. Some other study associations en’s participation in societal development, ran occasional activities. These activities were and work with conflict management and non- primarily study trips with a focus on meeting violence. Exchanges with travel in both di- people in a world of conflict, but also on the rections. The purpose is knowledge of one’s study of the roots of Christianity: own situation and a greater understanding for the situation of others.” ”Bilda’s study trip concept involves prepa- ration through a study circle, participation Participation fees accounted for approximately in planning the study trip programme, daily one third of the financing of activities in the reflection and processing thoughts during Middle East, but the state folkbildning grant the trip and follow-up at home. Each travel was also used. Typically, in other cases, costs project lasts about one year. Participants were covered from many different sources, will get to meet Jews, Christians, Muslims, such as the Folke Bernadotte Academy, Sida, settlers and persons living in refugee camps. the Swedish National Board for Youth Affairs, They will visit schools in both Israel and the the Church of Sweden, the Swedish Institute as Palestinian areas to form their own opinion well as fundraising. on the situation.”

ippines. NBV was the only Swedish study asso- coast of Africa, Ethiopia and Somalia, Kenya, ciation which collaborated with China and Japan. Tanzania, Malawi, Zimbabwe and South Africa. Bilda was represented in Afghanistan and India. On the Atlantic coast, there was collaboration with Namibia, Cameroon, Gambia, Senegal and ”In collaboration with the organization Bayani- Sierra Leone. There were no activities at all north han, we ran a voluntary project for two weeks of the Sahara. with the Philippine Red Cross in Manila.” Most activities took place in collaboration with Kenya, where ABF, SV, the Study Promotion As- ”Educational activities for democracy, human sociation and Bilda were represented, and with rights and peace. We collaborate with organiza- Tanzania, where the Study Promotion Association tions and schools in India and Nepal...” and NBV participated. Next came South Africa, where ABF and SV had collaboration projects, the Africa – most collaboration with Kenya and Gambia, where ABF and NBV had activities, and Tanzania Zimbabwe, where SV was involved in several col- Study association activities south of the Sahara laboration projects. were concentrated in the countries of the east

Folkbildning across borders – resources, networks and transnational commitment 35 Below are some examples of statements of pur- bildning units with local support and national pose for activities in the countries concerned: collaboration.”

”Through education/study circles, there is an ”To get women active in associations and folk- increase of awareness and knowledge of the bildning.” above-mentioned areas so that the area and its inhabitants may continue living in self-sufficien- ”To building up a trade union school in Sao cy and in better health…” Paolo.”

”To spread our experience of the study circle ”To pass on knowledge and experience concern- method to movements with similar values and ing cooperatives for the production, processing aspirations, and bring home practical experi- and sale of fruit and vegetables in Colombia.” ence of using the circle method in contexts other than at home in Sweden.” ”To increase awareness of the history of previously marginalized groups and its part of the 3.6 Organizational collaboration common history of South Africa. To identify in- in transnational activities volvement and an organizational structure for cultural environment education in the country.” The responsibility of ownership or a ”To develop small business in Ethiopia.” collaborating party

More activities in Latin America and Central In transnational activities between different par- America than in North America ties, it is normal for one party to own the activity In Latin America, study associations collabo- and the other parties to have the role of collaborated primarily with Bolivia and Colombia, but rating parties. The responsibility of ownership also with Chile, Argentina, Brazil, Uruguay, Peru means having the primary responsibility for the and El Salvador. In Central America, there were planning and budgeting of the activity. A collabo- projects in collaboration with Cuba. ABF had a rating party can participate in various ways de- well-developed collaboration with Bolivia, and SV pending on the type of activity. It is common to with Colombia. ABF and SV predominantly ran contribute resources in terms of time, facilities, project activities with the South American coun- funding and expertise. tries. In North America, only occasional activities were reported. Diagram 3.6.1 Study association responsibility for the _ The projects often focused on folkbildning and activity. (Number of activities: 119, non-categorized: 5) popular movements, democracy and associations, but there are also examples of purposes related Participated as a collaborating party to the development of cooperatives or local businesses. The responsibility of ownership

0 10 20 30 40 50 60 ”To support and train leaders and active per- Per cent sons in ABC Bolivia.”

”To strengthen the local population by setting The diagram above shows that study associations up/strengthening democratically organized folk- themselves had the responsibility of ownership

36 Folkbildning across borders – resources, networks and transnational commitment for nearly two-thirds of the activities they had re- half the activities. Here we notice, for example, ported. A closer examination of individual study foreign universities, democratic institutions, Ger- associations and organization levels revealed that man Volkshochschulen, cultural societies, trade is the case primarily for ABF, Bilda and SV, while union organizations, educational publishers and the Study Promotion Association had responsibil- churches. ity for nearly half of the activities. A quarter of activities were organized in col- As regards the different organization levels of laboration with a sister organization. The asso- study associations, the district took on the respon- ciations named sister organizations such as ABC sibility of ownership for two-thirds of the activi- Bolivia, ABF Norden, or organizations with a re- ties they reported, while the national office and ligious orientation such as the Orthodox Christian branches seem to have had the responsibility of Church. The term sister organization usually re- ownership for about half ‘their’ activities. fers to organizations similar to their own in terms of objectives, which have a principal organizer with a similar focus as their own, or to an organi- Type of collaboration organizations zation there has been close and continual collaboration with. Study associations also, in some cas- Swedish collaboration organizations es, indicated an affinity with principal organizers In many transnational activities, study associa- in a broader sense, such as when a study associations collaborated with other organizations both tion with ties to Catholic or Protestant teachings in Sweden and abroad. The collaborating parties collaborates with institutions linked to the same of study associations in Sweden were primarily religion in other countries. member organizations and collaboration organi- 14 per cent of activities were organized with a zations. 39 per cent of activities were carried out collaborating party other than those listed in the together with member organizations, 27 per cent diagram above.34 Study associations were shown, with collaboration organizations and 11 per cent in several activities, to have collaboration with with representatives of other educational or learn- cities, municipalities or town district committees ing activities. For 23 per cent of activities, associ- in the collaborating country. This can possibly be ations had no collaborating party in Sweden. explained by associations in some cases also having close contact with their own municipality in Foreign collaboration organizations Sweden. Other examples of collaborating parties Diagram 3.6.2 Type of foreign collaboration organization. from the open-ended response category were pri- Study associations in total. _ vate businessmen or cooperatives, women’s cen- (Number of activities: 91, non-categorized activities: 33.) tres and local interest groups.

Sister organization Individual study associations Same principal organizer At association level, there were certain differ- Another educational or ences between study associations. SV and the learning organization No collaboration Study Promotion Association followed the general organization picture and mainly collaborated with other edu- 0 10 20 30 40 50 cational institutions. ABF also had a lot of col- Per cent laboration with other educational institutions, but even more with its sister organizations. Bilda also The most common collaborating parties in other countries were actors offering other educational 34 The questionnaire provided an opportunity for leaving or learning activities. These participated in almost comments if the response alternatives were not sufficient.

Folkbildning across borders – resources, networks and transnational commitment 37 differed from the overall pattern and collaborated Diagram 3.7.1 The main source of funding for transna mostly with the same principal organizer (53 per tional activities. Study associations in total. 37 (Number of activities: 84, non-categorized activities: 40) cent) and only then with sister organizations (24 per cent). Sida/other aid organization The European Social Fund

The Swedish Institute

The Nordic Council of 3.7 Funding Ministers The International A prerequisite for transnational collaboration is Programme Office Grants from a member that study associations are able to finance their organization Municipal or county participation in the activity. Often, several sourc- council grants es of funding are required, both a main source The state folkbildning of funding and supplementary funding. Associa- grant 0 10 20 30 40 50 tions have been able to use their ordinary state Per cent folkbildning grant for certain transnational activities. They can also turn to municipalities and county councils and apply for grants. Grants can while the state folkbildning grant accounted for 24 also come from their member organizations, par- per cent, and municipal and county council grants ticularly in cases where they are in close collabo- for 12 per cent. Often, associations were also re- ration with them. There are also grants that can quired to use additional financial resources. In be applied for from Sida and other aid organiza- these cases, the state folkbildning grant was used tions, the Swedish Institute, the Swedish National as supplementary funding in one third of activi- Board for Youth Affairs, the International Pro- ties. On top of this, there were additional resourc- gramme Office for Education and Training, the es from municipal and county council grants, Nordic Council of Ministers and the European which accounted for 15 per cent of supplementary Social Fund, ESF. The focus of the various donors funding. changes over time, and this may affect the focus Funds from the Nordic Council of Ministers, and location of activities.35 the Swedish Institute, the ESF and the Interna- tional Programme Office for Education and Train- ing did not, taken individually, constitute large Study associations in total. amounts, but when combined, they accounted for 18 per cent of the main source of funding. Sida or another aid organization was the most Grants from member organizations were not common main source of funding for study asso- common and occurred in only five per cent of ac- ciations.36 These aid organizations were the main tivities. Participation fees, student aid and money source of funding for 43 per cent of activities, from fundraising, as reported in comments to the open-ended question on other funding, consti- 35 As regards the funding of transnational activities, the tuted a much larger part. About 30 per cent of all questionnaire responses only provide a basis for an analysis from a Swedish perspective, i.e., of how the Swedish party 37 It should be noted that the size of the percentages in the has financed its part of the transnational collaboration. diagrams below represent response rates – how often the 36 The combined response category Sida/other aid organi- main source of funding comes from a funding authority – zation makes it impossible to tell exactly how large a propor- and not the financial size, i.e., not the amount of funds. If tion of funds from Sida is used. The greatest proportion of funding were to be stated in financial terms, these propor- funds reported in this category comes, however, from Sida. tions might be different.

38 Folkbildning across borders – resources, networks and transnational commitment the responses received on supplementary fund- Diagram 3.7.2 The main source of funding for transna ing referred to their own revenue, fundraising and tional activities. Per study association._ (Number of activities: 84, uncategorized: 40. ) loans. Respond No re ents sponse SV The different organization levels of study 25 4 associations Sfr 19 5

Sensus 1 1 A detailed study of organization levels shows that all three levels – national offices, districts and NBV 3 4 branches – had Sida as the most common main Mbsk 0 1 Ibn source of funding, and that the state folkbildn- 0 1 ing grant was the most common source of supple- Rushd mentary funding at all levels of the organization. Bilda 10 13 Branches and districts used funds from munici- ABF 26 11 palities and county councils as sources of fund- Total 84 40 ing more often than national offices did. National 0 10 20 30 40 50 60 70 80 90 100 offices, in turn, applied for and obtained grants Per cent more often from the International Programme Of- n The state folkbildning grant fice for Education and Training, the Nordic Coun- n Municipal or county council grants cil of Ministers and the ESF. n Grants from a member organization Grants from Sida or from other aid organiza- n The International Programme Office tions accounted for just over half of the main n The Nordic Council of Ministers source of funding for ABF and SV. The Study n The Swedish Institute Promotion Association utilized municipality/ n The European Social Fund county council grants for one third of activities n Sida/other aid organization and grants from Sida and the state folkbildning grant for one fifth each. The Study Promotion As- sociation also named municipal and county coun- source of funding. The corresponding figure for cil grants as supplementary funding for 29 per the Study Promotion Association was one quarter, cent. A small part of activities in ABF and SV and for NBV two-thirds. SV did not have the state was contested by the Nordic Council of Ministers, folkbildning grant as their main source of funding while the Study Promotion Association and SV for more than eight per cent of their reported ac- reported a number of smaller grants from the ESF, tivities. SV did, however, have this as supplemen- the Swedish Institute and the International Pro- tary funding in one third of their activities. ABF gramme Office for Education and Training. used the state folkbildning grant least, for only Bilda used the state folkbildning grant by far one fifth of their activities, and as supplementary the most, amounting to three-fifths of their main funding for only five per cent.

Folkbildning across borders – resources, networks and transnational commitment 39 4. Summary analysis: Transnational folkbildning

In this concluding chapter, the results of the sur- 4.1 Sources of funding: Where vey are analyzed in three areas of specialization: does the money come from and • Sources of funding: Where does the money for what is it used? come from and for what is it used? In this first area of specialization, we look at the Folkbildning in Sweden is largely funded through type of grant which transnational activities rely support from the state, county councils/regions upon and what connections there are between and municipalities. In addition to these public sources of funding sources and forms of activity funds, various forms of compensation for the re- (courses, projects, conferences, study trips, cir- sponsibilities and project activities, conferences cle leader exchanges, etc.). and other activities, and participation fees and sales revenues for the study associations part. • Thematic images: What do folkbildning educa- Also in the case of transnational activities, differ- tors want to accomplish? ent sources of funding are reported. The second area of specialization provides an As we have seen in previous sections, folk high analysis of the purposes and thematic images schools and study associations have partly differ- of study associations and folk high schools. In ent ways of financing their transnational collabo- what way do folkbildning educators think that rations. For folk high schools, the state folkbildn- activities relate to the overall areas of activity? ing grant represented the main source of funding What values and what direction do they per- for 43 per cent of reported activities in 2009, while ceive the learning activity to have? the corresponding figure for study associations was 24 per cent. As regards funding from Sida • Geography: What do folkbildning actors’ tran- or other aid organizations, the proportions were, snational networks look like? in principle, reversed: Sida was the main source Finally, the international connections of folk- of funding for roughly 43 per cent of study asso- bildning actors are analyzed, with focus on geo- ciation activities compared to 18 per cent for folk graphical location. The travel patterns of folk high schools. Also municipal and county council high school participants are compared with the grants accounted for a higher proportion of study mobility of Swedish university students as well association transnational activities than for those as with the geographical distribution of Swedish of folk high schools. In the case of other grants development aid. and funding authorities specified in the question-

40 Folkbildning across borders – resources, networks and transnational commitment naire, the funding patterns of study associations Similar funding structures have previously been and folk high schools are about the same. described by researchers who have examined the Participation fees and fundraising accounted for transnational processes of the university sector a comparatively large proportion of the funding (Sörlin, 1994).3 Civil society’s organizations there- for both folk high schools and study associations. fore appear, in a similar way to universities, to be In almost 30 per cent of all the responses about embedded in processes where institutional contact the main source of funding, reference was made networks are widening and links with the outside to self-financing. In the questionnaire, however, world are being established. However, the re- this type of financing was reported in the com- source allocation system that facilitates this devel- ments section under ‘other funding’, which brings opment is still largely possible to trace back to the a measure of uncertainty to its proportional share. state budget bill. This phenomenon has therefore As regards supplementary funding, fundraising previously been termed as a state-sponsored form and participation fees were stated as having been of transnational activity (Cf. Sörlin, 1994, 225). used in almost three out of four activities. This can be interpreted as participants often being personal- ly motivated to take part since they seem willing to Who pays for what? In the short-term or use their own resources to make the projects a real- long-term? ity. The overall picture of sources of funding (Dia- gram 4.1.1) shows that public funds are the primary The figures in Diagram 4.1.2, which is based on resource base for transnational activities. a cross tabulation between source of funding and form of activity, show how the state folkbildning Diagram 4.1.1 The main source of funding for trans grant, Sida funds and the main source of fund- national activities. Study associations and folk high ing from the Nordic Council of Ministers and the schools. European Social Fund (ESF) are used in relation Number of Main source of funding % activities to various forms of folkbildning (projects, confer-

State folkbildning grant 36% 90 ences, courses, study trips, etc.). Sida/Other aid organization2 26% 65 International Programme Office 8% 19 Diagram 4.1.2 Main source of funding, by form of activity. Study associations and folk high schools. The Swedish Institute 8% 21 Nordic Member organization 6% 15 The state folk bildning grant Sida & ESF The European Social Fund (ESF) 5% 13 Main Funding Antal % Antal % Antal % Municipality/County council 5% 13 Participant ex- The Nordic Council of Ministers 5% 12 change/Visiting students 9 10 1 2 4 16 Total 100% 248 Conference 3 3 4 6 0 0 Cultural activity/ Cultural programme 4 4 0 0 0 0 Almost all the activities reported by study associ- Course 36 40 5 8 0 0 ations and folk high schools were funded primari- Teacher/Circle ly with the help of Swedish public funds. The state leader exchange 5 6 0 0 2 8 folkbildning grant and grants from Sida together Work experience travel 2 2 2 3 1 4 appear to account for the main source of fund- Project 6 7 48 74 18 72 ing for just over 60 per cent of activities. All this Study trip/Study visit 25 28 4 6 0 0 points to the conclusion that the internationaliza- Total number of 90 ≈100 65 ≈100 25 100 tion of folkbildning depends primarily on govern- activities ment money.

Folkbildning across borders – resources, networks and transnational commitment 41 The diagram shows that courses, study trips, par- Diagram 4.2.1 Thematic focus. Study associations and ticipant exchanges and projects are the most com- folk high schools. Proportion of categorizations. 38 mon forms of transnational activities. If we com- n Folk high schools n Study associations pare the different funding sources, it seems that Common fundamental activities financed by the state folkbildning grant values Challenges of the in a total of 80 per cent of activities were partici- multicultural society pant exchanges, courses and study trips. Funds re- The demographic ceived from Sida, the Nordic Council of Ministers challenge and the European Social Fund (ESF) are instead Lifelong learning used primarily for project activities. This means Force behind cultural activities that in relation to other sources of funding, the Accessibility for per- state folkbildning grant was primarily used for ac- sons with disabilities tivities of a more regular and long-term nature. Public health The patterns found in the table above are also Sustainable development reflected in the figures we have already presented. Global justice In a comparison of study associations and folk high schools, it emerges that the state folkbildning 0 5 10 15 20 25 30 35 40 45 grant is the most common main source of fund- Per cent ing for folk high schools, with Sida being the most common for study associations. Just over half of Both study associations and folk high schools de- the folk high schools reported activities focused fine most of their transnational activities as be- on courses, participant exchanges and study visits, ing primarily related to the seventh area of activ- while only 30 per cent were described as projects. ity. This relates to just over 60 per cent of study Study associations use grants from Sida more of- association activities and approximately 70 per ten. Of the reported activities, almost half were cent of folk high school activities. More specifi- projects, while about one third were courses, par- cally, many of the activities deal with the creation ticipant exchanges or study visits. of global justice. In just over 30 per cent of study association activities and more than 40 per cent of folk high school activities, global justice is at the top of the agenda. It is also common for ac- 4.2 Thematic images: What do tivities to relate to sustainable development and folkbildning educators want to public health. Study association activities with a focus on global justice were primarily designed accomplish? as projects, study trips or conferences, while folk high schools, for the most part, stated this theme In the name of global justice as a focus for its courses. Even activities in the context of lifelong learn- Why do study associations and folk high schools ing, multicultural society challenges and common participate at all in transnational work? What do fundamental values are common. Study associa- they want to accomplish? tions and folk high schools categorized 20–30 per A first step towards finding answers to these cent of their activities within each of these areas. questions might be to explore how folkbildning This primarily related to courses and projects actors themselves perceive their activities to relate to folkbildning’s seven areas of activity: 38 In the questionnaire, it was possible to state several thematic focuses for one and the same activity.

42 Folkbildning across borders – resources, networks and transnational commitment Diagram 4.2.2 The collective response of study associations and folk high schools to the question: “What do you want to accomplish with the activity?”

for folk high schools and temporary projects and in summary, that there is a solid idea that folk- study trips for study associations. A relatively bildning can help create more justice in the world. high number of courses focused on lifelong learn- It was also in the seventh area of activity that the ing, and quite a high number of cultural activities vast majority of activities were considered to be- were also came under the heading of challenges long. of the multicultural society. Transnational work involving participants with disabilities or which was conducted within the framework of the demo- Receiving, giving or sharing? graphic challenge seem to be less common. This includes both study associations and folk high Another way to examine the motives of folkbildn- schools, even if there can be great variation being educators is to observe how they, in their own tween individual folkbildning organizers.39 words, choose to describe the objectives of their Allowing folkbildning actors themselves to re- activities (see diagram 4.2.2). late the activities to the areas of activity showed, In earlier sections, the motives of study associations and folk high schools were presented sepa- 39 It was not primarily the very young, the oldest or partici- rately in word clouds. Each section also contained pants with disabilities who were involved in transnational a number of examples of phrases taken from the collaboration. In cases where activities also related to these groups, they usually consisted of study trips or projects or- reported activities. The purpose of this section is ganized by study associations or courses run by folk high to broaden the previous reasoning. schools. The vast majority of verbs that describe the pur-

Folkbildning across borders – resources, networks and transnational commitment 43 pose of the activities are change and development ”To transfer and establish the experience of oriented. Folkbildning actors gladly use the words Swedish folkbildning to be used as a resource create, give, increase, deepen, learn, strengthen, within human development and change man- disseminate, develop, educate, build and establish. agement (..) in Ukraine.” Areas to be developed include culture, knowledge, understanding, perspective, democracy, collabo- ”To implement study group activities in 16 or- ration, methods, contacts, and awareness. Judging ganizations in Belarus.” by diagram 4.2.2, it is primarily different partnering countries, participants and individuals in other ”To establish the idea of folkbildning in Egypt.” parts of the world that are the subjects of this reform agenda. ”(The study association) assists the trade union A detailed analysis of the response shows that it (..) in creating folkbildning activities aimed at is mainly Swedish folkbildning educators who are building up a trade union school in Sao Paolo.” described as proactive in the activity. It is much more common for Swedish folkbildning actors to In these objectives there is a tendency for Swedish appear to be giving something to someone else, folkbildning educators to appear as the transna- than the contrary, that they are receiving something tional activity ”democracy experts”. It may relate from someone else. Transnational contacts are also to the Swedish actor representing folkbildning as more often described as a developmental process in a phenomenon or a successful example of democ- which Swedish folkbildning educators share their ratization. Quite often folkbildning is portrayed as knowledge and experience to the benefit of the for- a tool for broader forms of social change: eign collaborating partners. The overall picture created by the statements of purpose is that other ”Establishing study circle activities as a tool for countries have something to learn from Swedish democracy in South Africa.” folkbildning, for example, by comprehending the didactic approach, pedagogical models, or other ar- ”Increasing and strengthening leaders in democ- eas related to folkbildning expertise. racy, leadership, social involvement and pov- Through an analysis of the statements of pur- erty reduction.” pose, based on the three verb paradigms to give, to receive or to exchange, the attitudes that Swed- ”Improving the understanding of civil society and ish folkbildning educators bring to their transna- to impart knowledge and experience of work tional initiatives become clearer. within organizations, which belong to civil society. Show how civil society can collaborate with Increase knowledge, spread the word and the public administration. Convey basic knowl- help others: Folkbildning as a mission edge of democracy and association activities.” Many descriptions illustrate a donation-driven at- titude. In its most extreme form, the partnering ”Spread the Swedish model of trade union-politi- countries constitute a kind of folkbildning-related cal interaction.” tabula rasa. Folkbildning initiatives break virgin territory and the challenge for folkbildning actors These quotations are based on the idea that folk- is to preach folkbildning forms or basic pedagogi- bildning expertise communicates and assists over- cal outlook. These descriptions create the image seas nations with what they perceive as traditional of only the partnering country benefiting from folkbildning methods or models. activities. The objectives can be described in the However, Swedish folkbildning is not always following manner: portrayed as a democratic miracle cure. Transna-

44 Folkbildning across borders – resources, networks and transnational commitment tional activities can also be presented as part of a ing initiative is still seen to go from Sweden to broader and more complex strategy of change: other locations, the goal for folkbildning educators seems to be less focused on exports. Though ”This is a project that, in collaboration with these latter project descriptions are still based on the trade union movement in Europe, deals with the idea that folkbildning educators give skills or the creation and implementation of a course for resources to someone else, the statements here are union representatives in multi-national compa- closer to the old aid development mantra of ”help- nies that provides knowledge about their rights ing people help themselves”. The objective of an to information and consultation in multi-nation- activity is to is to make itself redundant. al companies. We will hold workshops with the One way to interpret the dominance of donor- same content in the countries involved in the orientation in the statements of purpose is to as- project . Thereafter, the courses will be nation- sociate them with the overall structure. In the al.” survey’s previous sections, it was found that both study associations and folk high schools, in most ”To carry out initiating measures by means of cases, have the responsibility of ownership for ac- collecting glasses in Sweden by VFA (Vision tivities, which means they have a major commis- For All = opticians organization), measuring sion to govern issues such as content, budget and the strength of the glasses and distributing them implementation. This can also make an impact locally in villages and organizing eye tests, for on how activities are designed and how the actual one day per village, by an optician from VFA theme is developed. Giving is also about establish- .(..) The purpose is to help find opticians locally ing a dominance relationship. that can take over and run a continuous activity.” With the world as a workbook: Folkbildning as anthropology ”At the invitation of the Ministry of (...), to im- The survey also reported a number of transnation- plement adaptation courses for the visually im- al activities where the primary objective was more paired, as well as educational efforts, to serve described in terms of receiving. Here the purpose both as encouragement and as an example of is set out to the effect that Swedish folkbildning the development of domestic vision initiatives in educators must learn from their partners, rather Kurdistan.” than try to transfer knowledge to others. In the recipient-oriented statements of purpose it is often ”The overall objective is for Palestinian women knowledge of general living conditions in other to increase the power over their own lives and countries and other peoples’ ways of relating to for democratic and member/participant control- the world that comes into focus: led associations to emerge. The project’s goal is that women in the villages (..) become willing ”A two-week trip to Spain for the participants and able to increase their influence over their on a general course with an international pro- own lives both from a financial and social per- file. The aim is for participants to sample a new spective, that their status in the family increases language, see another country, quite simply to through this and that they actively take part in experience something outside Motala’s ‘ four the construction of a local women’s organiza- walls’.” tion.” ”The participant should gain knowledge and Even though these activities appear to be donor awareness of global issues in general and Af- driven, i.e., that the direction of the folkbildn- rica in particular. He/she shall, in an independ-

Folkbildning across borders – resources, networks and transnational commitment 45 ent and critical way, evaluate news reports and participant gains another perspective on the so- other information dissemination on the conti- ciety and part of the world that he/she lives in.” nent.” ”We want to give participants the opportunity ”To increase understanding and insight into liv- to study, reflect and meet people from an area ing conditions and circumstances in the third that is at the forefront of media attention, name- world in terms of ecology, environment and sol- ly the West Bank, Gaza and Israel. Our par- idarity.” ticipants get to meet Jews, Christians, Muslims and settlers, living in refugee camps. They visit ”Knowledge of Latin America specializing on schools in both Israel and the Palestinian ter- Ecuador. Preliminary studies in economics, ritories and so can form their own opinions on politics, the life of society, environment and lan- the situation.” guage. Work experience in rural areas in Ecua- dor shall give the student insight into the lives In activities with this type of recipient-oriented of small farmers as well as development in the purposes, there is for the most part no mention Spanish language.” of foreign experts who are considered to convey specialized knowledge, neither do they single out A recurring objective is for participants to gain a specific focus that participants are expected to perspective on the part of the world that they focus on. To receive knowledge and experience in were brought up in and to form their own opin- this context seems to relate to being present in a, ions about this with the help of experience from as far as the Swedish are concerned, foreign en- other countries. Activities are designed to give the vironment. The world is an open workbook from Swedish participants greater world understanding which you can learn. and – in the long-term – for the participants to dis- As a rough description, it can be ascertained seminate their newly acquired external knowledge that in the first and more donor-oriented state- to others: ments of purpose they describe how Swedish folkbildning experts make statements or provide other ”To increase our understanding of living con- understanding of democracy, adult education and ditions in the countries of the South, to make popular mobilization. It often relates to descrip- contacts with people in the universal Church, to tions where active folkbildning educators travel recognize that the link between material wealth out into the world to preach the real or imagined and general well-being is weak.” merits of Swedish folkbildning. The more recipient-oriented statements of purpose present instead ”The participants studied societal and social is- Swedish folkbildning participants as anthropolo- sues in Riga, Latvia in order to make compari- gists who through their study of foreign customs sons with the situation in Sweden.” gain a perspective on their Western lives.

”A greater understanding of how people live in Mutual learning processes: Folkbildning as other cultures, it also provides a wider perspec- exchange tive on the situation of individuals with disabili- The third type of statements of purpose empha- ties.” sizes more clearly how collaboration parties learn from each other or that participants from different ”To increase knowledge about indigenous peo- countries shall learn things together. The objec- ples and their situation. By studying indigenous tives often relate to how individuals from differ- peoples and the problems surrounding them, the ent places work towards common societal-political

46 Folkbildning across borders – resources, networks and transnational commitment objectives or more generally work together to get ing something from someone else. Instead, they to know each other better. The activities’ state- underline how a political vision or a specific ments of purpose are often focused on creating cultural expression can generate learning proc- platforms where the participants’ own ideas and esses that are reciprocal in nature. However, it is work processes can be the guide: not entirely clear that the parties are projected as equal just because the statements of purpose relate ”To, by means of the method of exposure, work to exchange. In some statements of purpose it is with their own self-image and become better considered that individuals from both partnering equipped to meet others in a positive way. To countries need to learn different things: become more responsive and attentive to events in their own and other people’s lives as well to ”Give the South African participants education the outside world. To practise being attentive with a focus on folkbildning, leadership, politi- and to increase in knowledge so that they can cal leadership, democracy, outdoor education penetrate and reveal damaging structures in and multicultural issues. To give the Swedish society. To practise consideration and reflection students (at-risk youth, general programme) together.” knowledge of global issues and understanding of international collaboration, practical experi- ”On Gotland, they dance old forms of Swed- ence of democracy-building and leadership in a ish folk dances, something which also occurs in nation with a short democratic history, the op- Norway. In 2008, Norra Gotlands Folkdanslag portunity to study and experience the methods (Northern Gotland Folk dancers) received visits of conflict resolution.” from friends in Norway, and in 2009 it was the islanders turn to go to Norway. Through the ex- According to this description, the South African change, they learn new variations of old danc- participants need to learn one thing and the Swed- es. Via dance exhibitions at bazaars and in the ish something quite different. In South Africa, town square they spread the joy of dancing and they need to learn how to lead others, to be a good portray the dance as a source of joy, exercise democrat and to live side by side, bridging the dif- and culture.” ferent ”cultures”. The Swedish participants can, however, concentrate on observing living condi- ”A mutual increase of knowledge about other tions. In this case, they also have the chance to parts of the world. Get gender and democracy ”study and experience the methods of conflict res- issues on the agenda; focus away from charity olution” as this is considered a key aspect of South to a mutual and societal change process.” African democracy-building. Analyzing folk high school thematic images is ”‘Rajarock gathers young rock musicians be- not just a question of who is considered to learn tween 14 and 18 years of age from the Barents things and who is considered to teach things. It Region. They participate in workshops and in may well be interesting to analyze transnational concerts with all the participating bands. Bands folkbildning work on the basis of the content that receive good instruction and a lot of exchange, is considered suitable for different participants. plus contacts from other Nordic countries. The There is a risk that the direction of this learning aim is also to provide drug-free activities for work is coloured by the status, position and stand- young people.” ing of those involved.40

What is distinct about these statements of pur- 40 Critical studies of folkbildning’s transnational work experience, from a post-colonial perspective, have been covered pose is that they do not stop at either party learn- by, inter alia, Berg (2007) and Dahlstedt & Nordvall (2009).

Folkbildning across borders – resources, networks and transnational commitment 47 4.3 Geography: What do teacher exchanges, projects, conferences, exchang- folkbildning actors’ transnational es, etc. What is more striking is the special, close relationship that seems to exist with actors in Af- networks look like? rica and the Middle East. On the part of folk high schools, it mostly relates to exchanges with Tanza- Folk high schools and study associations nia, and on the part of study associations with Pal- in different countries estine/Israel. Study associations also appear to have relatively strong ties to Kenya, Colombia and Bo- By defining transnational activities as activitiesin - livia, while folk high schools gladly cooperate with volving the exchange between Swedish folkbildning operators in Russia, Egypt and India. organizations and at least one party (organization If we compare between the continents/regions, or person) in another country, the working defini- it seems that folk high schools have slightly more tion in this study is broad and covers a wide range activity in Europe, North America and in Africa of activities. This is important to bear in mind than study associations, while study associations when looking at the overall statistics and the maps are represented more than folk high schools in presented in the preceding two chapters. Latin America. The main difference, however, is With this broad definition of ”transnational that almost twice the proportion of activities re- work” the folk high school’s and study associa- ported by study associations – 26 per cent com- tion’s international network of contacts is spread pared with folk high schools’ 14 per cent – is con- over large parts of the world, with a clear concen- ducted in collaboration with Asian countries. tration in Europe and Scandinavia:

Diagram 4.3.1 Folk high school’s (brown) and Study as The geographical location of folk high sociation’s (yellow-orange) transnational cooperation school participation countries throughout the world. Folk high schools have, at least since the 1970s, had regular course activities that included trips to other countries. In this section, statistics will be presented showing where folk high school participants, mainly through participation in travelling courses, study abroad. A comparatively large share of folk high school transnational exchanges take the form of such courses. Folk high school participants’ travel patterns are then compared with corresponding data on student mobility at As shown in Diagram 4.3.1, folkbildning’s transna- university level, as well as with the geographical tional activities are relatively well distributed across distribution of Swedish development aid. the world map, except for Oceania and some parts Diagram 4.3.2 below shows activities where of South East Asia, the Middle East and North Af- folk high schools reported that outbound travel is rica. Both study associations and folk high schools a part of the permanent and regular courses. Com- have their greatest concentration of connections in pared with previous maps in this report, all types the neighbouring Nordic countries and Europe. of short-term projects, teacher travel, conferences That the exchange is concentrated in the Nordic and Swedish courses have now been deleted. countries and Europe is not surprising, especially The proportion of non-European activities has in- since the figures above include all forms of courses, creased relatively (especially in comparison to Eu-

48 Folkbildning across borders – resources, networks and transnational commitment rope) if only the folk high school regular outbound dia and Bangladesh dominate. Even Latin Ameri- courses are taken into consideration. Folk high ca is relatively well represented, through activities school courses are therefore directed more to non- in Ecuador and Nicaragua. European countries than transnational folkbildning In the rest of Europe, Germany, Finland, Latvia activities in their entirety. If the statistics are made and England have the most registered travellers. more precise to show which countries are repre- The diversity of the destinations is probably among sented most by folk high school participants’ out- the different motives that drive folk high school bound trips, the following set of nations emerges: participants out into the world. Courses in Germa- ny, England and France are quite simply a species Diagram 4.3.2 Folk High School participants per coun apart from the courses run in collaboration with, try. Based on the number of reported travellers, financial for example, Bangladesh, Iraq or Palestine. year 2009. Distributed in participant volumes and percent-

Tanzania ages, the breakdowns by continent/region are as India follows: Germany England Table 4.3.3 Folk high school participants in different con tinents/regions. Estimated number and percentage, in Finland 2009.41 Latvia Number of outgoing South Africa exchange participants Brazil Estimated Part of the world/Region number Per cent Ecuador Africa 627 38 Estonia Latin America (including Central America) 215 13 France Other Europe (including Russia) 209 13 Holland England/Germany/France/Spain 206 13 Kenya Asia 152 9 Poland The Baltic States 112 7 Ukraina The Nordic countries 88 5 USA North America (U.S. & Canada) 32 2 Bangladesh Oceania 0 0 Denmark Iraq Total 1 641 100 China Nicaragua 41 The respondents in this questionnaire had the task of Palestine choosing between five response categories: 0, 1–2, 3–9, 10–20 or more than 20. In this calculation, the responses Russia have been aggregated from the following numbers: 1, 6, 15 Uganda and 25. The category 0 has been completely excluded. Non- Hungary respondents have also been excluded. The figures in this 0 5 10 15 20 25 table 4.3.4 have thus been estimated in two stages. First, the Nomber of participants survey respondents estimated how many individuals participated in the reported activity, then the average figure was calculated to form the basis of this presentation. There Diagram 4.3.2 shows that in addition to a relative- may be cases where courses have been jointly reported and ly large number of courses run in collaboration other cases where several schools have reported the same exchange programme. Naturally, the information has, wher- with actors in Tanzania, nine more regular cours- ever possible, been reviewed in order to eliminate any cases es were destined for the African continent among of double reporting. However, some caution is recommended the reported responses. In Asia, the courses in In- in relation to the presented results.

Folkbildning across borders – resources, networks and transnational commitment 49 The results show that most folk high school partic- tries. Moreover, approximately 40 per cent of all ipants in the outgoing courses study in Africa or students study in Anglo-Saxon countries, i.e. in in Europe – making up approximately 38 per cent the UK, U.S. or Australia. For a more detailed re- in each region It is worth noting in this context port of Swedish student mobility, see Appendix 3. that countries like the United Kingdom, Germa- This means that large numbers of students and ny, France and Spain together, do not attract more folk high school participants conduct their studies than about 13 per cent of the total population. Nei- in different regions of the world. While very few ther the U.S. or Australia appear to be particularly university students study in Africa (one per cent) popular. After Africa and Europe comes Latin and Latin America (two per cent) these two areas America (13 per cent) and Asia (9 per cent). were the two highest visited regions of the world for folk high school participants. In the case of Af- rica, both the proportion and number of folk high Comparable examples: Student mobility school participants (38 per cent, 627 participants) and aid distribution was significantly larger and more than university students (1 per cent, 167 students). It also appears The two numerically largest forms of international to be much more common for folk high school student exchanges at university level are student participants to be attracted to the Baltic countries. exchange, where the universities conclude agree- Conversely, Oceania (Australia) and North Amer- ments and establish links with each other to facili- ica (U.S. and Canada) are regions with almost no tate movement and free movers whereby students Swedish folk high school participants, while al- organize their own foreign study tours. During most 25 per cent of university students studying the academic year 2009, just over 27, 000 Swedish abroad travelled there in 2009. 42 students were registered as either free movers or The folk high school transnational courses are exchange students around the world. Their study thus directed towards other countries to a greater pattern differed in several respects from the folk extent than the university’s courses. While uni- high school participants: versity students primarily visit the northern hemisphere, folk high school participants visit both the Diagram 4.3.4: University students with student grants north and south. Folk high school courses also ap- in different continents/regions in 2009. Number and per pear to be distributed more widely over the world cent. Source: CSN 4 than university courses. The folk high school Outgoing students students’ destinations, with the exception of the Part of the world/Region Number Per cent

England/Germany/France/Spain 9 272 34 Other Europe (including Russia) 4 822 18 42 Two other related exchanges at university level may be North America (U.S. & Canada) 4 857 18 worth mentioning in this context. Within the framework of The Nordic countries 3 385 12 the Minor Field Studies (MFS) each year approximately 500 Asia 2 357 9 university students are given the opportunity to write an es- say at a Swedish university, where the topic and materials Oceania 2 056 7 must be derived from a field visit to other parts of the world. Latin America (including Central America) 557 2 These scholarships include and are paid only for Swedish Africa 177 1 students in a developing country and are only provided at The Baltic States 125 0 an advanced level. Linnuaes-Palme is also an exchange programme for teachers and students within higher education. Total 27 608 ≈100 During the academic year 2007/2008, the programme included 209 outgoing students from Sweden. In relation to the size, there are many more folk high school participants than A large majority of university students choose to university students who travel each year on either of these study in North America or in one of the EU coun- two types of travel scholarships.

50 Folkbildning across borders – resources, networks and transnational commitment concentration in Tanzania, are not concentrated bat poverty by promoting the growth of democrat- to any specific country. Although the folk high ic institutions. While the overall objectives seem school travellers in actual numbers amount to no to resemble the thematic images voiced by the ed- more than about 1,600 they were represented in ucators in this survey, we do not see such a large many different countries. 43 overlap between the countries where folkbildning As Sida has proven to be a key financier of the actors are present and the allocation of Swedish folk high school transnational work, and partici- assistance. pants expressed the idealistic motives such as the The country that tops the list of popular study creation of global justice, one could imagine that destinations among the folk high school outreach the folk high school mobility more closely re- courses – Tanzania – receives comparatively large sembles the map of the Swedish development as- assistance grants from Sida. Other countries that sistance than the Swedish student mobility. That are both major recipient countries for Sida funds seems not to be the case: and popular folk high school study destinations among participants are Kenya, Palestine, Uganda, Diagram 4.3.5 Sida’s support to non-governmental or Ukraine, and Nicaragua. But there are also many ganizations by country (in SEK million). Operational year countries that receive proper assistance but who 2009.44 do not appeal to some folk high school partici-

Moçambique pants and vice versa. Tanzania The geography of folk high school participa- Afghanistan tion seems to summarize a distribution that is nei- Kenya ther similar to student mobility and distribution of Palestine Swedish development assistance. Kongo, dem rep. Uganda Sudan Bangladesh 4.4 Conclusion: The value of Ethiopia broad global connections Bosnia-Hercegovina Bolivia Somalia One of the clearest empirical results which the Mali survey transnational public education led to is Zimbabwe that the departures of folk high schools are prima- Nicaragua rily to countries with low GDP per capita, whereas 0 100 200 300 400 500 600 700 800 university students go to countries with high GDP Million SEK per capita. Another outcome is that folkbildning participants have partnerships with a myriad of Sida’s support to civil society organizations is different countries and thus appear to have a very mainly directed at countries in sub-Saharan Af- wide-ranging international network of contacts. rica. Sida’s primary assistance objective is to com- The comparison with the university world is interesting as their international exchange is strictly concentrated to the former colonial powers. Folk 43 A more in-depth study of student mobility in higher education is given in Mikael Börjesson’s thesis Transnationel- high schools are, relatively speaking, and as an la utbildningsstrategier (Transnational education policies) institution, considered, to have a more diverse (2005). and geographically extensive network of contacts. 44 Sida (2010). That the folkbildning transnational activities in-

Folkbildning across borders – resources, networks and transnational commitment 51 clude broad and diverse contacts with the outside The idealistic spirit of the Swedish folkbildn- world should also lay the foundations for a more ing educators will be expressed in different ways. thorough and adequate knowledge of the outside In this questionnaire, we have witnessed how the world. If people travelling to the same countries educators described the transnational activities learn the same language and acquire the same im- either as a kind of mission to help others or as an age of the outside world, they are simply more anthropological quest to understand and familiar- single-minded than when they encounter a greater ize themselves with how other people live. Addi- diversity of cultures, languages and lifestyles. tional thematic images describe more egalitarian Institutional networks of this type structure, forms of exchanges. By thinking about the direc- in many ways, which other cultural experiences tion of the cultural initiatives, such as whether are given the chance to perform and become in- the folkbildning actors receive, give or exchange corporated into our way of relating to the world. knowledge about the world, we have tried to de- The languages that the future idealists acquire, scribe how folkbildning can accommodate a va- the intercultural marriages (and divorces) that oc- riety of different motives and purposes. At least cur and the extent of the geographical coverage of as important as the places where the folkbildning future friendly relations, are all actually depend- actors interact and the money that pays for their ent on the breadth of these types of transnational activities is of course the manner in which the ac- networks. The folk high school as an institution tivities are in fact conceived. But this is, as they thus has the potential to cultivate knowledge and say, another story. contacts beyond the former colonial powers and strongest economies.

52 Folkbildning across borders – resources, networks and transnational commitment References

Akselsson Le Douaron (2010) The operating report of the Swedish National Council of Adult Education’s 2009 annual re- Berg, Linda (2007) Internacionalistas. Identifika- port (2009) tion och främlingsskap i svenska solidaritetsar- betares berättelser från Nicaragua (The identi- Korsgaard, Ove (2010) ”Den rene hojskole som fication and alienation in the Swedish solidarity ideal. Den orene som praksis.” I Två sidor av worker stories from Nicaragua). H:Ströms. samma mynt? Folkbildning och yrkesutbildning vid de nordiska folkhögskolorna. (Two sides of Bjerkaker, Strula & Summers, Judith (2006) same coin? Folkbildning and vocational train- Learning Democratically, National Institute Of ing at the Nordic folk high schools.) Lundh Nils- Adult Continuing Education. son & Nilsson (red.). Nordic Academic Press.

Börjesson, Mikael (2005) Transnationella utbildn- In 2006, Kerstin Mustel – Kartläggning och ana- ingsstrategier vid svenska lärosäten och bland lys av folkbildningens internationella kontaktnät svenska studenter i Paris och New York. (Tran- (Identification and analysis of folkbildningen’s snational education strategies at the Swedish international contact). The Swedish National university and among Swedish students in Paris Council of Adult Education Stockholm. and New York.) Uppsala University. Uppsala. Page (2010) Sweden’s development cooperation in Dahlstedt, Magnus & Nordvall, Henrik (2009) numbers. ”Folkbildning i (av)koloniseringens skugga (Popular Education in the shadow of (de) colo- Sörlin, Sverker (1994) De lärdas republik: Om nization): Demokrati, nationella mytologier vetenskapens internationella tendenser. Framti- och solidaritetens paradoxer”, Utbildning & dens Europa. Liber-Hermonds. Demokrati (Democracy, national mytholo- gies and paradoxes of solidarity”, Education Internet references & Democracy). Vol 18. No 3. Theme: ”Vuxnas lärande” (Adult Learning). Örebro. www.folkhogskola.nu (24-04-2011)

The Folkbildning Bill (2005) Lära, växa, förändra www.geocommons.com (24-04-2011) (Learn, grow, change) 2005/06:192. The Minis- try of Education and Research Stockholm. www.wordle.net (24-04-2011)

Folkbildning across borders – resources, networks and transnational commitment 53 Appendices

Appendix 1. Questionnaire for folk high schools and study associations

Folk high school questionnaire

Operating across national borders – transnational activities

There is a lot of work within folk high schools and study associations that extends beyond the borders of Sweden. With regard to the extent of this activity, its focus and content, it is difficult to say. The purpose of this questionnaire is to review the current situation.

By highlighting the work of folkbildning across borders, we present an important activity that might other- wise be invisible.

In the questionnaire we ask you about the transnational activities you were involved in during 2009. By transnational activities, we mean activities that involve some form of exchange between you and at least one other party (organization or individual) in another Nordic country, Europe or elsewhere in the world.

The exchange can take place in both directions, i.e., it can relate to both activities abroad and activities in Sweden, when parties based in other countries are involved.

In order for the activity to be classed as transnational in this context, it must involve a hands-on collaboration with active partners in these countries. It is not enough that the activity deals with other countries (such as language, geography, politics, etc.) or that the participants have previously lived in other countries (e.g., Swedish for immigrants).

1. Did your school ran transnational activities in 2009 (in accordance with the above definition)? No (Thank you for your participation. The questionnaire has been completed) Yes (In the remaining part of the questionnaire you will answer questions about the transnational activities that you completed in 2009, one by one. Twelve questions are asked about each activity.)

54 Folkbildning across borders – resources, networks and transnational commitment 2. Activity 1 Enter a title, name or designation for the transnational activity

3. How should this transnational activity be categorized? Choose the answer that is most applicable. Project Course Participant exchange/Guest student Teacher/Circle leader exchange/Guest teacher Conference Study trip/Study visit Work experience travel Cultural activity/Cultural programme Other, please specify (e.g., social forum, festivals)

4. Thematic focus Describe the activity’s main thematic focus. the common fundamental values the challenges of the multicultural society the demographic challenge the lifelong learning driving force behind cultural activities accessibility and opportunities for persons with disabilities public health sustainable development global justice Other specialization...

5. What do you want to accomplish with the activity? Describe the purpose of this activity.

6. How long is the period of the activity in total? A few occasions in 2009 One year Several years Ordinary activities

Folkbildning across borders – resources, networks and transnational commitment 55 7. Which groups at your folk high school participated in activities in 2009? Select the number of persons in each category who participated 0 1–2 3–9 10–20 more than 20 Student at a folk high school Teacher at a folk high school Other staff at the folk high school

8. Which country/countries do you interact with, within the framework of this activity?

9. What type of organization have you worked with in Sweden in connection with this activity? Member organization Cooperation organization Other training or educational activities No cooperation organizations Other, please specify

10. What type of foreign organization have you worked with in Sweden in connection with this activity? Sister organization The same principal Other training or educational activities No cooperation organizations Other, please specify

11. What level of responsibility does your folk high school have for this activity? Owner, i.e., responsible for the activity and has budgetary responsibility The collaborating party, i.e., another organization is responsible for the activity and has budgetary responsibility

12. Who provides the main funding for this activity? State folkbildning grant Municipal/county council grants Grants from member organizations International Programme Office Nordic Council of Ministers The Swedish Institute European Social Fund (ESF) SIDA/aid organization Other funding (e.g., collections, student aid etc.)

56 Folkbildning across borders – resources, networks and transnational commitment 13. What other funding sources have been used? State folkbildning grant Municipal/county council grants Grants from member organizations International Programme Office Nordic Council of Ministers The Swedish Institute European Social Fund (ESF) SIDA/aid organization No other source of funding Other funding (e.g., collections, student aid etc.)

14. Did you run any other transnational activities in 2009? Yes No

15.Activity 2–10

The answers are saved when you click OK

Folkbildning across borders – resources, networks and transnational commitment 57 Study association questionnaire

Operating across national borders – transnational activities

By highlighting the work of folkbildning across borders, we present an important activity that might other- wise be invisible.

The exchange can take place in both directions, i.e., it can relate to both activities abroad and activities in Sweden, when parties based in other countries are involved.

1. Study association name and unit (Example, ABF Stockholm)

2. Did you run transnational activities in 2009 (in accordance with the above definition)? No (Thank you for your participation. The questionnaire has been completed) Yes (In the remaining part of the questionnaire you will answer questions about the transnational activities that you completed in 2009, one by one. Twelve questions are asked about each activity.) Yes (but the answers were given by another respondent)

3. Activity 1 Enter a title, name or designation for the transnational activity

58 Folkbildning across borders – resources, networks and transnational commitment 4. How should this transnational activity be categorized? Choose the answer that is most applicable. Project Course Participant exchange Teacher/Circle leader exchange Conference Study trip/Study visit Work experience travel Cultural activity/Cultural programme Other, please specify (e.g., social forum, festivals)

5. Thematic focus Describe the activity’s main thematic focus. the common fundamental values the challenges of the multicultural society the demographic challenge the lifelong learning driving force behind cultural activities accessibility and opportunities for persons with disabilities public health sustainable development global justice Other specialization...

6. What do you want to accomplish with the activity? Describe the purpose of this activity.

7. How long is the period of the activity in total? A few occasions in 2009 One year Several years Ordinary activities

Folkbildning across borders – resources, networks and transnational commitment 59 8. Which groups at your study association participated in activities in 2009? Select the number of persons in each category who participated 0 1–2 3–9 10–20 more than 20 Circle participants and other participants Circle leader Other employees

9. Which country/countries do you interact with, within the framework of this activity?

10. What type of organization have you worked with in Sweden in connection with this activity? Member organization Cooperation organization Other training or educational activities No cooperation organizations Other, please specify

11. What type of foreign organization have you worked with in Sweden in connection with this activity? Sister organization The same principal Other training or educational activities No cooperation organizations Other, please specify

12. What level of responsibility does your study association have for this activity? Owner, i.e., responsible for the activity and has budgetary responsibility The collaborating party, i.e., another organization is responsible for the activity and has budgetary responsibility

13. Who provides the main funding for this activity? State folkbildning grant Municipal/county council grants Grants from member organizations International Programme Office Nordic Council of Ministers The Swedish Institute European Social Fund (ESF) SIDA/aid organization Other funding (e.g., collections, student aid etc.)

60 Folkbildning across borders – resources, networks and transnational commitment 14. What other funding sources have been used? State folkbildning grant Municipal/County council grants Grants from member organizations International Programme Office Nordic Council of Ministers The Swedish Institute European Social Fund (ESF) Sida/aid organization No other source of funding Other funding (e.g., collections, student aid etc.)

15. Did you run any other transnational activities in 2009? Yes No

16. Activity 2–10 Enter a title, name or designation for the transnational activity

132. Have you conducted more activities and need more space for the report? Enter Title, followed by Type of activity

The answers are saved when you click OK

Folkbildning across borders – resources, networks and transnational commitment 61 Appendix 2. Study association’s member organizations

• Workers’ Educational Association (ABF), has • The Educational Association of the sobriety 60 member organizations and also cooperation movement (NBV) has 16 member organizations, agreements with 57 organizations. Member or- such as IOGT, KRIS, MHF and a number of ganizations are primarily from the labour move- temperance societies. ment and cooperative movement, but there are also many national federations for the various • Sensus has 31 member organizations, among disabilities, as well as many ethnic federations. them are humanitarian organizations, the YWCA-YMCA movement, Scouts, self-help and • The Study Promotion Association (Sfr), has 19 support organizations, and the Swedish Church member organizations, most of them are nature and related organizations. and recreational organizations, as well as large organizations within the youth field. The Study • Medborgarskolan (Mbsk) include members Promotion Association cooperates with sev- such as the Moderate Party, the Confederation eral thousand local associations and networks of Swedish Conservative and Liberal Student, around the country. the Moderate Youth League, Aktiv Ungdom, Aktiva Seniorer and the Royalist Association. • Adult Education Association (SV) has about 100 member organizations and cooperation organi- • Ibn Rushd has a number of Muslim member or- zations. The largest are the Centre Party, the ganizations. Liberal Party of Sweden, the Norden Associa- tion, the Federation of Swedish Farmers, as well • Folkuniversitetet (FU) as many local heritage societies, folk dancing guilds, genealogy societies and numerous national associations for the disabled etc.

• Studieförbundet Bilda (Bilda) has about 60 member organizations and cooperation organizations. They can be divided into different groups: Associations and their youth related organizations, the Catholic Church, Orthodox churches and Ecumenical organizations.

62 Folkbildning across borders – resources, networks and transnational commitment Appendix 3. Mobility at university level

Swedish students with study grants, number of travellers by destination country, 2009.

Great Britain USA Denmark Australia Spain France Germany Poland Italy Japan Norway Hungary Holland China Switzerland Canada Rumania Austria Finland Singapore Chech Rep. Ireland Chile Hong Kong 0 500 1000 1500 2000 2500 3000 3500 4000 4500 5000 5500

Number of travellers

Folkbildning across borders – resources, networks and transnational commitment 63

Folkbildningsrådet

Box 380 74, 100 64 Stockholm Visting address: Rosenlundsgatan 50 Tel: +46-8-412 48 00, fax: +46-8-21 88 26 [email protected] www.folkbildning.se