Part II: TOOLS FOR CONDUCTING AN IMPACT SURVEY

Transcription

1 Part II: TOOLS FOR CONDUCTING AN IMPACT SURVEY Part 2 contains materials that should be used during the training of the survey team. This section provides details on the purpose of each of the questions in the survey, tips on how to ask the questions so as to ensure that the questions are answered correctly, and instructions on using anthropometric techniques. Supervisors and enumerators should be provided with copies of relevant parts of this section to take into the field as a reference. All members of the survey team should have copies of the main section of Part 2. Supervisors should have copies of Appendix 2; enumerators copies of Appendix 3. Trainers should be fully conversant with the contents of Part 2 and prepared to answer questions and provide further guidance to supervisors and enumerators.

2 II.1 Understanding the Responsibilities of Supervisors and Enumerators Responsibilities of Supervisors The supervisor is responsible for the well-being and safety of team members, as well as the completion of the assigned workload and the maintenance of data quality. The supervisor receives assignments from and reports to the team leader of the survey. The specific responsibilities of the supervisor are to make the necessary preparations for the fieldwork, organize and direct the fieldwork and spot-check the data collected through the household questionnaire, as well as ensure the quality of anthropometric measurements. Preparing for fieldwork requires that the supervisor: obtain sample household lists and maps for each area in which the team will be working and discuss any special problems; become familiar with the area in which the team will be working and determine the best arrangements for travel and accommodations; contact local authorities to inform them about the survey and gain their support and cooperation (this may be the responsibility of the team leader depending on the circumstances); and obtain all the monetary advances, supplies and equipment necessary so that the enumerators can complete their assigned interviews; careful preparation by the supervisor is important in facilitating the work of the team in the field, maintaining enumerator morale and ensuring contact with the project office during the fieldwork. Organizing fieldwork requires that the supervisor: assign work to the enumerators, taking into account the linguistic competence of individual enumerators, and ensure an equitable distribution of the workload; maintain cluster control sheets and make sure assignments are carried out; undertake spot checks of household interviews; keep the project office informed of the team s location; communicate any problems to the team leader; take charge of the team vehicle, ensuring that it is kept in good repair and that it is used only for project work; and make an effort to develop a positive work atmosphere, along with the careful planning of field activities. Note: Additional tools and information for supervisors are provided in Appendix 3. Responsibilities of Enumerators The specific duties of the enumerators are to apply the questionnaire to selected households and carry out anthropometric measurements of children under 5 years of age. This means enumerators: cooperate with other survey team members during the training and fieldwork to ensure that the survey is carried out in a timely and professional manner; conduct a specific number of household interviews each day (a daily quota or range of interviews should be established by the team leader based on prior experience and field conditions in the project area); complete all questionnaires in the field; a thorough check of each questionnaire for completeness, legibility and accuracy must be completed prior to leaving each cluster; revisit households as necessary or as instructed by a supervisor; and participate in regular review sessions with supervisors and advise them of any problems as they arise.

3 II.2 Selecting Households within the Cluster The survey team will visit 30 or more communities (clusters) during the fieldwork. In each cluster, 30 households will be surveyed. There are two methods for selecting the households: the household list method and the random walk method. During the planning stage, the method for selecting households should be discussed. The decision on the method should be noted in the final report. Household List This sampling procedure is recommended since it is more statistically rigorous, but it is feasible only if an accurate list of all households in the community is available. If a list can be obtained from a recent census or local authorities, the survey team should use this to select the households. (a) Assign each household in the community a number. (b) Using pieces of paper equal to the total number of households in the cluster (example, n = 350), write a number from 1 to 350 on each piece of paper. (c) Put them in a hat or bag, mix them and draw out 30 papers. (d) The numbers drawn represent the household numbers from the map or from the list; these households will be interviewed. (e) Draw five additional papers as reserve households in case all of the original households cannot be interviewed. Random Walk If no accurate household list is available, the second option, known as the random walk, should be used. This is a far less desirable method than the household list method. It involves the following steps. (a) Start at the market area of the cluster. If there is no market, start at the church, mosque, or temple. (b) Throw a pen or pencil in the air and allow it to fall on the ground. Begin walking in the direction indicated by the point of the pen or pencil. (See Figure 1) Note: Each enumerator team should randomly determine the team s starting point using the method described above. (c) Count the number of households between the starting point and the boundary of the community. (In the example, there are 14 such households.) Figure 1: Starting point for a random walk MARKET * * 12 END OF VILLAGE

4 (d) (e) (f) (g) Select a random number (between 1 and 14). To select the random number, write the numbers on pieces of paper, mix the pieces together and then pull one piece out of the pile. (In the example, the number 11 has been randomly selected.) Begin the random walk at the household that matches the random number (household number 11 in the example). That will be the first household interviewed. (See Figure 2.) Walk to the closest household for the next interview. Whenever it seems that two households are the same distance from the previous household interviewed, flip a coin to decide between the two. (h) Continue the process until the required number of households has been visited (the 30 households needed for the impact survey). Figure 2: Selecting the households MARKET START 1 2 In this example, the survey team begins at the market and walks in the direction indicated by the arrow (Figure 7). The team counts 14 households before reaching the boundary of the village. The survey team then randomly selected a number between 1 and 14. In this example, the random number is 11. Therefore, household number 11 becomes the starting point. The team proceeds to the next closest household and continues on in this way until 30 households have been surveyed. Note: If the random walk is the method chosen, the steps described above should be included in the training of survey supervisors and enumerators II.3 Conducting an Interview This section provides general guidelines on conducting a successful interview. Rapport with the Respondent The supervisor will assign an enumerator team to make the first contact with a household selected for the impact survey. Any capable adult member of the household is a suitable respondent for the household interview. Make a good first impression. On the first approach, try to put the respondent at ease by making small talk about the weather, agricultural conditions, etc.

5 Always have a positive approach. Never adopt an apologetic manner; do not use words such as Are you too busy?. Such questions invite refusal. Rather, tell the respondent, I would like to ask you a few questions or I would like to talk with you for a few minutes. Explain the purpose of the survey. Respondents will be curious why they are being asked to participate in the survey. During the training, the survey team should agree on the most appropriate way to explain the purpose of the survey. Do not try to answer specific questions about project activities or timing. Refer interested respondents to the supervisors if they require further information. Do not imply that participation in the survey is associated with delivery of project benefits or services; do not raise expectations. Stress the confidentiality of the responses if necessary. If the respondent is hesitant about replying to the interview or asks what the data will be used for, explain that the information collected will remain confidential. No individual names will be used for any purpose, and all information will be grouped together to write a report. Answer any questions by the respondent frankly. Before agreeing to be interviewed, the respondent may ask questions about the reason the household was selected for the interview. During the training, the team should discuss culturally appropriate ways of responding. An example would be, We are interested in learning about life in your village. And as it is not necessary to examine every grain to know the contents of a bag of rice, it is not necessary to visit every home in the village. The respondent may also be concerned about the length of the interview. If the respondent asks, explain that the entire interview usually takes about 30 minutes (including anthropometry). Indicate your willingness to return at another time during the day if it is inconvenient for the respondent to answer questions then. Tips for Conducting the Interview II.4 Be neutral throughout the interview. Never suggest answers to the respondent. Do not change the wording or sequence of questions. Handle hesitant respondents tactfully. Do not create expectations or suggest any promise of project benefits. Completing the Household Questionnaire Questionnaire Number Each questionnaire should be pre-numbered with a unique identifier as determined by the team leader. Supervisors should carry extra unnumbered questionnaires in case pre-numbered questionnaires need to be replaced. In the event that a pre-numbered questionnaire is not usable (an interview is not completed or the questionnaire is spoiled), the supervisor will provide the enumerator with a replacement questionnaire with the same number as the original (replaced) questionnaire. Note: It is important that all enumerators and supervisors write numbers in the same way. During the training, members of the survey team should practice writing numbers in the following manner: Identification Information Consent: Read the statement on the questionnaire to the head of household or other adult. Indicate the individual s agreement or refusal to be interviewed. If the individual agrees, proceed with the questionnaire. If the individual refuses, mark the appropriate response, thank the individual and continue to the next household. Cluster: Enter the cluster number as instructed by the supervisor. Household Number: Enter the household number as instructed by the supervisor. Interview Date: Enter the date of the interview in the day/month/year format. Interviewer: Each member of the enumerator team should sign the survey questionnaire.

6 Question Instructions Survey Question SECTION 1: HOUSEHOLD DEMOGRAPHICS Name Sex Age Literacy Other Household Members SECTION 2: SURVEY QUESTIONS Type of Housing Guidance Recall that, for the purposes of the survey, members of households are defined as People who usually share meals and/or sleep in the same structure. Enter the first name of the head of household directly above the place where (Head of Household) is written in the first line of the demographics section. Use the method agreed upon during the training to identify the head of household according to the culture in the project area. Usually a direct inquiry who is the head of household? can be made. If necessary, a follow-up question Who makes the ultimate decisions on expenditures within the household? could be asked. Enter the appropriate number, noting that number 1 means male and number 2 means female (1 = M; 2 = F). Enter the age of the head of household in years (0-99) by asking How old was [name] on his/her last birthday?. If a member of the household is 100 years or older, enter 99 (this will not make a difference in the survey results). Ask: Can he/she read a letter or newspaper EASILY (1), WITH DIFFICULTY (2), NOT AT ALL (3)?. Circle the answer given, or (9) for DON T KNOW (DK). Enter the same information Name, Sex, Age, and Literacy for all household members. Ask about literacy for each member of the household. For all small children who are too young to be able to read, the appropriate response will be (3) CAN T READ. If the respondent is unsure of any information on age or literacy, other adult members of the household can be consulted. This section provides guidance on each of the survey questions. It follows the survey questionnaire format exactly. Enumerator teams should refer to it during the interviews until they are confident that the sequencing and selection criteria are completely understood. 1.a What is the main material of the dwelling floor? 1.b What is the number of sleeping rooms in the dwelling? Drinking Water Supply 2. What is the main source of drinking water for members of your household? Sanitation 3.a What kind of toilet facility does your household use? Circle the correct code for the material of the dwelling floor. In most cases, the correct answer can be observed, but the question should be asked for confirmation. If more than one kind of material makes up the floor, record the main flooring material. Enter the total number of sleeping rooms contained in the dwelling. In case of multiple households occurring in the same compound, randomly select one household. The purpose of this question is to assess the safety of the water used for drinking by the household. If several sources are mentioned, probe to determine the most usual source. Circle the code for the most usual source. The purpose of this question is to obtain a measure of household access to adequate sanitation facilities. If the respondent answers that the household uses the bush or field, circle 1, no facilities, and go to Question 4.a, drawing a line through the skipped question. A flush toilet is one in which water carries the waste down pipes to a septic tank or to the sewer, whether the water is piped or poured by bucket. A pour flush latrine is one with a water seal (such as an aqua privy) that creates a seal to prevent the escape of fumes and bacteria. A ventilated improved pit latrine is a pit latrine that has a route for fumes to escape (usually a pipe) other than the hole itself. A traditional pit latrine is not ventilated.

7 Survey Question Guidance 3.b Is this facility located within your dwelling, or yard, or compound? Food Security 4.a In the past 12 months, did your household experience a hungry season? 4.b During what month did the hungry season begin? 4.c During what month did the hungry season end? 4.d In the past 12 months, did your household experience a second hungry season? 4.e During what month did the second hungry season begin? 4.f During what month did the second hungry season end? Other Asset-Related Questions The intent of the question is to find out if the sanitary facility is within the household s private living area. Ensure that the meaning is retained when translating this question: within the nuclear or extended family s living space, whether dwelling, yard, or compound. Circle YES or NO. The hungry season means the number of months that a household does not have enough food because the household s own stores or stocks are depleted and the household does not have enough money to buy food. Periods when the household has been forced to borrow money or take credit from a shop in order to purchase food should be considered as periods of food insecurity (part of the hungry season). Circle YES or NO. If the respondent answers NO, go to Question 5. Write the name of the month when the hungry season began (January, February... December). If the area has more than one hungry season, record the beginning and end of the primary hungry season first and then proceed to Question 4.d to record the second hungry season. Write the name of the month that the hungry season ended (January, February... December). Circle YES or NO. If NO, proceed to Question 5. If YES, proceed to Question 4e. Write the name of the month that the hungry season began (January, February... December). Write the name of the month that the hungry season ended (January, February... December). 5. Does your household have...? Read each item from the list out loud and record the response (YES or NO) before proceeding to the next item. If a local adaptation has been identified (such as a telephone, etc.), it will be included as response number Does any member of your household own...? 7. What type of fuel does your household mainly use for cooking? 8.a Are you or any members of your household involved in cultivating any farmland? 8.b What does your household use to cultivate most of your farmland? 9. Does any member of your household own any livestock? Read each item from the list out loud and record the response (YES or NO) before proceeding to the next item. If a local adaptation has been identified (such as a boat, etc.), it will be included as response number 4. The purpose of this question is to find out which fuel is most often used for cooking. If several fuel sources are mentioned, probe to determine the most usual. Circle the code for the fuel used most frequently. Circle YES or NO. If the answer is NO, proceed to Question 9. The purpose of this question is to find out how farmland is cultivated. If several methods are mentioned, probe to determine the most usual. Circle the code for the method used most frequently. If a local adaptation has been identified, it will be included as response number 5. If the response is NO, proceed to the anthropometry section of the survey. If the response is YES, then read each item from the list out loud and record the response (YES or NO) and quantity ( How many? ) before proceeding to the next item. If a local adaptation has been identified (for example, rabbits, llamas, etc.), it will be included as response number 5

8 II.5 Measuring and Weighing Children (Anthropometry) General Methodology Each child aged under 5 years is weighed and measured, and the result is recorded on the questionnaire next to the child s name. Be sure the weight for each child is recorded correctly on the questionnaire, checking the child s name and line number at the top of the page. Weighing and measuring should be done only when the survey questions for the household (pages 1-5 of the questionnaire) have been completed. This will allow the enumerator team to become familiar with the household members. If there is more than one eligible child in a household, complete all weighing and measuring for that child before going on to the next child. The mother may assist in weighing the child. The child should be weighed undressed. If this is absolutely impossible, list all clothing worn by the child, including diapers, underwear, etc. When weighing or measuring, be firm, but gentle. Stay calm and confident. The mother and the child will feel the confidence. Never leave a child alone with a piece of equipment. Explain the weighing procedure to the mother and child to help reduce anxiety. Young children can be uncooperative at times. If the process is causing undue stress, weigh other children and return to that child. Do not weigh or measure a child if the mother refuses or if the child is too sick or distressed. Measure any children who have physical disabilities (such as a turned foot or spinal deformation) even though the data will not be included in the survey analysis. The measurements for a disabled child should be coded 999 in the identification (ID) box to indicate that they will not be retained for data entry. Recording the Information Steps for recording information are outlined below. Details on anthropometric procedures follow. (a) Child s name: Enter the first name of the child to be measured. Check that the name of the child corresponds to one of the children recorded in the household demographics section. (b) Sex: Circle the sex of the child being measured. Male = 1; Female = 2. (c) Birth date: Write in the birth date of the child to be measured: day/month/year. If possible, verify from a written source (see below, Determining the Age of a Child). (d) Age in months: Write in the child s age in months. Refer to the calendar of events (example in Appendix 2). (e) Weight: The child should be weighed according to the instructions given during training. Record the result to the nearest tenth of a kilogram (100 g). Place the kilograms to the left of the decimal point and grams to the right of the decimal point. Example: Write a zero first if the number of kilograms is one digit. Example: (f) Length or height. For children under 2 years, record recumbent length (i.e., lying down) to the nearest tenth of a centimetre. If the child is aged 2 years or more, measure standing height. Use a leading zero if the number of centimetres is two digits; for example, a child whose height is 75.4 cm would be recorded as (g) Check if there is another child in the household who is eligible for measurement. If yes, repeat steps 1 through 6 for the each child in the household. Note: Remember that all numbers should be recorded using the following system: Before leaving the household, check that the questionnaire has been completed in full and that there are no blanks. Thank the respondent for participating in the survey.

9 Specific Anthropometry Procedures Determining the Age of a Child The age of a child should be established before taking height or weight measurements. All children aged more than 2 years will be measured standing up (Illustration 1). All children under 2 years will be measured lying down (Illustration 2). Age information is necessary in order to calculate chronic malnutrition and underweight malnutrition. It is important that the age information be determined accurately, even in situations where members of the household cannot easily recall the precise age of a child. In some countries, written records (such as child health cards, birth certificates, etc.) will be regularly available in the household. In these cases, the mother or caretaker should be asked to show the records for all children under 5 at the beginning of the anthropometry session. The date of birth should be taken directly from the record for each child in turn. In countries where written records are uncommon, the age in months can be determined using a tool know as the calendar of events (refer to Appendix 2). During the training, the survey team should adapt the calendar of events to the local situation. In the section marked local events (third column), list any events that will be easily recognized by households. Often, the most useful events are related to the agricultural calendar (rainy season, dry season, rice planting, peanut harvest, etc.) and religious festivals or public holidays. The local calendar of events can then be used to narrow down the age range for a child. This is done by asking the mother a series of before or after questions. The idea is to identify two known events, one before the child was born and one after the child was born. This is sometimes called making a sandwich because the two known events are like slices of bread and the age in months is in the middle. Example: A mother says that her daughter (Aisha) is 3 years old, but she does not remember the month of birth. Ask the mother Was Aisha born before or after the beginning of the rainy season?. The mother replies after. The calendar of events notes that the rainy season began towards the end of September that year, so one event half of the sandwich is known. Next, ask the mother, Was Aisha born before or after the end of Ramadan?. (Ramadan is a Muslim holiday). The mother replies before. The calendar of events shows that the end of Ramadan was the first week of November that year; the second half of the sandwich is now known. Aisha was born in October. Sometimes, it will not be possible to refer to an easily recognizable event for each month in the calendar. If there is more than one month between the known events, randomly select one of the months. Example: The sandwich includes two known dates, one in May and one in August, which leaves two months in the middle (June and July). Flip a coin, deciding that July is heads, and June is tails. The coin flip comes up heads, so July is selected. Note: Age in months is calculated in terms of months completed. A child who is six and a half months old is considered 6 months old (the half month is not counted). Also note that zero months is a valid age. An infant less than four weeks old is considered to be 0 months old.

10 The terms measurer and assistant in the following instructions are used to clarify the separate roles required for measuring children. Members of the enumerator team should switch roles as agreed during the training. Child Standing Height Measurement Procedure Refer to Illustration Measurer or Assistant: Place the measuring board on a hard, flat surface against a wall, table, tree, or staircase. Make sure the measuring board is stable. Many walls and floors are not at perfect right angles; if necessary, place small rocks underneath the height board to stabilize it during the measurement. 2. Measurer or Assistant: Ask the mother to take off the child s shoes and unbraid or push aside any hair that would interfere with the height measurement. Ask the mother to bring the child to the measuring board and to kneel in front of the child so the child will look forward at the mother. 3. Assistant: Place the questionnaire and pen on the ground (Arrow 1) and kneel to the right side of the child (Arrow 2). 4. Measurer: Kneel to the left of the child (Arrow 3). 5. Assistant: Place the child s knees and feet in the correct position, with knees and feet either together, or apart. There are three possible positions for the knees and feet: a. Knees together and feet together b. Knees together and feet apart Whichever touches first! c. Knees apart and feet together. 6. Measurer: Determine if the child s feet should be against or away from the back of the height board by observing the imaginary line drawn from the tip of the shoulder to the heel, which is called the mid-axillary line (Arrow 4). This line should be perpendicular (i.e., 90 ) to the base of the height board where the child is standing (if necessary, move the child s feet away from the back of the height board to put them in the proper position). Note that, with most pre-school-age children who are not heavy or obese, the heels will probably touch the back of the height board (Arrow 5). 7. Assistant: With your thumbs against the index finger of each hand, place your right hand on the child s shins (Arrow 6) and your left hand on the child s knees (Arrow 7). Do not wrap your hands around the knees or feet (ankles) or squeeze the knees or feet together. Make sure the child s legs are straight. 8. Measurer: Ask the child to look straight ahead at the mother if she is kneeling in front of the child. Make sure the child s line of sight is parallel to the ground (Arrow 8). Place your left hand on the child s chin and gradually close your hand (Arrow 9). Note that, with most preschool-age children who are not heavy or obese, the back of the head will touch the back of the height board (Arrow 10); however, if the child is heavy or obese, there will be a space between the back of the child s head and the back of the measuring board. 9. Measurer: Make sure the child s shoulders are level (Arrow 11), the child s hands are at the child s sides (Arrow 12) and at least the child s buttocks touches the back of the measuring board. Note that, with most pre-school-age children who are not heavy or obese, the back of the head, the shoulder blades, the buttocks, the calves and the heels will touch the back of the measuring board (Arrows 10, 13, 14, 15 and 5). 10. Measurer and Assistant: Check the position of the child (Arrows 1-15). Repeat any steps as necessary. 11. Measurer: When the child s position is correct, lower the headpiece on top of the child s head (Arrow 16), making sure to push it through the child s hair. Read and call out the measurement to the nearest 0.1 cm. Remove the headpiece from the child s head and your left hand from the child s chin and allow the child to return to the mother. 12. Assistant: Immediately record the measurement on the questionnaire and show it to the measurer. 13. Measurer: Check the recorded measurement on the questionnaire for accuracy and legibility. Instruct the assistant to correct any errors.

11 Illustration 1: Child Height Measurement

12 Child Length Measurement Procedure Refer to Illustration Measurer or Assistant: Place the measuring board on a hard, flat surface, such as the ground, floor, or a solid table. Make sure the measuring board is stable. 2. Assistant: Place the questionnaire on the ground, floor, or table (Arrow 1) and kneel behind the base of the measuring board if it is on the ground or floor (Arrow 2). 3. Measurer: Kneel to the right side of the child (at the child s feet) so that you can move the footpiece with your right hand (Arrow 3). 4. Measurer and Assistant: With the help of the mother, gently lower the child onto the measuring board, making sure the measurer supports the child at the trunk of the body, while the assistant supports the child s head. 5. Assistant: Cup your hands over the child s ears (Arrow 4). With your arms straight (Arrow 5), place the child s head against the base of the board. The child should be looking straight up (Arrow 6) so that the child s line of sight is perpendicular to the board. Your head should be directly over the child s head. Watch the child s head to make sure it is in the correct position against the base of the board. 6. Measurer: Make sure the child is lying flat at the centre of the board (Arrow 7). Place the child s knees and feet in the correct position, with knees and feet either together, or apart. There are three possible positions for the knees and feet: a. Knees together and feet together b. Knees together and feet apart Whichever touches first! c. Knees apart and feet together. 7. Measurer: With your thumb against your index finger, place your left hand on the child s knees (Arrow 8) and press them gently, but firmly against the board. Do not wrap your hand around the knees or squeeze the knees together. Make sure the child s legs are straight. 8. Measurer: Check the position of the child (Arrows 1-8). Repeat any steps as necessary. 9. Measurer: When the child s position is correct, move the footpiece with your right hand until it is firmly against the child s heels (Arrow 9). Read the measurement to the nearest 0.1 cm and call out the measurement to the assistant. Return the child to the mother. 10. Assistant: Record the measurement on the questionnaire and show it to the assistant for confirmation. 11. Measurer: Check the recorded measurement on the questionnaire for accuracy and legibility. Instruct the assistant to correct any errors.

13 Illustration 2: Child Length Measurement

14 Weight Measures Using the UNICEF Electronic Scale (Uniscale) The UNICEF electronic scale (sometimes also called the Uniscale) makes weighing rapid, easy and accurate. It is well suited for use in household surveys such as the RIMS impact survey. The scale is powered by long-lasting lithium batteries. These will complete at least 1 million weighing cycles or last about ten years. The batteries and the electronic heart of the scale are contained in a sealed unit so as to withstand damage from heat, humidity and dust. The solar cell is used only to turn the scale on and to tare the scale. To increase battery life, the scale switches off automatically if it is not used for two minutes. Note: To tare means automatically to deduct the weight of a mother when a mother and child are weighed together. This is a particularly helpful feature for survey fieldwork. Preparing the UNICEF Electronic Scale for Use (a) Place the scale on a hard, level surface (wood, concrete, or firm earth). Soft or uneven surfaces may cause small errors in weighing. (b) The scale will not function correctly if it becomes too warm. It is best to use the scale in the shade or indoors. If the scale becomes hot and does not work correctly, place it in a cooler area and wait 15 minutes before using it again. (c) The scale must adjust to changes in temperature. If the scale is moved to a new site with a different temperature, wait 15 minutes before using the scale again. (d) Handle the scale carefully. Do not drop or bump the scale. Do not weigh loads with a total weight of more than 150 kg. Do not store the scale in direct sunlight or other hot places. Protect the scale against excess humidity or wetness. Do not use the scale at temperatures below 0º C or above 45º C. Weighing a Child Who is Able to Stand (a) Turn the scale on by covering the solar cells for less than one second. The display should show first, then. Wait until the display shows. Cover the solar cells for less than one second. The scale is preparing itself for use. The scale is ready for use. (b) Ask the child to stand on the scale. (c) Record the weight of the child. Note: Any child who is upset and refuses to stand still on the scale can be weighed while being held by an adult, as described below.

15 Weighing an Infant or Young Child Held by an Adult (Tared Weighing) Note: is used to symbolize the mother and child image that appears in the left side of the display whenever the scale has been tared. (a) Turn the scale on (as above) by covering the solar cells for less than one second. (b) Ask the mother or caretaker to stand on the scale. Make sure the solar cells are not covered by a skirt or by the person s feet. The mother s weight will appear in the display in two seconds. Note: The person being weighed must stand still on the scale. The mother s weight appears in the display. (c) With the mother standing still on the scale, cover the solar cell for less than one second. (d) The display will read. The small picture of the mother and baby means the scale is adjusting (taring) itself to ignore the mother s weight and preparing itself to weigh only the baby. (e) Cover the solar cells for less than one second to tare the mother s weight. Once tared, the display will show. (f) Hand the baby to the mother. (g) The mother holds the baby, but only the weight of the baby will be displayed. (h) Record the baby s weight. Note: The scale will continue to show only the weight of the baby until the solar cell is covered or the helper returns the baby to its mother. The mother is standing on the scale, but only the baby s weight will show in the display. Taring Weights: Important Points If someone other than the mother is helping, the weight of the person who will hold the child must be displayed (and then tared) before the child is given to the person for weighing. The same person whose weight is tared must also hold the child. If there is too much movement on the scale during measurement, the display will switch between and until the load becomes stable.

16 Possible reasons for the scale not taring weight: The solar cell was not covered completely. The solar cell was covered for more than one second. Try covering it for less than one second. It is too dark. Put the scale in a brighter place. The load weighs more than 120 kg. Use a lighter load. Error Messages What to Do if the Scale Display Shows... E01: The scale has to adjust itself. Get off the scale and wait until E01 no longer appears. E02 and switches off automatically: E03 and switches off automatically: E04 after measuring: E05 for a few seconds after trying to start the tare function: Be sure there is no load on the scale and try to start the scale. The scale is either too cold, or too hot. Move it to a different place with the temperature between 0º C and 45º C. Wait 15 minutes for it to adjust to the new temperature, then start the scale. The load is too heavy (more than 150 kg.). Get off the scale and reduce the load. The load is too heavy for taring (more than 120 kg.). Get off the scale and reduce the load. Cleaning and Storage To clean the scale, wipe surfaces with a damp cloth. Never put the scale into water. Do not store the scale in direct sunlight or other hot places. Weight Measurement Using a Hanging Spring Dial Scale Refer to Illustration Measurer and Assistant: Hang the scale from a tree branch, a ceiling beam, or a pole held by two people and suspend the scale at eye level. You may need a piece of rope to hang the scale at eye level. Ask the mother to undress the child. 2. Assistant: Attach a pair of the empty child weighing pants or the infant sling to the hook of the scale and adjust the scale to zero, then remove the pants or sling from the scale. 3. Measurer: Ask the mother to hold the child. If weighing a child approximately 1 year or older (i.e., children who can hold up their heads well), use the child weighing pants and put your hands through the leg holes of the child weighing pants (Arrow 1). Hold the child s feet, pull the legs through the leg holes (Arrow 2) and place the pants on the child. Make certain that the strap of the weighing pants is in front of the child. If weighing an infant approximately under 1 year old (i.e., infants who cannot hold up their heads well), use the infant weighing sling. Place the open infant weighing sling in the open arms of the assistant. Ask the mother to place her infant in the arms of the assistant who is holding the sling. Make sure that the infant s head is inside the infant weighing sling (it is acceptable for the infant s legs to protrude from the other end of the sling). 4. Measurer: If weighing a child who is 1 year old or older and if using the weighing pants, take the child in the weighing pants from the mother. Hold the child in one arm while holding the strap of the weighing pants in the other hand. Do not carry the child by holding only the strap. Gently lower the child and allow the child to hang freely (Arrow 3). If weighing an infant who is under 1 year of age and if using the infant weighing sling, take the infant in the weighing sling from the assistant. Hold the infant in one arm while holding the straps of the sling in the other hand. Do not carry the infant by holding only the straps. Gently lower the infant and allow the infant to hang freely (Arrow 4).

17 5. Assistant: Stand next to and slightly behind the measurer so that you can see the scale and the child. Have the questionnaire ready (Arrow 5). Make sure the child is not holding onto anything other than the weighing pants or sling. 6. Measurer and Assistant: Check the child s position. Repeat any steps as necessary. 7. Measurer: Hold the scale and read the weight to the nearest 0.1 kg (Arrow 6). Call out the measurement when the child is still and the needle of the scale is not moving. Even children who move a lot while in the weighing pants will become still enough for you to take a reading. Wait for the needle to stop moving. 8. Assistant: Immediately record the measurement on the questionnaire and show it to the measurer for confirmation. 9. Measurer: While the assistant records the measurement, place one arm around the child in the weighing pants or sling and remove the straps from the scale. Hand the child back to the mother and help the mother remove the pants or sling from the child. 10. Measurer: Check the recorded measurement on the questionnaire for accuracy and legibility. Instruct the assistant to erase and correct any errors. Illustration 3: Child Weight Measurement: Hanging Scale

18 Appendix 1 Impact Survey Questionnaire Note: Download a copy of the questionnaire (PDF file) from Use that questionnaire to insert the local language translation or local adaptations. [ INSERT APPROPRIATE MINISTRY ] QUESTIONNAIRE NUMBER IMPACT SURVEY QUESTIONNAIRE CONSENT. Hello. My name is. We are conducting a survey with IFAD and the Ministry of. This survey will help us in planning and monitoring the impact of project activities. Your participation is voluntary. You can choose not to answer any questions, and you can stop the interview at any time. All of your responses will be confidential. Would you like to ask me anything else about the survey? Do you agree to participate in this survey? Respondent agrees to interview Respondent does not agree to interview IDENTIFICATION END CLUSTER HOUSEHOLD NUMBER: CLUSTER HOUSEHOLD NO INTERVIEW DATE: DATE 2 0 INTERVIEWER: INTERVIEWER: SUPERVISOR: SECTION 1: HOUSEHOLD DEMOGRAPHICS dd mm y y y y Please tell me the first name of each person who usually lives here, starting with the Head of the Household. List adult members of the household first, then list children. No. FIRST NAME: SEX: AGE LITERACY Male = 1 Female = 2 How old was (name) on his/her last birthday? Can he/she read a newspaper or letter? EASILY (1); WITH DIFFICULTY (2); NOT AT ALL (3); OR DON T KNOW (9) NAME M F AGE EASY DIFF CAN T READ DK 01 (Head of Household)

19 SECTION 2: SURVEY QUESTIONS NO. QUESTIONS AND FILTERS CODING CATEGORIES SKIP TO Type of Housing 1.a. What is the main material of the dwelling floor? NATURAL FLOOR EARTH/SAND DUNG 1 2 RUDIMENTARY FLOOR WOOD PLANKS PALM/BAMBOO 3 4 FINISHED FLOOR POLISHED WOOD VINYL OR ASPHALT STRIPS CERAMIC TILES CEMENT CARPET OTHER (SPECIFY) 96 1.b. What is the number of sleeping rooms in the dwelling? NUMBER OF SLEEPING ROOMS Drinking Water Supply. 2. What is the main source of drinking water for members of your household? PIPED INTO HOUSE PIPED INTO YARD OR PLOT PUBLIC TAP TUBEWELL/BOREHOLE WITH PUMP PROTECTED DUG WELL 5 PROTECTED SPRING RAINWATER COLLECTION 6 7 BOTTLED WATER 8 UNPROTECTED DUG WELL UNPROTECTED SPRING 9 10 POND, RIVER OR STREAM 11 TANKER-TRUCK, VENDOR. OTHER (SPECIFY) a. Sanitation. What kind of toilet facility does your household use? NO FACILITY/ BUSH/ FIELD OPEN PIT/TRADITIONAL PIT LATRINE IMPROVED PIT LATRINE (VIP) POUR FLUSH LATRINE FLUSH TOILET OTHER (SPECIFY) Q.4.a

20 NO. QUESTIONS AND FILTERS CODING CATEGORIES SKIP TO 3.b. Is this toilet facility located within your dwelling, or yard or compound? YES NO 1 2 Food Security. 4.a In the past 12 months, did your household experience a hungry season? YES NO 1 2 Q.5. [The hungry season means the number of months a household does not have enough food because their own stores are depleted and they do not have money to buy food.] 4.b. During what month did the hungry season begin? MONTH THAT HUNGRY SEASON BEGAN 4.c. During what month did the hungry season end? MONTH THAT HUNGRY SEASON ENDED 4.d. In the past 12 months, did your household experience a second hungry season? YES NO 1 2 Q.5. 4.e. During what month did the second hungry season begin? MONTH THAT SECOND HUNGRY SEASON BEGAN 4.f. During what month did the second hungry season end? MONTH THAT SECOND HUNGRY SEASON ENDED 5. Other Asset-Related Questions. Does your household have? Read each item aloud and record the response before proceeding to the next item. YES NO * Electricity ELECTRICITY 1 2 * Radio RADIO * Television TELEVISION * Refrigerator REFRIGERATOR * [insert local adaptation if needed] [LOCAL ADAPTATION IF NEEDED] 1 2

21 NO. QUESTIONS AND FILTERS CODING CATEGORIES SKIP TO 6. Does any member of your household own? Read each item aloud and record response before proceeding to the next item. YES NO * Bicycle [insert local language translation] * Motorcycle or scooter [insert local language translation] * Car or truck [insert local language translation] * [insert local adaptation if needed [insert local language translation]] BICYCLE [insert local language translation] MOTORCYCLE OR SCOOTER. [insert local language translation] CAR OR TRUCK [insert local language translation] [LOCAL ADAPTATION IF NEEDED] [insert local language translation] What type of fuel does your household mainly use for cooking? ELECTRICITY LPG/NATURAL GAS BIOGAS KEROSENE COAL/LIGNITE CHARCOAL FIREWOOD/STRAW DUNG OTHER (SPECIFY) a. Are you or any members of your household involved in cultivating any farmland? YES NO. 1 2 Q.9 8.b. What does your household use to cultivate most of your farmland? HAND TOOL (HOE/SPADE) ANIMAL-DRAWN PLOW TRACTOR-DRAWN PLOW POWER TILLER [LOCAL ADAPTATION IF NEEDED]. OTHER (SPECIFY)

22 QUESTIONS AND FILTERS CODING CATEGORIES SKIP TO Does any member of your household own any livestock? Read each item aloud and record response before proceeding to the next item. YES NO * Chickens or other poultry? If YES: How many? * Sheep? If YES: How many? * Goats? If YES: How many? * Cattle? If YES: How many? * [Insert local adaptation if needed] If YES: How many? * Other? (Specify) If YES: How many? CHICKENS OR OTHER POULTRY 1 2 SHEEP. 1 2 GOATS 1 2 CATTLE. 1 2 [LOCAL ADAPTATION] 1 2 OTHER 1 2

23 ID No.. 01 SECTION 3: ANTHROPOMETRY First Name Sex: Date of Birth of Child: M F Day Month Year Age in Months: (0-59) Height: (Centimetres) Weight: (Kilograms) NOTES OR COMMENTS: THIS IS THE END OF THE SURVEY. THANK YOU VERY MUCH FOR YOUR CO-OPERATION.

24 Appendix 2 Calendar of Local Events Estimating the Age of a Child [example from Jordan, July 2005] Month of Birth: Age in Months: Local Event 2005 JULY 0 JUNE 1 MAY 2 APRIL 3 MARCH 4 FEBRUARY 5 JANUARY DECEMBER 7 NOVEMBER 8 OCTOBER 9 SEPTEMBER 10 AUGUST 11 JULY 12 JUNE 13 MAY 14 APRIL 15 MARCH 16 FEBRUARY 17 JANUARY DECEMBER 19 NOVEMBER 20 OCTOBER 21 SEPTEMBER 22 AUGUST 23 JULY 24 JUNE 25 MAY 26 APRIL 27 MARCH 28 FEBRUARY 29 JANUARY DECEMBER 31 NOVEMBER 32 OCTOBER 33 SEPTEMBER 34 AUGUST 35 JULY 36

25 JUNE 37 MAY 38 APRIL 39 MARCH 40 FEBRUARY 41 JANUARY DECEMBER 43 NOVEMBER 44 OCTOBER 45 SEPTEMBER 46 AUGUST 47 JULY 48 JUNE 49 MAY 50 APRIL 51 MARCH 52 FEBRUARY 53 JANUARY DECEMBER 55 NOVEMBER 56 OCTOBER 57 SEPTEMBER 58 AUGUST 59 JULY too old JUNE too old MAY too old APRIL too old MARCH too old FEBRUARY too old JANUARY too old

26 Appendix 3 Documents and Supplies Additional Tools for Supervisors Before leaving for the field, the supervisor is responsible for collecting adequate supplies of the materials the team will need in the field, including: documents: supervisor s instructions enumerator s instructions maps and household lists (if available) for all clusters in the assigned area letters of introduction questionnaires (numbered sequentially as agreed upon) cluster control sheets supplies: pencils for enumerators red pens for the supervisor clipboards, briefcases paper clips, scissors, staplers and staples, etc. envelopes to store questionnaires (separate large envelope for each cluster) first aid kit Monetary Advances for Field Expenses The supervisor should have sufficient funds to cover expenses for the team. Funds should be distributed according to the procedures established by project management, including funds for fuel, minor vehicle repairs and communication with the project office. Advances for allowances will normally be given by project administrators directly to individual enumerators and supervisors The supervisor should arrange for a system to maintain regular contact with the project staff before leaving for the field. Arranging Transportation and Accommodations It is the supervisor s responsibility to make any necessary travel arrangements for his/her team in consultation with the project office. Vehicles are generally provided by the project. In some cases, it may be necessary to arrange for other means of transportation (such as boats, etc.). The supervisor is responsible for the maintenance and security of the team vehicle. The vehicle should be used exclusively for survey-related travel and kept in a safe place. The driver of the vehicle takes instructions from the supervisor. If necessary, arrangements for lodging should be made before the survey team travels. Experience has shown that, for clusters not within easy reach of the project office, it is often best for the team to spend the night prior to the survey work in the survey village. This gives the survey team more time for informal exchanges and increases the efficiency of the fieldwork. Contacting Local Authorities It is the supervisor s responsibility, in coordination with the team leader, to contact the local officials before starting work in an area. Letters of introduction will be provided, but sensitivity in explaining the purpose of the survey will encourage cooperation.

27 Using Maps to Locate Clusters A major responsibility of the supervisor is to assist enumerators in locating clusters. The team leader will provide the supervisor with a map of the clusters in which his/her team will be working. These documents enable the team to identify the cluster boundaries and to locate the selected households within the cluster. In most clusters, the boundaries follow easily recognizable land features such as rivers, roads, etc. However, at times, boundaries are invisible lines. The location and determination of invisible boundaries calls for some ingenuity. The following procedure is suggested. Identify the road used to reach the cluster. When what appears to be the cluster boundary is reached, verify this by checking the location of actual terrain features and landmarks against the location of these features and landmarks on the map. It is usually possible to locate unnamed roads or imaginary lines by inquiring among people living in the vicinity. In most cases, these people will know where the villages are; after locating the villages, you can usually determined where the boundaries run. There are cases in which boundaries shown on the map no longer exist or have changed location (e.g., a road has been relocated). If a cluster cannot be located, go on to the next cluster and discuss the matter later with the team leader. Assigning Work to Enumerators The following tips may be helpful to the supervisor in assigning work. Make daily work assignments. Be sure each pair of enumerators has enough work to do for the day, taking into account the conditions in the area. The team leader will advise the supervisor on the number of interviews to assign per day. Assign fewer households at the very beginning of fieldwork so as to allow time for the discussion of problems and for close supervision. Distribute work fairly among the enumerator pairs. Work should be assigned taking into account the capabilities and strengths of each enumerator. Ensure that each pair of enumerators has all the required information and materials for completing the work assignment. Maintain complete records each day using the cluster control sheets. Make sure that all selected households and eligible children in the cluster have been interviewed/weighed and measured before leaving an area. Ensure that the enumerators fully understand the instructions given to them and that they adhere to the work schedule. Maintaining Motivation and Morale The supervisor plays a vital role in maintaining motivation and morale among the enumerators. It is necessary to make sure that the enumerators understand clearly what is expected of them, are properly guided in their work and receive recognition for work done well. It may be useful to adhere to the following principles. Rather than giving direct orders, seek voluntary compliance before demanding it. Without losing a sense of authority, try to involve the enumerators in decision-making and, at the same time, see to it that the decisions remain firm. When pointing out an error, do this with tact and in private. Listen to the enumerator s explanation and examine the causes of the problem together to arrive at a shared solution. When enumerators voice complaints, listen with patience and try to resolve the problems. Under no circumstances show preference for one or another of the enumerators. Develop a friendly and informal atmosphere.