As a result of these experiences I wondered if there might be more effective ways of addressing the literacy and learning needs of adults. I adhere to the communitarian view that individuals are naturally social beings, although they have the responsibility to make choices. They are the product of social practices and learn what they live because they are 'embedded' in particular social roles and relationships (Kymlicka, 2002, p. 337). The lives of all in society are diminished if "some people [are] cheated of the chance others have had to make something valuable of their lives" (Dworkin as cited in Kymlicka, 2002, p. 200). As I sought to find better ways of addressing issues in adult literacy, the results of the International Adult Literacy Survey presented the possibility of critical reflection (Brookfield, 1995) on Canadian policy and practice through a comparison with Sweden.

Stating the Problem

Why are adult literacy levels in Sweden reportedly higher than those in Canada? The purpose of this study was to understand how public policy might account for differences in adult literacy in the two countries. The research compared adult learning in the two countries from the macro perspective of policymakers and the micro perspective of individuals who experienced the policy. This study, based on two sites in each country, sought to answer the following question: what are the similarities and/or differences in Canadian and Swedish adult education policy?