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Learning from Artisanal Miners: a Model for Designing Training

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Learning from Artisanal Miners: a Model for Designing Training LEARNING FROM ARTISANAL MINERS: A MODEL FOR DESIGNING TRAINING PROGRAMS WITH AND FOR THE ARTISANAL MINING SECTOR by Ruby Stocklin-Weinberg B.A.h., The University of King’s College, 2008 MA, Leipzig University, 2009 MSc, London School of Economics and Political Science, 2010 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Mining Engineering) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2017 © Ruby Stocklin-Weinberg 2017 Abstract Worldwide, approximately 30 million people depend directly on artisanal mining of many different minerals to provide for themselves and their families. There has yet to be a successful and concerted effort to tackle the barriers which keep artisanal miners trapped in a cycle of poverty and poor environmental and health practices. The purpose of this thesis is to define how a successful training program for artisanal miners should be designed and how the program can be measured and evaluated. This research posits that for a training program to be successful, it should be designed based on a deep appreciation for the unique context in which the training takes place. Monitoring and evaluation of the program must be conducted thoroughly and consistently. Qualitative research methods were used to analyze a suite of training programs for artisanal miners to inform the design of a suite of Training Needs Assessment research tools, which were field-tested in Indonesia. This study found that training programs on mitigating environmental impacts of artisanal mining, formalizing artisanal miners, mercury eradication and occupational health and safety have not taken into account the context of the artisanal mining sector. The needs and motivations of the miners are often ignored and therefore, training programs have seen little sustained success. The amount of time and patience it requires for there to be uptake is often overlooked. A six-step framework for training artisanal miners was developed as an output of this thesis and can be used by practitioners so that the design, launch and evaluation of training programs for artisanal miners can be done more thoroughly and consistently. ii Lay Summary This thesis examines the possibilities for improving the design of training programs for the artisanal mining1 sector. The goals of this study are to critically examine different attempts to train artisanal miners and evaluates of the strengths and weaknesses of different training approaches. This analysis is used as inspiration for the development of a research study on the training needs for tin miners in Indonesia. The thesis finds that, like most adult learners, artisanal miners prefer to be trained in a way that is familiar and convenient for them. Miners need consistent support at their place of work instead of learning in a classroom setting. This research makes a contribution to the field by offering insight on how to avoid commonly-made errors in the design of a training program for artisanal miners. 1 Artisanal mining (ASM, artisanal and small-scale mining) is small, medium, informal, legal and illegal mining, using basic methods to extract minerals from secondary and primary ores (Veiga, 1997). iii Preface The design of this research included multiple parts. The first research method, a diagnostic literature review, was designed by me, under the guidance of my supervisor, Dr. Marcello M. Veiga. The second research method, a strengths, weaknesses, opportunities and threats analysis of past and current training programs for artisanal miners, was selected at the suggestion of Dr. Veiga. I carried out the analysis myself, supported by expert interviews for several of the programs detailed in the thesis. The third research method, case selection, and the fifth research method, interviews and focus groups, were designed and carried out by me. The fourth research method, data analysis, was carried out by me. Unless otherwise noted, all photos were taken by me. This research project required the approval of UBC’s Behavioural Research Ethics Board. I received one approval certificate, H14-03045. iv Table of Contents Abstract .......................................................................................................................................... ii Lay Summary ............................................................................................................................... iii Preface ........................................................................................................................................... iv Table of Contents ...........................................................................................................................v List of Tables .............................................................................................................................. viii List of Figures ............................................................................................................................... ix List of Abbreviations .....................................................................................................................x Acknowledgements ..................................................................................................................... xii Dedication ................................................................................................................................... xiv Chapter 1: Introduction ............................................................................................................... 1 1.1 Statement of the Problem ............................................................................................ 1 1.2 Purpose and Hypothesis .............................................................................................. 3 1.3 Justification for this Research ..................................................................................... 4 1.4 Research Questions ..................................................................................................... 6 1.5 Research Objectives .................................................................................................... 6 1.6 Industry Significance .................................................................................................. 7 1.7 Academic Significance ............................................................................................... 8 1.8 Dissertation Chapters .................................................................................................. 9 Chapter 2: Review of the Literature .......................................................................................... 13 2.1 Definitions of Artisanal Mining ................................................................................ 14 2.2 Key Trends in Artisanal Mining Globally ................................................................ 15 2.2.1 Numbers and Methods ...................................................................................... 15 2.2.2 Informality ........................................................................................................ 18 2.2.3 Push and Pull Factors in the Artisanal Mining Sector ...................................... 22 2.3 Impacts ...................................................................................................................... 23 2.4 Barriers ...................................................................................................................... 32 2.4.1 Barriers for Practitioners ................................................................................... 33 2.4.2 Barriers for Artisanal Mining Stakeholders ...................................................... 38 2.5 Attributes of a Successful Artisanal Mining Program .............................................. 49 2.5.1 Criteria for Successful Artisanal Mining Training Programs ........................... 49 2.6 Training Program Design .......................................................................................... 58 2.6.1 Logical Framework and Participatory Rural Appraisal Approaches ................ 59 2.7 Key Gaps in the Literature ........................................................................................ 63 v Chapter 3: Methods of Approach .............................................................................................. 66 3.1 Conceptual Framework ............................................................................................. 66 3.1.1 Mental Models Approach ................................................................................. 67 3.1.2 Human Centered Design (HCD) Approach ...................................................... 69 3.2 Methodological Tools ............................................................................................... 69 3.2.1 Research Method 1: Diagnostic Literature Review .......................................... 70 3.2.2 Research Method 2: Strengths, Weaknesses, Opportunities and Threats Analysis…………………………………………………………………………………..72 3.2.3 Research Method 3: Case Selection .................................................................. 73 3.2.4 Research Method 4: Interviews and Focus Groups .......................................... 75 3.2.5 Research Method 5: Data Analysis ................................................................... 84 3.2.6 Potential Sources of Bias .................................................................................
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