Final Report: Appendix 1 NCDS Sample

The first pilot interview took place on 22 nd August 2002, the latest interview being carried out on 30 th June 2003. A total sample of 161 cohort members was identified. The cohort members had been allocated to one of eight groups dependent on measures of their basic skills: assessed, self-reported difficulties and wish to improve their skills. The aim was to interview twelve cohort members in each group - three in each of the four study areas, London, East Midlands (Leicester), East Anglia (Norwich) and North West (Greater Manchester, Merseyside) and hopefully achieve a balanced male-female ratio. Table 1 shows the distribution of the total identified sample by study area and group.

Table 1: Distribution of total identified sample by Study Area and Group

	East Anglia		East Midlands		London / South East		North West		All
	♂	♀	♂	♀	♂	♀	♂	♀	♂	♀

Group 1	0	1*	2	2	3	3	1	3	6	9	15
Group 2	0	0	1	0	3	3	2	3	6	6	12
Group 3	1	2	3	2	3	2	3	3	10	9	19
Group 4	2	3	4	1	5	2	2	0	13	6	19
Group 5	2	2	1	3	2	5	3	4	8	14	22
Group 6	2	5	1	1	2	1	5	3	10	10	20
Group 7	3	5	3	1	4	3	3	2	13	11	24
Group 8	4	2	5	2	5	8	1	3	15	15	30

All	14	20	20	12	27	27	20	21	81	80	161

*deceased

Of the 96 planned interviews, 78 (or 81%) were successfully completed. The overall male-female ratio of the achieved interviews was 53% female.

In five of our 32 group specific study areas (highlighted in table 1 above) it had not been possible to identify three cohort members. However, for the 27 group specific study areas with three of more identified cohort members,

three (or more) interviews were conducted in 17 group specific study areas (63%)
two interviews in 7 group specific study areas (26%)
one interview in 3 group specific study areas (11%)

The distribution of the successful interviews is displayed in Table 2 below, with a reminder of the characteristics of cohort members in each of the eight groups in Table 3.

Table 2: Distribution of achieved interviews

	East Anglia		East Midlands		London / South East		North West		All
	♂	♀	♂	♀	♂	♀	♂	♀	♂	♀

Group 1	-	-	2	1	3	2	1	2	6	5	11
Group 2	-	-	-	-	1	1	-	1	1	2	3
Group 3	-	2	2	1	1	2	1	2	4	7	11
Group 4	1	2	1	1	1	-	1	-	4	3	7
Group 5	2	1	1	1	2	2	2	2	7	6	13
Group 6	1	3	1	1	1	1	1	2	4	7	11
Group 7	3	1	2	1	2	1	-	1	7	4	11
Group 8	2	2	1	1	-	3	1	1	4	7	11

All	9	11	10	7	11	12	7	11	37	41	78

key: ‘ - ‘ = no possibilities; ‘ – ‘ = all possibilities contacted, no interview achieved;

Table 3: Summary of groups of cohort members identified for interview

	Assessed literacy or numeracy difficulties	Self-reported reading, writing, numbers or dates/calendar difficulties	Wish to improve reading, writing skills or maths
Group 1	*	*
Group 2	*	*	*
Group 3		*
Group 4		*	*
Group 5	*
Group 6	*		*
Group 7
Group 8			*

All of the interviews in the North West and East Anglia have been transcribed and checked by the interviewers: Barbara Walker in East Anglia (primarily Norfolk), Gill O’Toole in the North West. The interviews carried out by Samantha Parsons in London / South East and the East Midlands have all been transcribed, but not all have been checked.

Detailed background information on each cohort member interviewed has been attached to each transcribed interview, ready for analyses. The list of variables used to bring to life the background of the cohort members interviewed is attached. An outline of the interview schedule used for these interviews is detailed below.

Outline of the structure of the interview:

Re-introduce ‘Changing Faces’ project – use the publicity sheet sent out with the initial contact letter.
Update of current personal situation
Knowledge of nationwide Literacy or Numeracy Campaigns since the 1970s – The Campaign Timeline
Knowledge of local Literacy or Numeracy Campaigns
Formal learning experiences – gaining qualifications, attending evening classes, etc. What methods works best?
Informal learning techniques – the ways that we all gain information but are largely unrecognised as ‘learning’
Key moments or individuals over the last 30 years – when, what or who have helped new information or skills be gained – The Personal Timeline
How ‘learning’ has changed over the years – for example technological developments. Look at participant’s own experiences or those of family members or friends
Plans for the future