STEP Skills Measurement Household Survey 2012 (Wave 1)
Bolivia, 2012
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Identification
Survey ID Number
BOL_2012_STEP-HH_v02_M
Title
STEP Skills Measurement Household Survey 2012 (Wave 1)
Subtitle
Skills Toward Employment and Productivity (Wave1)
Country
| Name | Country code |
|---|---|
| Bolivia | BOL |
Study type
Other Household Survey
Series Information
The STEP project consists of Household Surveys collection and Employer Surveys collection.
These surveys are part of the STEP Household Surveys collection.
So far, two waves have been implemented in 12 countries. The third wave is under preparation.
The first wave started in September 2011 and was completed in December 2013. Wave 1 countries are: Bolivia, Colombia, Sri Lanka, Lao PDR, Vietnam, the Yunnan Province in China, Ghana, and Ukraine.
The second wave started in August 2012 and was completed in June 2014. Wave 2 countries are: Armenia, Georgia, Macedonia, and Kenya.
These surveys are part of the STEP Household Surveys collection.
So far, two waves have been implemented in 12 countries. The third wave is under preparation.
The first wave started in September 2011 and was completed in December 2013. Wave 1 countries are: Bolivia, Colombia, Sri Lanka, Lao PDR, Vietnam, the Yunnan Province in China, Ghana, and Ukraine.
The second wave started in August 2012 and was completed in June 2014. Wave 2 countries are: Armenia, Georgia, Macedonia, and Kenya.
Abstract
The STEP (Skills Toward Employment and Productivity) Measurement program is the first ever initiative to generate internationally comparable data on skills available in developing countries. The program implements standardized surveys to gather information on the supply and distribution of skills and the demand for skills in labor market of low-income countries.
The uniquely-designed Household Survey includes modules that measure the cognitive skills (reading, writing and numeracy), socio-emotional skills (personality, behavior and preferences) and job-specific skills (subset of transversal skills with direct job relevance) of a representative sample of adults aged 15 to 64 living in urban areas, whether they work or not. The cognitive skills module also incorporates a direct assessment of reading literacy based on the Survey of Adults Skills instruments. Modules also gather information about family, health and language.
The uniquely-designed Household Survey includes modules that measure the cognitive skills (reading, writing and numeracy), socio-emotional skills (personality, behavior and preferences) and job-specific skills (subset of transversal skills with direct job relevance) of a representative sample of adults aged 15 to 64 living in urban areas, whether they work or not. The cognitive skills module also incorporates a direct assessment of reading literacy based on the Survey of Adults Skills instruments. Modules also gather information about family, health and language.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
The units of analysis are the individual respondents and households. A household roster is undertaken at the start of the survey and the individual respondent is randomly selected among all household members 15 to 64 years old. The random selection process was designed by the STEP team and compliance with the procedure is carefully monitored during fieldwork.
Version
Version Description
Version 02, edited anonymous datasets for public distribution.
Version 01 was published in June 2014, but is now replaced with v02.
The difference between v02 and v01 datasets:
1) The literacy variables had incorrect labelling, which has now been fixed
2) The 'emp' variable has been cleaned
3) The 'write_dif' variable has been corrected
4) All monetary variables (identifiable by '_usd') have been converted to PPP dollars
Version 01 was published in June 2014, but is now replaced with v02.
The difference between v02 and v01 datasets:
1) The literacy variables had incorrect labelling, which has now been fixed
2) The 'emp' variable has been cleaned
3) The 'write_dif' variable has been corrected
4) All monetary variables (identifiable by '_usd') have been converted to PPP dollars
Version Date
2016-01
Scope
Notes
The scope of the study includes:
- household demographic characteristics
- dwelling characteristics
- education and training
- health
- employment
- job skill requirements
- personality, behavior and preferences
- language and family background
- reading literacy test assessment
- household demographic characteristics
- dwelling characteristics
- education and training
- health
- employment
- job skill requirements
- personality, behavior and preferences
- language and family background
- reading literacy test assessment
Coverage
Geographic Coverage
The cities that are covered are La Paz, El Alto, Cochabamba and Santa Cruz de la Sierra.
Universe
The STEP target population is the population 15-64 years old, living in urban areas, as defined by each country's statistical office. The following are excluded from the sample:
- Residents of institutions (prisons, hospitals, etc.)
- Residents of senior homes and hospices
- Residents of other group dwellings such as college dormitories, halfway homes, workers' quarters, etc.
- Persons living outside the country at the time of data collection
- Residents of institutions (prisons, hospitals, etc.)
- Residents of senior homes and hospices
- Residents of other group dwellings such as college dormitories, halfway homes, workers' quarters, etc.
- Persons living outside the country at the time of data collection
Producers and sponsors
Primary investigators
| Name |
|---|
| World Bank |
Producers
| Name | Affiliation | Role |
|---|---|---|
| Alexandria Valerio | World Bank | STEP Co-Task Team Leader, Education Global Practice |
| Maria Laura Sanchez Puerta | World Bank | STEP Co-Task Team Leader, Social Protection and Labor Global Practice |
| Tania Rajadel | World Bank Consultant, Project Coordinator | Technical assistance in project management, data collection, data processing and data analysis |
| Gaelle Pierre | World Bank Consultant, Senior Labor Economist | Technical assistance in project management, questionnaire design, and data analysis |
| Valerie Evans | World Bank Consultant, Survey Consultant | Technical assistance in questionnaire design, sampling methodology, and data collection |
| Sebastian Monroy Taborda | World Bank Consultant, Research Analyst | Technical assistance in data processing and data analysis |
Funding Agency/Sponsor
| Name | Abbreviation | Role |
|---|---|---|
| Multi-Donor Trust Fund Labor Markets, Job Creation and Economic Growth | Funding | |
| Bank Netherlands Partnership Program | BNPP | Funding |
Other Identifications/Acknowledgments
| Name | Role |
|---|---|
| Educational Testing Services | Designed the Reading Literacy Assessment Module and conducted the preliminary analysis of the reading literacy data, including generating plausible values for the Extended Assessment |
Sampling
Sampling Procedure
Stratified 3-stage sample design was implemented in Bolivia. The stratification variable is city-wealth category. There are 20 strata created by grouping the primary sample units (PSUs) into the 4 cities, i.e.,1- La Paz, 2-El Alto, 3-Cochabamba, 4-Santa Cruz de la Sierra, and 5 wealth categories, i.e., 1-Poorest, 2-Moderately Poor, 3-Middle Wealth, 4-Moderately Rich, 5-Rich.
The source of the sample frame of the first stage units is the 2001 National Census of Population and Housing carried out by the National Institute of Statistics. The primary sample unit (PSU) is a Census Sector. A sample of 218 PSUs was selected from the 10,304 PSUs on the sample frame. This sample of PSUs was comprised of 160 'initial' PSUs and 58 'reserve' PSUs. Of the 218 sampled PSUs, there were 169 activated PSUs consisting of 155 Initial Sampled PSUs and 14 Reserve sampled PSUs. Among the 160 'initial' PSUs, 5 PSUs were replaced due to security concerns; also, 14 reserve PSUs were activated to supplement the sample for initial PSUs where the target sample of 15 interviews was not achieved due to high levels of non-response; thus, only 169 PSUs were actually activated during data collection. The PSUs were grouped according to city-wealth strata, and within each city-wealth stratum PSUs were selected with probability proportional to size (PPS), where the measure of size was the number of households in a PSU.
The second stage sample unit (SSU) is a household. The sampling objective was to obtain interviews at 15 households within each of the initial PSU sample, resulting in a final initial sample of 2,400 interviews. At the second stage of sample selection, 45 households were selected in each PSU using a systematic random method. The 45 households were randomly divided into 15 'Initial' households, and 30 'Reserve' households that were ranked according to the random sample selection order. Note: Due to higher than expected levels of non-response in some PSUs, additional households were sampled; thus, the final actual sample in some PSUs exceeded 45 households.
The third stage sample unit was an individual 15-64 years old (inclusive). The sampling objective was to select one individual with equal probability from each selected household.
The source of the sample frame of the first stage units is the 2001 National Census of Population and Housing carried out by the National Institute of Statistics. The primary sample unit (PSU) is a Census Sector. A sample of 218 PSUs was selected from the 10,304 PSUs on the sample frame. This sample of PSUs was comprised of 160 'initial' PSUs and 58 'reserve' PSUs. Of the 218 sampled PSUs, there were 169 activated PSUs consisting of 155 Initial Sampled PSUs and 14 Reserve sampled PSUs. Among the 160 'initial' PSUs, 5 PSUs were replaced due to security concerns; also, 14 reserve PSUs were activated to supplement the sample for initial PSUs where the target sample of 15 interviews was not achieved due to high levels of non-response; thus, only 169 PSUs were actually activated during data collection. The PSUs were grouped according to city-wealth strata, and within each city-wealth stratum PSUs were selected with probability proportional to size (PPS), where the measure of size was the number of households in a PSU.
The second stage sample unit (SSU) is a household. The sampling objective was to obtain interviews at 15 households within each of the initial PSU sample, resulting in a final initial sample of 2,400 interviews. At the second stage of sample selection, 45 households were selected in each PSU using a systematic random method. The 45 households were randomly divided into 15 'Initial' households, and 30 'Reserve' households that were ranked according to the random sample selection order. Note: Due to higher than expected levels of non-response in some PSUs, additional households were sampled; thus, the final actual sample in some PSUs exceeded 45 households.
The third stage sample unit was an individual 15-64 years old (inclusive). The sampling objective was to select one individual with equal probability from each selected household.
Response Rate
An overall response rate of 43% was achieved in the Bolivia STEP Survey. All non-response cases were documented (refusal/not found/no eligible household member, etc.) and accounted for during the weighting process. In such cases, a reserve household was activated to replace the initial household. Procedures are described in "Operation Manual" that is provided as an external resource.
Weighting
While the 3-stage stratified sample design greatly enhanced the operational feasibility of data collection, it resulted in differential probabilities of selection for the selected persons. Consequently, each selected person in the survey does not necessarily represent the same number of persons in the target population. To account for differential probabilities of selection due to the nature of the design and to ensure accurate survey estimates, STEP requires a sampling weight for each person that participated in the survey.
The objectives of the STEP weighting are to construct a set of survey weights to compensate for unequal probabilities of selection, and to compensate for household-level non-response and person-level non-response.
Detailed information about weighting procedures is available in "STEP Weighting Procedures Summary", provided in external resources.
The objectives of the STEP weighting are to construct a set of survey weights to compensate for unequal probabilities of selection, and to compensate for household-level non-response and person-level non-response.
Detailed information about weighting procedures is available in "STEP Weighting Procedures Summary", provided in external resources.
Data Collection
Dates of Data Collection
| Start | End | Cycle |
|---|---|---|
| 2012-02-20 | 2012-05-05 | Fieldwork |
Data Collection Mode
Face-to-face [f2f]
Supervision
Each interviewer team reports to a team supervisor. Interviewers must hand over to their supervisor properly filled questionnaires and reading exercise booklets (for Reading Literacy Assessment), and report all information about the fieldwork conducted.
Team supervisors are responsible for coordinating fieldwork, monitoring interviewers' work, documenting non-response, assigning reading exercise booklets and communicating regularly with a field manager. Also, once the household listing exercise is completed, the team supervisor randomly selects households to be interviewed in the primary sampling unit (PSU), as well as reserve households that may be required to be activated (used) in the case of a non-response by one of the originally selected households.
Field supervision details are outlined in "National Survey Design Planning Report" and "Interviewer's Manual and Team Supervisor's Manual", available in external resources.
Team supervisors are responsible for coordinating fieldwork, monitoring interviewers' work, documenting non-response, assigning reading exercise booklets and communicating regularly with a field manager. Also, once the household listing exercise is completed, the team supervisor randomly selects households to be interviewed in the primary sampling unit (PSU), as well as reserve households that may be required to be activated (used) in the case of a non-response by one of the originally selected households.
Field supervision details are outlined in "National Survey Design Planning Report" and "Interviewer's Manual and Team Supervisor's Manual", available in external resources.
Data Collection Notes
Each component of the STEP Survey was carried out by a personal visit using a Paper-and-Pencil Interview (PAPI) method. Interviews lasted between 120 and 150 minutes, depending on respondents' reading proficiency.
As the STEP program requires all surveys to be implemented in a standardized way, particular attention was provided to implementation processes:
1) Each participating country (survey firm) presented National Survey Design Planning Report (NSDPR) detailing how it intended to implement the STEP survey while complying with the STEP Technical Standards. The NSDPRs were submitted to the WB STEP team for approval.
2) The World Bank (WB) STEP team and Educational Testing Services (ETS) conducted two workshops for all survey firms. The first was a 2-day workshop provided via video conference and aimed at presenting the STEP Technical Standards. The second workshop was organized over two full weeks at the World Bank Headquarters. During this course project managers from each survey firm received training on the survey instruments, implementation of the survey and data management procedures.
3) Based on the STEP Technical Standards, the survey firms adapted and translated the STEP survey instruments, the interviewer manual, and all training materials.
4) Once the instruments had been adapted and translated, survey firms carried out a pre-test, usually including 20-30 interviews. Findings from the pre-test were discussed with the WB STEP team and ETS to finalize the adaptation and translation of the STEP survey instruments.
5) Each survey firm provided a 2-week training course to its enumerators, using training materials developed by the WB STEP team (after translation and adaptation). The WB STEP team's survey consultant helped organize the training and was present in the country for the first few days of the training. In addition, the WB STEP team in Washington DC provided just-in-time technical assistance, answering questions sent by the survey firm during the training. The training included in-field mock interviews in addition to in-class courses. At the end of the training, survey firms only retained enumerators having demonstrated a good understanding of the instruments.
6) As per STEP Technical Standards, data collection started within a few days of the end of the enumerators' training course. The composition of each country's fieldwork teams, reporting procedures and quality control processes are described in the NSDPR. Weekly reports were sent to the WB STEP team, which provided just-in-time technical assistance during fieldwork to answer questions or concerns. Regular calls or VCs were also held between survey firms and the WB STEP team to discuss progress. Matters discussed usually involved questions on how to deal with specific situations, strategies to reduce non-response, the activation of reserve households, and general pace of progress.
As the STEP program requires all surveys to be implemented in a standardized way, particular attention was provided to implementation processes:
1) Each participating country (survey firm) presented National Survey Design Planning Report (NSDPR) detailing how it intended to implement the STEP survey while complying with the STEP Technical Standards. The NSDPRs were submitted to the WB STEP team for approval.
2) The World Bank (WB) STEP team and Educational Testing Services (ETS) conducted two workshops for all survey firms. The first was a 2-day workshop provided via video conference and aimed at presenting the STEP Technical Standards. The second workshop was organized over two full weeks at the World Bank Headquarters. During this course project managers from each survey firm received training on the survey instruments, implementation of the survey and data management procedures.
3) Based on the STEP Technical Standards, the survey firms adapted and translated the STEP survey instruments, the interviewer manual, and all training materials.
4) Once the instruments had been adapted and translated, survey firms carried out a pre-test, usually including 20-30 interviews. Findings from the pre-test were discussed with the WB STEP team and ETS to finalize the adaptation and translation of the STEP survey instruments.
5) Each survey firm provided a 2-week training course to its enumerators, using training materials developed by the WB STEP team (after translation and adaptation). The WB STEP team's survey consultant helped organize the training and was present in the country for the first few days of the training. In addition, the WB STEP team in Washington DC provided just-in-time technical assistance, answering questions sent by the survey firm during the training. The training included in-field mock interviews in addition to in-class courses. At the end of the training, survey firms only retained enumerators having demonstrated a good understanding of the instruments.
6) As per STEP Technical Standards, data collection started within a few days of the end of the enumerators' training course. The composition of each country's fieldwork teams, reporting procedures and quality control processes are described in the NSDPR. Weekly reports were sent to the WB STEP team, which provided just-in-time technical assistance during fieldwork to answer questions or concerns. Regular calls or VCs were also held between survey firms and the WB STEP team to discuss progress. Matters discussed usually involved questions on how to deal with specific situations, strategies to reduce non-response, the activation of reserve households, and general pace of progress.
Data Collectors
| Name |
|---|
| Bolivia Real Data SRL |
Questionnaires
Questionnaires
The STEP survey instruments include:
- The background questionnaire developed by the World Bank (WB) STEP team
- Reading Literacy Assessment developed by Educational Testing Services (ETS).
All countries adapted and translated both instruments following the STEP technical standards: two independent translators adapted and translated the STEP background questionnaire and Reading Literacy Assessment, while reconciliation was carried out by a third translator.
The survey instruments were piloted as part of the survey pre-test.
The background questionnaire covers such topics as respondents' demographic characteristics, dwelling characteristics, education and training, health, employment, job skill requirements, personality, behavior and preferences, language and family background.
The background questionnaire, the structure of the Reading Literacy Assessment and Reading Literacy Data Codebook are provided in the document "Bolivia STEP Skills Measurement Survey Instruments", available in external resources.
- The background questionnaire developed by the World Bank (WB) STEP team
- Reading Literacy Assessment developed by Educational Testing Services (ETS).
All countries adapted and translated both instruments following the STEP technical standards: two independent translators adapted and translated the STEP background questionnaire and Reading Literacy Assessment, while reconciliation was carried out by a third translator.
The survey instruments were piloted as part of the survey pre-test.
The background questionnaire covers such topics as respondents' demographic characteristics, dwelling characteristics, education and training, health, employment, job skill requirements, personality, behavior and preferences, language and family background.
The background questionnaire, the structure of the Reading Literacy Assessment and Reading Literacy Data Codebook are provided in the document "Bolivia STEP Skills Measurement Survey Instruments", available in external resources.
Data Processing
Data Editing
STEP data management process:
1) Raw data is sent by the survey firm
2) The World Bank (WB) STEP team runs data checks on the background questionnaire data. Educational Testing Services (ETS) runs data checks on the Reading Literacy Assessment data. Comments and questions are sent back to the survey firm.
3) The survey firm reviews comments and questions. When a data entry error is identified, the survey firm corrects the data.
4) The WB STEP team and ETS check if the data files are clean. This might require additional iterations with the survey firm.
5) Once the data has been checked and cleaned, the WB STEP team computes the weights. Weights are computed by the STEP team to ensure consistency across sampling methodologies.
6) ETS scales the Reading Literacy Assessment data.
7) The WB STEP team merges the background questionnaire data with the Reading Literacy Assessment data and computes derived variables.
Detailed information on data processing in STEP surveys is provided in "STEP Guidelines for Data Processing" document, available in external resources. The template do-file used by the STEP team to check raw background questionnaire data is provided as an external resource, too.
1) Raw data is sent by the survey firm
2) The World Bank (WB) STEP team runs data checks on the background questionnaire data. Educational Testing Services (ETS) runs data checks on the Reading Literacy Assessment data. Comments and questions are sent back to the survey firm.
3) The survey firm reviews comments and questions. When a data entry error is identified, the survey firm corrects the data.
4) The WB STEP team and ETS check if the data files are clean. This might require additional iterations with the survey firm.
5) Once the data has been checked and cleaned, the WB STEP team computes the weights. Weights are computed by the STEP team to ensure consistency across sampling methodologies.
6) ETS scales the Reading Literacy Assessment data.
7) The WB STEP team merges the background questionnaire data with the Reading Literacy Assessment data and computes derived variables.
Detailed information on data processing in STEP surveys is provided in "STEP Guidelines for Data Processing" document, available in external resources. The template do-file used by the STEP team to check raw background questionnaire data is provided as an external resource, too.
Other Processing
Data entry processes are described in the National Survey Design Planning Report (NSDPR), available as an external resource. In most countries, data entry took place at the survey firm's headquarters.
For the background questionnaire data, survey firms could use the World Bank (WB) STEP Data Entry Program (DEP) or design their own. In the latter case, the WB STEP team checks their DEP to ensure it complies with STEP technical standards. The STEP DEP was developed in Excel and mirrored the background questionnaire. Armenia, Georgia, Bolivia, Colombia, Lao PDR and Sri Lanka developed their own DEP in CSPro. Standards for data entry are detailed in "Guidelines for STEP Data Entry Programs" and summarized in the NSDPR. Double data entry process was required. All range checks and skips were controlled by the program. Consistency checks were also included in the data entry program.
All survey firms were required to score the Reading Literacy Assessment booklets and to enter the data using the Data Entry Program developed by Educational Testing Services (ETS). Double data entry process was required. Consistency checks were also included in the data entry program.
For the background questionnaire data, survey firms could use the World Bank (WB) STEP Data Entry Program (DEP) or design their own. In the latter case, the WB STEP team checks their DEP to ensure it complies with STEP technical standards. The STEP DEP was developed in Excel and mirrored the background questionnaire. Armenia, Georgia, Bolivia, Colombia, Lao PDR and Sri Lanka developed their own DEP in CSPro. Standards for data entry are detailed in "Guidelines for STEP Data Entry Programs" and summarized in the NSDPR. Double data entry process was required. All range checks and skips were controlled by the program. Consistency checks were also included in the data entry program.
All survey firms were required to score the Reading Literacy Assessment booklets and to enter the data using the Data Entry Program developed by Educational Testing Services (ETS). Double data entry process was required. Consistency checks were also included in the data entry program.
Data Appraisal
Estimates of Sampling Error
A weighting documentation was prepared for each participating country and provides some information on sampling errors. All country weighting documentations are provided as an external resource.
Access policy
Contacts
| Name | |
|---|---|
| Education Global Practice | eservice@worldbank.org |
| Social Protection and Labor Global Practice | socialprotection@worldbank.org |
Citation requirements
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
World Bank. Bolivia STEP Skills Measurement Household Survey 2012 (Wave 1). Ref. BOL_2012_STEP-HH_v02_M. Dataset downloaded from [URL] on [date].
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
World Bank. Bolivia STEP Skills Measurement Household Survey 2012 (Wave 1). Ref. BOL_2012_STEP-HH_v02_M. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
Disclaimer
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Copyright
(c) STEP 2014, The World Bank
Metadata production
DDI Document ID
DDI_BOL_2012_STEP-HH_v02_M_WB
Producers
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Data Group | DECDG | The World Bank | Documentation of the study |
Date of Metadata Production
2014-06-06
DDI Document version
Version 02 (March 2016)
Changes in v02 of study documentation compared to v01 published in June 2014
- v01 datasets were replaced with v02
- Study Title, Series Information and Abstract were edited
Version 01 (June 2014)
Changes in v02 of study documentation compared to v01 published in June 2014
- v01 datasets were replaced with v02
- Study Title, Series Information and Abstract were edited
Version 01 (June 2014)