39
risk and vulnerability. Disaster emergency plans
were developed for each of the community participating in the capacity-building project.
On the issue of climate change adaptation,
young people from the technical and teachers’
colleges documented the adaptive actions implemented within communities. NEMO and the
other relevant government departments and
NGOs trained participants at the community
level on how to up-scale and implement these climate change adaptation actions. Besides being
equipped with new knowledge, skills and strategies for addressing climate change adaptation,
the process empowered the participants to work
together to create community networks. These
community networks were instrumental in supporting each other to build their adaptive capacities to adapt to the impact of climate change at
the community level.
Section 2: Implementation
of the Conceptual Framework:
Collecting Data in the Field Utilising
Top-Down Interview
with Policymakers and Senior
Officials and Bottom-Up Focus
Group Discussion (FGD) with Youth
This section is divided into two segments; Segment
1 deals with the utilisation of the thematic analysis
tool for analysing the data from the interviews
with policymakers and senior officials and the
focus group discussions with youth. Segment 2
presents the outcomes report on the analysis of the
data from the interviews with policymakers and
senior officials and FGD with youth.
Segment 1: Utilising Thematic
Analysis Tool to Analyse Data
from FGD with Youth and Interview
with Policymakers and Senior
Officials
The thematic analysis approach was used to
analyse the research data from 16 interviews
with policymakers and senior officials and 11
focus group discussions (FGDs). Thematic analysis which has recently been recognised as a
qualitative analytical approach is defined as a
method for identifying and analysing patterns in
qualitative data (Clarke and Braun 2013). Some
authors describe it as a phenomenological
method (Guest et al. 2012); other researchers
identify the approach as a systematic method
rather than a full-fledged methodology (Clarke
and Braun 2013). Thematic analysis is an exciting process requiring a considerable investment
of time and effort by the researcher. It focuses on
what is said rather than how it was said, allowing
key themes to emerge from the data. It is also a
method because it (1) works with a range of
research questions, (2) can be used to analyse
different types of data, (3) works with a variety
of datasets and (4) can be applied to produce
data-driven or theory-driven analysis. While
there is no accepted, standardised approach for
carrying out thematic analysis, Braun and Clarke
(2006) in Clarke and Braun (2013) put forward a
systematic approach to implementing thematic
analysis. This process is comprised of a six-step
analytic approach including (1) familiarisation
with the data, (2) generating initial codes, (3)
searching for themes, (4) reviewing themes, (5)
defining and naming themes and (6) producing
the report.
The six steps of the thematic analysis, as put
forward by Braun and Clarke (2006) in Clarke
and Braun (2013), were used to analyse data.
Figure 3.1 shows a general overview of the thematic analysis process employed.
The steps below summarise the coding process
Copies of all interview transcripts were prepared and
printed. The transcripts were read through along with
the notes taken after each interview and FGD
completed in the field. This exercise provided an
overview of the dataset as well as an opportunity to
identify preliminary themes evolving from the data
An initial set of 182 codes were developed based on a
close reading of a sample of four transcripts (two
interviews with policymakers and two FGDs with
youth). These codes consisted of one word or a phrase
that summarises a cluster of quotes from interviews
and FGD
Section 2: Implementation of the Conceptual Framework…
risk and vulnerability. Disaster emergency plans
were developed for each of the community participating in the capacity-building project.
On the issue of climate change adaptation,
young people from the technical and teachers’
colleges documented the adaptive actions implemented within communities. NEMO and the
other relevant government departments and
NGOs trained participants at the community
level on how to up-scale and implement these climate change adaptation actions. Besides being
equipped with new knowledge, skills and strategies for addressing climate change adaptation,
the process empowered the participants to work
together to create community networks. These
community networks were instrumental in supporting each other to build their adaptive capacities to adapt to the impact of climate change at
the community level.
Section 2: Implementation
of the Conceptual Framework:
Collecting Data in the Field Utilising
Top-Down Interview
with Policymakers and Senior
Officials and Bottom-Up Focus
Group Discussion (FGD) with Youth
This section is divided into two segments; Segment
1 deals with the utilisation of the thematic analysis
tool for analysing the data from the interviews
with policymakers and senior officials and the
focus group discussions with youth. Segment 2
presents the outcomes report on the analysis of the
data from the interviews with policymakers and
senior officials and FGD with youth.
Segment 1: Utilising Thematic
Analysis Tool to Analyse Data
from FGD with Youth and Interview
with Policymakers and Senior
Officials
The thematic analysis approach was used to
analyse the research data from 16 interviews
with policymakers and senior officials and 11
focus group discussions (FGDs). Thematic analysis which has recently been recognised as a
qualitative analytical approach is defined as a
method for identifying and analysing patterns in
qualitative data (Clarke and Braun 2013). Some
authors describe it as a phenomenological
method (Guest et al. 2012); other researchers
identify the approach as a systematic method
rather than a full-fledged methodology (Clarke
and Braun 2013). Thematic analysis is an exciting process requiring a considerable investment
of time and effort by the researcher. It focuses on
what is said rather than how it was said, allowing
key themes to emerge from the data. It is also a
method because it (1) works with a range of
research questions, (2) can be used to analyse
different types of data, (3) works with a variety
of datasets and (4) can be applied to produce
data-driven or theory-driven analysis. While
there is no accepted, standardised approach for
carrying out thematic analysis, Braun and Clarke
(2006) in Clarke and Braun (2013) put forward a
systematic approach to implementing thematic
analysis. This process is comprised of a six-step
analytic approach including (1) familiarisation
with the data, (2) generating initial codes, (3)
searching for themes, (4) reviewing themes, (5)
defining and naming themes and (6) producing
the report.
The six steps of the thematic analysis, as put
forward by Braun and Clarke (2006) in Clarke
and Braun (2013), were used to analyse data.
Figure 3.1 shows a general overview of the thematic analysis process employed.
The steps below summarise the coding process
Copies of all interview transcripts were prepared and
printed. The transcripts were read through along with
the notes taken after each interview and FGD
completed in the field. This exercise provided an
overview of the dataset as well as an opportunity to
identify preliminary themes evolving from the data
An initial set of 182 codes were developed based on a
close reading of a sample of four transcripts (two
interviews with policymakers and two FGDs with
youth). These codes consisted of one word or a phrase
that summarises a cluster of quotes from interviews
and FGD
Section 2: Implementation of the Conceptual Framework…