followed by on-line use (internet and email). Modules one and two in Phase 1 were usually separated by about a week, while a six month gap was aimed at between Phase 1 and Phase 2 training (see Table 5-4). Phase 2 training was designed immediately after the mid-QLA and focussed on aspects of computer use and applications linked to common life goals, namely:
finding a job; operating a small business; further study; and general internet use (including social networking).
After the first training session, participants were awarded 100 hours of computer use at their local telecentre, at no cost to themselves.64 The telecentre facilitators were tasked with recording the number of hours each participant used per visit and the participants were expected to fill in a computer use form for each computer session. Participants could use their free hours up until the final-QLA, which was designed to be a period of about one year.
However, the period of time between the first computer training and the final-QLA in each
64 Telecentres were reimbursed for the cost of the time used by participants at the end of each month, based on a monthly time sheet recording hours used per participant. The only usable data on participants’ computer usage was from the eMpumalanga telecentre and as a result only one or two payments were made to the eNyakatho and eNingizimu telecentres, while eMpumalanga received regular payments.
area varied greatly. eNtshonalanga participants only had two weeks to use computers before the final-QLA, while participants at the other three sites had between 10 and 17 months to use computers prior to the final-QLA.65 Thus the potential for impact from computer use on participant’s lives in eNtshonalanga, was severely limited. This raised the option of allowing eNtshonalanga to be used as a control site, were it not for the extensive impact that the participatory QLAs had on participants.
Attendance at computer training sessions and the level of proficiency attained, varied widely among participants. Even amongst those who attended the same training sessions, the level of skill attained varied. Data on eMpumalanga participants’ computer use, shows that younger men who lived closer to the telecentre made the most use of the opportunity provided by free computer use. Some eMpumalanga participants did not use many, if any, of their hours.66
5.2.4 Overview of QLA Research Methods
QLAs used a variety of visual diagramming methods (commonly known as PRA methods), in conjunction with group or individual discussion (i.e. qualitative focus groups and IIDIs respectively). The sequencing of methods and topics reflected the sensitivity of the information required; the relative complexity of the methods and a logical cognitive order that supported participants’ goal-setting and pursuit of goals. Methods were matched with topics in the weeks prior to the upcoming QLA, thereby reflecting project activity, field realities and findings to date. Appendix D (p317) provides detail on which methods were combined with the different subjects investigated.
The initial-QLA started by exploring the history and geographical nature of the local area using timelines, time-trends and mapping exercises. Such methods built rapport, as they illustrated some of the knowledge held by participants. Fieldworkers gained a better understanding of the research area and participants became familiar with working visually
65 Where possible, CLIQ negotiated with telecentre managers to allow free computer use by CLIQ participants beyond May 2010, and we agreed to pay for hours used until the end of July 2010. At eNyakatho and
eNtshonalanga, the telecentre managers agreed in principle to allow free use for a longer period, however it is doubtful that this occurred at eNtshonalanga.
66 There is no data from eNyakatho or eNingizimu because the facilitators did not record the hours used by participants consistently, due mostly to lack of interest. Reasons for this are explored further in chapter 8.
and with sharing their own views and information. As fieldwork progressed, smaller groups of participants worked together on more focussed issues, in occupation groups. Methods specific to ICTs uncovered perceived advantages and disadvantages of current
communication patterns, as well as participants’ preferences for sources of information.
These methods also served to orientate participants’ thoughts to the role that information and communication played in their lives. An exercise exploring local knowledge of computer components, applications and use, as well as perceived advantages and disadvantages of computer use helped CLIQ understand the level of computer literacy within the group (which influenced the design of computer training). Figure 5-6 is an example of one visual output from this method.
While peer-group education occurred naturally during these group methods (e.g.
sharing a source of information on job opportunities), the computer diagram provided an appropriate opportunity for fieldworkers to inform participants about additional applications
Figure 5-6: Computer knowledge diagram (eNingizimu, 2008)
and uses of computers that the group had not raised and to correct any factual errors, such as the nature of hardware components. This is an example of where outsiders’ information was contributed in a way that did not influence the findings (e.g. about prior knowledge of computers), while contributing to participants’ knowledge and supporting project action goals. It also allowed this input to be delivered informally, as part of a group discussion.
Most critical, were the methods that addressed QoL definitions, goals and changes and my realisation of the importance of goal-setting increased over the duration of the project.
Three particular methods used at different stages in the initial-, mid- and final-QLAs produced information regarding individual and group perceptions of low and high QoL, as well as specific information on individual levels of (and changes in) QoL. These methods were QoL-lines, QoL mobility-lines; and card sorting of reasons for QoL changes. Table 5-5 shows the sequencing of methods relating to QoL and life goals that contributed to local definitions of QoL and that kept participants thinking about their own QoL.67
Table 5-5: Sequencing of methods related to QoL QLA Stage
Method Initial-QLA
(mid 2008) Mid-
QLA Final-QLA
(mid 2010)
Time 2008 2009 2010
QoL-line (yielding descriptors)
Group discussion on QoL indicators and participants’ relative location on QoL continuum.
Phase 1 Computer training Phase 2 Computer training
Individual discussion on QoL indicators and location on QoL continuum relative to 2008/ 09.
Goal-setting
(yielding goals) Individual recording of current life and goals for the future.
Individual goal revision opportunity.
Discussion on feelings about goal-setting activity.
Reasons for changed QoL (yielding reasons)
Group discussion on changes in QoL since 2006.
Group discussion on individual QoL changes
Individual reflection on QoL changes, with reasons.
Note: As reasons for QoL change from the mid- QLA were captured in less depth, this thesis
focuses on reasons for change given in 2010. Period of free computer use at local telecentre
67 An earlier version of this table appears in Attwood (2013:5).