Factors Affecting Participation in Adult Literacy Programs
(A Discussion with an Irish Adult Literacy Educator)
by Dr. William T. Fagan

Just before Christmas I had occasion to meet with Ursula Coleman who was visiting from Ireland. Ursula is a tutor, trainer, and researcher in adult basic and continuing education in Dublin. She gave me a copy of a document she had just co-authored with Inez Bailey (Access and Participation in Adult Literacy Schemes, National Adult Literacy Agency, Dublin, Ireland).

Based on the results of the IALS survey, which as in this province indicate a need for improved literacy standards, they wished to better understand why adults were not coming forward to enroll in literacy programs. To find answers, they interviewed 146 students from 15 literacy programs. The responses of the students were grouped into four categories that have been used in other research. Each of these is described below.

Informal barriers: difficulty in accessing or understanding information about the availability of literacy programs. Adults are often not aware of the availability of programs. The students commonly used such expressions as: "I never knew it was there", "Information was practically nonexistent", "It should be highlighted more on radio and TV". Interestingly, while half of those interviewed were in paid employment, only very few (3 percent) had received information about adult literacy programs in their place of employment.

Situational barriers: aspects of a person's life that make it difficult to take part in a program. Lack of time was the big factor here. For those who were employed, there was little time beyond their jobs. Women spoke of the time consuming nature of their home responsibilities: caring for children, disabled, or the elderly. Young mothers were hesitant to come forward because of lack of child care facilities. Times when programs were available also were not always convenient. Within this set of barriers was the issue of confidentiality, particularly in rural areas.

Institutional barriers: these deal with the organization or institution offering the program. Factors identified here were the unsuitability of the program, forms to be filled out, tests to be taken, school type atmosphere, being asked to do things that might be embarrassing, such as reading out loud.

Dispositional barriers: these refer to the learners' state of mind - their memories, fears, attitudes, values, perceptions, and expectations. Many of the adults had negative views of themselves as learners. They thought that they would not be able to succeed. Many had learned at a young age that they must hide their difficulty if they wished to be treated as normal. A number of the adults did not see a need for increased literacy performance in their lives.

Summary

Overall, the most significant factors why adults did not enroll in literacy programs were lack of time, their views of themselves as non-learners, and their belief that they did not need improved reading and writing skills.

Implications

Throughout the report there are a number of implications for different contexts affecting literacy. A few will be addressed here.

1. Stigma of low literacy (reading and writing) skills.
What has caused our society to look down on people who have not attained high levels of reading and writing to the point that those involved are prepared to hide rather than come forward? A person does not easily feel embarrassed about not being a good cook, or gardener, plumber, or even being good at math. In fact, such admissions often occur as a joke. If reading and writing levels are to be viewed in the same way, then we, the literate in society, must try and change the image which we project with respect to low reading and writing. We should focus on the positive aspects of people and on the positive aspects of reading and writing. We should invite people to participate, not because there is something wrong with them, but because they may benefit in some way, just as they may benefit from enrolling in a cooking or gardening class.

2. Literacy difficulties begin early.
At least one-half of the participants knew as children that they were having difficulties in reading and writing. They also knew that schools were not providing programs to meet their needs. Their most common memories were that they engaged in non-profit tasks in school while the other students did their work. This stresses the importance of children being provided the best possible reading and writing program. This is particularly so for children who experience learning disabilities.

3. Getting information out.
Over one-half of those who had enrolled in literacy programs had actively sought information prior to locating a program. A valid assumption is that a large number of those who choose not to participate have never heard of opportunities. The Literacy Development Council in this province is hoping to fill an information gap about the availability of literacy programs. A logo is being developed in collaboration with the Newfoundland and Labrador Teachers' Association that will publicize Council phone numbers as a source of obtaining information. The Literacy Development Council, at its December 1998 meetings, arranged a presentation by Human Resources and Employment, and Human Resources Development Canada officials on changes to the Labour Market Development Agreement with implications for funding adult literacy programs. This information needs to be disseminated to prospective learners and literacy providers.

4. Stepping stones to literacy.
Participants often enrolled in a literacy program after taking part in another program such as crafts, yoga, or assertiveness training. Literacy organizers need to team up with organizers of other types of programs in sharing information on what is available in literacy. Often, success in a non-literacy program was sufficient to give learners confidence to take the next step. At other times, two or more people agreed to take the step so that one provided support for the other(s).

Follow-up

Institutional barriers include those factors under the control of the organization or institution. This includes the nature of the program being offered. Ursula and her colleagues are now embarking on a project to develop a scale whereby literacy providers and learners can identify a quality instructional program. What is a quality adult literacy program? What should it look like? What should it do for learners? How do we know we have a quality program? What questions should we ask? What should we observe? This should be an interesting project and we look forward to its completion.

Final Statement

It is amazing that similar issues face us in literacy regardless of the country in which we live. It is important that we continue to be aware of what is happening elsewhere as this gives us a better understanding of ourselves.