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METHODOLOGY
Developing an instrument for measuring changes in social capital
The research team began to develop an instrument that would validly measure changes in social capital by conducting a thorough review of the literature as reported on above and drawing on the instrument developed for adult literacy and numeracy learners ( ALN) (Tett et al, 2006) in relation to changes in the qualities, structures, transactions and types of networks reported by participants in a range of ALN programmes. The instrument used a large number of questions to identify behavioural or attitudinal changes that participants might attribute to the result of participation in CLD provision. This questionnaire was then used with participants in different projects as detailed below.
Identifying pilot projects
In total 12 CLD projects were identified from the Edinburgh area that represented a range of practice in terms of focus of provision and participants. We then approached leaders/managers of these projects to participate in the research and, if they were agreeable in principle, then a letter about the project was sent to them ( appendix 1). Eight of these agreed to participate in the research: three adult focused projects (1, 2 & 3); two youth focused projects (4 & 8); one ethnic minority project (5) and two capacity building projects (6 & 7). These include:
1) a voluntary sector adult learning project for vulnerable adults of all ages who 'come to get a better sense of themselves, more self-confidence through learning in a friendly environment';
2) a women's group of retired people that meets to discuss topical issues such as health and aims to 'challenge some of the thoughts and assumptions people have about themselves and others';
3) a group that provides support for grandparents to talk about the challenges, joys and realities of caring for their grandchildren and to gain support and encouragement through shared experiences;
4) a group for 12-21 year olds to help them achieve their maximum potential, to provide information and give young people access to resources on health issues through a counselling service, group work and 'drop-in';
5) a mentoring project to address under-representation of black and ethnic minority groups in education, employment and civic life. The aim of the project is to provide guidance, support and advice to ethnic minorities to help them participate more fully in society;
6) a social action research group that aims to challenge the way that employment is tackled in the area and bring about social change;
7) a capacity building project that seeks to promote social, economic and political inclusion through a range of training programmes designed to get people back into employment, being more involved in the local decision making structure and developing campaigning skills;
8) a group for teenage mothers that provides a social space for the participants 'to meet up and interact with other people and to make available information on courses'.
Contact was made with the project leader who facilitated access to respondents and any of their potential out of pocket expenses were reimbursed (£10 per person) so that cost did not prevent participation.
Interviews
An interview schedule was constructed that asked participants in the projects detailed above to reflect on the changes that they had experienced as a result of participating in the project. The interview schedule is in appendix 2. In total 21 individuals were interviewed with interviews lasting from 11 to 55 minutes with a mean of 30 minutes. To triangulate the data the project tutors were interviewed by telephone to ascertain the aim of the project and the areas in which they expected changes to take place. This interview schedule is in appendix 3.
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