1.4.3. The Systemic Perspective of Functional Illiteracy

This report views functional illiteracy as a systemic problem rather than as an individual problem. At a 1984 "think camp" on illiteracy, sponsored by the Movement for Canadian Literacy, Brian Murphy made the following points about illiteracy:

Illiteracy is not primarily an educational problem, but rather a political problem, and a socio-economic problem, requiring not educational but political and socio-economic interventions;

Illiteracy is not primarily a technical problem, but a socio-cultural problem, requiring not technical interventions but socio-cultural interventions;

Illiteracy is not primarily an individual problem, but a social problem, requiring social and societal interventions;

Illiteracy is not a personal deficiency but a socio-economic deprivation, and rather than being a cause of poverty, illiteracy is one element in a syndrome of poverty which has structural causes and both an economic and socio-cultural (ideological) rationale.⁵

Murphy's view is a systemic one in which functional illiteracy is regarded as an output of the social system. From this perspective of social problems, the approach to solutions cannot be individualistic, that is, aimed at "helping" the individual person, but rather systemic, that is, aimed at changing the social system.

When the systemic view of functional illiteracy is adopted, definition of the problem and search for solutions necessarily require an examination of the interactions among economic, political, cultural and other systems at both national and international levels. This is so because, in the world today, each country is but one system linked economically and politically to other systems. To understand poverty in one country, one needs to be aware of that country's external economic and political affiliations.

It is difficult to adequately define the problem of functional illiteracy within the confines of this report. When one attempts to define this problem as it pertains to women, the task becomes even more difficult, Sexual discrimination against women in a patriarchal world must also be addressed because sexism, like illiteracy, is a problem of the economic, political, ideological and other social systems of the world at large, a fact well documented by feminist scholars (Cook, 1976; Davis, 1971; Gornick & Moran, 1971; de Beavoir, 1952).

1.5. ORGANIZATION OF REPORT

Chapter 2 begins with a brief discussion of the complex nature of functional illiteracy among women as a social problem. It provides the reader with information about the extent of functional illiteracy within the female adult population and the school attendance of under-educated women in Canada. This information is discussed in relation to the income and skills-training needs of women and the need for skilled workers in Canadian industries. A strong case is made in this chapter for the inclusion of science and mathematics education in ABE programs for women and for increased provision of support services for women in such programs.

Chapter 3 is intended primarily for the reader interested in the research design and methodology underlying the ABE survey. Chapter 4 describes the learning and related needs of women who attend ABE programs. This description comes from two sources: the providers of ABE programs, and the women students in ABE programs. The findings, derived from the same sources, about the ABE programs included in the survey are described in Chapters 5 and 6. Chapter 5 focuses on information about program delivery and supplementary services provided by the programs. Chapter 6 provides information derived from the survey about three additional components of ABE programs -- instructors, curriculum, and materials.

Chapter 7 outlines the conclusions and recommendations of the report and offers suggestions for further research in the field of ABE.