DDI_BIH_2006_MICS_v01_M
Adilovic, Edina
Bjelic, Ivana
Croft, Trevor
Halilovic, Amra
Kratina, Mirha
Krupic, Muris
Memic, Fahrudin
Stijak, Miroslav
Topcic Elmedin
Tukvlija, Sanela
James, Rhiannon
2008-03
NADA
BiH MICS 2006 UNICEF v0.1
Slightly edited version of UNICEF's DDI ref. DDI-BIH-DEP-MoHFBiH-MoHSWRS-MICS2006/1.0-v0.1
Multiple Indicator Cluster Survey 2006
MICS 2006
BIH_2006_MICS_v01_M
Federation Public Health Institute
Ministry of Health and Social Welfare
Directorate for Economic Planning Bosnia and Herzegovina Directorate for Economic Planning Bosnia and Herzegovina Directorate for Economic Planning Bosnia and Herzegovina Directorate for Economic Planning Bosnia and Herzegovina
BiH Agency for Statistics
Federal Office of Statistics
Statistical Office of Republika Srpska
UNICEF Bosnia and Herzegovina
UNICEF Regional MICS coordinator
UNICEF Regional M&E officer
Strategic Information Section, Division of Policy and Planning, UNICEF NYHQ
2007, UNICEF Bosnia and Herzegovina
NADA
UNICEF
Department for International Development
Organisation for economic co-operation and development
GP/2005/8102-15, GP/2004/8139-23, GP/2006/8089 SC/2006/0043
UNICEF Bosnia and Herzegovina
Federal Office of Statistics
General Inquiries
MICS Programme Manager
Multiple Indicator Cluster Survey - Round 3 [hh/mics-3]
The Multiple Indicator Cluster Survey, Round 3 (MICS3) is the third round of MICS surveys, previously conducted around 1995 (MICS1) and 2000 (MICS2). Many questions and indicators are consistent and compatible with the prior round of MICS (MICS2) but less so with MICS1, although there have been a number of changes in definition of indicators between rounds. Details can be found by reviewing the indicator definitions.
Version 1.0: Edited data used for final report
Household members
Education
Water and sanitation
Household characteristics
Security of tenure
Durability of housing
Child labour
Child discipline
Disability
Household expenditure
Household incomes
Women's background
Maternal and newborn health
Marriage and union
Contraception and umnet need
Attitudes towards domestic violence
Sexual behaviour
HIV/AIDS
Support to children orphaned and made vulnerable by HIV/AIDS
Children's background
Birth registration
Early learning
Child development
Breastfeeding
Care of illness
Immunization
Anthropometry
The Multiple Indicator Cluster Survey (MICS) is a household survey programme developed by UNICEF to assist countries in filling data gaps for monitoring human development in general and the situation of children and women in particular. MICS is capable of producing statistically sound, internationally comparable estimates of social indicators. The current round of MICS is focused on providing a monitoring tool for the Millennium Development Goals (MDGs), the World Fit for Children (WFFC), as well as for other major international commitments, such as the United Nations General Assembly Special Session (UNGASS) on HIV/AIDS and the Abuja targets for malaria.
Survey Objectives
The 2006 Bosnia and Herzegovina (BiH) Multiple Indicator Cluster Survey has as its primary objectives:
- To provide up-to-date information for assessing the situation of children and women in Bosnia and Herzegovina.
- To furnish data needed for monitoring progress toward goals established in the Millennium Declaration, the goals of A World Fit For Children (WFFC), and other internationally agreed upon goals, as a basis for future action;
- To contribute to the improvement of data and monitoring systems in Bosnia and Herzegovina and to strengthen technical expertise in the design, implementation, and analysis of such systems.
Survey Content
MICS questionnaires are designed in a modular fashion that can be easily customized to the needs of a country. They consist of a household questionnaire, a questionnaire for women aged 15-49 and a questionnaire for children under the age of five (to be administered to the mother or caretaker). Other than a set of core modules, countries can select which modules they want to include in each questionnaire.
The 2006 BiH Multiple Indicator Cluster Survey also included a module referring to household income and expenditure within the household questionnaire.
Survey Implementation
The survey was carried out by Ministry of Health and Social Welfare Republika Srpska and FBiH Public Health Institute, with the support and assistance of UNICEF and other partners. Technical assistance and training for the surveys is provided through a series of regional workshops, covering questionnaire content, sampling and survey implementation; data processing; data quality and data analysis; report writing and dissemination.
Bosnia and Herzegovina
The survey is nationally representative and covers the whole of Bosnia and Herzegovina.
Households (defined as a group of persons who usually live and eat together)
De jure household members (defined as memers of the household who usually live in the household, which may include people who did not sleep in the household the previous night, but does not include visitors who slept in the household the previous night but do not usually live in the household)
Women aged 15-49
Children aged 0-4
The survey covered all de jure household members (usual residents), all women aged 15-49 years resident in the household, and all children aged 0-4 years (under age 5) resident in the household.
Sample survey data [ssd]
The BiH Multiple Indicator Cluster Survey included the following modules in the questionnaires:
HOUSEHOLD QUESTIONNAIRE : Household listing, education, water and sanitation, household characteristics,child labour, child discipline, child disability, household expenditure, and household income.
WOMEN'S QUESTIONNAIRE: Women's characteristics, marriage-union, contraception and unmet need, attitude toward domestic violence, sexual behavior, and HIV/AIDS knowledge.
CHILDREN'S QUESTIONNAIRE: Children's characteristics, birth registration and early learning, child development, breastfeeding, care of illness, immunization, and anthropometry.
Ministry of Health and Social Welfare Republika Srpska
FBiH Public Health Institute
The principal objective of the sample design was to provide current and reliable estimates on a set of indicators covering the four major areas of the World Fit for Children declaration, including promoting healthy lives; providing quality education; protecting against abuse, exploitation and violence; and combating HIV/AIDS. The population covered by the 2006 MICS is defined as the universe of all women aged 15-49 and all children aged under 5. A sample of households was selected and all women aged 15-49 identified as usual residents of these households were interviewed. In addition, the mother or the caretaker of all children aged under 5 who were usual residents of the household were also interviewed about the child.
The 2006 MICS collected data from a nationally representative sample of households, women and children. The primary focus of the 2006 MICS was to provide estimates of key population and health, education, child protection and HIV related indicators for the country as a whole and for urban and rural areas separately. In addition, the sample was designed to provide estimates for each of the two entities: the Federation of Bosnia and Herzegovina (FBiH) and the Republika Srpska (RS) for key indicators (owing to the constraints in the survey budget, the Brcko District is represented in the same way as other municipalities in BiH). Each entity is subdivided into municipalities. In addition municipalities in Federation of BiH are grouped into 10 cantons. Each municipality is divided into settlements, settlements into statistical circles and each circle into enumeration areas. In total BiH includes 154 municipalities, 12 thousands circles and 18 thousands enumeration areas. The sample frame for this survey was based on list of enumeration areas developed from the 1991 population census. In 2006 the update of 1500 enumeration areas was done and this master sample frame was used for sample selection.
The primary sampling unit (PSU), the cluster for the 2006 MICS, is defined on the basis of the enumeration areas from the master sample frame. A total of 455 census enumeration areas were systematically selected from the Master Sample with equal probability. All households from 455 census enumeration areas were allocated to two household lists. The first list (type 1) consisted of all households with children under five, and the second list consisted of all other households. 3,000 households having equal selection probability were selected from each list. This meant that each household from the list had the same selection probability. As the lists were different, the households with different sizes from different lists had different selection probability. Thus, a sample was obtained, which was self-weighted at the level of each list but is not self-weighted at the national level.
The number of households within each cluster is unequal and proportional to the cluster size.
The households in each list were implicitly stratified, i.e. sorted by entity/district, by urban/rural classification, by order of census enumeration area within the municipality, and by ordinal number within the cluster.
No replacement of households was permitted in case of non-response or non-contactable households. Adjustments were made to the sampling weights to correct for non-response, according to MICS standard procedures.
The sampling procedures are more fully described in the sampling design document and the sampling appendix of the final report.
No major deviations from the original sample design were made. All sample enumeration areas were accessed and successfully interviewed with good response rates.
Face-to-face [f2f]
The questionnaires for the BiH MICS were structured questionnaires based on the MICS3 Model Questionnaire with some modifications and additions. A household questionnaire was administered in each household, which collected various information on household members including sex, age, relationship, and orphanhood status. The household questionnaire includes household listing, education, water and sanitation, household characteristics,child labour, child discipline, child disability, household expenditure, and household incomes.
In addition to a household questionnaire, questionnaires were administered in each household for women age 15-49 and children under age five. For children, the questionnaire was administered to the mother or caretaker of the child.
The women's questionnaire includes women's characteristics, marriage-union, contraception and unmet need, attitude toward domestic violence, sexual behavior, and HIV/AIDS knowledge.
The children's questionnaire includes children's characteristics, birth registration and early learning, child development, breastfeeding, care of illness, immunization, and anthropometry.
The questionnaires were developed in Bosnian, Serbian and Croatian from the MICS3 Model Questionnaires. After an initial review the questionnaires were translated back into English by an independent translator with no prior knowledge of the survey. The back translation from theBosnian, Serbian and Croatian versions was independently reviewed and compared to the English original. Differences in translation were reviewed and resolved in collaboration with the original translators.
The Bosnian, Serbian and Croatian questionnaires were both piloted as part of the survey pretest.
During April 2006, the pre-test for the Republika Srpska in the Banja Luka region, whereas the pre-test in FBiH was conducted in April 2006 in households in the Sarajevo Canton. The plan envisaged the conduct of interviews in 111 households obtained by random choice from the Main Sampling Frame. The pre-test was succesfully conducted in 84 households. Pre-test included 10 interviewers who would later become supervisors for the main survey.
Fieldwork was implemented by two entity teams. In the RS, the data was collected by four teams. Each team was comprised of three to four interviewers and one supervisor. The fieldwork began on 15 May 2006 and concluded on 10 July 2006. In FBiH the data was collected by eight teams (23 interviewers) who were organised at the cantonal level. The teams were comprised of supervisors and interviewers, whose number depended on the number of households to be interviewed in the field. In FBiH, fieldwork began on 20 May 2006 and concluded on 30 July 2006.
Interviews averaged 35 minutes for the household questionnaire, 23 minutes for the women's questionnaire, and 27 for the under five children's questionnaire (excluding the anthropometry). Interviews were conducted primarily in Bosnian, Serbian and Croatian.
Four staff members of Ministry of Health and Social Welfare Republika Srpska and FBiH Public Health Institute provided overall fieldwork coordination and supervision. The overall field supervisors were Irena Jokic, Amela Lolic, Aida Pilav and Miroslav Stijak.
Interviewing was conducted by teams of interviewers. Each interviewing team comprised of 3-4 interviewers.
The role of the supervisor was to coordinate field data collection activities, including management of the field teams, supplies and equipment, finances, maps and listings, coordinate with local authorities concerning the survey plan and make arrangements for accommodation and travel. Additionally, the field supervisor assigned the work to the interviewers, spot checked work, maintained field control documents, and sent completed questionnaires and progress reports to the central office. They were also responsible for reviewing each questionnaire at the end of the day, checking for missed questions, skip errors, fields incorrectly completed, and checking for inconsistencies in the data. The field editor also observed interviews and conducted review sessions with interviewers.
Responsibilities of the supervisors described in the Instructions for Supervisors, together with the different field controls that were in place to control the quality of the fieldwork.
Field visits were also made by a team of central staff on a periodic basis during fieldwork. The senior staff of Ministry of Health and Social Welfare Republika Srpska, FBiH Public Health Institutealso and UNICEF Bosnia and Herzegovina were responsible for quality control on 10% of sampled household.
Also one visit from supervisor from Strategic Information Section, Division of Policy and Planning, UNICEF NYHQ was made.
Sample weights were calculated for each of the datafiles.
Sample weights for the household data were computed as the inverse of the probability of selection of the household, computed at the sampling domain level (household with children under 5 and all other households). The household weights were adjusted for non-response at the domain level, and were then normalized by a constant factor so that the total weighted number of households equals the total unweighted number of households. The household weight variable is called HHWEIGHT and is used with the HH data and the HL data.
Sample weights for the women's data used the un-normalized household weights, adjusted for non-response for the women's questionnaire, and were then normalized by a constant factor so that the total weighted number of women's cases equals the total unweighted number of women's cases.
Sample weights for the children's data followed the same approach as the women's and used the un-normalized household weights, adjusted for non-response for the children's questionnaire, and were then normalized by a constant factor so that the total weighted number of children's cases equals the total unweighted number of children's cases.
Data editing took place at a number of stages throughout the processing (see Other processing), including:
a) Office editing and coding
b) During data entry
c) Structure checking and completeness
d) Secondary editing
e) Structural checking of SPSS data files
Detailed documentation of the editing of data can be found in the data processing guidelines
At the BiH level (Table HH.1), 5,549 households were successfully interviewed and the response rate reached 93.4 percent. In the interviewed households, 4,977 women were identified within the sample range, out of which 4,890 were interviewed. A total of 3,209 children under five years-of-age were listed in the household questionnaire, and the questionnaire was completed for 3,188 children. The ratio of responses for children under five differed significantly between rural areas (89.0 percent) and other areas (95.2 percent).
In the Republika Srpska, 2,019, out of the 2,129 households selected for the sample, were successfully interviewed, yielding a household response rate of 96.0 percent. In the interviewed households, 1,658 women aged 15-49 were identified and 1,620 successfully interviewed (97.7 percent response rate). In addition, out of the 1,086 children under the age of five listed in the household questionnaire, 1,071 had their questionnaires completed, which corresponds to a response rate of 98.6 percent. Overall response rates of 93.8 and 94.7 percent are calculated for the 15-49 women's and under-fives' interviews respectively.
In the Federation of BiH, of the 3,744 households selected for the sample, 3,710 were available for interview, and 3,413 were successfully interviewed (92 percent response rate). In the interviewed households, 3,221 women (aged 15-49) were identified and 3,175 successfully interviewed, yielding a response rate of 98.6 percent. In addition, 2,065 children under the age of five were listed in the household questionnaire and questionnaires were completed for 2,060 of these children (99.8 percent response rate). Overall response rates of 90.7 and 91.8 percent are calculated for the 15-49 women's and under-fives' interviews respectively.
Estimates from a sample survey are affected by two types of errors: 1) non-sampling errors and 2) sampling errors. Non-sampling errors are the results of mistakes made in the implementation of data collection and data processing. Numerous efforts were made during implementation of the 2006 MICS to minimize this type of error, however, non-sampling errors are impossible to avoid and difficult to evaluate statistically.
Sampling errors can be evaluated statistically. The sample of respondents to the 2006 MICS is only one of many possible samples that could have been selected from the same population, using the same design and expected size. Each of these samples would yield results that differe somewhat from the results of the actual sample selected. Sampling errors are a measure of the variability in the results of the survey between all possible samples, and, although, the degree of variability is not known exactly, it can be estimated from the survey results. The sampling erros are measured in terms of the standard error for a particular statistic (mean or percentage), which is the square root of the variance. Confidence intervals are calculated for each statistic within which the true value for the population can be assumed to fall. Plus or minus two standard errors of the statistic is used for key statistics presented in MICS, equivalent to a 95 percent confidence interval.
If the sample of respondents had been a simple random sample, it would have been possible to use straightforward formulae for calculating sampling errors. However, the 2006 MICS sample is the result of a multi-stage stratified design, and consequently needs to use more complex formulae. For the calculation of sampling errors from MICS data, STATA 7.0 has been used.
Sampling errors have been calculated for a select set of statistics (all of which are proportions due to the limitations of the Taylor linearization method) for the national sample, urban and rural areas, and for each of the five regions. For each statistic, the estimate, its standard error, the coefficient of variation (or relative error -- the ratio between the standard error and the estimate), the design effect, and the square root design effect (DEFT -- the ratio between the standard error using the given sample design and the standard error that would result if a simple random sample had been used), as well as the 95 percent confidence intervals (+/-2 standard errors).
Details of the sampling errors are presented in the sampling errors appendix to the report and in the sampling errors table presented in te external resources.
A series of data quality tables and graphs are available to review the quality of the data and include the following:
Age distribution of the household population
Age distribution of eligible women and interviewed women
Age distribution of eligible children and children for whom the mother or caretaker was interviewed
Age distribution of children under age 5 by 3 month groups
Age and period ratios at boundaries of eligibility
Percent of observations with missing information on selected variables
Presence of mother in the household and person interviewed for the under 5 questionnaire
School attendance by single year age
Distribution of women by time since last birth
Scatterplot of weight by height, weight by age and height by age
Graph of male and female population by single years of age
Population pyramid
The results of each of these data quality tables is shown in the appendix of the final report and is also given in the external resources section.
The general rule for presentation of missing data in the final report tabulations is that a column is presented for missing data if the percentage of cases with missing data is 1% or more. Cases with missing data on the background characteristics (e.g. education) are included in the tables, but the missing data rows are suppressed and noted at the bottom of the tables in the report (not in the SPSS output, however).
Users of the data agree to keep confidential all data contained in these datasets and to make no attempt to identify, trace or contact any individual whose data is included in these datasets.
UNICEF Bosnia and Herzegovina
Ministry of Health and Social Welfare Republika Srpska
Ministry of Health FBiH
Directorate for Economic Planning Bosnia and Herzegovina, Ministry of Health and Social Welfare Republika Srpska, FBiH Public Health Institute, BiH. Multiple Indicator Cluster Survey: Household , household listing, women and children's files, 2006 [Computer file]. Banja Luka, Sarajevo, BiH: Ministry of Health and Social Welfare Republika Srpska, FBiH Public Health Institute [producer], 2006. Banja Luka, Sarajevo, BiH: Ministry of Health and Social Welfare Republika Srpska, FBiH Public Health Institute, UNICEF Bosnia and Herzegovina and New York: Strategic Information Section, Division of Policy and Planning, UNICEF [distributors], 2006.
Survey datasets are distributed at no cost for legitimate research, with the condition that we receive a detailed description of the objectives of any research project that will be using the data prior to authorizing their distribution. Copies of all reports and publications based on the requested data must be sent to Ministry of Health and Social Welfare Republika Srpska and Ministry of Health FBiH and UNICEF Bosnia and Herzegovina.
1. The Public Health Institute of BiH Federation (dir@bih.net.ba)
2. Directorate for Economic Planning, Bosnia and Herzegovina (dep@dep.gov.ba/sstanic@dep.gov.ba)
Requests for access to the datasets may be made through the website www.childinfo.org.
UNICEF Bosnia and Herzegovina, Ministry of Health and Social Welfare Republika Srpska and FBiH Public Health Institute provides these data to external users without any warranty or responsibility implied. UNICEF Bosnia and Herzegovina, Ministry of Health and Social Welfare Republika Srpska and FBiH Public Health Institute accept no responsibility for the results and/or implications of any actions resulting from the use of these data.
hh
Data collected at the household level (MICS Household questionnaire: modules Household information panel, Water and sanitation, Household characteristics, Security of tenure, Child discipline, Household exspenditure and Household income)
0
223
hl
Data collected at the household member's level (MICS Household questionnaire: modules Household listing, Child labour, Orphaned Children, Child Disability)
0
179
wm
Data collected at the women's level (MICS Women's questionnaire: modules Women's Information Panel, Maternal and newborn health, Security of tenure, Marriage/union, Contraception (and unmet need), Attitudes towards domestic violence, Sexual behaviour, and HIV/AIDS)
0
258
ch
Data collected at the children's level (MICS Under Five Children's questionnaire: modules Under Five Child Information Panel, Birth registration and early learning, Breastfeeding, Child development, Care of Illness, Immunization, and Anthropometry)
0
321
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number
We are from FBiH Public Health Institute/Ministry of Health and Social Welfare Republika Srpska. We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about 45 minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. During this time I would like to speak with the household head and all mothers or others who take care of children in the household. May I start now? If permission is given, begin the interview. Cluster number:
Enter the cluster number as instructed by your supervisor.
Children aged 0-4
Unique identifier for the cluster in which the household exists
Household number
Household number
Household number
Household number
Household number
Household number:
Enter the household number as instructed by your supervisor.
Children aged 0-4
Houshold number within the cluster
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer name and number:
Enter your own name and identification number provided to you at the time of training.
Children aged 0-4
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor name and number:
Enter your supervisor's name and identification number. You will be provided with your supervisor's identification number as soon as you know who you will be working with.
Children aged 0-4
Day of interview
Day of interview
Day of interview
Day of interview
Day of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Month of interview
Month of interview
Month of interview
Month of interview
Month of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Year of interview
Year of interview
Year of interview
Year of interview
Year of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Area
Area
Area
Area
Area
Area:
Circle the code for area of residence as instructed by your supervisor. This will have been pre-determined; you will not be required to assess whether the household is in an urban or rural area.
Children aged 0-4
1
Urban
2
Rural
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Region:
Children aged 0-4
1
FBiH
2
RS
3
DB
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Region:
Circle the code for region.
Children aged 0-4
1
Unsko-sanski
2
Posavski
3
Tuzlanski
4
Zenicko-dobojski
5
Bosansko-podrinjski
6
Srednje-bosanski
7
Hercegovacko-neretvanski
8
Zapadno-hercegovacki
9
Sarajevo
10
Herceg-bosanski
11
Krajina
12
Posavina
13
Podrinje i SRR
14
Hercegovina
15
Distrikt Brcko
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
After all questionnaires for the household have been completed, fill in the following information: Result of HH interview:
If the Household Questionnaire is completed, circle '1' for 'Completed'. If you have not been able to contact the household after repeated visits, circle '2' for 'Not at home'. If the household refuses to be interviewed, circle '3' for 'Refused'. If you are unable to locate the household or if the dwelling is destroyed, circle '4' for 'HH not found/destroyed'. If you have not been able to complete the Household Questionnaire for another reason, you should circle '6' for 'Other' and specify the reason in the space provided. Some examples of 'Other' codes might be: the household respondent is incapacitated; the questionnaire is partly completed; adult household members were not found at home after repeated visits.
Children aged 0-4
1
Completed
2
Not at home
3
Refused
4
HH not found/destroyed
6
Other
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent to HH questionnaire:
Enter the name and line number (from the Household Listing, columns HL1 and HL2) of the respondent to the Household Questionnaire.
Children aged 0-4
99
Missing
Number of household members
Number of household members
Number of household members
Number of household members
Number of household members
Total number of household members:
Count the number of household members recorded in column HL1 of the Household Listing and enter the total here.
Children aged 0-4
Total eligible women
Total eligible women
Total eligible women
Total eligible women
Total eligible women
No.of women eligible for interview:
Enter the total number of women eligible for interview for the Questionnaire for Individual Women - you will copy this from the row for totals at the bottom of the Household Listing, for HL6.
Children aged 0-4
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
No.of women questionnaires completed:
Once all of the Questionnaires for Individual Women have been completed for a particular household, enter the number completed here.
Children aged 0-4
Total children under 5
Total children under 5
Total children under 5
Total children under 5
Total children under 5
No.of children under age 5:
Enter the total number of children under five eligible for inclusion in the survey from the row for totals at the bottom of the Household Listing, for HL8. You will be using the Questionnaire for Children Under Five to interview the mothers or primary caretakers of these children.
Children aged 0-4
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
No.of under-5 questionnaires completed:
Once all of the Questionnaires for Children Under Five have been completed for a particular household, enter the number completed here.
Children aged 0-4
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk:
Leave this space blank. The data clerk will enter his/her number in the space provided.
Children aged 0-4
Total number of Women 15-49
Total number of Women 15-49
Total number of Women 15-49
Total number of Women 15-49
Total number of Women 15-49
Are there any other persons living here - even if they are not members of your family or do not have parents living in this household? Including children at work or at school? If yes, insert child's name and complete form. Then, complete the totals below.
Households
Total number of Children 5-14
Total number of Children 5-14
Total number of Children 5-14
Total number of Children 5-14
Total number of Children 5-14
Households
Total number of children Under 5 years
Total number of children Under 5 years
Total number of children Under 5 years
Total number of children Under 5 years
Total number of children Under 5 years
Households
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
What is the main source of drinking water for members of your household?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- Circle the code for the most usual source. If several sources are mentioned, probe to determine the most usual source. If the source varies by season, record the source for the season of the interview. Note that the next question is only asked if the response to this question is 'Bottled water'. You should skip WS2 if the response to WS1 is other than 'Bottled water'. If the response is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise, skip to WS3.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
91
Bottled water
96
Other
99
Missing
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
What is the main source of water used by your household for other purposes such as cooking and handwashing?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- This question should only be asked to households that use 'Bottled water' for drinking. Circle the code for the most usual source. If the source varies by season, record the source for the season of the interview. If the most usual source of non-drinking water is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise continue to the next question.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
96
Other
99
Missing
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
How long does it take to go there, get water, and come back?
This question is used to find out how convenient the source of water is to the dwelling. Note that the question is asked for water sources coded as '13-81' and '96' in WS1, or water sources coded as '13-96' in WS2. Fill in the estimated time (in minutes, converting from hours, if necessary) it takes by the usual mode of transport to get to the water source, wait to get water, and get back to the dwelling. Use zero(s) preceding the number if less than 100 minutes (for example, '060' or '005'). Then continue to the next question. If the water source is on the dwelling premises or if water is delivered to the dwelling by a vendor, circle '995' for 'Water on premises' and skip to WS5. If the respondent does not know how long it takes, circle '998' and continue on to the next question.
Children aged 0-4
995
On premises
998
DK
999
Missing
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Who usually goes to this source to fetch the water for your household? Probe: Is this person under age 15? What sex?
Circle code that best describes this person.
The purpose of this question is to find out the age and gender of the person who usually performs the task of hauling water. This will provide an understanding of whether water hauling responsibilities are given to members of a particular sex or age group. Probe: "IS THIS PERSON UNDER AGE 15? WHAT SEX IS THIS PERSON?" Circle the code that corresponds with the response or '8' if the respondent does not know. Adult refers to anyone age 15 or over, regardless of whether he/she is a household member. Child refers to anyone under the age of 15, regardless of whether he/she is a household member.
Children aged 0-4
1
Adult woman
2
Adult man
3
Female child (under 15)
4
Male child (under 15)
8
DK
9
Missing
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Do you treat your water in any way to make it safer to drink?
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle '1' if 'Yes', and continue to the next question. If 'No' or 'DK' (Doesn't know'), circle '2' or '8', respectively, and skip to WS7.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Boil
Boil
Boil
Boil
Boil
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
A
Boil
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
B
Add bleach/chlorine
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
C
Strain it through a cloth
Use water filter
Use water filter
Use water filter
Use water filter
Use water filter
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
D
Use water filter
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
E
Solar disinfection
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
F
Let it stand and settle
Other
Other
Other
Other
Other
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
X
Other
DK
DK
DK
DK
DK
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
Z
DK
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
What kind of toilet facility do members of your household usually use? If "flush" or "pour flush", probe: Where does it flush to?
If necessary, ask permission to observe the facility.
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of this question is to obtain a measure of the cleanliness of the sanitary facility used by the household members. It may be necessary to observe the facility. If so, ask permission to do so. If the respondent answers or it is observed that the household members have no facilities or use the bush or field, enter '95' for 'No facilities or bush or field' and skip to the next module. If any of the flush or pour flush responses (11-15) are given, probe: "WHERE DOES IT FLUSH TO?" Circle the code corresponding to the response given. Definitions of various types of toilet facilities are as follows: A flush toilet uses a cistern or holding tank for flushing water and has a water seal, which is a U-shaped pipe, below the seat or squatting pan that prevents the passage of flies and odours. A pour flush toilet uses a water seal, but unlike a flush toilet, a pour flush toilet uses water poured by hand for flushing (no cistern is used). . '11' - A piped sewer system is a system of sewer pipes, also called sewerage, that is designed to collect human excreta (faeces and urine) and wastewater and remove them from the household environment. Sewerage systems consist of facilities for collection, pumping, treating and disposing of human excreta and wastewater. . '12' - A septic tank is an excreta collection device and is a water-tight settling tank normally located underground, away from the house or toilet. . '13' - A flush/pour flush to pit latrine refers to a system that flushes excreta to a hole in the ground. . '14' - A flush/pour flush to somewhere else refers to excreta being deposited in or nearby the household environment (not into pit, septic tank or sewer); excreta may be flushed to the street, yard/plot, drainage way or other location. . '15' - Flush to unknown place/not sure/DK where should be coded in cases when the respondent knows that the toilet facility is a flush toilet, but does not know where it flushes to. '21' - A ventilated improved pit latrine or VIP is a type of pit latrine that is ventilated by a pipe extending above the latrine roof. The open end of the vent pipe is covered with gauze mesh or fly-proof netting and the inside of the superstructure is kept dark. '22' - A pit latrine with slab uses a hole in the ground for excreta collection and has a squatting slab, platform or seat that is firmly supported on all sides, easy to clean and raised above the surrounding ground level to prevent surface water from entering the pit. '23' - A pit latrine without slab uses a hole in the ground for excreta collection and does not have a squatting slab, platform or seat. An open pit is a rudimentary hole in the ground where excreta is collected. '31' - A composting toilet is a toilet into which excreta and carbon-rich material are added (vegetable wastes, straw, grass, sawdust, ash) and special conditions maintained to produce inoffensive compost. '41' - Bucket refers to the use of a bucket or other container for the retention of faeces (and sometimes urine and anal cleaning material), which is periodically removed for treatment or disposal. '51' - A hanging toilet or hanging latrine is a toilet built over the sea, a river, or other body of water into which excreta drops directly. '95' - No facilities or bush or field includes excreta wrapped and thrown with garbage, the 'cat' method of burying excreta in dirt, defecation in the bush or field or ditch, and defecation into surface water (drainage channel, beach, river, stream or sea).
Children aged 0-4
11
Flush to piped sewer system
12
Flush to septic tank
13
Flush to pit (latrine)
14
Flush to somewhere else
15
Flush to unknown place/not sure/DK where
21
Ventilated Improved Pit latrine (VIP)
22
Pit latrine with slab
23
Pit latrine without slab/open pit
31
Composting toilet
41
Bucket
51
Hanging toilet/hanging latrine
95
No facilities or bush or field
96
Other
99
Missing
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Do you share this facility with other households?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- Circle the code corresponding to the response given. If 'No', go to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
How many households in total use this toilet facility?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- The total number of households using this facility should include the household being interviewed. If less than ten households use this toilet facility, enter the number of households on the line provided. Circle '10' if ten or more households use this toilet facility. Note that '01' is not a valid response (since it means that this is the only this household that uses the facility; if that is the case, you should go back to WS8 and correct the response there). Circle '98' for 'DK' ('Doesn't know').
Children aged 0-4
10
Ten or more households
98
DK
99
Missing
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
What is the mother tongue/native language of the head of this household?
Circle the code corresponding to the answer given. Make sure to get the religion, ethnicity or mother tongue/native language of the household head.
Children aged 0-4
1
Constitutional peoples
2
Others
9
Missing
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
How many rooms in this household are used for sleeping?
This information provides a measure of how crowded the house is, and reflects the socio-economic condition of the household. A room in this case refers to a special area with a permanent partition that is used for sleeping. It is not necessarily the number of rooms in the household that are called 'bedrooms', but rather how many rooms get used for sleeping on a regular basis. Exclude rooms that are used only for sleeping by visitors to the household, but include those rooms that may not be regular 'bedrooms' but may be regularly used by one or more of the household members for sleeping. Enter the number of rooms in this household that are used for sleeping.
Children aged 0-4
99
Missing
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of the dwelling floor:
Record observation.
Circle the correct code for the material of the dwelling floor based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the floor, record the main flooring material (the material that covers the largest amount of floor space).
Children aged 0-4
11
Earth/sand
12
Dung
21
Wood planks
22
Palm/bamboo
31
Parquet or polished wood
32
Vinyl or asphalt strips
33
Ceramic tiles
34
Cement
35
Carpet
96
Other
99
Missing
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of the roof.
Record observation.
Circle the correct code for the material of the dwelling roof, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the roof, record the main roofing material (the material that covers the largest amount of roof).
Children aged 0-4
11
No roof
13
Sod
21
Rustic mat
31
Metal
32
Wood
33
Calamine/cement fiber
34
Ceramic tiles
35
Cement
36
Roofing shingles
96
Other
99
Missing
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of the walls.
Record observation.
Circle the correct code for the material of the dwelling walls, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the walls, record the main wall material (the material that covers the largest amount of wall space).
Children aged 0-4
11
No walls
12
Cane/palm/trunks
13
Dirt
21
Bambo with mud
22
Stone with mud
23
Uncovered adobe
24
Plywood
25
Carton
26
Reused wood
31
Cement
32
Stone with lime/cement
33
Bricks
34
Cement blocks
35
Covered adobe
36
Wood planks/shingles
96
Other
99
Missing
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
What type of fuel does your household mainly use for cooking?
Information on the type of fuel used for cooking is collected as another measure of the socio-economic status of the household. The use of some cooking fuels can also have adverse health consequences. Circle the code corresponding to the answer given. Remember that this question asks about fuel for cooking, not fuel for heating or lighting. If the household uses more than one fuel for cooking, find out which type of fuel is used most often. If electricity, liquid propane gas (LPG), natural gas, or biogas is mainly used, circle '01', '02', '03', or '04', respectively, and skip to HC8. If any fuel other than the pre-coded ones is reported as being the main fuel used for cooking, circle '96' and specify the type of fuel on the line provided. Definitions of some of the types of fuel are as follows: 'Biogas' includes gases produced by fermenting manure in an enclosed pit. 'Lignite' is a derivative of coal that produces more smoke when burned but produces less heat than coal.
Children aged 0-4
1
Electricity
2
Liquid propane gas (LPG)
3
Natural gas
4
Biogas
5
Kerosene
6
Coal/lignite
7
Charcoal
8
Wood
9
Straw/shrubs/grass
10
Animal dung
11
Agricultural crop residue
96
Other
99
Missing
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
In this household, is food cooked on an open fire, an open stove or a closed stove?
Probe for type.
Probe for type of stove and circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '96' and specify the type of stove on the line provided. For 'Closed stove', skip the next question and ask HC8.
Children aged 0-4
1
Open fire
2
Open stove
3
Closed stove
6
Other
9
Missing
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire/stove have a chimney or a hood?
Circle the appropriate response.
Children aged 0-4
1
Yes
2
No
9
Missing
Cooking location
Cooking location
Cooking location
Cooking location
Cooking location
Is the cooking usually done in the house, in a separate building, or outdoors?
Circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '6' and specify on the line provided.
Children aged 0-4
1
In the house
2
In a separate bulding
3
Outdoors
6
Other
9
Missing
Electricity
Electricity
Electricity
Electricity
Electricity
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Radio
Radio
Radio
Radio
Radio
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Television
Television
Television
Television
Television
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Bed
Bed
Bed
Bed
Bed
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stove
Stove
Stove
Stove
Stove
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
PC
PC
PC
PC
PC
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Internet conection
Internet conection
Internet conection
Internet conection
Internet conection
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Aircondition
Aircondition
Aircondition
Aircondition
Aircondition
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Photo camera
Photo camera
Photo camera
Photo camera
Photo camera
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Washer
Washer
Washer
Washer
Washer
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Microvave
Microvave
Microvave
Microvave
Microvave
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Video player
Video player
Video player
Video player
Video player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Watch
Watch
Watch
Watch
Watch
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Bicycle
Bicycle
Bicycle
Bicycle
Bicycle
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Car or truck
Car or truck
Car or truck
Car or truck
Car or truck
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of this household own any land that can be used for agriculture?
Circle the code corresponding to the response given. If 'No', skip to HC13.
Children aged 0-4
1
Yes
2
No
9
Missing
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agricultural land do members of this household own?
If more than 97, record '97'. If unknown, record '98'.
Record the total number of hectares of land owned by all members of the household that can be used for agriculture. If 97 or more hectares (or other units) are owned, record '97'. If unknown, record '98'.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, herds, or farm animals?
Circle the code corresponding to the response given. If 'No', skip to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Number of cattle
Number of cattle
Number of cattle
Number of cattle
Number of cattle
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Goats
Number of Goats
Number of Goats
Number of Goats
Number of Goats
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of sheep
Number of sheep
Number of sheep
Number of sheep
Number of sheep
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of chickens
Number of chickens
Number of chickens
Number of chickens
Number of chickens
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of porks
Number of porks
Number of porks
Number of porks
Number of porks
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of gooses
Number of gooses
Number of gooses
Number of gooses
Number of gooses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of ducs
Number of ducs
Number of ducs
Number of ducs
Number of ducs
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own this dwelling, or do you rent this dwelling?
The following questions are used to assess whether the household is protected, or its members perceive themselves to be protected, from eviction from the home. Read the entire question to the respondent before accepting an answer. Record the response given. Note that the question pertains to the situation at the time of interview. If the respondent or anyone else living in the household owns the dwelling, circle '1' and continue with the next question. If the dwelling is rented, circle '2'. If the household lives in the dwelling without paying rent, if the household is squatting, or if there is another arrangement, circle '3'. If the household does not own the dwelling, skip to HC15D.
Children aged 0-4
1
Own
2
Rent
3
Rentfree/squatter/other
9
Missing
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for this dwelling?
This question is asked to respondents who state that the dwelling is owned by a household member. If the owner has title deeds for the dwelling, circle '1' and skip to HC15F. If not, continue with HC15C.
Children aged 0-4
1
Yes
2
No
9
Missing
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Property tax certification
Property tax certification
Property tax certification
Property tax certification
Property tax certification
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Utility bills
Utility bills
Utility bills
Utility bills
Utility bills
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Other
Other
Other
Other
Other
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling?
This question is asked of all households that do not own the dwelling. Circle the response as 'Yes' ('1') or 'No' ('2'). Do not ask to see the document, if there is one. Make sure to emphasize that the question refers to a 'written' rental contract. If 'Yes', skip to HC15F.
Children aged 0-4
1
Yes
2
No
9
Missing
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Other
Other
Other
Other
Other
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction from this dwelling?
This question is asked of all households, regardless of whether the dwelling is owned or rented by the household, or whether there is any documentation or agreement. Ask the question as it is written and record the response. Note that eviction may refer to justified eviction (as in the cases of non-payment of rent or legal land-taking) or unjustified eviction (eviction without due legal process). If necessary, explain to the respondent that the question refers to either of these cases. Record the respondent's perception of security from eviction.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home at any time during the past 5 years?
Ask the question as it is written and record the response. Note that the question refers not to the respondent, but to all household members. Record 'Yes' if any household members were evicted from their home at any time during the past 5 years.
Children aged 0-4
1
Yes
2
No
9
Missing
Landslide area
Landslide area
Landslide area
Landslide area
Landslide area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
River bank
River bank
River bank
River bank
River bank
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Steep hill
Steep hill
Steep hill
Steep hill
Steep hill
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Railroad
Railroad
Railroad
Railroad
Railroad
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Power plant
Power plant
Power plant
Power plant
Power plant
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flyover
Flyover
Flyover
Flyover
Flyover
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
No windows
No windows
No windows
No windows
No windows
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Insecure door
Insecure door
Insecure door
Insecure door
Insecure door
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Corridor
Corridor
Corridor
Corridor
Corridor
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Pantry
Pantry
Pantry
Pantry
Pantry
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Cellar
Cellar
Cellar
Cellar
Cellar
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Attic
Attic
Attic
Attic
Attic
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Woodshed
Woodshed
Woodshed
Woodshed
Woodshed
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Garage
Garage
Garage
Garage
Garage
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Does your dwelling have the lack of adequate heating facilities?
Children aged 0-4
1
Yes
2
No
9
Missing
Labor status
Labor status
Labor status
Labor status
Labor status
How would you describe employment status of the head of your household?
Children aged 0-4
1
Employed by employer(in private or public sector)
2
Carrying out independent activity, profession (has own busin
3
Seasonal worker
4
Supporting member in family enterprise, shop, farm
5
Housewife
6
Student/pupil
7
Pensioner
8
Unemployed (couldn't find job, don't want to work)
9
Military service
10
Incapable to work
Total children aged 2-14 years
Total children aged 2-14 years
Total children aged 2-14 years
Total children aged 2-14 years
Total children aged 2-14 years
Review the household listing and list each of the children aged 2-14 years below in order according to their line number (HL1). Do not include other household members outside of the age range 2-14 years. Record the line number, name, sex, age, and the line number of the mother or caretaker for each child. Then record the total number of children aged 2-14 in the box provided (CD7). Total children aged 2-14 years
The purpose of this module is to obtain information on the use of physical and verbal means of disciplining children. The module aims to measure a range of discipline and punishment responses, from non-violent approaches to psychological aggression to moderate and severe forms of physical punishment. The module has a unique structure and approach. You will use the first part to select, randomly, the child for whom you will be asking the questions CD11-CD13. These questions are placed in the second part of the module, and are designed to collect information about disciplinary methods used by the mother or primary caretaker for the selected child. TABLE 1 is used to list all CHILDREN AGED 2-14 YEARS ELIGIBLE FOR CHILD DISCIPLINE QUESTIONS. As described in the module itself, you will review the Household Listing and list each of the children aged 2-14 years (including children age 2 and age 14) in the table in order according to their line number (HL1). You should not include other household members outside of the age range of 2-14 years. One by one, record the line number (HL1), name (CD3), sex (HL4), age (HL5) and line number of mother or primary caretaker, from HL7 or HL8, as described below. Then record the total number of children aged 2-14 years in the box provided (CD7). CD1. Rank number This is the number used to identify the one child randomly chosen for this module. You do not need to fill in or do anything in this column since the numbers are already provided. CD2. Line number This is the number used to identify each child from the household list who is eligible for this module. Go to the Household Listing and list below each of the children aged 2-14 years (including those age 2 and those age 14) in order according to their line number (HL1). Do not include other household members outside of the age range of 2 to 14 years. It is very important that you list all eligible children in order according to their line number. Failure to do so may result in failure to select a child randomly and may introduce bias in the selection process. CD3. Name: Insert the name of each eligible child in this column next to his/her line number, copying from the Household Listing, column HL2. CD4. Sex: Record the child's sex from HL4. CD5. Age: Record the child's age from HL5. CD6. Line no. of mother/ caretaker: Record the line number of the child's mother or primary caretaker, from HL7 or HL8. CD7. Total children 2-14: Count the number of children and record the total number of children aged 2-14 years in the box provided. If there is only one child aged 2-14 years in the household, then skip Table 2 and go to CD9; write down the rank number of the child and continue with CD11 to administer the questions on child discipline to the mother or the primary caretaker of the child. If there is more than one eligible child on the list, go on to fill in Table 2.
Households
Rank number of child (from response box)
Rank number of child (from response box)
Rank number of child (from response box)
Rank number of child (from response box)
Rank number of child (from response box)
Use this table to select one child between the ages of 2 and 14 years, if there is more than one child in that age range in the household. Look for the last digit of the household number from the cover page. This is the number of the row you should go to in the table below. Check the total number of eligible children (2-14) in CD7 above. This is the number of the column you should go to. Find the box where the row and the column meet and circle the number that appears in the box. This is the rank number of the child about whom the questions will be asked. Record the rank number in CD9 below. Finally, record the line number and name of the selected child in CD11 on the next page. Then, find the mother or primary caretaker of that child, and ask the questions, beginning with CD12. Record the rank number of the selected child from table 2 above
TABLE 2 is used for THE SELECTION OF A RANDOM CHILD FOR CHILD DISCIPLINE QUESTIONS. The table is used if there is more than one child aged 2-14 years in the household. Go to the cover page of this questionnaire and find the last digit of the household number (HH2). Find the row with that digit in CD8. Check the total number of eligible children (aged 2-14 years) in CD7. Find the column with that digit in CD8. Find the box where this row and this column meet and circle the number that appears in that box. Record the number you have circled in CD9. This is the rank number of the child selected for the child discipline questions. After you have completed these tables and found the rank number of the selected child, continue:
Households
Child line number
Child line number
Child line number
Child line number
Child line number
Identify eligible child aged 2 to 14 in the household using the tables on the preceding page, according to your instructions. Ask to interview the mother or primary caretaker of the selected child (identified by the line number in CD6). Write name and line no. of the child selected for the module from CD3 and CD2, based on the rank number in CD9.
Now go back to Table 1 and find this rank number (CD9) in the list in column CD1. Record the line number and name of this selected child from Table 1 in CD11 on the next page.
One selected child per household aged 2-14
97
Inconsistent
Took away privileges
Took away privileges
Took away privileges
Took away privileges
Took away privileges
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Took away privileges, forbade something (name) liked or did not allow him/her to leave house).
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- 'Privileges' means a right or a benefit that is not available to everyone. As children get older, parents/caretakers often extend privileges not available to a very young child. If you must explain what this question means, first try by asking each prompting question separately. If you need to give examples, try to phrase these questions appropriately for the child's age. "Did you (or someone else in the household) forbid (name) from leaving the house or from going outside for a time? Did you (or someone else in the household) prohibit (name) from doing something he/she usually does, such as playing with friends or watching TV?" For a young child, you might include such things as 'forbidding him/her to have sweets', etc.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Explaned why something was wrong
Explaned why something was wrong
Explaned why something was wrong
Explaned why something was wrong
Explaned why something was wrong
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Explained why something (the behavior) was wrong.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- When a child does something wrong, some parents/caretakers try to teach the child not to repeat the behaviour by explaining why they consider the behaviour to be wrong. For example, a young child playing with matches may be told not to do so, because he or she could accidentally start a fire.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Shook him/her
Shook him/her
Shook him/her
Shook him/her
Shook him/her
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Shook him/her.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- Some parents/caretakers may shake (pick the child up or take him/her by the shoulders or other part of the body) and shake the child back and forth more than once. This is a method some parents may use to punish a child for bad behaviour. They may use this method alone, or combine this form of punishment together with other actions or methods to teach the child.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Shouted yelled at or screamed at him/her
Shouted yelled at or screamed at him/her
Shouted yelled at or screamed at him/her
Shouted yelled at or screamed at him/her
Shouted yelled at or screamed at him/her
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Shouted, yelled at or screamed at him/her.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- Parents/caretakers may raise their voice when a child does something they consider wrong.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Gave him/hersomething else to do
Gave him/hersomething else to do
Gave him/hersomething else to do
Gave him/hersomething else to do
Gave him/hersomething else to do
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Gave him/her something else to do.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- This item is designed to capture another non-violent discipline technique, diverting the child's attention from the incorrect behaviour. A parent/caretaker may try to distract the child from doing the unsuitable behaviour by giving the child something else to do in its place. If the respondent does not understand, you may add a probe: "This means distracting the child or helping the child pay attention to something else."
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Spanked, hit or slapped him/her with bare hand
Spanked, hit or slapped him/her with bare hand
Spanked, hit or slapped him/her with bare hand
Spanked, hit or slapped him/her with bare hand
Spanked, hit or slapped him/her with bare hand
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Spanked, hit or slapped him/her on the bottom with bare hand.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- Spanking a child on the bottom with a bare hand is a form of physical punishment used by some parents/caretakers.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Hit him/her on the bottom with or elsewhere with a belt
Hit him/her on the bottom with or elsewhere with a belt
Hit him/her on the bottom with or elsewhere with a belt
Hit him/her on the bottom with or elsewhere with a belt
Hit him/her on the bottom with or elsewhere with a belt
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Hit him/her on the bottom or elsewhere on the body with something like a belt, hairbrush, stick or other hard object.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- Hitting a child with a hard object (this includes a belt) is a more severe form of physical punishment used by some parents/caretakers. It is considered more severe than spanking because more force can be exerted with a hard object than a bare hand. Some parents/caretakers use this form of punishment to teach a child not to engage in a bad behaviour. Remember, you are asking if the method of punishment was used with this child during the previous 30 days.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Called him/her dumb, lazy
Called him/her dumb, lazy
Called him/her dumb, lazy
Called him/her dumb, lazy
Called him/her dumb, lazy
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Called him/her dumb, lazy, or another name like that.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- Some parents/caretakers use verbal abuse to teach a child not to engage in a bad behaviour.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Hit or slapped him/her on the face
Hit or slapped him/her on the face
Hit or slapped him/her on the face
Hit or slapped him/her on the face
Hit or slapped him/her on the face
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Hit or slapped him/her on the face, head or ears.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- This asks if the parent/caretaker (or someone else in the household) slapped the child on the head or in the face, or on one or both ears. As before, slapping or hitting refers to an action carried out with a bare hand. (All questions using these terms refer to use of a bare hand, unless another object is explicitly mentioned.) Repeat this question slowly, and be sure to wait for an answer before going on to CD12J.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Hit or slapped him/her on the hand
Hit or slapped him/her on the hand
Hit or slapped him/her on the hand
Hit or slapped him/her on the hand
Hit or slapped him/her on the hand
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Hit or slapped him/her on the hand, arm, or leg.
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- This question is different from the previous question (CD12I) because it asks whether the child was slapped or hit with a bare hand on the extremities - hand or hands, arm(s) or leg(s).
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Beat him/her up with an implement
Beat him/her up with an implement
Beat him/her up with an implement
Beat him/her up with an implement
Beat him/her up with an implement
All adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used and I want you to tell me if you or anyone else in your household has used this method with (name) in the past month.
Beat him/her up with an implement (hit over and over as hard as one could).
The following questions are specially designed to measure various ways in which parents discipline their children. These questions are not intended to cover ALL ways that parents use to discipline children, but do cover some of the more common methods. It is important that you ask each question in a neutral way - do not let your voice reflect approval or disapproval of the various discipline methods mentioned. First, start with the introductory sentence in CD12. --- Ask the selected child's mother or primary caretaker the questions in the Child Discipline module, beginning with CD12A. It is important to mention that we are interested in knowing only about what may have occurred during the past month - the 30 days preceding the survey. When asking the questions, remind the respondent, from time to time, that you are asking about the last 30 days or one month, and that you are interested if she/he or anyone else has used this method with the child. Circle '1' for 'Yes' and '2' for 'No' in all questions up to CD12K. --- This is the most severe form of physical punishment we ask about in this module. This question refers to punishment using a soft or hard object such as a stick, belt, cane or other object to beat the child repeatedly.
One selected child per household aged 2-14
1
Yes
2
No
9
Missing
Do you believe to bring up you nedd to punish him/her
Do you believe to bring up you nedd to punish him/her
Do you believe to bring up you nedd to punish him/her
Do you believe to bring up you nedd to punish him/her
Do you believe to bring up you nedd to punish him/her
Do you believe that in order to bring up (raise, educate) (name) properly, you need to physically punish him/her?
This question is designed to capture attitudes toward discipline and should be asked last, after asking about parental/caretaker disciplinary behaviour. The question asks the parent/caretaker for her/his own opinion of whether it is necessary to use physical punishment when teaching the child to behave properly. Do not be surprised if a mother or a caretaker who has indicated that she/he has used physical punishment says that she/he does not believe in such punishment. If the respondent states that she/he has no opinion on this or that she/he does not know, circle '8'.
One selected child per household aged 2-14
1
Yes
2
No
8
Don't know/no opinion
9
Missing
Register no of the children from 0-18
Register no of the children from 0-18
Register no of the children from 0-18
Register no of the children from 0-18
Register no of the children from 0-18
Register no of the children aged 0-18
Ask how meny children aged 0-18 live in the household. Check if number is equal to number of reported children aged 0-18 years in the household listing module.
Households
What are the monthly expenses on food in your household
What are the monthly expenses on food in your household
What are the monthly expenses on food in your household
What are the monthly expenses on food in your household
What are the monthly expenses on food in your household
What are the monthly expenses on food in your household?
Interviewer is offering options mentioned in column B
Households
1
Less than 100 KM
2
100-200 KM
3
200-300 KM
4
300-400 KM
5
401-500 KM
6
501-700 KM
7
701 KM and more
8
Refuse
9
Missing
What are the monthly average expenses on extra diet for children (fruits, candies, baby food, etc.) in your household
What are the monthly average expenses on extra diet for children (fruits, candies, baby food, etc.) in your household
What are the monthly average expenses on extra diet for children (fruits, candies, baby food, etc.) in your household
What are the monthly average expenses on extra diet for children (fruits, candies, baby food, etc.) in your household
What are the monthly average expenses on extra diet for children (fruits, candies, baby food, etc.) in your household
What are the monthly average expenses on extra diet for children (fruits, candies, baby food, etc.) in your household?
Interviewer is offering options mentioned in column C
Households
1
Less than 10 KM
2
11-20 KM
3
21-30 KM
4
31-40 KM
5
41-50 KM
6
51-60 KM
7
61-70 KM
8
71 KM and more
9
Missing
Do the members of your nuclear family have health insurance?
Do the members of your nuclear family have health insurance?
Do the members of your nuclear family have health insurance?
Do the members of your nuclear family have health insurance?
Do the members of your nuclear family have health insurance?
Do the members of your nuclear family have health insurance?
Interviewer is asking for the children and for the parents/caretakers. If the members of extended family live in the household ,interviewer is entering the number of additional family members in column B
Households
1
Yes
2
No
9
Missing
Register the number of the extended family that live in the household
Register the number of the extended family that live in the household
Register the number of the extended family that live in the household
Register the number of the extended family that live in the household
Register the number of the extended family that live in the household
Register the number of the extended family that live in the household
Households
9
Missing
Do the children of your nuclear family have health insurance?
Do the children of your nuclear family have health insurance?
Do the children of your nuclear family have health insurance?
Do the children of your nuclear family have health insurance?
Do the children of your nuclear family have health insurance?
Do the members of your nuclear family have health insurance? (refering to children)
Interviewer is asking for the children and for the parents/caretakers. If the members of extended family live in the household ,interviewer is entering the number of additional family members in column B
Households
1
Yes
2
No
9
Missing
Monthly expenses for medicines and health services/visits to the doctors that you are paying in cash.
Monthly expenses for medicines and health services/visits to the doctors that you are paying in cash.
Monthly expenses for medicines and health services/visits to the doctors that you are paying in cash.
Monthly expenses for medicines and health services/visits to the doctors that you are paying in cash.
Monthly expenses for medicines and health services/visits to the doctors that you are paying in cash.
State monthly expenses for medicines and health services/visits to the doctors that you are paying in cash.
Interviewer asks separate question and asks the estimate for the column B and C .This question is related to the costs that are not covered by health insurance if household has it, or to the total costs if household does not have the insurance.
Households
1
Less than 10 KM
2
11-30 KM
3
31-40 KM
4
41-60 KM
5
61-80 KM
6
81-100 KM
7
100 and more
9
Missing
Monthly expenses for children for medicines and health services/visits to the doctors that you are paying in cash
Monthly expenses for children for medicines and health services/visits to the doctors that you are paying in cash
Monthly expenses for children for medicines and health services/visits to the doctors that you are paying in cash
Monthly expenses for children for medicines and health services/visits to the doctors that you are paying in cash
Monthly expenses for children for medicines and health services/visits to the doctors that you are paying in cash
State monthly expenses for medicines and health services/visits to the doctors that you are paying in cash. (for children)
Interviewer asks separate question and asks the estimate for the column B and C .This question is related to the costs that are not covered by health insurance if household has it, or to the total costs if household does not have the insurance.
Households
1
Less than 10 KM
2
11-30 KM
3
31-40 KM
4
41-60 KM
5
61-80 KM
6
81-100 KM
7
100 and more
9
Missing
Monthly expenses for waste disposal and building maintenance
Monthly expenses for waste disposal and building maintenance
Monthly expenses for waste disposal and building maintenance
Monthly expenses for waste disposal and building maintenance
Monthly expenses for waste disposal and building maintenance
State your monthly expenses for waste disposal and building maintenance
Interviewer is asking about monthly costs that the households are paying for waste disposal and building maintenance in the buildings. Interviewer is asking for the estimate of the costs of the waste disposal and house maintenance in private houses. Interviewer is adding the costs for waste disposal and building maintenance into one amount.
Households
Last month’s electricity expenses for your household
Last month’s electricity expenses for your household
Last month’s electricity expenses for your household
Last month’s electricity expenses for your household
Last month’s electricity expenses for your household
State last month's electricity expenses for your household
If the respondent can not recall, interviewer is asking him to look at the bill for the previous month.
Households
Last month’s water expenses for your household
Last month’s water expenses for your household
Last month’s water expenses for your household
Last month’s water expenses for your household
Last month’s water expenses for your household
State last month's water expenses for your household State last month's water costs for your household
Households
Average expenses for heating
Average expenses for heating
Average expenses for heating
Average expenses for heating
Average expenses for heating
State average expenses for heating in your household if you are using solid fuel for heating or you have central heating
Estimate or the exact bill amount put in column B
Households
Average costs for the electricity in the winter/heating season
Average costs for the electricity in the winter/heating season
Average costs for the electricity in the winter/heating season
Average costs for the electricity in the winter/heating season
Average costs for the electricity in the winter/heating season
State average costs for the electricity in the winter/heating season if you are using electricity for heating
Interviewer is asking estimate for the column B, Interviewer may ask the estimate related to average electricity expenses
Households
Estimate the last month’s expenses for the car
Estimate the last month’s expenses for the car
Estimate the last month’s expenses for the car
Estimate the last month’s expenses for the car
Estimate the last month’s expenses for the car
Estimate the last month's expenses for the car
If the household does not have a car, interviewer skips over the question.
Households
1
Less than 10 KM
2
11-20 KM
3
21-30 KM
4
31-60 KM
5
61-80 KM
6
81-100 KM
7
101-200 KM
8
201 KM and more
9
Missing
Monthly transportation expenses for public transportation( Monthly and individual tickets)
Monthly transportation expenses for public transportation( Monthly and individual tickets)
Monthly transportation expenses for public transportation( Monthly and individual tickets)
Monthly transportation expenses for public transportation( Monthly and individual tickets)
Monthly transportation expenses for public transportation( Monthly and individual tickets)
State monthly transportation expenses for public transportation( Monthly and individual tickets)
Interviewer enters only real expenses. If the household members are using the free of charge transport as the students and pensioners that is not entered. Interviewer is asking separately for column B and column C
Households
Monthly transportation expenses for public transportation for children
Monthly transportation expenses for public transportation for children
Monthly transportation expenses for public transportation for children
Monthly transportation expenses for public transportation for children
Monthly transportation expenses for public transportation for children
State monthly transportation expenses for public transportation( Monthly and individual tickets)
Interviewer enters only real expenses. If the household members are using the free of charge transport as the students and pensioners that is not entered. Interviewer is asking separately for column B and column C
Households
If your child/children attends the kindergarten state expenses for the last month
If your child/children attends the kindergarten state expenses for the last month
If your child/children attends the kindergarten state expenses for the last month
If your child/children attends the kindergarten state expenses for the last month
If your child/children attends the kindergarten state expenses for the last month
If your child/children attends the kindergarten state expenses for the last month
Interviewer is asking question for the column C If the question is not relevant ,interviewer is skipping the question
Households
1
Less than 60 KM
2
61-80 KM
3
81-100 KM
4
101-200 KM
5
201-300 KM
6
301 KM and more
9
Missing
If you are paying for babysitter/nanny state the average costs
If you are paying for babysitter/nanny state the average costs
If you are paying for babysitter/nanny state the average costs
If you are paying for babysitter/nanny state the average costs
If you are paying for babysitter/nanny state the average costs
If you are paying for babysitter/nanny state the average costs
Interviewer is entering only the data of the expenditure and skips the question if not relevant or if the children are cared by the family members free of charge. The answers are entered in the column C
Households
1
Less than 60 KM
2
61-80 KM
3
81-100 KM
4
101-200 KM
5
201-300 KM
6
301 KM and more
9
Missing
State total expenses of school equipment and books at the beginning of last school year per child
State total expenses of school equipment and books at the beginning of last school year per child
State total expenses of school equipment and books at the beginning of last school year per child
State total expenses of school equipment and books at the beginning of last school year per child
State total expenses of school equipment and books at the beginning of last school year per child
State total expenses of school equipment and books at the beginning of last school year per child of school age in your household (including books, school equipment and basic clothes for physical education)
Interviewer is helping the respondent to make an estimate of the expenses giving him the options from the lowest to the highest, and allowing him the time to think. The response is entered in the column C.
Households
1
None
2
Less than 100 KM
3
100-200 KM
4
200-300 KM
5
300-400 KM
6
401-500 KM
7
501-700 KM
8
701 and more
9
Missing
State average monthly expenses for the school equipment after the school has started(additional notebooks, exercise book pencils)
State average monthly expenses for the school equipment after the school has started(additional notebooks, exercise book pencils)
State average monthly expenses for the school equipment after the school has started(additional notebooks, exercise book pencils)
State average monthly expenses for the school equipment after the school has started(additional notebooks, exercise book pencils)
State average monthly expenses for the school equipment after the school has started(additional notebooks, exercise book pencils)
State average monthly expenses for the school equipment after the school has started(additional notebooks, exercise book pencils)
Interviewer is helping the respondent to make an estimate of the expenses giving him the options from the lowest to the highest, and allowing him the time to think. The response is entered in the column C.
Households
1
None
2
Less than 100 KM
3
100 - 200 KM
4
200 KM and more
Estimate monthly average expenses for other school-related payments
Estimate monthly average expenses for other school-related payments
Estimate monthly average expenses for other school-related payments
Estimate monthly average expenses for other school-related payments
Estimate monthly average expenses for other school-related payments
Estimate monthly average expenses for other school-related payments (taxes, courses and trainings, private lessons/instructions, food in school)
Interviewer is helping the respondent to make an estimate of expenditures offering him options from the lowest to the highest ,giving him some time to think The responses are entered in column C
Households
1
None
2
Less than 10 KM
3
11-20 KM
4
21-30 KM
5
31-60 KM
6
61-80 KM
7
81-100 KM
8
101-300 KM
9
301 KM and more
Estimate monthly average expenses related to play and leisure activities
Estimate monthly average expenses related to play and leisure activities
Estimate monthly average expenses related to play and leisure activities
Estimate monthly average expenses related to play and leisure activities
Estimate monthly average expenses related to play and leisure activities
Estimate monthly average expenses related to play and leisure activities (books, toys, language courses, sports clubs, music school, etc.).
Interviewer is helping the respondent to make an estimate of expenditures offering him options from the lowest to the highest ,giving him some time to think The responses are entered in column C
Households
1
None
2
Less than 10 KM
3
11-20 KM
4
21-30 KM
5
31-60 KM
6
61-80 KM
7
81-100 KM
8
101 KM and more
What are the average monthly expenses for the clothes in your household
What are the average monthly expenses for the clothes in your household
What are the average monthly expenses for the clothes in your household
What are the average monthly expenses for the clothes in your household
What are the average monthly expenses for the clothes in your household
What are the average monthly expenses for the clothes in your household?
Interviewer is asking the estimate and offering the options. The responses are entered in column B.
Households
1
None
2
Less than 100 KM
3
100-200 KM
4
200-300 KM
5
300-400 KM
6
401-500 KM
7
501-700 KM
8
701 and more
9
Missing
How many times per year do you buy clothes for your child/children
How many times per year do you buy clothes for your child/children
How many times per year do you buy clothes for your child/children
How many times per year do you buy clothes for your child/children
How many times per year do you buy clothes for your child/children
How many times per year do you buy clothes for your child/children?
Responses are entered in the column C Interviewer if necessary explains that question is related to larger seasonal purchases.
Households
1
Once
2
Twice
3
Three times
4
More than 3 times
What are the average expenses of your child’s clothes for spring season
What are the average expenses of your child’s clothes for spring season
What are the average expenses of your child’s clothes for spring season
What are the average expenses of your child’s clothes for spring season
What are the average expenses of your child’s clothes for spring season
What are the average expenses of your child's clothes for spring season?
Interviewer may explain that this question is relevant for obtaining the data of average expenses. The responses are entered in the column C
Households
1
None
2
Less than 100 KM
3
100-200 KM
4
200-300 KM
5
300-400 KM
6
401-500 KM
7
501-700 KM
8
701 and more
9
Missing
The household is getting subventions/aid from the center for social work, humanitarian organizations
The household is getting subventions/aid from the center for social work, humanitarian organizations
The household is getting subventions/aid from the center for social work, humanitarian organizations
The household is getting subventions/aid from the center for social work, humanitarian organizations
The household is getting subventions/aid from the center for social work, humanitarian organizations
The household is getting subventions/aid from the center for social work, humanitarian organizations
Households
No
1
For food
2
For electrycity
3
For heating
4
For clothes
5
For school material
6
For school activities
7
For school transportation
Number of male hh members with income
Number of male hh members with income
Number of male hh members with income
Number of male hh members with income
Number of male hh members with income
It is considered that each household is generating some kind of income through formal or informal employment ,pension or any kind of aid.
Households
Number of female hh members with income
Number of female hh members with income
Number of female hh members with income
Number of female hh members with income
Number of female hh members with income
It is considered that each household is generating some kind of income through formal or informal employment ,pension or any kind of aid.
Households
HH-Does your family receive-generate any income from the regular employment
HH-Does your family receive-generate any income from the regular employment
HH-Does your family receive-generate any income from the regular employment
HH-Does your family receive-generate any income from the regular employment
HH-Does your family receive-generate any income from the regular employment
Does your family receive-generate any income from the regular employment?
Here, it would be necessary to explain that this relates to income in cash both as salary and all income related to salary (including the entitlement for hot meal, transportation, family and child allowance, or any other cash-benefit category). Please emphasise that the questions relate to regular in flow of cash or estimated monthly amounts if the income-generation is irregular.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Does your family receive-generate any income from the regular employment
Male-Does your family receive-generate any income from the regular employment
Male-Does your family receive-generate any income from the regular employment
Male-Does your family receive-generate any income from the regular employment
Male-Does your family receive-generate any income from the regular employment
Does your family receive-generate any income from the regular employment?
Here, it would be necessary to explain that this relates to income in cash both as salary and all income related to salary (including the entitlement for hot meal, transportation, family and child allowance, or any other cash-benefit category). Please emphasise that the questions relate to regular in flow of cash or estimated monthly amounts if the income-generation is irregular.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Does your family receive-generate any income from the regular employment
Female-Does your family receive-generate any income from the regular employment
Female-Does your family receive-generate any income from the regular employment
Female-Does your family receive-generate any income from the regular employment
Female-Does your family receive-generate any income from the regular employment
Does your family receive-generate any income from the regular employment?
Here, it would be necessary to explain that this relates to income in cash both as salary and all income related to salary (including the entitlement for hot meal, transportation, family and child allowance, or any other cash-benefit category). Please emphasise that the questions relate to regular in flow of cash or estimated monthly amounts if the income-generation is irregular.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
HH-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
HH-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
HH-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
HH-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)?
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Male-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Male-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Male-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Male-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)?
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Female-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Female-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Female-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Female-Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)
Does your family generate income from the work in own company ,own farmland or from selfemployment from indipendent periodical jobs (such as journey work , part time job)?
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Does your family receive any kind of aid from wellfare system or any special kind of income
HH-Does your family receive any kind of aid from wellfare system or any special kind of income
HH-Does your family receive any kind of aid from wellfare system or any special kind of income
HH-Does your family receive any kind of aid from wellfare system or any special kind of income
HH-Does your family receive any kind of aid from wellfare system or any special kind of income
Does your family receive any kind of aid from wellfare system or any special kind of income?
If yes go to H13 to H13.5
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Does your family receive any kind of aid from wellfare system or any special kind of income
Male-Does your family receive any kind of aid from wellfare system or any special kind of income
Male-Does your family receive any kind of aid from wellfare system or any special kind of income
Male-Does your family receive any kind of aid from wellfare system or any special kind of income
Male-Does your family receive any kind of aid from wellfare system or any special kind of income
Does your family receive any kind of aid from wellfare system or any special kind of income?
If yes go to H13 to H13.5
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Does your family receive any kind of aid from wellfare system or any special kind of income
Female-Does your family receive any kind of aid from wellfare system or any special kind of income
Female-Does your family receive any kind of aid from wellfare system or any special kind of income
Female-Does your family receive any kind of aid from wellfare system or any special kind of income
Female-Does your family receive any kind of aid from wellfare system or any special kind of income
Does your family receive any kind of aid from wellfare system or any special kind of income?
If yes go to H13 to H13.5
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Special allowance/aid: For war veterans/demobilized soldier
HH-Special allowance/aid: For war veterans/demobilized soldier
HH-Special allowance/aid: For war veterans/demobilized soldier
HH-Special allowance/aid: For war veterans/demobilized soldier
HH-Special allowance/aid: For war veterans/demobilized soldier
Special allowance/aid: For war veterans/demobilized soldier
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Special allowance/aid: For war veterans/demobilized soldier
Male-Special allowance/aid: For war veterans/demobilized soldier
Male-Special allowance/aid: For war veterans/demobilized soldier
Male-Special allowance/aid: For war veterans/demobilized soldier
Male-Special allowance/aid: For war veterans/demobilized soldier
Special allowance/aid: For war veterans/demobilized soldier
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Special allowance/aid: For war veterans/demobilized soldier
Female-Special allowance/aid: For war veterans/demobilized soldier
Female-Special allowance/aid: For war veterans/demobilized soldier
Female-Special allowance/aid: For war veterans/demobilized soldier
Female-Special allowance/aid: For war veterans/demobilized soldier
Special allowance/aid: For war veterans/demobilized soldier
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Other incomes: civil war victims allowance
HH-Other incomes: civil war victims allowance
HH-Other incomes: civil war victims allowance
HH-Other incomes: civil war victims allowance
HH-Other incomes: civil war victims allowance
Other incomes: civil war victims allowance
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Other incomes: civil war victims allowance
Male-Other incomes: civil war victims allowance
Male-Other incomes: civil war victims allowance
Male-Other incomes: civil war victims allowance
Male-Other incomes: civil war victims allowance
Other incomes: civil war victims allowance
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Other incomes: civil war victims allowance
Female-Other incomes: civil war victims allowance
Female-Other incomes: civil war victims allowance
Female-Other incomes: civil war victims allowance
Female-Other incomes: civil war victims allowance
Other incomes: civil war victims allowance
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Other incomes: child allowance
HH-Other incomes: child allowance
HH-Other incomes: child allowance
HH-Other incomes: child allowance
HH-Other incomes: child allowance
Other incomes: child allowance
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Other incomes: child allowance
Male-Other incomes: child allowance
Male-Other incomes: child allowance
Male-Other incomes: child allowance
Male-Other incomes: child allowance
Other incomes: child allowance
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Other incomes: child allowance
Female-Other incomes: child allowance
Female-Other incomes: child allowance
Female-Other incomes: child allowance
Female-Other incomes: child allowance
Other incomes: child allowance
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Other incomes: allowance for work disability
HH-Other incomes: allowance for work disability
HH-Other incomes: allowance for work disability
HH-Other incomes: allowance for work disability
HH-Other incomes: allowance for work disability
Other incomes: allowance for work disability
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Other incomes: allowance for work disability
Male-Other incomes: allowance for work disability
Male-Other incomes: allowance for work disability
Male-Other incomes: allowance for work disability
Male-Other incomes: allowance for work disability
Other incomes: allowance for work disability
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Other incomes: allowance for work disability
Female-Other incomes: allowance for work disability
Female-Other incomes: allowance for work disability
Female-Other incomes: allowance for work disability
Female-Other incomes: allowance for work disability
Other incomes: allowance for work disability
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Other categories: unemployment benefits, etc.
HH-Other categories: unemployment benefits, etc.
HH-Other categories: unemployment benefits, etc.
HH-Other categories: unemployment benefits, etc.
HH-Other categories: unemployment benefits, etc.
Other categories: unemployment benefits, etc.
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Other categories: unemployment benefits, etc.
Male-Other categories: unemployment benefits, etc.
Male-Other categories: unemployment benefits, etc.
Male-Other categories: unemployment benefits, etc.
Male-Other categories: unemployment benefits, etc.
Other categories: unemployment benefits, etc.
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Other categories: unemployment benefits, etc.
Female-Other categories: unemployment benefits, etc.
Female-Other categories: unemployment benefits, etc.
Female-Other categories: unemployment benefits, etc.
Female-Other categories: unemployment benefits, etc.
Other categories: unemployment benefits, etc.
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Permanent financial aid for the family with children because of lack of funds for living
HH-Permanent financial aid for the family with children because of lack of funds for living
HH-Permanent financial aid for the family with children because of lack of funds for living
HH-Permanent financial aid for the family with children because of lack of funds for living
HH-Permanent financial aid for the family with children because of lack of funds for living
Income ;Permanent financial aid for the family with children because of lack of funds for living
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Permanent financial aid for the family with children because of lack of funds for living
Male-Permanent financial aid for the family with children because of lack of funds for living
Male-Permanent financial aid for the family with children because of lack of funds for living
Male-Permanent financial aid for the family with children because of lack of funds for living
Male-Permanent financial aid for the family with children because of lack of funds for living
Income ;Permanent financial aid for the family with children because of lack of funds for living
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Permanent financial aid for the family with children because of lack of funds for living
Female-Permanent financial aid for the family with children because of lack of funds for living
Female-Permanent financial aid for the family with children because of lack of funds for living
Female-Permanent financial aid for the family with children because of lack of funds for living
Female-Permanent financial aid for the family with children because of lack of funds for living
Income ;Permanent financial aid for the family with children because of lack of funds for living
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Some other kind of allowance from center for social work
HH-Some other kind of allowance from center for social work
HH-Some other kind of allowance from center for social work
HH-Some other kind of allowance from center for social work
HH-Some other kind of allowance from center for social work
Some other kind of allowance from center for social work
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Some other kind of allowance from center for social work
Male-Some other kind of allowance from center for social work
Male-Some other kind of allowance from center for social work
Male-Some other kind of allowance from center for social work
Male-Some other kind of allowance from center for social work
Some other kind of allowance from center for social work
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Some other kind of allowance from center for social work
Female-Some other kind of allowance from center for social work
Female-Some other kind of allowance from center for social work
Female-Some other kind of allowance from center for social work
Female-Some other kind of allowance from center for social work
Some other kind of allowance from center for social work
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Does any of your household member get pension.
HH-Does any of your household member get pension.
HH-Does any of your household member get pension.
HH-Does any of your household member get pension.
HH-Does any of your household member get pension.
Does any of your household member get pension?
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Does any of your household member get pension.
Male-Does any of your household member get pension.
Male-Does any of your household member get pension.
Male-Does any of your household member get pension.
Male-Does any of your household member get pension.
Does any of your household member get pension?
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Does any of your household member get pension.
Female-Does any of your household member get pension.
Female-Does any of your household member get pension.
Female-Does any of your household member get pension.
Female-Does any of your household member get pension.
Does any of your household member get pension?
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Is your household getting money from family or pension/other income from abroad
HH-Is your household getting money from family or pension/other income from abroad
HH-Is your household getting money from family or pension/other income from abroad
HH-Is your household getting money from family or pension/other income from abroad
HH-Is your household getting money from family or pension/other income from abroad
Is your household getting money from family or pension/other income from abroad ?
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Is your household getting money from family or pension/other income from abroad
Male-Is your household getting money from family or pension/other income from abroad
Male-Is your household getting money from family or pension/other income from abroad
Male-Is your household getting money from family or pension/other income from abroad
Male-Is your household getting money from family or pension/other income from abroad
Is your household getting money from family or pension/other income from abroad ?
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Is your household getting money from family or pension/other income from abroad
Female-Is your household getting money from family or pension/other income from abroad
Female-Is your household getting money from family or pension/other income from abroad
Female-Is your household getting money from family or pension/other income from abroad
Female-Is your household getting money from family or pension/other income from abroad
Is your household getting money from family or pension/other income from abroad ?
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Is your household getting regularly financial aid from the relatives within the country
HH-Is your household getting regularly financial aid from the relatives within the country
HH-Is your household getting regularly financial aid from the relatives within the country
HH-Is your household getting regularly financial aid from the relatives within the country
HH-Is your household getting regularly financial aid from the relatives within the country
Is your household getting regularly financial aid from the relatives within the country?
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women. Here it would be important to give examples, such as: another type of cash benefit from social welfare, short-term commissions/employments, informal sector- grey economy sector, etc.
Households
1
Yes
2
No
8
Refuse
9
Missing
Male-Is your household getting regularly financial aid from the relatives within the country
Male-Is your household getting regularly financial aid from the relatives within the country
Male-Is your household getting regularly financial aid from the relatives within the country
Male-Is your household getting regularly financial aid from the relatives within the country
Male-Is your household getting regularly financial aid from the relatives within the country
Is your household getting regularly financial aid from the relatives within the country?
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women. Here it would be important to give examples, such as: another type of cash benefit from social welfare, short-term commissions/employments, informal sector- grey economy sector, etc.
Households
1
Yes
2
No
8
Refuse
9
Missing
Female-Is your household getting regularly financial aid from the relatives within the country
Female-Is your household getting regularly financial aid from the relatives within the country
Female-Is your household getting regularly financial aid from the relatives within the country
Female-Is your household getting regularly financial aid from the relatives within the country
Female-Is your household getting regularly financial aid from the relatives within the country
Is your household getting regularly financial aid from the relatives within the country?
Make sure the household - level question is responded and then ask specifcially who in the family recevies this - man or women. Here it would be important to give examples, such as: another type of cash benefit from social welfare, short-term commissions/employments, informal sector- grey economy sector, etc.
Households
1
Yes
2
No
8
Refuse
9
Missing
HH-Monthly total of the household income expressed in money – estimate
HH-Monthly total of the household income expressed in money – estimate
HH-Monthly total of the household income expressed in money – estimate
HH-Monthly total of the household income expressed in money – estimate
HH-Monthly total of the household income expressed in money – estimate
If household generates income, what is the monthly total of the household income expressed in money - estimate
Give respondents time to respond. In case of difficulty, give the family members some time to consult. IN case they provide the amount for the whole household, and are not able to provide seggregation by sex estimations, ask them to qualify the income in the following manner: “one third” , “one fourth” and then provide then calculate the estimation. Ask their approval to enter the estimated figure. Having in mind that we expect underreporting due to concenr on the use of data by families, please emphasises that these data are anonimous and that correct andobjective responese will genuinly help the process of support to children and families in social sectors. Also explain that this question as all other questions, relate to all memebrs of the household who earn income, divided by gender
Households
1
0-100 KM
2
101-200 KM
3
201-300 KM
4
301-400 KM
5
401-500 KM
6
501-600 KM
7
601-1001 KM
8
1001 KM and more
88
Refuze
99
Missing
Male-Monthly total of the household income expressed in money – estimate
Male-Monthly total of the household income expressed in money – estimate
Male-Monthly total of the household income expressed in money – estimate
Male-Monthly total of the household income expressed in money – estimate
Male-Monthly total of the household income expressed in money – estimate
If household generates income, what is the monthly total of the household income expressed in money - estimate
Give respondents time to respond. In case of difficulty, give the family members some time to consult. IN case they provide the amount for the whole household, and are not able to provide seggregation by sex estimations, ask them to qualify the income in the following manner: “one third” , “one fourth” and then provide then calculate the estimation. Ask their approval to enter the estimated figure. Having in mind that we expect underreporting due to concenr on the use of data by families, please emphasises that these data are anonimous and that correct andobjective responese will genuinly help the process of support to children and families in social sectors. Also explain that this question as all other questions, relate to all memebrs of the household who earn income, divided by gender
Households
1
0-100 KM
2
101-200 KM
3
201-300 KM
4
301-400 KM
5
401-500 KM
6
501-600 KM
7
601-1001 KM
8
1001 KM and more
88
Refuze
99
Missing
Female-Monthly total of the household income expressed in money – estimate
Female-Monthly total of the household income expressed in money – estimate
Female-Monthly total of the household income expressed in money – estimate
Female-Monthly total of the household income expressed in money – estimate
Female-Monthly total of the household income expressed in money – estimate
If household generates income, what is the monthly total of the household income expressed in money - estimate
Give respondents time to respond. In case of difficulty, give the family members some time to consult. IN case they provide the amount for the whole household, and are not able to provide seggregation by sex estimations, ask them to qualify the income in the following manner: “one third” , “one fourth” and then provide then calculate the estimation. Ask their approval to enter the estimated figure. Having in mind that we expect underreporting due to concenr on the use of data by families, please emphasises that these data are anonimous and that correct andobjective responese will genuinly help the process of support to children and families in social sectors. Also explain that this question as all other questions, relate to all memebrs of the household who earn income, divided by gender
Households
1
0-100 KM
2
101-200 KM
3
201-300 KM
4
301-400 KM
5
401-500 KM
6
501-600 KM
7
601-1001 KM
8
1001 KM and more
88
Refuze
99
Missing
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Variable used for calculation of sample weights
Children aged 0-4
1
Hosehold with children under 5
2
Other households
Head's education level
Head's education level
Head's education level
Head's education level
Head's education level
Recoded variable
De jure household members (usual residents)
1
None
2
Primary
3
Secondary
4
Higher and University
5
Non-standard curriculum
9
Missing/DK
Sex of Household Head
Sex of Household Head
Sex of Household Head
Sex of Household Head
Sex of Household Head
Recoded variable
Households
1
Male
2
Female
9
Missing/DK
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Recoded variable
Children aged 0-4
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Recoded variable
Children aged 0-4
1
Poorest
2
Second
3
Middle
4
Fourth
5
Richest
Household sample weight
Household sample weight
Household sample weight
Household sample weight
Household sample weight
Recoded variable
De jure household members (usual residents)
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number
We are from FBiH Public Health Institute/Ministry of Health and Social Welfare Republika Srpska. We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about 45 minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. During this time I would like to speak with the household head and all mothers or others who take care of children in the household. May I start now? If permission is given, begin the interview. Cluster number:
Enter the cluster number as instructed by your supervisor.
Children aged 0-4
Unique identifier for the cluster in which the household exists
Household number
Household number
Household number
Household number
Household number
Household number:
Enter the household number as instructed by your supervisor.
Children aged 0-4
Houshold number within the cluster
Line number
Line number
Line number
Line number
Line number
Child's line number:
Children aged 0-4
Relationship to the head
Relationship to the head
Relationship to the head
Relationship to the head
Relationship to the head
What is the relationship of (name) to the head of the household?
Enter the code corresponding to how the person listed is related to the head of the household. Use the codes at the bottom of the Household Listing. Be particularly careful in doing this if the respondent is not the head of the household. Make sure that you record the relationship of each person to the household head, not the relationship to the respondent. For example, if the respondent is the wife of the head of the household and she says that Sola is her brother, then Sola should be coded as '09' ('Brother or sister-in-law'), not as '08' ('Brother or sister'), because Sola is a brother-in-law of the head of the household. Be very careful in obtaining this information correctly, since respondents tend to provide the relationship of the person to themselves, rather than to the head of the household. If the head of the household is married to a woman who has a child from a previous marriage, that child's relationship to the head of the household should be coded as '14' ('Adopted/foster/stepchild'). If a household member is not related to the head of household, such as a friend who lives with the household, enter '15' ('Not related'). Enter '98' if the respondent doesn't know the relationship of a household member to the head of household.
De jure household members (usual residents)
1
Head
2
Wife or Husband
3
Son or Daugher
4
Son/Daughter in law
5
Grandchild
6
Parent
7
Parent in law
8
Brother or sister
9
Brother/sister in law
10
Uncle/Aunt
11
Niece/nephew by blood
12
Niece/nephew by marriage
13
Other relative
14
Adopted/foster/stepchild
15
Not related
97
Inconsistent
98
DK
99
Missing
Sex
Sex
Sex
Sex
Sex
Is (name) male or female?
Circle '1' for 'Male' and '2' for 'Female'. Do not guess the sex of the household member from the name provided to you. When the respondent is listing everyone in the household, he/she may indicate the sex of the person at the same time, by saying "My sister Mary," for instance. In this case, you do not need to ask the sex of the household member again, since it is already obvious that the person is a female. However, when a name is mentioned that can be used for both males and females, never use your judgement. Even in cases when you think that the name would most likely be a male's (or a female's) name, have the respondent confirm the sex. This column should never be left blank. As indicated above, if the household has more than 15 members, tick the box at the top of this page and use another listing page from another questionnaire. On this additional page, make sure that the line numbers of household members start from 16, by cancelling the pre-printed numbers and entering numbers starting from 16. Note that on this additional page you will have to change the pre-printed relationship code of member line number 16 into the relationship code of the person to the household head. Once you have a complete list of names, relationship codes and sex, move across this page to ask and record answers to questions about individual persons. Start with the household head on line 01. When you have finished asking all questions for the person on line 01, continue to the person listed on line 02, etc.
Children aged 0-4
1
Male
2
Female
9
Missing
Age
Age
Age
Age
Age
How old is (name)? How old was (name) on his/her last birthday?
Record in completed years 98=DK* * See instructions: to be used only for elderly household members (code meaning "do not know/over age 50").
Enter each person's age in completed years, that is, his/her age at his/her last birthday. Completed age is also defined as 'the number of completed solar years since birth'. With this definition, since a 6-month-old baby has not completed a full solar year, his/her age will be entered as '00'. Note that you will be obtaining more accurate estimates of children's ages later. This column should never be left blank. If you have difficulty obtaining the ages of very elderly members of the household, you may enter the code '98', meaning 'Doesn't know/over age 50'. For household members younger than 50, completed ages must be entered.
De jure household members (usual residents)
97
97+
98
DK
99
Missing
Line number of eligible women
Line number of eligible women
Line number of eligible women
Line number of eligible women
Line number of eligible women
Circle Line no. if woman is age 15-49
Circle the line number in this column if the household member is a woman 15-49 years of age (this includes those age 15 and age 49). You will not ask this question to the respondent.
De jure household members (usual residents)
Not eligible
Line number of mother/caretaker for child labor module
Line number of mother/caretaker for child labor module
Line number of mother/caretaker for child labor module
Line number of mother/caretaker for child labor module
Line number of mother/caretaker for child labor module
For each child age 5-14:
Who is the mother or primary caretaker of this child?
Record Line no. of mother/caretaker
If the household member is a child between 5 and 14 years of age (this includes those age 5 and age 14), record the line number of his/her mother or primary caretaker in this column. Ask this question to the respondent if necessary.
De jure household members (usual residents)
Not eligible
Line number of mother/caretaker for child health module
Line number of mother/caretaker for child health module
Line number of mother/caretaker for child health module
Line number of mother/caretaker for child health module
Line number of mother/caretaker for child health module
For each child under 5:
Who is the mother or primary caretaker of this child?
Record Line no. of mother/caretaker
If the household member is a child under the age of five (this includes those just born and those age 4, but not children who have completed 5 years of age), record the line number of his/her mother or primary caretaker in this column. Ask this question to the respondent if necessary.
De jure household members (usual residents)
Not eligible
Mother alive
Mother alive
Mother alive
Mother alive
Mother alive
For children age 0-17 years ask HL9-HL12
Is (name's) natural mother alive?
For all children under age 18, we want to know whether either of their own (natural) parents is listed in the Household Listing, and their survival status. This information can be used to measure the prevalence of orphanhood and child fostering in the population. For everyone age 18 and older, HL9-12 will be left blank. --- By 'natural' we mean the biological mother. In many cultures, people consider other people's children whom they are raising as their own, especially children of their husband or sisters, etc. You should be certain that the respondent understands that you are asking about the woman who gave birth to the child. Record whether or not the child's natural mother is still alive by circling the code corresponding to the response given. If the child's natural mother is not alive or if the respondent does not know, skip to HL11. Otherwise, continue to the question in the next column.
De jure household members (usual residents) aged 0-17 (under 18)
1
Yes
2
No
8
DK
9
Missing
Mother line number in HH
Mother line number in HH
Mother line number in HH
Mother line number in HH
Mother line number in HH
For children age 0-17 years ask HL9-HL12 If alive:
Does (name's) natural mother live in this household?
Record Line no. of mother or 00 for 'No'
For all children under age 18, we want to know whether either of their own (natural) parents is listed in the Household Listing, and their survival status. This information can be used to measure the prevalence of orphanhood and child fostering in the population. For everyone age 18 and older, HL9-12 will be left blank. --- If the natural mother is still alive, we want to know whether she lives in the household. If the mother does live in the household, ask who she is (she should be listed in the Household Listing if she lives in the household) and record her line number in the space provided. If the mother is not a member of the household (not listed in the Household Listing), record '00'.
De jure household members (usual residents) aged 0-17 (under 18)
97
Inconsistent
99
Missing
Father alive
Father alive
Father alive
Father alive
Father alive
For children age 0-17 years ask HL9-HL12 If alive:
Is (name's) natural father alive?
For all children under age 18, we want to know whether either of their own (natural) parents is listed in the Household Listing, and their survival status. This information can be used to measure the prevalence of orphanhood and child fostering in the population. For everyone age 18 and older, HL9-12 will be left blank. --- Fill in these questions in exactly the same way as HL9 and HL10. This time, make sure to record the survival status and the line number of the natural (biological) fathers. If the father of the household member is not alive or his survival status is now known by the respondent, move to the next person on the list.
De jure household members (usual residents) aged 0-17 (under 18)
1
Yes
2
No
8
DK
9
Missing
Father line number in HH
Father line number in HH
Father line number in HH
Father line number in HH
Father line number in HH
For children age 0-17 years ask HL9-HL12
Does (name's) natural father live in this household?
Record Line no. of father or 00 for 'No'
For all children under age 18, we want to know whether either of their own (natural) parents is listed in the Household Listing, and their survival status. This information can be used to measure the prevalence of orphanhood and child fostering in the population. For everyone age 18 and older, HL9-12 will be left blank. --- Fill in these questions in exactly the same way as HL9 and HL10. This time, make sure to record the survival status and the line number of the natural (biological) fathers. If the father of the household member is not alive or his survival status is now known by the respondent, move to the next person on the list. --- When you have completed the listing of all household members and all questions in the Household Listing, probe to see if there are any other household members you have not included in the list: "ARE THERE ANY OTHER PERSONS LIVING HERE - EVEN IF THEY ARE NOT MEMBERS OF YOUR FAMILY OR DO NOT HAVE PARENTS LIVING IN THIS HOUSEHOLD? INCLUDING CHILDREN AT WORK OR AT SCHOOL?" If yes, insert child's name and complete the form. After you have made sure that there are no other household members to be included in the list, complete the row at the bottom of the household list, 'Totals'. Calculate the number of eligible women in the household and record the number under 'Women 15-49', calculate the number of children aged 5-14 years in the household and record the number under 'Children 5-14' and, finally, calculate the number of children under five, and record the number under 'Under-5s'. The numbers recorded here for the women 15-49 and under-5s will indicate to you the number of individual women's and under-five questionnaires you should have in the household (see below). You will also record these numbers in HH12 and HH14 in the Household Information Panel. When you have completed the Household Listing Form for all household members, prepare the individual questionnaire forms for this household: . For each woman age 15-49 years, write her name and line number in the spaces provided (WM3 and WM4) at the top of her Questionnaire for Individual Women. . For each child under age five, write his/her name and line number and the name and line number of his/her mother or caretaker in the spaces provided (UF3-6) at the top of the Questionnaire for Children Under Five. You should now have a separate questionnaire for each eligible woman and child under five in the household, ready for use when you administer the questionnaires later on.
De jure household members (usual residents) aged 0-17 (under 18)
97
Inconsistent
99
Missing
Line number
Line number
Line number
Line number
Line number
For household members age 5 and above
Continue line by line, asking the questions for each household member who is eligible (age five or older), as you did when completing the Household Listing Form. Note that the lines corresponding to household members under five should remain blank. This is the number assigned to each person on the Household Listing Form. You do not need to fill in or do anything in this column since the numbers are already provided. Copy the names of each person age five and older from the Household Listing Form (HL2) to their corresponding line numbers.
De jure household members (usual residents)
Ever attended school
Ever attended school
Ever attended school
Ever attended school
Ever attended school
Has (name) ever attended school or preschool?
De jure household members (usual residents)
1
Yes
2
No
9
Missing
Highest level of school attended
Highest level of school attended
Highest level of school attended
Highest level of school attended
Highest level of school attended
What is the highest level of school (name) attended?
Children aged 0-4
Preschool/kindergarten
1
Primary
2
Secondary
3
Higher
4
University
6
Non-standard curriculum
8
DK
9
Missing
Highest grade at level
Highest grade at level
Highest grade at level
Highest grade at level
Highest grade at level
What is the highest grade (name) completed at this level?
De jure household members (usual residents)
97
Inconsistent
98
DK
99
Missing
Currently attending school during the school year (2004-2005
Currently attending school during the school year (2004-2005
Currently attending school during the school year (2004-2005
Currently attending school during the school year (2004-2005
Currently attending school during the school year (2004-2005
For household members age 5-24 years
During the (2004-2005) school year, did (name) attend school or preschool at any time?
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- Circle the code corresponding to the answer given. If 'Yes', continue to the next question. If 'No', skip to ED7. If the interview is carried out during the school year, then the question should be worded to refer to the current school year. If the interview is carried out between school years, then the question should refer to the last school year that has ended. Take the example of a country where the school year ends in June and the new school year begins in September: If the interview is carried out in July 2005 (between school years), then the question should refer to the 2004-2005 school year; if the interview is carried out in October 2005 (during the new school year), then the question should refer to the 2005-2006 school year.
De jure household members (usual residents) aged 5-24
1
Yes
2
No
9
Missing
Days attended school in last week
Days attended school in last week
Days attended school in last week
Days attended school in last week
Days attended school in last week
For household members age 5-24 years
Since last (day of the week), how many days did (name) attend school?
Insert number of days in space below.
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- When asking this question, insert the name of the day of the interview. For example, if the interview is taking place on a Tuesday, ask: "SINCE LAST TUESDAY, HOW MANY DAYS DID (name) ATTEND SCHOOL?" Note that the maximum number to be entered here should be '7' and not '8'.
De jure household members (usual residents) aged 5-24
8
Interview during school holidays
9
Missing
Level of education attended
Level of education attended
Level of education attended
Level of education attended
Level of education attended
For household members age 5-24 years
During this/that school year, which level and grade is/was (name) attending?
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- Circle the code for the level of school, and enter the household member's current grade. If it applies, circle '8' for 'DK' ('Doesn't know'). Probe to determine the type of school, particularly to make sure if it is a standard or non-standard curriculum. Then enter the highest grade number completed using '01', '02', etc. If a child is in pre-school or kindergarten, and grades are not used, omit the grade. If less than one grade was completed, enter '00'. Enter '98' for 'DK'. If the interview is conducted during the time between two school years, the question should refer to the school year that has ended, and you should use 'THAT' and 'WAS' in the question. If the interview is conducted during the school year, the question should refer to the current school year. Note that these questions should capture children who may have been attending at the beginning of the school year, but have dropped out since then. If necessary, past tense could be used to make sure that you obtain information on the level and grade of children who may have dropped out from school during the course of the school year. Questions ED4, ED5 and ED6 collect information on the school attendance of household members during the current school year (if the interview is conducted when schools are open) or the last school year that has ended (if the interview is conducted between school years). Questions ED7 and ED8 collect information on the school attendance of household members during the previous school year.
De jure household members (usual residents) aged 5-24
Preschool/kindergarten
1
Primary
2
Secondary
3
Higher
4
University
6
Non-standard curriculum
8
DK
9
Missing
Grade of education attended
Grade of education attended
Grade of education attended
Grade of education attended
Grade of education attended
For household members age 5-24 years
During this/that school year, which level and grade is/was (name) attending?
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- Circle the code for the level of school, and enter the household member's current grade. If it applies, circle '8' for 'DK' ('Doesn't know'). Probe to determine the type of school, particularly to make sure if it is a standard or non-standard curriculum. Then enter the highest grade number completed using '01', '02', etc. If a child is in pre-school or kindergarten, and grades are not used, omit the grade. If less than one grade was completed, enter '00'. Enter '98' for 'DK'. If the interview is conducted during the time between two school years, the question should refer to the school year that has ended, and you should use 'THAT' and 'WAS' in the question. If the interview is conducted during the school year, the question should refer to the current school year. Note that these questions should capture children who may have been attending at the beginning of the school year, but have dropped out since then. If necessary, past tense could be used to make sure that you obtain information on the level and grade of children who may have dropped out from school during the course of the school year. Questions ED4, ED5 and ED6 collect information on the school attendance of household members during the current school year (if the interview is conducted when schools are open) or the last school year that has ended (if the interview is conducted between school years). Questions ED7 and ED8 collect information on the school attendance of household members during the previous school year.
De jure household members (usual residents) aged 5-24
97
Inconsistent
98
DK
99
Missing
Attended school last year (2003-2004)
Attended school last year (2003-2004)
Attended school last year (2003-2004)
Attended school last year (2003-2004)
Attended school last year (2003-2004)
For household members age 5-24 years
Did (name) attend school or preschool at any time during the previous school year, that is (2003-2004)?
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- If the child attended school at any time during the last school year, circle '1'. If the answer is 'No' or 'DK', circle the appropriate code and go to the household member on the next line.
De jure household members (usual residents) aged 5-24
1
Yes
2
No
8
DK
9
Missing
Level of education attended last year
Level of education attended last year
Level of education attended last year
Level of education attended last year
Level of education attended last year
For household members age 5-24 years
During that previous school year, which level and grade did (name) attend?
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- Circle the code for the level of school attended and fill in the child's grade or enter '8' if the respondent doesn't know the level and/or '98' if the respondent doesn't know the grade. If the child was in pre-school or kindergarten, and grades are not used, omit the grade.
De jure household members (usual residents) aged 5-24
Preschool/kindergarten
1
Primary
2
Secondary
3
Higher
4
University
6
Non-standard curriculum
8
DK
9
Missing
Grade of education attended last year
Grade of education attended last year
Grade of education attended last year
Grade of education attended last year
Grade of education attended last year
For household members age 5-24 years
During that previous school year, which level and grade did (name) attend?
For each household member 5-24 years of age (this includes those age 5 and age 24), ask questions ED4-ED8, which inquire about school attendance. While the ideal respondent for these questions would be the mother or primary caretaker, any adult member of the household may provide the information. Since questions from ED4 to ED8 refer to school attendance, they will have to be adapted to the situation at the time of the interview. All questions should be retained. However, the wording and coding will have to be changed. The objective of these questions is to capture the school attendance of household members in two consecutive school years. In the explanations below, information is provided on how this can be tackled. --- Circle the code for the level of school attended and fill in the child's grade or enter '8' if the respondent doesn't know the level and/or '98' if the respondent doesn't know the grade. If the child was in pre-school or kindergarten, and grades are not used, omit the grade.
De jure household members (usual residents) aged 5-24
97
Inconsistent
98
DK
99
Missing
Line number
Line number
Line number
Line number
Line number
To be administered to mother/caretaker of each child in the household age 5 through 14 years. For household members below age 5 or above age 14, leave rows blank. Now I would like to ask about any work children in this household may do.
This module is to be administered to the mother or primary caretaker of each child resident in the household aged 5 through 14 years (this includes those age 5 and age 14). For household members younger than five or older than 14, rows should be left blank. --- This is the number assigned to each person on the Household Listing Form. You do not need to fill in or do anything in this column since the numbers are already provided. Explain, "NOW I WOULD LIKE TO ASK ABOUT ANY WORK CHILDREN IN THIS HOUSEHOLD MAY DO." Insert the child's name, copying from the Household Listing, column HL2. This is done to prevent confusion during the interview.
Children aged 5-14
Worked in past week
Worked in past week
Worked in past week
Worked in past week
Worked in past week
During the past week, did (name) do any kind of work for someone who is not a member of this household? If yes: For pay in cash or kind?
'Pay' refers to any compensation for work, including cash or goods or services provided to the child or his family. 'The past week' refers to the 7 days preceding the interview day. Note that the person indicated - someone who is not a member of this household - may be a relative or a family member who lives in a different household. If the answer is 'Yes', ask if the work was done for pay in cash or kind. Circle '1' if work was done for pay in cash or kind. Circle '2' if work was not done for any form of pay. If '1' or '2' is circled, continue to the next question. If no work was done by that child in the past week, circle '3' and skip to CL5.
Children aged 5-14
1
Yes, paid
2
Yes, unpaid
3
No
9
Missing
Hours worked in past week
Hours worked in past week
Hours worked in past week
Hours worked in past week
Hours worked in past week
If yes:
Since last (day of the week), about how many hours did he/she do this work for someone who is not a member of this household?
If more than one job, include all hours at all jobs.
Record the estimated number of hours the child spent doing work in the past 7 days and skip to CL6. Make sure the mother or primary caretaker understands what you mean by "SINCE LAST (day of the week)" - specify the name of today's weekday, as you did in the Education Module. If the child works more than one such job, include the total hours spent doing such work in all jobs.
Children aged 5-14
98
DK
99
Missing
Worked in past year
Worked in past year
Worked in past year
Worked in past year
Worked in past year
At any time during the past year, did (name) do any kind of work for someone who is not a member of this household? If yes: For pay in cash or kind?
CL5 is essentially the same question as CL3; this time the reference period is 1 year rather than the last 1 week. Continue with the next question after you have circled the response to this question.
Children aged 5-14
1
Yes, paid
2
Yes, unpaid
3
No
9
Missing
Helped with household chores in past week
Helped with household chores in past week
Helped with household chores in past week
Helped with household chores in past week
Helped with household chores in past week
During the past week, did (name) help with household chores such as shopping, collecting firewood, cleaning, fetching water, or caring for children?
As was explained in CL3, 'the past week' refers to the 7 days preceding the interview day. Circle '1' if 'Yes', and continue to the next question. If 'No', circle '2' and skip to CL8.
Children aged 5-14
1
Yes
2
No
9
Missing
Hours spent on chores in past week
Hours spent on chores in past week
Hours spent on chores in past week
Hours spent on chores in past week
Hours spent on chores in past week
If yes:
Since last (day of the week), about how many hours did he/she spend doing these chores?
Insert the estimated number of hours the child spent doing household chores in the past 7 days. Make sure the mother/primary caretaker understands what you mean by 'since last (day of the week)' - specify the name of today's weekday, just as you did for CL4.
Children aged 5-14
98
DK
99
Missing
Did other family work in past week
Did other family work in past week
Did other family work in past week
Did other family work in past week
Did other family work in past week
During the past week, did (name) do any other family work (on the farm or in a business or selling goods in the street?)
As was explained in CL6, 'the past week' refers to the 7 days preceding the interview day. 'Other family work' means any work done other than household chores/housekeeping to help with family income generation or subsistence production. This may include raising livestock belonging to the household or working in a family business. Circle '1' if 'Yes', and continue to the next question. If 'No', circle '2' and go to the next line, corresponding to the next eligible child aged 5-14 years.
Children aged 5-14
1
Yes
2
No
9
Missing
Hours worked on other family work
Hours worked on other family work
Hours worked on other family work
Hours worked on other family work
Hours worked on other family work
If yes:
Since last (day of the week), about how many hours did he/she do this work?
Insert the estimated number of hours worked. Again, make sure the mother/primary caretaker understands what you mean by 'since last (day of the week)' - specify the name of today's weekday, just as you did for CL4 and CL7.
Children aged 5-14
98
DK
99
Missing
Line number from household listing
Line number from household listing
Line number from household listing
Line number from household listing
Line number from household listing
To be administered to caretakers of all children 2 through 9 years old living in the household. For household members below age 2 or above age 9, leave rows blank I would like to ask you if any children in this household aged 2 through 9 has any of the health conditions I am going to mention to you. Line no.
This module is to be administered to the mother or primary caretaker of each child resident in the household aged 2-9 years (this includes those age 2 and age 9). For household members below age 2 or above age 9, rows should be left blank. DA1. Line No: This is the number used to identify each child eligible for this module. You do not need to fill in or do anything in this column since the numbers are already provided. DA2. Child's name: For each child in the household 2-9 years of age, insert the child's name in this column next to his/ her line number (from Household Listing HL1), copying from the Household Listing, column HL2. This is done to prevent confusion during the interview. For all other household members less than 2 years of age or older than 9, leave the space next to their line numbers blank. Now, read the introduction to this module to the mother or primary caretaker of each child by saying: "I WOULD LIKE TO ASK YOU IF ANY CHILD IN THIS HOUSEHOLD AGED 2 THROUGH 9 HAS ANY OF THE HEALTH CONDITIONS I AM GOING TO MENTION TO YOU." Next, ask the following questions DA3 through DA13 about each child, in turn. Ask the entire set of questions about the first child, and then go on to ask about the next child in the list, asking the entire set of questions about the next child, until you have recorded answers for each child listed. In cases when there is more than one mother/primary caretaker for children listed in the module, complete asking questions about the children of the first mother/primary caretaker, then move to the next mother/primary caretaker.
De jure children aged 2-14
Any serious delay sitting, standang or walking
Any serious delay sitting, standang or walking
Any serious delay sitting, standang or walking
Any serious delay sitting, standang or walking
Any serious delay sitting, standang or walking
Compared with other children, does or did (name) have any serious delay in sitting, standing, or walking?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Does he have difficulty seeing in daytime or nightime
Does he have difficulty seeing in daytime or nightime
Does he have difficulty seeing in daytime or nightime
Does he have difficulty seeing in daytime or nightime
Does he have difficulty seeing in daytime or nightime
Compared with other children, does (name) have difficulty seeing, either in the daytime or at night?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Does he apprea to have difficulty hearing
Does he apprea to have difficulty hearing
Does he apprea to have difficulty hearing
Does he apprea to have difficulty hearing
Does he apprea to have difficulty hearing
Does (name) appear to have difficulty hearing? (uses hearing aid, hears with difficulty, completely deaf?)
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written. --- Do not mention the probing questions unless the respondent cannot answer the first question.
De jure children aged 2-14
1
Yes
2
No
9
Missing
When you ask him to do something, does he understand what y
When you ask him to do something, does he understand what y
When you ask him to do something, does he understand what y
When you ask him to do something, does he understand what y
When you ask him to do something, does he understand what y
When you tell (name) to do something, does he/she seem to understand what you are saying?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Does he have difficulty walking or moving
Does he have difficulty walking or moving
Does he have difficulty walking or moving
Does he have difficulty walking or moving
Does he have difficulty walking or moving
Does (name) have difficulty in walking or moving his/her arms or does he/she have weakness and/or stiffness in the arms or legs?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Does he have fits, become rigid or los consciousnes
Does he have fits, become rigid or los consciousnes
Does he have fits, become rigid or los consciousnes
Does he have fits, become rigid or los consciousnes
Does he have fits, become rigid or los consciousnes
Does (name) sometimes have fits, become rigid, or lose consciousness?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Does he learn to do thing like other
Does he learn to do thing like other
Does he learn to do thing like other
Does he learn to do thing like other
Does he learn to do thing like other
Does (name) learn to do things like other children his/her age?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Can says recognizable words
Can says recognizable words
Can says recognizable words
Can says recognizable words
Can says recognizable words
Does (name) speak at all (can he/she make him or herself understood in words; can say any recognizable words)?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written. --- If needed, use the additional probing questions in parentheses, replacing he/she with the appropriate pronoun.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Speech in any way different from normal
Speech in any way different from normal
Speech in any way different from normal
Speech in any way different from normal
Speech in any way different from normal
For 3-9 year olds:
Is (name)'s speech in any way different from normal (not clear enough to be understood by people other than the immediate family)?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written. --- This question should be asked only for children aged 3-9 years (children age 2 should not be asked this question). Check Household Listing, HL5, for the child's age. If the child is 2 years of age, leave the question blank. If needed, use the additional probing questions in parentheses.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Can he name at least one object
Can he name at least one object
Can he name at least one object
Can he name at least one object
Can he name at least one object
For 2 year olds:
Can (name) name at least one object (for example, an animal, a toy, a cup, a spoon)?
Circle '1' for 'Yes' and '2' for 'No' for all questions in this module. Insert the child's name in the question. Read out the entire question as it is written. --- This question should be asked only for children age 2. Check Household Listing, HL5, for the child's age. If the child is 3-9 years old, leave the question blank. If needed, use the additional probing questions in parentheses.
De jure children aged 2-14
1
Yes
2
No
9
Missing
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer name and number:
Enter your own name and identification number provided to you at the time of training.
Children aged 0-4
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor name and number:
Enter your supervisor's name and identification number. You will be provided with your supervisor's identification number as soon as you know who you will be working with.
Children aged 0-4
Day of interview
Day of interview
Day of interview
Day of interview
Day of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Month of interview
Month of interview
Month of interview
Month of interview
Month of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Year of interview
Year of interview
Year of interview
Year of interview
Year of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Area
Area
Area
Area
Area
Area:
Circle the code for area of residence as instructed by your supervisor. This will have been pre-determined; you will not be required to assess whether the household is in an urban or rural area.
Children aged 0-4
1
Urban
2
Rural
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Region:
Children aged 0-4
1
FBiH
2
RS
3
DB
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Region:
Circle the code for region.
Children aged 0-4
1
Unsko-sanski
2
Posavski
3
Tuzlanski
4
Zenicko-dobojski
5
Bosansko-podrinjski
6
Srednje-bosanski
7
Hercegovacko-neretvanski
8
Zapadno-hercegovacki
9
Sarajevo
10
Herceg-bosanski
11
Krajina
12
Posavina
13
Podrinje i SRR
14
Hercegovina
15
Distrikt Brcko
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
After all questionnaires for the household have been completed, fill in the following information: Result of HH interview:
If the Household Questionnaire is completed, circle '1' for 'Completed'. If you have not been able to contact the household after repeated visits, circle '2' for 'Not at home'. If the household refuses to be interviewed, circle '3' for 'Refused'. If you are unable to locate the household or if the dwelling is destroyed, circle '4' for 'HH not found/destroyed'. If you have not been able to complete the Household Questionnaire for another reason, you should circle '6' for 'Other' and specify the reason in the space provided. Some examples of 'Other' codes might be: the household respondent is incapacitated; the questionnaire is partly completed; adult household members were not found at home after repeated visits.
Children aged 0-4
1
Completed
2
Not at home
3
Refused
4
HH not found/destroyed
6
Other
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent to HH questionnaire:
Enter the name and line number (from the Household Listing, columns HL1 and HL2) of the respondent to the Household Questionnaire.
Children aged 0-4
99
Missing
Number of household members
Number of household members
Number of household members
Number of household members
Number of household members
Total number of household members:
Count the number of household members recorded in column HL1 of the Household Listing and enter the total here.
Children aged 0-4
Total eligible women
Total eligible women
Total eligible women
Total eligible women
Total eligible women
No.of women eligible for interview:
Enter the total number of women eligible for interview for the Questionnaire for Individual Women - you will copy this from the row for totals at the bottom of the Household Listing, for HL6.
Children aged 0-4
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
No.of women questionnaires completed:
Once all of the Questionnaires for Individual Women have been completed for a particular household, enter the number completed here.
Children aged 0-4
Total children under 5
Total children under 5
Total children under 5
Total children under 5
Total children under 5
No.of children under age 5:
Enter the total number of children under five eligible for inclusion in the survey from the row for totals at the bottom of the Household Listing, for HL8. You will be using the Questionnaire for Children Under Five to interview the mothers or primary caretakers of these children.
Children aged 0-4
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
No.of under-5 questionnaires completed:
Once all of the Questionnaires for Children Under Five have been completed for a particular household, enter the number completed here.
Children aged 0-4
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk:
Leave this space blank. The data clerk will enter his/her number in the space provided.
Children aged 0-4
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
What is the main source of drinking water for members of your household?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- Circle the code for the most usual source. If several sources are mentioned, probe to determine the most usual source. If the source varies by season, record the source for the season of the interview. Note that the next question is only asked if the response to this question is 'Bottled water'. You should skip WS2 if the response to WS1 is other than 'Bottled water'. If the response is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise, skip to WS3.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
91
Bottled water
96
Other
99
Missing
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
What is the main source of water used by your household for other purposes such as cooking and handwashing?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- This question should only be asked to households that use 'Bottled water' for drinking. Circle the code for the most usual source. If the source varies by season, record the source for the season of the interview. If the most usual source of non-drinking water is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise continue to the next question.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
96
Other
99
Missing
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
How long does it take to go there, get water, and come back?
This question is used to find out how convenient the source of water is to the dwelling. Note that the question is asked for water sources coded as '13-81' and '96' in WS1, or water sources coded as '13-96' in WS2. Fill in the estimated time (in minutes, converting from hours, if necessary) it takes by the usual mode of transport to get to the water source, wait to get water, and get back to the dwelling. Use zero(s) preceding the number if less than 100 minutes (for example, '060' or '005'). Then continue to the next question. If the water source is on the dwelling premises or if water is delivered to the dwelling by a vendor, circle '995' for 'Water on premises' and skip to WS5. If the respondent does not know how long it takes, circle '998' and continue on to the next question.
Children aged 0-4
995
On premises
998
DK
999
Missing
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Who usually goes to this source to fetch the water for your household? Probe: Is this person under age 15? What sex?
Circle code that best describes this person.
The purpose of this question is to find out the age and gender of the person who usually performs the task of hauling water. This will provide an understanding of whether water hauling responsibilities are given to members of a particular sex or age group. Probe: "IS THIS PERSON UNDER AGE 15? WHAT SEX IS THIS PERSON?" Circle the code that corresponds with the response or '8' if the respondent does not know. Adult refers to anyone age 15 or over, regardless of whether he/she is a household member. Child refers to anyone under the age of 15, regardless of whether he/she is a household member.
Children aged 0-4
1
Adult woman
2
Adult man
3
Female child (under 15)
4
Male child (under 15)
8
DK
9
Missing
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Do you treat your water in any way to make it safer to drink?
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle '1' if 'Yes', and continue to the next question. If 'No' or 'DK' (Doesn't know'), circle '2' or '8', respectively, and skip to WS7.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Boil
Boil
Boil
Boil
Boil
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
A
Boil
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
B
Add bleach/chlorine
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
C
Strain it through a cloth
Use water filter
Use water filter
Use water filter
Use water filter
Use water filter
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
D
Use water filter
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
E
Solar disinfection
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
F
Let it stand and settle
Other
Other
Other
Other
Other
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
X
Other
DK
DK
DK
DK
DK
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
Z
DK
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
What kind of toilet facility do members of your household usually use? If "flush" or "pour flush", probe: Where does it flush to?
If necessary, ask permission to observe the facility.
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of this question is to obtain a measure of the cleanliness of the sanitary facility used by the household members. It may be necessary to observe the facility. If so, ask permission to do so. If the respondent answers or it is observed that the household members have no facilities or use the bush or field, enter '95' for 'No facilities or bush or field' and skip to the next module. If any of the flush or pour flush responses (11-15) are given, probe: "WHERE DOES IT FLUSH TO?" Circle the code corresponding to the response given. Definitions of various types of toilet facilities are as follows: A flush toilet uses a cistern or holding tank for flushing water and has a water seal, which is a U-shaped pipe, below the seat or squatting pan that prevents the passage of flies and odours. A pour flush toilet uses a water seal, but unlike a flush toilet, a pour flush toilet uses water poured by hand for flushing (no cistern is used). . '11' - A piped sewer system is a system of sewer pipes, also called sewerage, that is designed to collect human excreta (faeces and urine) and wastewater and remove them from the household environment. Sewerage systems consist of facilities for collection, pumping, treating and disposing of human excreta and wastewater. . '12' - A septic tank is an excreta collection device and is a water-tight settling tank normally located underground, away from the house or toilet. . '13' - A flush/pour flush to pit latrine refers to a system that flushes excreta to a hole in the ground. . '14' - A flush/pour flush to somewhere else refers to excreta being deposited in or nearby the household environment (not into pit, septic tank or sewer); excreta may be flushed to the street, yard/plot, drainage way or other location. . '15' - Flush to unknown place/not sure/DK where should be coded in cases when the respondent knows that the toilet facility is a flush toilet, but does not know where it flushes to. '21' - A ventilated improved pit latrine or VIP is a type of pit latrine that is ventilated by a pipe extending above the latrine roof. The open end of the vent pipe is covered with gauze mesh or fly-proof netting and the inside of the superstructure is kept dark. '22' - A pit latrine with slab uses a hole in the ground for excreta collection and has a squatting slab, platform or seat that is firmly supported on all sides, easy to clean and raised above the surrounding ground level to prevent surface water from entering the pit. '23' - A pit latrine without slab uses a hole in the ground for excreta collection and does not have a squatting slab, platform or seat. An open pit is a rudimentary hole in the ground where excreta is collected. '31' - A composting toilet is a toilet into which excreta and carbon-rich material are added (vegetable wastes, straw, grass, sawdust, ash) and special conditions maintained to produce inoffensive compost. '41' - Bucket refers to the use of a bucket or other container for the retention of faeces (and sometimes urine and anal cleaning material), which is periodically removed for treatment or disposal. '51' - A hanging toilet or hanging latrine is a toilet built over the sea, a river, or other body of water into which excreta drops directly. '95' - No facilities or bush or field includes excreta wrapped and thrown with garbage, the 'cat' method of burying excreta in dirt, defecation in the bush or field or ditch, and defecation into surface water (drainage channel, beach, river, stream or sea).
Children aged 0-4
11
Flush to piped sewer system
12
Flush to septic tank
13
Flush to pit (latrine)
14
Flush to somewhere else
15
Flush to unknown place/not sure/DK where
21
Ventilated Improved Pit latrine (VIP)
22
Pit latrine with slab
23
Pit latrine without slab/open pit
31
Composting toilet
41
Bucket
51
Hanging toilet/hanging latrine
95
No facilities or bush or field
96
Other
99
Missing
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Do you share this facility with other households?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- Circle the code corresponding to the response given. If 'No', go to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
How many households in total use this toilet facility?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- The total number of households using this facility should include the household being interviewed. If less than ten households use this toilet facility, enter the number of households on the line provided. Circle '10' if ten or more households use this toilet facility. Note that '01' is not a valid response (since it means that this is the only this household that uses the facility; if that is the case, you should go back to WS8 and correct the response there). Circle '98' for 'DK' ('Doesn't know').
Children aged 0-4
10
Ten or more households
98
DK
99
Missing
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
What is the mother tongue/native language of the head of this household?
Circle the code corresponding to the answer given. Make sure to get the religion, ethnicity or mother tongue/native language of the household head.
Children aged 0-4
1
Constitutional peoples
2
Others
9
Missing
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
How many rooms in this household are used for sleeping?
This information provides a measure of how crowded the house is, and reflects the socio-economic condition of the household. A room in this case refers to a special area with a permanent partition that is used for sleeping. It is not necessarily the number of rooms in the household that are called 'bedrooms', but rather how many rooms get used for sleeping on a regular basis. Exclude rooms that are used only for sleeping by visitors to the household, but include those rooms that may not be regular 'bedrooms' but may be regularly used by one or more of the household members for sleeping. Enter the number of rooms in this household that are used for sleeping.
Children aged 0-4
99
Missing
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of the dwelling floor:
Record observation.
Circle the correct code for the material of the dwelling floor based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the floor, record the main flooring material (the material that covers the largest amount of floor space).
Children aged 0-4
11
Earth/sand
12
Dung
21
Wood planks
22
Palm/bamboo
31
Parquet or polished wood
32
Vinyl or asphalt strips
33
Ceramic tiles
34
Cement
35
Carpet
96
Other
99
Missing
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of the roof.
Record observation.
Circle the correct code for the material of the dwelling roof, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the roof, record the main roofing material (the material that covers the largest amount of roof).
Children aged 0-4
11
No roof
13
Sod
21
Rustic mat
31
Metal
32
Wood
33
Calamine/cement fiber
34
Ceramic tiles
35
Cement
36
Roofing shingles
96
Other
99
Missing
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of the walls.
Record observation.
Circle the correct code for the material of the dwelling walls, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the walls, record the main wall material (the material that covers the largest amount of wall space).
Children aged 0-4
11
No walls
12
Cane/palm/trunks
13
Dirt
21
Bambo with mud
22
Stone with mud
23
Uncovered adobe
24
Plywood
25
Carton
26
Reused wood
31
Cement
32
Stone with lime/cement
33
Bricks
34
Cement blocks
35
Covered adobe
36
Wood planks/shingles
96
Other
99
Missing
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
What type of fuel does your household mainly use for cooking?
Information on the type of fuel used for cooking is collected as another measure of the socio-economic status of the household. The use of some cooking fuels can also have adverse health consequences. Circle the code corresponding to the answer given. Remember that this question asks about fuel for cooking, not fuel for heating or lighting. If the household uses more than one fuel for cooking, find out which type of fuel is used most often. If electricity, liquid propane gas (LPG), natural gas, or biogas is mainly used, circle '01', '02', '03', or '04', respectively, and skip to HC8. If any fuel other than the pre-coded ones is reported as being the main fuel used for cooking, circle '96' and specify the type of fuel on the line provided. Definitions of some of the types of fuel are as follows: 'Biogas' includes gases produced by fermenting manure in an enclosed pit. 'Lignite' is a derivative of coal that produces more smoke when burned but produces less heat than coal.
Children aged 0-4
1
Electricity
2
Liquid propane gas (LPG)
3
Natural gas
4
Biogas
5
Kerosene
6
Coal/lignite
7
Charcoal
8
Wood
9
Straw/shrubs/grass
10
Animal dung
11
Agricultural crop residue
96
Other
99
Missing
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
In this household, is food cooked on an open fire, an open stove or a closed stove?
Probe for type.
Probe for type of stove and circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '96' and specify the type of stove on the line provided. For 'Closed stove', skip the next question and ask HC8.
Children aged 0-4
1
Open fire
2
Open stove
3
Closed stove
6
Other
9
Missing
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire/stove have a chimney or a hood?
Circle the appropriate response.
Children aged 0-4
1
Yes
2
No
9
Missing
Cooking location
Cooking location
Cooking location
Cooking location
Cooking location
Is the cooking usually done in the house, in a separate building, or outdoors?
Circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '6' and specify on the line provided.
Children aged 0-4
1
In the house
2
In a separate bulding
3
Outdoors
6
Other
9
Missing
Electricity
Electricity
Electricity
Electricity
Electricity
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Radio
Radio
Radio
Radio
Radio
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Television
Television
Television
Television
Television
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Bed
Bed
Bed
Bed
Bed
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stove
Stove
Stove
Stove
Stove
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
PC
PC
PC
PC
PC
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Internet conection
Internet conection
Internet conection
Internet conection
Internet conection
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Aircondition
Aircondition
Aircondition
Aircondition
Aircondition
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Photo camera
Photo camera
Photo camera
Photo camera
Photo camera
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Washer
Washer
Washer
Washer
Washer
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Microvave
Microvave
Microvave
Microvave
Microvave
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Video player
Video player
Video player
Video player
Video player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Watch
Watch
Watch
Watch
Watch
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Bicycle
Bicycle
Bicycle
Bicycle
Bicycle
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Car or truck
Car or truck
Car or truck
Car or truck
Car or truck
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of this household own any land that can be used for agriculture?
Circle the code corresponding to the response given. If 'No', skip to HC13.
Children aged 0-4
1
Yes
2
No
9
Missing
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agricultural land do members of this household own?
If more than 97, record '97'. If unknown, record '98'.
Record the total number of hectares of land owned by all members of the household that can be used for agriculture. If 97 or more hectares (or other units) are owned, record '97'. If unknown, record '98'.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, herds, or farm animals?
Circle the code corresponding to the response given. If 'No', skip to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Number of cattle
Number of cattle
Number of cattle
Number of cattle
Number of cattle
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Goats
Number of Goats
Number of Goats
Number of Goats
Number of Goats
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of sheep
Number of sheep
Number of sheep
Number of sheep
Number of sheep
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of chickens
Number of chickens
Number of chickens
Number of chickens
Number of chickens
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of porks
Number of porks
Number of porks
Number of porks
Number of porks
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of gooses
Number of gooses
Number of gooses
Number of gooses
Number of gooses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of ducs
Number of ducs
Number of ducs
Number of ducs
Number of ducs
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own this dwelling, or do you rent this dwelling?
The following questions are used to assess whether the household is protected, or its members perceive themselves to be protected, from eviction from the home. Read the entire question to the respondent before accepting an answer. Record the response given. Note that the question pertains to the situation at the time of interview. If the respondent or anyone else living in the household owns the dwelling, circle '1' and continue with the next question. If the dwelling is rented, circle '2'. If the household lives in the dwelling without paying rent, if the household is squatting, or if there is another arrangement, circle '3'. If the household does not own the dwelling, skip to HC15D.
Children aged 0-4
1
Own
2
Rent
3
Rentfree/squatter/other
9
Missing
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for this dwelling?
This question is asked to respondents who state that the dwelling is owned by a household member. If the owner has title deeds for the dwelling, circle '1' and skip to HC15F. If not, continue with HC15C.
Children aged 0-4
1
Yes
2
No
9
Missing
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Property tax certification
Property tax certification
Property tax certification
Property tax certification
Property tax certification
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Utility bills
Utility bills
Utility bills
Utility bills
Utility bills
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Other
Other
Other
Other
Other
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling?
This question is asked of all households that do not own the dwelling. Circle the response as 'Yes' ('1') or 'No' ('2'). Do not ask to see the document, if there is one. Make sure to emphasize that the question refers to a 'written' rental contract. If 'Yes', skip to HC15F.
Children aged 0-4
1
Yes
2
No
9
Missing
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Other
Other
Other
Other
Other
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction from this dwelling?
This question is asked of all households, regardless of whether the dwelling is owned or rented by the household, or whether there is any documentation or agreement. Ask the question as it is written and record the response. Note that eviction may refer to justified eviction (as in the cases of non-payment of rent or legal land-taking) or unjustified eviction (eviction without due legal process). If necessary, explain to the respondent that the question refers to either of these cases. Record the respondent's perception of security from eviction.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home at any time during the past 5 years?
Ask the question as it is written and record the response. Note that the question refers not to the respondent, but to all household members. Record 'Yes' if any household members were evicted from their home at any time during the past 5 years.
Children aged 0-4
1
Yes
2
No
9
Missing
Landslide area
Landslide area
Landslide area
Landslide area
Landslide area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
River bank
River bank
River bank
River bank
River bank
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Steep hill
Steep hill
Steep hill
Steep hill
Steep hill
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Railroad
Railroad
Railroad
Railroad
Railroad
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Power plant
Power plant
Power plant
Power plant
Power plant
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flyover
Flyover
Flyover
Flyover
Flyover
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
No windows
No windows
No windows
No windows
No windows
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Insecure door
Insecure door
Insecure door
Insecure door
Insecure door
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Corridor
Corridor
Corridor
Corridor
Corridor
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Pantry
Pantry
Pantry
Pantry
Pantry
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Cellar
Cellar
Cellar
Cellar
Cellar
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Attic
Attic
Attic
Attic
Attic
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Woodshed
Woodshed
Woodshed
Woodshed
Woodshed
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Garage
Garage
Garage
Garage
Garage
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Does your dwelling have the lack of adequate heating facilities?
Children aged 0-4
1
Yes
2
No
9
Missing
Labor status
Labor status
Labor status
Labor status
Labor status
How would you describe employment status of the head of your household?
Children aged 0-4
1
Employed by employer(in private or public sector)
2
Carrying out independent activity, profession (has own busin
3
Seasonal worker
4
Supporting member in family enterprise, shop, farm
5
Housewife
6
Student/pupil
7
Pensioner
8
Unemployed (couldn't find job, don't want to work)
9
Military service
10
Incapable to work
Mother's education level
Mother's education level
Mother's education level
Mother's education level
Mother's education level
Recoded variable
Children aged 0-4
1
None
2
Primary
3
Secondary
4
Higher and University
5
Non-standard curriculum
9
Missing/DK
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Variable used for calculation of sample weights
Children aged 0-4
1
Hosehold with children under 5
2
Other households
Mother's line number
Mother's line number
Mother's line number
Mother's line number
Mother's line number
Recoded variable
De jure household members (usual residents)
Father's line number
Father's line number
Father's line number
Father's line number
Father's line number
Recoded variable
De jure household members (usual residents)
Father's education level
Father's education level
Father's education level
Father's education level
Father's education level
Recoded variable
De jure household members (usual residents)
1
None
2
Primary
3
Secondary
4
Higher and University
5
Non-standard curriculum
6
Father not at home
9
Missing/DK
Head's education level
Head's education level
Head's education level
Head's education level
Head's education level
Recoded variable
De jure household members (usual residents)
1
None
2
Primary
3
Secondary
4
Higher and University
5
Non-standard curriculum
9
Missing/DK
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Recoded variable
Children aged 0-4
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Recoded variable
Children aged 0-4
1
Poorest
2
Second
3
Middle
4
Fourth
5
Richest
Household sample weight
Household sample weight
Household sample weight
Household sample weight
Household sample weight
Recoded variable
De jure household members (usual residents)
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number
We are from FBiH Public Health Institute/Ministry of Health and Social Welfare Republika Srpska. We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about 45 minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. During this time I would like to speak with the household head and all mothers or others who take care of children in the household. May I start now? If permission is given, begin the interview. Cluster number:
Enter the cluster number as instructed by your supervisor.
Children aged 0-4
Unique identifier for the cluster in which the household exists
Household number
Household number
Household number
Household number
Household number
Household number:
Enter the household number as instructed by your supervisor.
Children aged 0-4
Houshold number within the cluster
Line number
Line number
Line number
Line number
Line number
Child's line number:
Children aged 0-4
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number:
Enter the cluster number from the Household Questionnaire, question HH1.
Women aged 15-49
Household number
Household number
Household number
Household number
Household number
Household number:
Enter the household number from the Household Questionnaire, question HH2.
Women aged 15-49
Woman's line number
Woman's line number
Woman's line number
Woman's line number
Woman's line number
Woman's Line Number:
Enter the woman's line number from the Household Questionnaire, column HL1 of the Household Listing.
Women aged 15-49
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer name and number:
Enter your own name and identifying number. You will be provided with these identification numbers at the time of training.
Women aged 15-49
Day of interview
Day of interview
Day of interview
Day of interview
Day of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household to interview the woman again, revise and enter the final date of interview. In other words, the date here should be the date when you have either completed the woman's questionnaire, or when the interview has not been conducted but it has been decided that there will be no more attempts to interview the eligible woman.
Women aged 15-49
Month of interview
Month of interview
Month of interview
Month of interview
Month of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household to interview the woman again, revise and enter the final date of interview. In other words, the date here should be the date when you have either completed the woman's questionnaire, or when the interview has not been conducted but it has been decided that there will be no more attempts to interview the eligible woman.
Women aged 15-49
Year of interview
Year of interview
Year of interview
Year of interview
Year of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household to interview the woman again, revise and enter the final date of interview. In other words, the date here should be the date when you have either completed the woman's questionnaire, or when the interview has not been conducted but it has been decided that there will be no more attempts to interview the eligible woman.
Women aged 15-49
Result of women 's interview
Result of women 's interview
Result of women 's interview
Result of women 's interview
Result of women 's interview
Result of women's interview
Complete this question once you have concluded the interview with the woman. Circle the code corresponding to the result of the interview. If the questionnaire is completed, circle '1' for 'Completed'. If you have not been able to contact the woman after repeated visits, circle '2' for 'Not at home'. If the woman refuses to be interviewed, circle '3' for 'Refused'. If you were able to only partly complete the questionnaire, circle '4' for 'Partly completed'. If the woman is incapacitated, circle '5'. If you have not been able to complete this questionnaire for another reason, you should circle '6' for 'Other' and specify the reason in the space provided. Make every attempt to carry out the woman's interview in privacy. Ask all other household members or anyone else who is present (including male members of the survey team) to leave in a courteous manner. If the respondent is a mother/caretaker, ask her to collect all the birth certificates and health/ immunization cards she has for her children or the children she cares for before you begin the interview. You will need these when you go on to interview her about her children under age five. Repeat greeting if not already read to this woman: "WE ARE FROM (country-specific affiliation). WE ARE WORKING ON A PROJECT CONCERNED WITH FAMILY HEALTH AND EDUCATION. I WOULD LIKE TO TALK TO YOU ABOUT THIS. THE INTERVIEW WILL TAKE ABOUT (number) MINUTES. ALL THE INFORMATION WE OBTAIN WILL REMAIN STRICTLY CONFIDENTIAL AND YOUR ANSWERS WILL NEVER BE IDENTIFIED. ALSO, YOU ARE NOT OBLIGED TO ANSWER ANY QUESTION YOU DON'T WANT TO, AND YOU MAY WITHDRAW FROM THE INTERVIEW AT ANY TIME. MAY I START NOW?" As with the similar sentence at the beginning of the Household Questionnaire, you may change the wording of these introductory sentences as appropriate. You must make sure, however, to include the following when you are introducing yourself: The name of the implementing agency; the topic of the survey; approximate duration of the interview; the issue of confidentiality; and with whom you would like to speak. If permission is given, begin the interview. If the respondent does not agree to continue, thank her and go on to the next interview. Later, discuss the refusal with your supervisor; you or another person from the team may attempt to interview the woman for a second time. This will depend on your description of the refusal. However, remember that a woman's participation in the survey must be on a voluntary basis, and potential respondents must never be forced to participate.
Women aged 15-49
1
Completed
2
Not at home
3
Refused
4
Partly completed
5
Incapacitated
6
Other
Month of birth of woman
Month of birth of woman
Month of birth of woman
Month of birth of woman
Month of birth of woman
Repeat greeting if not already read to this woman: We are from (COUNTRY-SPECIFIC AFFILIATION). We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about (NUMBER) minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. Also, you are not obliged to answer any question you don't want to, and you may withdraw from the interview at any time. May I start now? If permission is given, begin the interview. If the woman does not agree to continue, thank her, complete WM7, and go to the next interview. Discuss this result with your supervisor for a future revisit.
In what month and year were you born?
Age (WM8 or WM9) is one of the most important questions in the interview, since almost all analysis of the data depends on the respondent's age. This question must be asked independently of the information on the Household Questionnaire. Even if you already asked the respondent her age when you were completing the Household Questionnaire, you must ask again for her date of birth and age on the Questionnaire for Individual Women. --- If the respondent knows her date of birth, write it in the appropriate spaces for 'Month' and 'Year'. You will need to convert the month into numbers. For this, January is '01', February is '02', March is '03', etc. If the month or day contains only one digit, use a leading zero to fill in the first space. For example, the month of March is coded as '03'. If she does not know her month of birth, circle '98' for 'DK month' and ask her for the year of her birth. If she knows the year, write it in the spaces for 'Year'. Try under all circumstances to obtain at least the year of birth. If the respondent is unable to provide this information, ask whether she has any documentation such as an identification card, horoscope, or a birth or baptismal certificate that might give her date of birth. If such documentation is available, ask the woman if the information on the document(s) is correct. Only when it is absolutely impossible to even estimate the year of birth should you circle '9998' for 'DK year'.
Women aged 15-49
97
Inconsistent
98
DK
99
Missing
Year of birth of woman
Year of birth of woman
Year of birth of woman
Year of birth of woman
Year of birth of woman
Repeat greeting if not already read to this woman: We are from (COUNTRY-SPECIFIC AFFILIATION). We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about (NUMBER) minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. Also, you are not obliged to answer any question you don't want to, and you may withdraw from the interview at any time. May I start now? If permission is given, begin the interview. If the woman does not agree to continue, thank her, complete WM7, and go to the next interview. Discuss this result with your supervisor for a future revisit.
In what month and year were you born?
Age (WM8 or WM9) is one of the most important questions in the interview, since almost all analysis of the data depends on the respondent's age. This question must be asked independently of the information on the Household Questionnaire. Even if you already asked the respondent her age when you were completing the Household Questionnaire, you must ask again for her date of birth and age on the Questionnaire for Individual Women. --- If the respondent knows her date of birth, write it in the appropriate spaces for 'Month' and 'Year'. You will need to convert the month into numbers. For this, January is '01', February is '02', March is '03', etc. If the month or day contains only one digit, use a leading zero to fill in the first space. For example, the month of March is coded as '03'. If she does not know her month of birth, circle '98' for 'DK month' and ask her for the year of her birth. If she knows the year, write it in the spaces for 'Year'. Try under all circumstances to obtain at least the year of birth. If the respondent is unable to provide this information, ask whether she has any documentation such as an identification card, horoscope, or a birth or baptismal certificate that might give her date of birth. If such documentation is available, ask the woman if the information on the document(s) is correct. Only when it is absolutely impossible to even estimate the year of birth should you circle '9998' for 'DK year'.
Women aged 15-49
9997
Inconsistent
9998
DK
9999
Missing
Age of woman
Age of woman
Age of woman
Age of woman
Age of woman
How old were you at your last birthday?
Age (WM8 or WM9) is one of the most important questions in the interview, since almost all analysis of the data depends on the respondent's age. This question must be asked independently of the information on the Household Questionnaire. Even if you already asked the respondent her age when you were completing the Household Questionnaire, you must ask again for her date of birth and age on the Questionnaire for Individual Women. --- Enter her age in completed years, that is, her age at her last birthday. If she knows her age, write it in the space provided. If she does not know the answer to either of these two questions, probe for clues that might indicate her age. Ask how old she was when she was first married or first gave birth. Try to find out how long ago she got married or had her first child. (You may be able to find out the age of her oldest child if the child is still living. You may be able to relate her age to someone else in the household whose age is known. You may be able to determine her age based on how old she was when an important event occurred, and the number of years that have elapsed since.) You MUST fill in this information. Do not leave this blank. Finally, before moving on to the next question, verify that the respondent is indeed eligible. If the woman is younger than 15 or older than 49, you have to terminate the interview. Do this tactfully by asking two or three more questions and then thank the respondent for her cooperation; write 'INELIGIBLE' on the cover page of the questionnaire, and correct the age and eligibility information for this woman on the cover page and in Columns HL5 and HL6 of the Household Questionnaire.
Women aged 15-49
Have you ever attended school
Have you ever attended school
Have you ever attended school
Have you ever attended school
Have you ever attended school
Have you ever attended school?
Questions WM10-WM14 are about the educational attainment and literacy of the woman. Note that you will have collected some of this information on the woman in the Education module of the Household Questionnaire, either from another household member or from the woman herself. You should still ask these questions. You will be collecting slightly different information with these questions. --- Circle the code corresponding to the response given. If 'No', skip to WM14. Otherwise, continue on to the next question. The term 'school' includes primary, secondary and post-secondary schooling, as well as any other intermediate levels of schooling in the formal school system. It also includes technical or vocational training beyond the primary-school level, such as long-term courses in mechanics or secretarial work. Schools that carry out non-standard curriculum are also included here. Ensure that the woman understands what is meant by 'non-standard curriculum'. A non-standard curriculum includes religious schools, such as Koranic schools, that do not teach a full, standard school curriculum. If a school teaches religious courses but also includes the standard curriculum - such as many Catholic schools - it would be coded as a standard school.
Women aged 15-49
1
Yes
2
No
9
Missing
What is the highest level of school you attended
What is the highest level of school you attended
What is the highest level of school you attended
What is the highest level of school you attended
What is the highest level of school you attended
What is the highest level of school you attended: primary, secondary, or higher?
Questions WM10-WM14 are about the educational attainment and literacy of the woman. Note that you will have collected some of this information on the woman in the Education module of the Household Questionnaire, either from another household member or from the woman herself. You should still ask these questions. You will be collecting slightly different information with these questions. --- Circle the code corresponding to the highest level ever attended, regardless of whether or not the year was completed. For example, if she attended Form/Year 1 of secondary school for only 2 weeks, record 'Secondary'.
Women aged 15-49
1
Primary
2
Secondary
3
Higher
4
University
6
Non-standard curriculum
9
Missing
What is the highest grade completed at that level
What is the highest grade completed at that level
What is the highest grade completed at that level
What is the highest grade completed at that level
What is the highest grade completed at that level
What is the highest grade you completed at that level?
Questions WM10-WM14 are about the educational attainment and literacy of the woman. Note that you will have collected some of this information on the woman in the Education module of the Household Questionnaire, either from another household member or from the woman herself. You should still ask these questions. You will be collecting slightly different information with these questions. --- For this question, record the number of years that the respondent successfully completed at that level recorded in WM11. For example, if a woman was attending grade 3 of secondary school and left school before completing that year, record '02'. Although grade 3 was the highest year she attended, she completed 2 years of secondary school. If less than 1 year, record '00' for completed years. For example, if she attended only 2 weeks of grade 1 of secondary school, record '00' for completed years.
Women aged 15-49
97
Inconsistent
98
DK
99
Missing
Can read part of the sentence
Can read part of the sentence
Can read part of the sentence
Can read part of the sentence
Can read part of the sentence
Check WM11: Secondary or higher. Go to Next Module Primary or non-standard curriculum. Continue with WM14
Now I would like you to read this sentence to me. Show sentences to respondent. If respondent cannot read whole sentence, probe: Can you read part of the sentence to me?
Example sentences for literacy test: 1. The child is reading a book. 2. The rains came late this year. 3. Parents must care for their children. 4. Farming is hard work
Questions WM10-WM14 are about the educational attainment and literacy of the woman. Note that you will have collected some of this information on the woman in the Education module of the Household Questionnaire, either from another household member or from the woman herself. You should still ask these questions. You will be collecting slightly different information with these questions. --- If the respondent attended secondary school or a higher level, check the corresponding box and go to the next module. If the highest level the respondent attended was primary school, check the appropriate box and continue to WM14. To ascertain whether women are literate or not, you will be showing women you interview cards with pre-printed sentences on them, and asking women to read them. Note that this question will be asked only to women who have not attended school, or did not attend school beyond the primary level. We assume that women who have attended secondary school or higher are literate. However, it is also known that some women who have attended or even completed primary school may be functionally illiterate. Therefore, we need to ask this question to such women. Based on your knowledge of the respondent, choose the card with the language in which the respondent is likely to be able to read if she is literate. Show the first sentence on the card to the respondent. Give the respondent enough time to read the sentence; do not rush her. If the respondent cannot read the whole sentence, probe: "CAN YOU READ PART OF THE SENTENCE TO ME?" Record whether the respondent was not able to read the sentence at all, was able to read only parts of the sentence, or was able to read the whole sentence. If the respondent asks for the sentences in another language and you were provided a card with sentences in that language, show the respondent the appropriate card. If there is no card with sentences in the language required, circle '4', and specify the language. If the respondent is blind/mute or visually/speech impaired, circle '5'. It is important to avoid the problem of having other respondents in the household overhear the sentence being read. Subsequent respondents in the household might be able to repeat the sentence when they are interviewed, even if they are unable to read. If there is a second eligible woman in the household, show her the second sentence on the card. Show the third respondent the third sentence on the card, and the fourth respondent the fourth sentence. If there are more than five respondents, start again with the first sentence on the card.
Women aged 15-49
1
Cannot read at all
2
Able to read only parts of sentence
3
Able to read whole sentence
4
Required language
5
Blind/visually impaired
9
Missing
Ever given birth
Ever given birth
Ever given birth
Ever given birth
Ever given birth
Now i would like to ask about all the births you have had during your life. Have you ever given birth? If "No" probe by asking: I mean, to a child who ever breathed or cried or showed other signs of life - even if he or she lived only a few minutes or hours?
This module is to be administered to all eligible women age 15-49. All questions refer only to live births. These questions are used to collect information about all births the woman has ever had (including births from earlier marriages). The answers are used to estimate childhood mortality rates. It is important that the respondent understands which events to include in these reports. We want to know about all of the woman's natural births, even if the child no longer lives with her and even if the child is no longer alive. We want to know about children who were born alive - ever breathed or cried or showed other signs of life - even if they lived only a few minutes or hours. We do not want you to record any stillbirths (children who were born dead), or miscarriages, or children adopted by the woman, or children of her present husband born to another wife (to whom the respondent herself did not give birth). The first question of the module is used to determine if the rest of the module and several subsequent modules should be administered to this woman. If the answer is 'Yes', circle '1', and continue with the next question. If the woman says she has never given birth, read out the probe to make sure the woman understands the meaning of 'birth', as described during your training. Explain:" I MEAN, TO A CHILD WHO EVER BREATHED OR CRIED OR SHOWED OTHER SIGNS OF LIFE - EVEN IF HE OR SHE LIVED ONLY A FEW MINUTES OR HOURS?" If her answer is still 'No', skip directly to the Marriage/Union module.
Women aged 15-49
1
Yes
2
No
Day of last birth
Day of last birth
Day of last birth
Day of last birth
Day of last birth
Of these (total number) births you have had, when did you deliver the last one (even if he or she has died)?
If day is not known, enter '98' in space for day.
This question is used to ascertain the woman's eligibility for the subsequent two modules. Enter the date of the woman's most recent birth, even if the child is no longer alive, in the space provided. If the child has died, take special care when referring to this child by name in the following modules. If the woman does not remember the day of birth, you may enter '98' to the space provided for 'Day'. Note that you MUST obtain exact information on the month and year of the last birth; '98' is not allowed for month and year.
Women aged 15-49
97
Inconsistent
98
DK
99
Missing
Month of last birth
Month of last birth
Month of last birth
Month of last birth
Month of last birth
Of these (total number) births you have had, when did you deliver the last one (even if he or she has died)?
This question is used to ascertain the woman's eligibility for the subsequent two modules. Enter the date of the woman's most recent birth, even if the child is no longer alive, in the space provided. If the child has died, take special care when referring to this child by name in the following modules. If the woman does not remember the day of birth, you may enter '98' to the space provided for 'Day'. Note that you MUST obtain exact information on the month and year of the last birth; '98' is not allowed for month and year.
Women aged 15-49
97
Inconsistent
98
DK
99
Missing
Year of last birth
Year of last birth
Year of last birth
Year of last birth
Year of last birth
Of these (total number) births you have had, when did you deliver the last one (even if he or she has died)?
This question is used to ascertain the woman's eligibility for the subsequent two modules. Enter the date of the woman's most recent birth, even if the child is no longer alive, in the space provided. If the child has died, take special care when referring to this child by name in the following modules. If the woman does not remember the day of birth, you may enter '98' to the space provided for 'Day'. Note that you MUST obtain exact information on the month and year of the last birth; '98' is not allowed for month and year.
Women aged 15-49
9997
Inconsistent
9998
DK
9999
Missing
Live birth in last 2 years
Live birth in last 2 years
Live birth in last 2 years
Live birth in last 2 years
Live birth in last 2 years
Check CM11: Did the woman's last birth occur within the last 2 years, that is, since (day and month of interview in 2003)? If child has died, take special care when referring to this child by name in the following modules. No live birth in last 2 years. Go to MARRIAGE/UNION module. Yes, live birth in last 2 years. Continue with CM13 Name of child_______________________
If the respondent's last birth occurred in the last 2 years, enter the name of the child on the line provided and check the box marked 'Yes'. Then continue with CM13. If the respondent's last birth did not occur in the last 2 years, check the box marked 'No' and go to the Marriage/Union module.
Women aged 15-49
N
No
Y
Yes
Antenatal care: Doctor
Antenatal care: Doctor
Antenatal care: Doctor
Antenatal care: Doctor
Antenatal care: Doctor
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
A
Doctor
Antenatal care: Nurse/midwife
Antenatal care: Nurse/midwife
Antenatal care: Nurse/midwife
Antenatal care: Nurse/midwife
Antenatal care: Nurse/midwife
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
B
Nurse/midwife
Antenatal care: Auxilary midwife
Antenatal care: Auxilary midwife
Antenatal care: Auxilary midwife
Antenatal care: Auxilary midwife
Antenatal care: Auxilary midwife
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
C
Auxiliary/midwife
Antenatal care: Traditional birth attendant
Antenatal care: Traditional birth attendant
Antenatal care: Traditional birth attendant
Antenatal care: Traditional birth attendant
Antenatal care: Traditional birth attendant
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
F
Traditional birth attendance
Antenatal care: Community health worker
Antenatal care: Community health worker
Antenatal care: Community health worker
Antenatal care: Community health worker
Antenatal care: Community health worker
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
G
Community/health worker
Antenatal care: Relative/friend
Antenatal care: Relative/friend
Antenatal care: Relative/friend
Antenatal care: Relative/friend
Antenatal care: Relative/friend
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
H
Relative/friend
Antenatal care: Other
Antenatal care: Other
Antenatal care: Other
Antenatal care: Other
Antenatal care: Other
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
X
Other
Antenatal care: No one
Antenatal care: No one
Antenatal care: No one
Antenatal care: No one
Antenatal care: No one
Did you see anyone for antenatal care for this pregnancy? If yes: Whom did you see? Anyone else?
Probe for the type of person seen and circle all answers given.
Antenatal care check-ups help to detect problems associated with pregnancy and delivery. All pregnant women should have routine check-ups. This question refers to any antenatal care received during the pregnancy - a check specifically for the pregnancy and not for other reasons. This is a three-part question. First, ask if she saw anyone for antenatal care for this pregnancy. Then, if the woman answers 'Yes', you must ask whom she saw for the check-up. Finally, ask if she saw more than one person and record all persons seen. If you are unsure how to code a person mentioned, write the words used to describe the person in the space provided 'Other' and circle 'X'. If she saw no one for antenatal checks, circle 'Y' and skip to MN7. Doctors, nurses, midwives and auxiliary nurse midwives are skilled health personnel who have midwifery skills to manage normal deliveries and diagnose or refer obstetric complications. 'Traditional birth attendants' may be trained or untrained. If the woman gives the name of a health facility, ask her to tell you who she saw there.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
Y
No one
Weighed
Weighed
Weighed
Weighed
Weighed
As part of your antenatal care, were any of the following done at least once? Were you weighed?
Ask about each procedure and record the response before asking about the next one. Circle '1' for 'Yes', or '2' for 'No' in each case. It may be necessary to explain some of the procedures. We want to know whether each of the procedures listed was performed during any of the antenatal check-ups during her last pregnancy. It does not matter if they were performed only once or more than once, or performed in the same visit or spread over several visits. The question asks for the following procedures: A. WERE YOU WEIGHED?
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
9
Missing
Blood pressure measured
Blood pressure measured
Blood pressure measured
Blood pressure measured
Blood pressure measured
As part of your antenatal care, were any of the following done at least once? Was your blood pressure measured?
Ask about each procedure and record the response before asking about the next one. Circle '1' for 'Yes', or '2' for 'No' in each case. It may be necessary to explain some of the procedures. We want to know whether each of the procedures listed was performed during any of the antenatal check-ups during her last pregnancy. It does not matter if they were performed only once or more than once, or performed in the same visit or spread over several visits. The question asks for the following procedures: B. WAS YOUR BLOOD PRESSURE MEASURED? Blood pressure is measured with a medical instrument. A rubber cuff is wrapped around a person's upper arm and is inflated. While slowly releasing air from the cuff, the person measuring the blood pressure listens to the pulsing of the blood vessels with a stethoscope to determine the pressure.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
9
Missing
Urine sample
Urine sample
Urine sample
Urine sample
Urine sample
As part of your antenatal care, were any of the following done at least once? Did you give a urine sample?
Ask about each procedure and record the response before asking about the next one. Circle '1' for 'Yes', or '2' for 'No' in each case. It may be necessary to explain some of the procedures. We want to know whether each of the procedures listed was performed during any of the antenatal check-ups during her last pregnancy. It does not matter if they were performed only once or more than once, or performed in the same visit or spread over several visits. The question asks for the following procedures: C. DID YOU GIVE A URINE SAMPLE?
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
9
Missing
Blood sample
Blood sample
Blood sample
Blood sample
Blood sample
As part of your antenatal care, were any of the following done at least once? Did you give a blood sample?
Ask about each procedure and record the response before asking about the next one. Circle '1' for 'Yes', or '2' for 'No' in each case. It may be necessary to explain some of the procedures. We want to know whether each of the procedures listed was performed during any of the antenatal check-ups during her last pregnancy. It does not matter if they were performed only once or more than once, or performed in the same visit or spread over several visits. The question asks for the following procedures: D. DID YOU GIVE A BLOOD SAMPLE? A blood sample may be taken from the woman's fingertip or from a vein (usually from a vein near the elbow or on the wrist). The blood sample is used to test for various diseases, such as anaemia, parasite infestations or infectious diseases.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
9
Missing
Counseled about AIDS or the AIDS virus
Counseled about AIDS or the AIDS virus
Counseled about AIDS or the AIDS virus
Counseled about AIDS or the AIDS virus
Counseled about AIDS or the AIDS virus
During any of the antenatal visits for the pregnancy, were you given any information or counseled about AIDS or the AIDS virus?
We want to know if someone spoke with the respondent about AIDS or the AIDS virus during any of her antenatal care visits. This covers topics such as babies getting the AIDS virus, things that you can do to prevent getting the AIDS virus, or getting tests for the AIDS virus. It does not matter whether the topic was discussed only once or more than once, or discussed in one visit or over several visits.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
8
DK
9
Missing
Tested for HIV/AIDS
Tested for HIV/AIDS
Tested for HIV/AIDS
Tested for HIV/AIDS
Tested for HIV/AIDS
I don't want to know the results, but were you tested for HIV/AIDS as part of your antenatal care?
Be clear to the respondent that you are not asking to know the results of the test, simply whether or not she was tested. Circle the code corresponding to the response. If the answer is 'No' or 'DK', skip to MN7.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
8
DK
9
Missing
Received result of HIV test
Received result of HIV test
Received result of HIV test
Received result of HIV test
Received result of HIV test
I don't want to know the results, but did you get the results of the test?
Sometimes people are tested for the AIDS virus but are not told whether or not they have the virus, or do not go to get the results. Be clear to the respondent that you are not asking to know the results of the test, simply whether or not she knows the results of the test. Circle the code corresponding to the response.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
8
DK
9
Missing
Assistance at delivery: Doctor
Assistance at delivery: Doctor
Assistance at delivery: Doctor
Assistance at delivery: Doctor
Assistance at delivery: Doctor
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
A
Doctor
Assistance at delivery: Nurse/midwife
Assistance at delivery: Nurse/midwife
Assistance at delivery: Nurse/midwife
Assistance at delivery: Nurse/midwife
Assistance at delivery: Nurse/midwife
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
B
Nurse/midwife
Assistance at delivery: Auxiliary midwife
Assistance at delivery: Auxiliary midwife
Assistance at delivery: Auxiliary midwife
Assistance at delivery: Auxiliary midwife
Assistance at delivery: Auxiliary midwife
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
C
Auxiliary/midwife
Assistance at delivery: Traditional birth attendant
Assistance at delivery: Traditional birth attendant
Assistance at delivery: Traditional birth attendant
Assistance at delivery: Traditional birth attendant
Assistance at delivery: Traditional birth attendant
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
F
Traditional birth attendance
Assistance at delivery: Community health worker
Assistance at delivery: Community health worker
Assistance at delivery: Community health worker
Assistance at delivery: Community health worker
Assistance at delivery: Community health worker
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
G
Community/health worker
Assistance at delivery: Relative/friend
Assistance at delivery: Relative/friend
Assistance at delivery: Relative/friend
Assistance at delivery: Relative/friend
Assistance at delivery: Relative/friend
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
H
Relative/friend
Assistance at delivery: Other
Assistance at delivery: Other
Assistance at delivery: Other
Assistance at delivery: Other
Assistance at delivery: Other
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
X
Other
Assistance at delivery: No one
Assistance at delivery: No one
Assistance at delivery: No one
Assistance at delivery: No one
Assistance at delivery: No one
Who assisted with the delivery of your last child (name)? Anyone else?
Probe for the type of person assisting and circle all answers given.
When asking this question, be sure to use the name of the child you are referring to, so that there is no confusion. Probe for the type of person who assisted with the delivery. If the woman is not sure of the status of the person who attended the delivery, for example, if she doesn't know whether the attendant was a midwife or a traditional birth attendant, probe further. Circle the codes corresponding to all persons assisting at the delivery. If you are unsure where to code a person mentioned, write it in the space provided 'Other' and circle 'X'. If no one attended the delivery, circle 'Y'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
?
Missing
Y
No one
Place of delivery
Place of delivery
Place of delivery
Place of delivery
Place of delivery
Where did you give birth to (NAME)?
If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code.
The intent of this question is to identify births delivered in a health facility. If the woman gave birth in a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the place is in the public (run by the government) or private sector. If the place is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle '26'. Similarly, if the place is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle '36'. If the respondent answers that she delivered in another place not listed, write the description of the place in the space provided for 'Other' and circle '96'. Then write the name of the place in the space provided on the questionnaire 'Name of place' and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response. Places that are not health facilities, other than home, should also be coded as 'Other' and described.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
11
Resondent's home
12
Other home
21
Government hospital
22
Government clinic/health center
26
Other public
31
Private hospital
32
Private clinic
33
Private maternity home
36
Other private medical
96
Other
99
Missing
Size of child at birth
Size of child at birth
Size of child at birth
Size of child at birth
Size of child at birth
When your last child (name) was born, was he/she very large, larger than average, average, smaller than average, or very small?
Low-birthweight babies are at higher risk of serious illness or death than other babies. Mothers are asked to give the baby's birthweight, but since some babies are not weighed at birth, a mother's subjective assessment of the baby's size at birth is important. When the information from women who answer these questions is analysed, we can obtain an indication of what women mean by these subjective categories. This information can provide an estimate of the average birthweight. Read the entire question exactly as written before accepting an answer. This is the woman's own opinion about the size of her baby. Even if she knows the child's birthweight, tell her that you want to know her own idea of whether the baby was very large, larger than average, average, smaller than average or very small. If the respondent is unable to tell you, do not try to guess the answer based on the birthweight information or the appearance of the baby; circle '8' for 'DK'. In cases when the woman knows the birthweight of the baby and tells you the exact weight, do not use your judgement to influence her response in MN9. In other words, even if the woman tells you that her baby was smaller than average while the birthweight she is stating is quite large in your opinion, do not probe further to 'correct' the woman's perception of the size of the baby.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Very large
2
Larger than average
3
Average
4
Smaller than average
5
Very small
8
DK
9
Missing
Child weighed at birth
Child weighed at birth
Child weighed at birth
Child weighed at birth
Child weighed at birth
Was (name) weighed at birth?
Circle the code corresponding to the response given. If the baby was not weighed at birth or the mother doesn't know, skip to MN12.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
8
DK
9
Missing
Weight from card or recall
Weight from card or recall
Weight from card or recall
Weight from card or recall
Weight from card or recall
How much did (name) weigh?
Record weight from health card, if available.
Ask the woman to show you her (or the child's) health card, if available. Record the birthweight in kilograms. If the weight is 'From card' or is recorded on another written document (such as a vaccination card, antenatal card or birth certificate), circle '1' and record the weight in the corresponding space. If the birthweight is reported by the mother, but no card or document is available, circle '2' for 'From recall' and record the weight in the corresponding space. Fill in the weight only once. Use zeros to fill in all digits if necessary. For example, if the woman tells you that the baby was 3.5 kilograms at birth; enter the information as '3.500'. Always record the birthweight from the card when possible. If there is no card, and the mother cannot remember the exact weight, record her best estimate. Only circle '99998' for 'DK' if she absolutely cannot remember even the approximate weight.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Card
2
Recall
7
Inconsistent
9
Missing
Weight at birth (Kilograms)
Weight at birth (Kilograms)
Weight at birth (Kilograms)
Weight at birth (Kilograms)
Weight at birth (Kilograms)
How much did (name) weigh?
Record weight from health card, if available.
Ask the woman to show you her (or the child's) health card, if available. Record the birthweight in kilograms. If the weight is 'From card' or is recorded on another written document (such as a vaccination card, antenatal card or birth certificate), circle '1' and record the weight in the corresponding space. If the birthweight is reported by the mother, but no card or document is available, circle '2' for 'From recall' and record the weight in the corresponding space. Fill in the weight only once. Use zeros to fill in all digits if necessary. For example, if the woman tells you that the baby was 3.5 kilograms at birth; enter the information as '3.500'. Always record the birthweight from the card when possible. If there is no card, and the mother cannot remember the exact weight, record her best estimate. Only circle '99998' for 'DK' if she absolutely cannot remember even the approximate weight.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
9.998
DK
9.999
Missing
Ever breastfeed
Ever breastfeed
Ever breastfeed
Ever breastfeed
Ever breastfeed
Did you ever breastfeed (name)?
Breastfeeding is important for a child's health and because it prevents pregnancy during the period when the mother is breastfeeding. For this question, it does not matter how long the respondent breastfed the child, only whether or not she ever gave the child the breast, even if the baby died very young. Circle the code corresponding to the response given. If the response is 'No' (she never breastfed the child), go to the next module.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
1
Yes
2
No
9
Missing
Time baby put to breast (unit)
Time baby put to breast (unit)
Time baby put to breast (unit)
Time baby put to breast (unit)
Time baby put to breast (unit)
How long after birth did you first put (name) to the breast?
If less than 1 hour, record '00' hours. If less than 24 hours, record hours. Otherwise, record days.
If the mother reports that the baby was put to the breast immediately after birth, circle '000'. Otherwise, record the time in completed hours or days. If less than 1 hour, circle '1' for 'Hours' and record '00' in the space provided. For example, if the woman said she began breastfeeding within 10 minutes of the birth, circle '1' and record '00' hours. If the mother began breastfeeding within 24 hours of the birth, circle '1' and record the number of hours that passed before the baby was put to the breast. If she began breastfeeding 24 hours or more after the birth, circle '2' and record the number of days. Record in completed number of days. For example, if the baby was first breastfed 30 hours after delivery, circle '2' and record '01' days. If the woman does not know or does not remember how long after birth she put the baby to the breast, circle '998'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
Immediately
1
Hours
2
Days
9
Missing
Time baby put to breast (number)
Time baby put to breast (number)
Time baby put to breast (number)
Time baby put to breast (number)
Time baby put to breast (number)
How long after birth did you first put (name) to the breast?
If less than 1 hour, record '00' hours. If less than 24 hours, record hours. Otherwise, record days.
If the mother reports that the baby was put to the breast immediately after birth, circle '000'. Otherwise, record the time in completed hours or days. If less than 1 hour, circle '1' for 'Hours' and record '00' in the space provided. For example, if the woman said she began breastfeeding within 10 minutes of the birth, circle '1' and record '00' hours. If the mother began breastfeeding within 24 hours of the birth, circle '1' and record the number of hours that passed before the baby was put to the breast. If she began breastfeeding 24 hours or more after the birth, circle '2' and record the number of days. Record in completed number of days. For example, if the baby was first breastfed 30 hours after delivery, circle '2' and record '01' days. If the woman does not know or does not remember how long after birth she put the baby to the breast, circle '998'.
Women aged 15-49 who gave birth to a child in the 2 years preceding the survey
98
DK
99
Missing
Currently married or living with a man
Currently married or living with a man
Currently married or living with a man
Currently married or living with a man
Currently married or living with a man
Are you currently married or living together with a man as if married?
This module is to be administered to all women aged 15-49 years (including women age 15 and age 49). In the questionnaire and this manual, 'marriage' always refers to both formal and informal unions, such as living together. An informal union is one in which the man and woman live together for some time, intending to have a lasting relationship, but do not have a formal civil or religious ceremony. For example, if a woman went to live with her boyfriend and his family and stayed there for several years, they would be considered 'living together', whether or not they have any children. On the other hand, if a woman has a boyfriend but has never lived with him, she would not be considered in a union. Casual sexual encounters are not included here. --- The options here are currently married, living with a man, or not in union (the woman is neither married nor living with a man). Circle the code corresponding to the respondent's status at the time of the interview. If the woman is currently neither married or in a union, skip to MA3.
Women aged 15-49
1
Yes, currently married
2
Yes, living with a man
3
No, not in union
Age of husband/partner
Age of husband/partner
Age of husband/partner
Age of husband/partner
Age of husband/partner
How old was your husband/partner on his last birthday?
If she knows the age of her current partner on his last birthday, enter his age in the space provided. If she does not know his age, circle '98'. Skip to MA5, irrespective of the response.
Women aged 15-49
98
DK
99
Missing
Ever married or lived with a man
Ever married or lived with a man
Ever married or lived with a man
Ever married or lived with a man
Ever married or lived with a man
Have you ever been married or lived together with a man?
For women who are not currently married or living with a man, ask whether they have ever been married or lived with a man. Remember that 'married' refers to both formal and informal unions. Circle the code corresponding to the response given. Notice that there are two different response categories for a 'Yes' response: 'Yes, formerly married' and 'Yes, formerly lived with a man'. Be sure to make the distinction between the two categories. If the respondent just answers 'Yes', probe by asking, "WERE YOU FORMERLY MARRIED OR DID YOU LIVE WITH A MAN?" If she was formerly married and also reports living with a man, circle the code for 'Yes, formerly married'. If she was never married and never lived with a man circle '3' for 'No' and go to the next module. Otherwise, continue on to MA4.
Women aged 15-49
1
Yes, formerly married
2
Yes, formerly lived with a man
3
No
Marital status
Marital status
Marital status
Marital status
Marital status
What is your marital status now: are you widowed, divorced or separated?
Circle the code corresponding to the response given. For a woman who is not currently married and not currently living with someone but who was formerly in a union, record her current marital status at the time of the interview. Since she was in a union at one time, but is not on the day you are interviewing her, she will be either widowed, divorced or separated. You should use 'widowed' (a) for women who were married and their husband died, and (b) for women who were in an informal union and their partner died. 'Divorced' should be used for women who were married and whose marriage formally ended. 'Separated' should be used (a) for women who were married, but are no longer continuing the marriage with their husband, and (b) for women who were in an informal union and are no longer continuing the union with their partner.
Women aged 15-49
1
Widowed
2
Divorced
3
Separated
Married or lived with a man once or more than once
Married or lived with a man once or more than once
Married or lived with a man once or more than once
Married or lived with a man once or more than once
Married or lived with a man once or more than once
Have you been married or lived with a man only once or more than once?
As with MA1, we are interested in formal marriages as well as informal arrangements. If a woman was married or lived with a man and then was widowed, divorced, or separated from her husband or partner and is now either married to or living with someone else, record 'More than once'. If a woman is not currently married or in an informal union but was previously married or living with someone else two or more times, record 'More than once' by circling '2'. If she has married or lived with someone else only once, circle '1.' Note that the question refers to periods of marriage or informal unions, and not to numbers of husbands or partners. If a woman was married to a man and divorced him, and then married the same person again, she should be considered as having married 'More than once'. The same applies to informal unions with the same person.
Women aged 15-49
1
Only once
2
More than once
9
Missing
Month of first union
Month of first union
Month of first union
Month of first union
Month of first union
In what month and year did you first marry or start living with a man as if married?
If the respondent knows the date that she first married or started living with a man as if married, write it in the appropriate spaces for 'Month' and 'Year'. You will need to convert the month into numbers, as instructed earlier. For example, January is '01,' February is '02,' March is '03,' etc. If she does not recall the date that she first married or started living with a man as if married, ask whether she has any documentation that might give the date. If she does not know or have documentation of the month, circle '98' for 'DK month' and ask her the year that she first married or started living with a man as if married. Enter the year in the space provided. Once again, if she does not know and does not have documentation of the year that she first married or started living with a man as if married, circle '9998' for 'DK year'.
Women aged 15-49
97
Inconsistent
98
DK
99
Missing
Year of first union
Year of first union
Year of first union
Year of first union
Year of first union
In what month and year did you first marry or start living with a man as if married?
If the respondent knows the date that she first married or started living with a man as if married, write it in the appropriate spaces for 'Month' and 'Year'. You will need to convert the month into numbers, as instructed earlier. For example, January is '01,' February is '02,' March is '03,' etc. If she does not recall the date that she first married or started living with a man as if married, ask whether she has any documentation that might give the date. If she does not know or have documentation of the month, circle '98' for 'DK month' and ask her the year that she first married or started living with a man as if married. Enter the year in the space provided. Once again, if she does not know and does not have documentation of the year that she first married or started living with a man as if married, circle '9998' for 'DK year'.
Women aged 15-49
9997
Inconsistent
9998
DK
9999
Missing
Age at first union
Age at first union
Age at first union
Age at first union
Age at first union
Check MA6: Both month and year of marriage/union known? Go to Next Module Either month or year of marriage/union not known? Continue with MA8
How old were you when you started living with your first husband/partner?
If both the month and year are known, go to the next module. If either the month or the year is not known, continue to MA8. As with other age questions, if she does not know, probe. For instance, ask how old she was when her first child was born and then ask how long before or after giving birth she began living with her first husband or partner. Do not leave this question blank.
Women aged 15-49
97
Inconsistent
98
DK
99
Missing
Do you feel secure from eviction from this dwelling
Do you feel secure from eviction from this dwelling
Do you feel secure from eviction from this dwelling
Do you feel secure from eviction from this dwelling
Do you feel secure from eviction from this dwelling
Do you feel secure from eviction from this dwelling?
Ask this question to all women interviewed, regardless of whether the dwelling is owned or rented by the household, or whether there is any documentation or agreement. Ask the question to the woman once again, if she has been asked a similar question during the interview for the Household Questionnaire, to which she might have been the respondent. We are interested in the woman's own perception of the risk of eviction, which may be different than the perception of the respondent in the Household Questionnaire. Ask the question as it is written and record the response. Note that eviction may refer to justified eviction (as in cases of non-payment of rent or legal land-taking) or unjustified eviction (eviction without due legal process). If necessary, explain to the respondent that the question refers to either of these cases. Record the respondent's perception of security from eviction.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Currently pregnant
Currently pregnant
Currently pregnant
Currently pregnant
Currently pregnant
I would like to talk with you about another subject - family planning - and your reproductive health.
Are you pregnant now?
The module should be administered to all women aged 15-49 years (including women age 15 and age 49). These questions and the ones in the HIV/AIDS module deal with private behaviour and attitudes. These questions are designed to collect the basic information needed to estimate contraceptive prevalence rates and types of methods used, as well as to measure the need for family planning by identifying women who want no more children or want to postpone their next birth. If present, male members of field teams (such as supervisors, editors and drivers) should be asked to leave the interview area. Even in cases where women are being interviewed alone, they will be reluctant to answer these questions if they sense that you are part of a team that includes males and that her responses may be shared with the males in the team. This question is important because later questions in this module will not need to be asked of pregnant women. A woman who is pregnant does not need to use contraception! Circle the code corresponding to the response given. If she is pregnant, circle '1' and go to the next module. If the woman is unsure or does not know for certain if she is pregnant, circle '8' for 'Unsure or DK'. In both cases, skip to CP2.
Women aged 15-49
1
Yes, currently pregnant
2
No
8
Unsure or DK
9
Missing
Did you want to wait later or not want any more children
Did you want to wait later or not want any more children
Did you want to wait later or not want any more children
Did you want to wait later or not want any more children
Did you want to wait later or not want any more children
At the time you became pregnant did you want to become pregnant <u>then</u>, did you want to wait until <u>later</u>, or did you <u>not want</u> to have any more children?
This question is asked only to women who are pregnant at the time of interview (CP1=1), and the answer is used to assess the woman's need for contraception: If she did not want to become pregnant, she is considered to have 'unmet need'. Read the entire question to the respondent before accepting an answer, stressing the underlined words. Circle the code corresponding to the response given. Whatever the woman's response to this question, you should skip to CP4B.
Women aged 15-49
1
Then
2
Later
3
Not want more children
9
Missing
Currently using a method to avoid pregnancy
Currently using a method to avoid pregnancy
Currently using a method to avoid pregnancy
Currently using a method to avoid pregnancy
Currently using a method to avoid pregnancy
Some people use various ways or methods to delay or avoid a pregnancy. Are you currently doing something or using any method to delay or avoid getting pregnant?
Circle the code corresponding to the response given. If the answer is 'No', go to the next module.
Women aged 15-49
1
Yes
2
No
9
Missing
Current method: Female sterilization
Current method: Female sterilization
Current method: Female sterilization
Current method: Female sterilization
Current method: Female sterilization
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
A
Female sterilization
Current method: Male sterilization
Current method: Male sterilization
Current method: Male sterilization
Current method: Male sterilization
Current method: Male sterilization
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If necessary, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
B
Male sterilization
Current method: Pill
Current method: Pill
Current method: Pill
Current method: Pill
Current method: Pill
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
C
PILL
Current method: IUD
Current method: IUD
Current method: IUD
Current method: IUD
Current method: IUD
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
D
IUD
Current method: Injections
Current method: Injections
Current method: Injections
Current method: Injections
Current method: Injections
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
E
Injections
Current method: Implants
Current method: Implants
Current method: Implants
Current method: Implants
Current method: Implants
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
F
Implants
Current method: Condom
Current method: Condom
Current method: Condom
Current method: Condom
Current method: Condom
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
G
Condom
Current method: Female condom
Current method: Female condom
Current method: Female condom
Current method: Female condom
Current method: Female condom
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
H
Female condom
Current method: Diaphragm
Current method: Diaphragm
Current method: Diaphragm
Current method: Diaphragm
Current method: Diaphragm
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
I
Diaphragm
Current method: Foam/jelly
Current method: Foam/jelly
Current method: Foam/jelly
Current method: Foam/jelly
Current method: Foam/jelly
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
J
Foam/Jelly
Current method: Lactational amenorrhea method
Current method: Lactational amenorrhea method
Current method: Lactational amenorrhea method
Current method: Lactational amenorrhea method
Current method: Lactational amenorrhea method
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
K
Lactational amenorrhoea (LAM)
Current method: Periodic abstinence
Current method: Periodic abstinence
Current method: Periodic abstinence
Current method: Periodic abstinence
Current method: Periodic abstinence
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
L
Periodic abstinence
Current method: Withdrawal
Current method: Withdrawal
Current method: Withdrawal
Current method: Withdrawal
Current method: Withdrawal
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
M
Withdrawal
Current method: Other
Current method: Other
Current method: Other
Current method: Other
Current method: Other
Which method are you using?
Do not prompt. If more than one method is mentioned, circle each one.
Circle the code corresponding to the response given. Do not prompt the woman. If she mentions more than one method, circle the code for each method that is currently being used. If she mentions a method you do not know of, write her description in the space provided in 'Other' and circle 'X'. Since methods are effective for different lengths of time, you may have difficulty determining if a particular respondent is currently using a method. Current users of the pill should be taking pills daily. Methods such as condom use, vaginal methods and withdrawal are used with each act of intercourse, so current users of these methods will have used them during the most recent acts of intercourse. Other methods provide ongoing protection without daily or regular action by the woman. Contraceptive injections may be administered 2 to 6 months earlier and still provide protection. Implants provide protection for up to 5 years or until removed. An IUD protects against pregnancy until it is removed or expelled. If needed, consider the last 1 month as 'current use'. If the woman has been sterilized, you will circle 'A' for 'Female sterilization' as the current method. If the woman's current partner has been sterilized, you will circle 'B' for 'Male sterilization' as the current method. However, if she is no longer married to (or living with) a former partner who had a vasectomy, this should not be noted as the current method. Lactational amenorrhoea method (LAM) should be circled only if the woman explicitly states that she is breastfeeding for contraceptive purposes or that she believes that she is being protected from the risk of pregnancy because she is breastfeeding.
Women aged 15-49
?
Missing
X
Other
Prefer to have or not to have any more children
Prefer to have or not to have any more children
Prefer to have or not to have any more children
Prefer to have or not to have any more children
Prefer to have or not to have any more children
a. Now I would like to ask some questions about the future. Would you like to have (a/another) child, or would you prefer not to have any (more) children? b. If currently pregnant: Now I would like to ask some questions about the future. After the child you are now expecting, would you like to have another child, or would you prefer not to have any (more) children?
CP4A. Ask the question choosing the appropriate wording, based on what you know about the woman. If she is not pregnant, and has no living children, ask: "NOW I WOULD LIKE TO ASK SOME QUESTIONS ABOUT THE FUTURE. WOULD YOU LIKE TO HAVE A CHILD OR WOULD YOU PREFER NOT TO HAVE ANY CHILDREN?" Ask the entire question before accepting an answer. If she is not pregnant and has one or more children, you will have to word the question differently, saying "WOULD YOU LIKE TO HAVE ANOTHER CHILD OR WOULD YOU PREFER NOT TO HAVE ANY MORE CHILDREN?" Circle the code corresponding to the response given. Note that each response leads to a different skip instruction. If the woman wants to have a/another child, you should circle '1' and continue with CP4C. If she wants no more children or does not want to have children at all, you should circle '2' and skip to CP4D. If she says she cannot get pregnant, circle '3' and skip to the next module. If she is undecided or does not know, circle '8' and skip to CP4D. For women who are currently pregnant, you will not be asking CP4A. Instead, you will be asking CP4B, which uses the same response categories and is essentially the same question as CP4A, worded slightly differently: CP4B. Note that we want to make sure that pregnant women do not think that we are asking them if they want the child they are pregnant with now. Response categories and skip instructions are the same as those for CP4A.
Women aged 15-49
1
Have (a/another( child
2
No more /none
3
Says she cannot get pregnant
8
Undecided/don't know
9
Missing
Desired waiting time (units)
Desired waiting time (units)
Desired waiting time (units)
Desired waiting time (units)
Desired waiting time (units)
How long would you like to wait before the birth of (a/another) child?
Here, you will also need to choose the appropriate phrasing for the question, based on what you already know about the respondent. This question should be asked of all women (pregnant or not pregnant) who say that they want to have another child. Note that the answer can be given in months or years. Circle '1' if the response is in months or '2' if in years, and record the answer in the appropriate spaces. If she says she would like to have a baby right away, record 993 for 'Soon/now'. If the woman says she cannot get pregnant, circle '994'. If the woman tells you she would like to wait until after she is married to have a child, record '995' for 'After marriage'. If she gives a different answer, circle '996' for 'Other'. If she says she does not know, circle '998'. For women who say that they cannot get pregnant, you should skip to the next module.
Women aged 15-49
1
Months
2
Years
9
Special
Desired waiting time (number)
Desired waiting time (number)
Desired waiting time (number)
Desired waiting time (number)
Desired waiting time (number)
How long would you like to wait before the birth of (a/another) child?
Here, you will also need to choose the appropriate phrasing for the question, based on what you already know about the respondent. This question should be asked of all women (pregnant or not pregnant) who say that they want to have another child. Note that the answer can be given in months or years. Circle '1' if the response is in months or '2' if in years, and record the answer in the appropriate spaces. If she says she would like to have a baby right away, record 993 for 'Soon/now'. If the woman says she cannot get pregnant, circle '994'. If the woman tells you she would like to wait until after she is married to have a child, record '995' for 'After marriage'. If she gives a different answer, circle '996' for 'Other'. If she says she does not know, circle '998'. For women who say that they cannot get pregnant, you should skip to the next module.
Women aged 15-49
93
Soon/now
94
Says she cannot get pregnant
95
After marriage
96
Other
98
Don't know
99
Missing
Able to get pregnant
Able to get pregnant
Able to get pregnant
Able to get pregnant
Able to get pregnant
Check CP1: Currently pregnant? Go to Next Module Not currently pregnant or unsure? Continue with CP4E
Do you think you are physically able to get pregnant at this time?
This is a filter that you will use to make sure that you do not ask question CP4E to women who are pregnant at the time of the interview. Check her response to CP1: If the woman is currently pregnant, mark the corresponding box and skip to the next module. If she is currently not pregnant or is unsure, continue with the next question, CP4E. --- A woman who believes that she is incapable of becoming pregnant cannot be considered to have 'unmet need' for contraception. This question aims to learn whether the woman thinks she can conceive a child. Circle the code corresponding to the response given. Make sure that the woman does not relate her current physical ability to get pregnant with her current marital status. It is important to emphasize to the woman, if necessary, that we are interested in her current physical ability - she may be physically able to get pregnant, but may think that this is not possible because she currently does not have a partner. In such cases, the woman should obviously be coded as 'Yes'.
Women aged 15-49
1
Yes
2
No
8
Don't know
9
Missing
If she goes out with out telling him
If she goes out with out telling him
If she goes out with out telling him
If she goes out with out telling him
If she goes out with out telling him
Sometimes a husband is annoyed or angered by things that his wife does. In your opinion, is a husband justified in hitting or beating his wife in the following situations:
If she goes out with out telling him?
In this module, we have only one question, which asks for the woman's opinion on domestic violence. Note that we are not asking whether the woman has been subjected to domestic violence. Research has shown, however, that there is overall agreement in the proportion of women who think that a husband may be justified in hitting or beating his wife in certain situations, and the actual prevalence of domestic violence. The correlation may be on a societal level, and not on an individual level. Read each item aloud. For each situation, circle the code corresponding to the answer given - '1' if 'Yes' (she thinks the husband is justified in hitting or beating his wife in that situation), '2' if 'No', and '8' if the respondent does not know or does not have an opinion.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
If she neclects the children
If she neclects the children
If she neclects the children
If she neclects the children
If she neclects the children
Sometimes a husband is annoyed or angered by things that his wife does. In your opinion, is a husband justified in hitting or beating his wife in the following situations:
If she neglects the children?
In this module, we have only one question, which asks for the woman's opinion on domestic violence. Note that we are not asking whether the woman has been subjected to domestic violence. Research has shown, however, that there is overall agreement in the proportion of women who think that a husband may be justified in hitting or beating his wife in certain situations, and the actual prevalence of domestic violence. The correlation may be on a societal level, and not on an individual level. Read each item aloud. For each situation, circle the code corresponding to the answer given - '1' if 'Yes' (she thinks the husband is justified in hitting or beating his wife in that situation), '2' if 'No', and '8' if the respondent does not know or does not have an opinion.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
If she argues with him
If she argues with him
If she argues with him
If she argues with him
If she argues with him
Sometimes a husband is annoyed or angered by things that his wife does. In your opinion, is a husband justified in hitting or beating his wife in the following situations:
If she argues with him?
In this module, we have only one question, which asks for the woman's opinion on domestic violence. Note that we are not asking whether the woman has been subjected to domestic violence. Research has shown, however, that there is overall agreement in the proportion of women who think that a husband may be justified in hitting or beating his wife in certain situations, and the actual prevalence of domestic violence. The correlation may be on a societal level, and not on an individual level. Read each item aloud. For each situation, circle the code corresponding to the answer given - '1' if 'Yes' (she thinks the husband is justified in hitting or beating his wife in that situation), '2' if 'No', and '8' if the respondent does not know or does not have an opinion.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
If she refuses sex with him
If she refuses sex with him
If she refuses sex with him
If she refuses sex with him
If she refuses sex with him
Sometimes a husband is annoyed or angered by things that his wife does. In your opinion, is a husband justified in hitting or beating his wife in the following situations:
If she refuses sex with him?
In this module, we have only one question, which asks for the woman's opinion on domestic violence. Note that we are not asking whether the woman has been subjected to domestic violence. Research has shown, however, that there is overall agreement in the proportion of women who think that a husband may be justified in hitting or beating his wife in certain situations, and the actual prevalence of domestic violence. The correlation may be on a societal level, and not on an individual level. Read each item aloud. For each situation, circle the code corresponding to the answer given - '1' if 'Yes' (she thinks the husband is justified in hitting or beating his wife in that situation), '2' if 'No', and '8' if the respondent does not know or does not have an opinion.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
If she burns the food
If she burns the food
If she burns the food
If she burns the food
If she burns the food
Sometimes a husband is annoyed or angered by things that his wife does. In your opinion, is a husband justified in hitting or beating his wife in the following situations:
If she burns the food?
In this module, we have only one question, which asks for the woman's opinion on domestic violence. Note that we are not asking whether the woman has been subjected to domestic violence. Research has shown, however, that there is overall agreement in the proportion of women who think that a husband may be justified in hitting or beating his wife in certain situations, and the actual prevalence of domestic violence. The correlation may be on a societal level, and not on an individual level. Read each item aloud. For each situation, circle the code corresponding to the answer given - '1' if 'Yes' (she thinks the husband is justified in hitting or beating his wife in that situation), '2' if 'No', and '8' if the respondent does not know or does not have an opinion.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Age at first sexual intercourse
Age at first sexual intercourse
Age at first sexual intercourse
Age at first sexual intercourse
Age at first sexual intercourse
Check for the presence of others. Before continuing, ensure privacy. Check WM9: Age of respondent is between 15 and 24? Age 25-49. Go to Next Module Age 15-24. Continue with SB1
Now I need to ask you some questions about sexual activity in order to gain a better understanding of some family life issues. The information you supply will remain strictly confidential. How old were you when you first had sexual intercourse (if ever)?
The purpose of this module is to obtain information to help programme managers and policy makers plan more effective family planning/reproductive health programmes. This module is to be administered to all women aged 15-24 (including women age 15 and age 24). Before continuing, ensure that no one else, besides you and the respondent, is present for the interview. If the respondent's privacy cannot be ensured, STOP HERE and do not ask the questions in this module. These questions may be embarrassing for some respondents; therefore, ask them in a matter-of-fact voice and do not make the respondent feel embarrassed by your own behaviour. A common reaction for people who are embarrassed is to giggle or laugh. If you laugh in return or act as if you are embarrassed too, it will make the respondent think that the questions are not serious. Make sure you maintain a serious attitude. --- Check the age of the respondent recorded in WM9. If the respondent is aged 25-49, she is not eligible for this module; check the first box, and go to the next module. If the respondent is aged 15-24 (including age 15 and age 24), check the second box, and continue to the next question, SB1. --- It is very important that you read the first sentence, and to emphasize to the respondent that her responses will remain strictly confidential. If necessary, explain to her once again that the information she shares with you will only be used for statistical purposes; that her name will never be revealed; and her responses will not be shared with others in the community or elsewhere. The age we are asking about is the age of the respondent the very first time she had sexual intercourse. It does not matter whether the woman continued to have a relationship with this person. We are not asking about the first time with her current partner, but rather, the first experience of sexual intercourse in her entire life. There are two ways of asking this question and you will choose which one to ask depending on the particular situation of the respondent. If the respondent has children or is married or living with someone, you will ask "HOW OLD WERE YOU WHEN YOU FIRST HAD SEXUAL INTERCOURSE?" If the respondent has not had any children, has never been in a union, you can ask "HOW OLD WERE YOU WHEN YOU FIRST HAD SEXUAL INTERCOURSE, IF EVER?" If the response is 'Never had intercourse', circle '00' and skip to the next module. Otherwise, enter the age in years on the line provided. If she was less than 10 years old, use a zero to fill in the first space. If the respondent tells you that her first time was when she started living with her first husband, record her response by circling '95'. You will have collected this information in the Marriage/Union module. If the respondent says that her first time was with her first husband, but it was before they began living together, probe for the respondent's age at the time. If the respondent says she does not know how old she was when she first had intercourse, probe by relating it to how old she was when she first married or had her first child. However, when doing this probing, be certain not to assume that the first time she had sex was at the time of her first marriage. If she has never married and/or never had children, you can probe by relating the timing of the first intercourse to whether she was going to school at the time, or to places that she might have lived. The respondent should feel comfortable in taking her time to think about her response to remember correctly.
Women aged 15-24
Never had intercourse
95
First time when started living with partner
97
Inconsistent
99
Missing
Time since last sexual intercourse (unit)
Time since last sexual intercourse (unit)
Time since last sexual intercourse (unit)
Time since last sexual intercourse (unit)
Time since last sexual intercourse (unit)
When was the last time you had sexual intercourse?
Record 'years ago' only if last intercourse was one or more years ago. If 12 months or more the answer must be recorded in years.
By 'the last time you had sexual intercourse' we are referring to the respondent's most recent act of sexual intercourse. In most cases you will record the respondent's answer by using the same units of measure she used in her response. For example, if she says '3 weeks ago', circle '2' and write '03' in the boxes next to 'Weeks ago'. If she says "4 days ago," circle '1' and write '04' next to 'Days ago'. If the respondent says "last night," circle '1' and write '00' for 'Days ago'. If the respondent answers with a month, for example, if she says "it was in December," count the number of months and record months. It may be helpful to write the name of the month in the questionnaire. All responses within the last 12 months will be recorded in months, weeks or days. If the response is 12 months or more, circle '4' and record the answer in years. The 'Years ago' row should be used only if the last intercourse was more than 1 year ago. There should never be a response recorded '00' 'Years Ago'. If the response is 12 months or more, go to the next module. While this question is a simple one, respondents who have not had sexual intercourse recently are likely to round off their answers, and it will be up to you to learn from respondents whether they last had sex more or less than a year ago. For example, a woman with no regular sexual relationships may engage in sexual intercourse on an irregular basis. Perhaps the last time she had sexual intercourse was during a trip she took 10 months ago; she will be more likely to respond "about a year ago," rather than count how many months ago it was. Therefore, you will need to probe all responses of 'a year ago' with: "DO YOU REMEMBER WHICH MONTH IT WAS?" In this way, we will be able to determine whether the respondent actually had intercourse within the last year or more than a year ago. Respondents who last had sexual intercourse, 10, 11, 12, 13, 14 or 15 months ago may all give responses of 'a year ago'; it will be up to you to clarify when it actually was. Asking the respondent "WAS IT MORE OR LESS THAN A YEAR AGO" is not a very good probe for this question; it would be best to ask, "DO YOU REMEMBER WHAT MONTH IT WAS?" If a woman has not yet resumed intercourse since she had her last child, check CM11 for the month and year of birth of her last child, and ask how long before the birth of that child she had sex the last time.
Women aged 15-24
1
Days ago
2
Weeks ago
3
Months ago
4
Year ago
9
DK/Missing
Time since last sexual intercourse (number)
Time since last sexual intercourse (number)
Time since last sexual intercourse (number)
Time since last sexual intercourse (number)
Time since last sexual intercourse (number)
When was the last time you had sexual intercourse?
Record 'years ago' only if last intercourse was one or more years ago. If 12 months or more the answer must be recorded in years.
By 'the last time you had sexual intercourse' we are referring to the respondent's most recent act of sexual intercourse. In most cases you will record the respondent's answer by using the same units of measure she used in her response. For example, if she says '3 weeks ago', circle '2' and write '03' in the boxes next to 'Weeks ago'. If she says "4 days ago," circle '1' and write '04' next to 'Days ago'. If the respondent says "last night," circle '1' and write '00' for 'Days ago'. If the respondent answers with a month, for example, if she says "it was in December," count the number of months and record months. It may be helpful to write the name of the month in the questionnaire. All responses within the last 12 months will be recorded in months, weeks or days. If the response is 12 months or more, circle '4' and record the answer in years. The 'Years ago' row should be used only if the last intercourse was more than 1 year ago. There should never be a response recorded '00' 'Years Ago'. If the response is 12 months or more, go to the next module. While this question is a simple one, respondents who have not had sexual intercourse recently are likely to round off their answers, and it will be up to you to learn from respondents whether they last had sex more or less than a year ago. For example, a woman with no regular sexual relationships may engage in sexual intercourse on an irregular basis. Perhaps the last time she had sexual intercourse was during a trip she took 10 months ago; she will be more likely to respond "about a year ago," rather than count how many months ago it was. Therefore, you will need to probe all responses of 'a year ago' with: "DO YOU REMEMBER WHICH MONTH IT WAS?" In this way, we will be able to determine whether the respondent actually had intercourse within the last year or more than a year ago. Respondents who last had sexual intercourse, 10, 11, 12, 13, 14 or 15 months ago may all give responses of 'a year ago'; it will be up to you to clarify when it actually was. Asking the respondent "WAS IT MORE OR LESS THAN A YEAR AGO" is not a very good probe for this question; it would be best to ask, "DO YOU REMEMBER WHAT MONTH IT WAS?" If a woman has not yet resumed intercourse since she had her last child, check CM11 for the month and year of birth of her last child, and ask how long before the birth of that child she had sex the last time.
Women aged 15-24
97
Inconsistent
98
DK
99
Missing
Condom used at last sexual intercourse
Condom used at last sexual intercourse
Condom used at last sexual intercourse
Condom used at last sexual intercourse
Condom used at last sexual intercourse
The last time you had sexual intercourse was a condom used?
If used correctly, condoms can reduce the risk of transmission of AIDS and other sexually transmitted infections. We do not mention this fact to the respondent, because we do not want to influence her answer here. In this question we are referring only to the last occasion the respondent had sexual intercourse. Circle the code for the response given.
Women aged 15-24
1
Yes
2
No
9
Missing
Relationship to last sexual partner
Relationship to last sexual partner
Relationship to last sexual partner
Relationship to last sexual partner
Relationship to last sexual partner
What is your relationship to the man with whom you last had sexual intercourse? If man is 'boyfriend' or 'fiancée', ask: Was your boyfriend/fiancée living with you when you last had sex?
If 'yes', circle 1. If 'no', circle 2.
In this question, we want to know the relationship of the respondent to the person with whom she last had sex. If the man is 'Boyfriend or fiancé', ask: "WAS YOUR BOYFRIEND/FIANCÉ LIVING WITH YOU WHEN YOU LAST HAD SEX?" If 'Yes', circle '1' for 'Spouse/cohabiting partner' and skip to SB6. If 'No', circle '2' and continue with the next question. Note that we are interested in the relationship of the woman with the person mentioned at the time they last engaged in sexual intercourse. For example, if a woman's last partner was a boyfriend she was living with at the time, you would record 'Spouse/cohabiting partner' even though they are no longer living together. They were living together at the time of the sexual encounter. Record the status of the relationship that existed at the time the two people last had sexual intercourse. It is most important to determine whether or not the sexual partner was someone the respondent was living with at the time they last had sexual intercourse.
Women aged 15-24
1
Spouse/cohabitin partner
2
Man is boyfrien/fiancee
3
Other friend
4
Casual acquaintance
6
Other
9
Missing
Age of last sexual partner
Age of last sexual partner
Age of last sexual partner
Age of last sexual partner
Age of last sexual partner
How old is this person? If response is DK, probe: About how old is this person?
Sometimes young women have sexual partners who are significantly older than they are; this can put them at higher risk of HIV infection. In this question we ask young women to tell us the age of their sexual partners. Record the age in the space provided. If she does not know, ask her to estimate the age of this person. If the respondent is unable to estimate the partner's age, circle '98' and continue to the next question.
Women aged 15-24
98
DK
99
Missing
Sex with any other man in the last 12 month
Sex with any other man in the last 12 month
Sex with any other man in the last 12 month
Sex with any other man in the last 12 month
Sex with any other man in the last 12 month
Have you had sex with any other man in the last 12 months?
We are interested in finding out whether the respondent had sex with anyone else within the past 12 months. We want the respondent to take their time in answering because we are asking about a fairly long period of time - the entire year preceding the date of interview. Continue to the next question if 'Yes'. If 'No', go to the next module.
Women aged 15-24
1
Yes
2
No
9
Missing
Condom use with prior sexual partner
Condom use with prior sexual partner
Condom use with prior sexual partner
Condom use with prior sexual partner
Condom use with prior sexual partner
The last time you had sexual intercourse with this other man, was a condom used?
This question asks about condom use with 'this other man'. This is the man she had intercourse with during the last 12 months, but not the man she had her last intercourse with. Circle the code for the response given.
Women aged 15-24
1
Yes
2
No
9
Missing
Relationship to prior sexual partner
Relationship to prior sexual partner
Relationship to prior sexual partner
Relationship to prior sexual partner
Relationship to prior sexual partner
What is your relationship to this man? If man is 'boyfriend' or 'fiancée', ask: Was your boyfriend/fiancée living with you when you last had sex?
If 'yes', circle 1. If 'no', circle 2.
This question asks about the relationship she had with this other man. It should refer to the relationship she had with the man at the time of intercourse. Replace 'IS' in the question to 'WAS', if necessary. The questions should be asked, probed and recorded the same way as SB4. Note that if '1' is circled (the man was a spouse or cohabiting partner at the time of intercourse), you should skip to SB10.
Women aged 15-24
1
Spouse/cohabitin partner
2
Man is boyfrien/fiancee
3
Other friend
4
Casual axquaintance
6
Other
9
Missing
Age of prior sexual partner
Age of prior sexual partner
Age of prior sexual partner
Age of prior sexual partner
Age of prior sexual partner
How old is this person? If response is DK, probe: About how old is this person?
Again, we are looking for the age of the man she had intercourse with at the time of the sexual encounter. Record the age in the space provided. If she does not know, ask her to estimate the age of this person. If the respondent is unable to estimate the sexual partner's age, circle '98' and continue to the next questions.
Women aged 15-24
98
DK
99
Missing
Sex with any other man in the last 12 months
Sex with any other man in the last 12 months
Sex with any other man in the last 12 months
Sex with any other man in the last 12 months
Sex with any other man in the last 12 months
Other than these two men, have you had sex with any other man in the last 12 months?
Circle the code corresponding to response given. Continue to the next question if the response if 'Yes'. If 'No', go to the next module.
Women aged 15-24
1
Yes
2
No
9
Missing
Number of sexual partners in last 12 months
Number of sexual partners in last 12 months
Number of sexual partners in last 12 months
Number of sexual partners in last 12 months
Number of sexual partners in last 12 months
In total, with how many different men have you had sex in the last 12 months?
This is the total number of different partners the respondent has had sexual intercourse with in the last 12 months, including the ones already mentioned. Enter the total in the space provided. If her response is less than 10, use a leading zero. Since this question is asked only if the respondent has had sexual intercourse with at least three partners in the last 12 months, the answer should never be '00', '01' or '02'.
Women aged 15-24
98
DK
99
Missing
Ever heard of HIV or AIDS
Ever heard of HIV or AIDS
Ever heard of HIV or AIDS
Ever heard of HIV or AIDS
Ever heard of HIV or AIDS
Now I would like to talk with you about something else.
Have you ever heard of the virus HIV or an illness called AIDS?
This module is to be administered to all women aged 15-49 years (including woman age 15 and age 49). The purpose of this module is to obtain information to help programme managers and policy makers plan more effective programmes to prevent HIV infection. The questions assess knowledge, attitudes and behaviour related to AIDS transmission, prevention and testing for the virus that causes AIDS. First, questions are asked to estimate the respondent's basic knowledge about HIV transmission and AIDS. This question serves as an introduction and allows us to verify whether a respondent has heard of AIDS. If there is a local term for AIDS, use the local term in addition to 'AIDS'. If a respondent has never heard of the HIV virus or AIDS, go to the next module.
Women aged 15-49
1
Yes
2
No
9
Missing
Can avoid AIDS by having one unifected partner
Can avoid AIDS by having one unifected partner
Can avoid AIDS by having one unifected partner
Can avoid AIDS by having one unifected partner
Can avoid AIDS by having one unifected partner
Can people protect themselves from getting infected with the AIDS virus by having one sex partner who is not infected and also has no other partners?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Can get AIDS through supernatural means
Can get AIDS through supernatural means
Can get AIDS through supernatural means
Can get AIDS through supernatural means
Can get AIDS through supernatural means
Can people get infected with the AIDS virus because of witchcraft or other supernatural means?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Can avoid AIDS by using a condom correctly every time
Can avoid AIDS by using a condom correctly every time
Can avoid AIDS by using a condom correctly every time
Can avoid AIDS by using a condom correctly every time
Can avoid AIDS by using a condom correctly every time
Can people reduce their chance of getting the AIDS virus by using a condom every time they have sex?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Can get AIDS from mosquito bites
Can get AIDS from mosquito bites
Can get AIDS from mosquito bites
Can get AIDS from mosquito bites
Can get AIDS from mosquito bites
Can people get the AIDS virus from mosquito bites?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Can avoid AIDS by not having sex at all
Can avoid AIDS by not having sex at all
Can avoid AIDS by not having sex at all
Can avoid AIDS by not having sex at all
Can avoid AIDS by not having sex at all
Can people reduce their chance of getting infected with the AIDS virus by not having sex at all?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Can get AIDS by sharing food with person with AIDS virus
Can get AIDS by sharing food with person with AIDS virus
Can get AIDS by sharing food with person with AIDS virus
Can get AIDS by sharing food with person with AIDS virus
Can get AIDS by sharing food with person with AIDS virus
Can people get the AIDS virus by sharing food with a person who has AIDS?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Can get AIDS by injection with needle already used by someon
Can get AIDS by injection with needle already used by someon
Can get AIDS by injection with needle already used by someon
Can get AIDS by injection with needle already used by someon
Can get AIDS by injection with needle already used by someon
Can people get the AIDS virus by getting injections with a needle that was already used by someone else?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Healthy-looking person to have AIDS
Healthy-looking person to have AIDS
Healthy-looking person to have AIDS
Healthy-looking person to have AIDS
Healthy-looking person to have AIDS
Is it possible for a healthy-looking person to have the AIDS virus?
The following questions ask the respondent about specific ways to avoid HIV transmission. They focus on programmatically important ways to avoid HIV - by limiting the number of partners and by using condoms. They also probe into misconceptions concerning HIV transmission, through mosquito bites or sharing food, for example. For questions HA2-HA8, circle the code for the response given. If the respondent cannot provide a 'Yes' or 'No' answer, circle '8' for 'DK'. Do not prompt the respondent or indicate the 'correct' answer in any way. ---
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
AIDS from mother to child during pregnancy
AIDS from mother to child during pregnancy
AIDS from mother to child during pregnancy
AIDS from mother to child during pregnancy
AIDS from mother to child during pregnancy
Can the AIDS virus be transmitted from a mother to a baby? During pregnancy?
An understanding of more in-depth AIDS-related knowledge is obtained with this question, which aims to determine whether the woman knows that a mother who has AIDS can pass on the disease to her baby. Ask each item one at a time and circle the code for the response given. The items ask whether the respondent thinks that a mother with AIDS can transfer the disease to her baby 'During pregnancy', 'During delivery' or 'By breastfeeding' him/her. Circle '1' for 'Yes' and '2' for 'No' for each of the items. If the woman does not know the answer or is unsure, circle '8'.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
AIDS from mother to child at delivery
AIDS from mother to child at delivery
AIDS from mother to child at delivery
AIDS from mother to child at delivery
AIDS from mother to child at delivery
Can the AIDS virus be transmitted from a mother to a baby? During delivery?
An understanding of more in-depth AIDS-related knowledge is obtained with this question, which aims to determine whether the woman knows that a mother who has AIDS can pass on the disease to her baby. Ask each item one at a time and circle the code for the response given. The items ask whether the respondent thinks that a mother with AIDS can transfer the disease to her baby 'During pregnancy', 'During delivery' or 'By breastfeeding' him/her. Circle '1' for 'Yes' and '2' for 'No' for each of the items. If the woman does not know the answer or is unsure, circle '8'.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
AIDS from mother to child through breastmilk
AIDS from mother to child through breastmilk
AIDS from mother to child through breastmilk
AIDS from mother to child through breastmilk
AIDS from mother to child through breastmilk
Can the AIDS virus be transmitted from a mother to a baby? By breastfeeding?
An understanding of more in-depth AIDS-related knowledge is obtained with this question, which aims to determine whether the woman knows that a mother who has AIDS can pass on the disease to her baby. Ask each item one at a time and circle the code for the response given. The items ask whether the respondent thinks that a mother with AIDS can transfer the disease to her baby 'During pregnancy', 'During delivery' or 'By breastfeeding' him/her. Circle '1' for 'Yes' and '2' for 'No' for each of the items. If the woman does not know the answer or is unsure, circle '8'.
Women aged 15-49
1
Yes
2
No
8
DK
9
Missing
Should teacher with HIV/AIDS be allowed to teach in school
Should teacher with HIV/AIDS be allowed to teach in school
Should teacher with HIV/AIDS be allowed to teach in school
Should teacher with HIV/AIDS be allowed to teach in school
Should teacher with HIV/AIDS be allowed to teach in school
If a female teacher has the AIDS virus but is not sick, should she be allowed to continue teaching in school?
The following four questions are meant to ascertain the respondent's personal opinion and attitude towards people with AIDS. We present a situation to the respondent, asking her to imagine a particular scenario. Then we ask her to tell us how she would react to the situation. Circle the code for the response given. Once again, do not prompt the respondent or indicate the 'correct' answer in any way. If a respondent says she doesn't know, is unsure, or that it depends, circle '8' for 'DK/not sure/depends'. --- If a school learns that a female teacher has the AIDS virus, but she is not sick, how should the school handle this information? Should the teacher be allowed to continue teaching at the school, or should she be removed from her teaching position? We are not asking about whether or not a teacher has actually been asked to leave a teaching position, but rather, what is the respondent's opinion about how such a case should be handled; should the teacher be allowed to continue teaching?
Women aged 15-49
1
Yes
2
No
8
DK/not sure/depends
9
Missing
Would buy fresh vegetables from shopseller with HIV/AIDS
Would buy fresh vegetables from shopseller with HIV/AIDS
Would buy fresh vegetables from shopseller with HIV/AIDS
Would buy fresh vegetables from shopseller with HIV/AIDS
Would buy fresh vegetables from shopseller with HIV/AIDS
Would you buy fresh vegetables from a shopkeeper or vendor if you knew that this person had the AIDS virus?
The following four questions are meant to ascertain the respondent's personal opinion and attitude towards people with AIDS. We present a situation to the respondent, asking her to imagine a particular scenario. Then we ask her to tell us how she would react to the situation. Circle the code for the response given. Once again, do not prompt the respondent or indicate the 'correct' answer in any way. If a respondent says she doesn't know, is unsure, or that it depends, circle '8' for 'DK/not sure/depends'. ---
Women aged 15-49
1
Yes
2
No
8
DK/not sure/depends
9
Missing
If a member became infected with the virus, would you want i
If a member became infected with the virus, would you want i
If a member became infected with the virus, would you want i
If a member became infected with the virus, would you want i
If a member became infected with the virus, would you want i
If a member of your family became infected with the AIDS virus, would you want it to remain a secret?
The following four questions are meant to ascertain the respondent's personal opinion and attitude towards people with AIDS. We present a situation to the respondent, asking her to imagine a particular scenario. Then we ask her to tell us how she would react to the situation. Circle the code for the response given. Once again, do not prompt the respondent or indicate the 'correct' answer in any way. If a respondent says she doesn't know, is unsure, or that it depends, circle '8' for 'DK/not sure/depends'. ---
Women aged 15-49
1
Yes
2
No
8
DK/not sure/depends
9
Missing
Willing to care for person with AIDS in household
Willing to care for person with AIDS in household
Willing to care for person with AIDS in household
Willing to care for person with AIDS in household
Willing to care for person with AIDS in household
If a member of your family became sick with the AIDS virus, would you be willing to care for him or her in your household?
The following four questions are meant to ascertain the respondent's personal opinion and attitude towards people with AIDS. We present a situation to the respondent, asking her to imagine a particular scenario. Then we ask her to tell us how she would react to the situation. Circle the code for the response given. Once again, do not prompt the respondent or indicate the 'correct' answer in any way. If a respondent says she doesn't know, is unsure, or that it depends, circle '8' for 'DK/not sure/depends'. ---
Women aged 15-49
1
Yes
2
No
8
DK/not sure/depends
9
Missing
Ever had HIV test
Ever had HIV test
Ever had HIV test
Ever had HIV test
Ever had HIV test
Check MN5: Tested for HIV during antenatal care? Yes. Go to HA18A No. Continue with HA15
I do not want to know the results, but have you ever been tested to see if you have HIV, the virus that causes AIDS?
The following questions aim to obtain information about the level of 'unmet need' for HIV-testing. They first ask about experience of HIV testing. Voluntary testing and counselling are now encouraged, in the belief that if a person knows his or her status, he or she is more likely to adopt behaviours to prevent contracting the virus or (if positive) transmitting it. Many of those who get tested do not return to learn the results of the test, but the proportion of those who return should rise as the quality of pre-test counselling improves. It is important to obtain an estimate of the number of those tested who return to learn the results, in order to monitor this proxy indicator of the quality of available counselling and the level of demand for such services. --- Check the respondent's answer to MN5 in the Maternal and Newborn Health module regarding whether or not she was tested for HIV during her antenatal care visits. If the respondent has already answered that she was tested during antenatal care visits, you do not need to ask her questions HA15-HA18. In such cases, check the box marked 'Yes' and go to HA18A. If her answer was 'No', check the corresponding box and continue to HA15. --- Ask the respondent if she was tested for the HIV. Be clear to the respondent that you are not asking to know the results of the test. Circle the code for the response given. If her answer is 'No', skip to HA18.
Women aged 15-49
1
Yes
2
No
9
Missing
Received results of HIV test
Received results of HIV test
Received results of HIV test
Received results of HIV test
Received results of HIV test
I do not want you to tell me the results of the test, but have you been told the results?
The following questions aim to obtain information about the level of 'unmet need' for HIV-testing. They first ask about experience of HIV testing. Voluntary testing and counselling are now encouraged, in the belief that if a person knows his or her status, he or she is more likely to adopt behaviours to prevent contracting the virus or (if positive) transmitting it. Many of those who get tested do not return to learn the results of the test, but the proportion of those who return should rise as the quality of pre-test counselling improves. It is important to obtain an estimate of the number of those tested who return to learn the results, in order to monitor this proxy indicator of the quality of available counselling and the level of demand for such services. --- Sometimes people are tested for the AIDS virus but are not told whether or not they have the virus, or do not go to get the results. It is important that you do not attempt to find out the HIV status of any respondent who has been tested, or imply that you have any interest in knowing her HIV status. Ask the question, ensuring that the respondent knows that you are not interested in learning the results of any test she may have undergone. Circle the code corresponding to her response.
Women aged 15-49
1
Yes
2
No
9
Missing
Asked for HIV test or was it offered to you
Asked for HIV test or was it offered to you
Asked for HIV test or was it offered to you
Asked for HIV test or was it offered to you
Asked for HIV test or was it offered to you
Did you, yourself, ask for the test, was it offered to you and you accepted, or was it required?
The following questions aim to obtain information about the level of 'unmet need' for HIV-testing. They first ask about experience of HIV testing. Voluntary testing and counselling are now encouraged, in the belief that if a person knows his or her status, he or she is more likely to adopt behaviours to prevent contracting the virus or (if positive) transmitting it. Many of those who get tested do not return to learn the results of the test, but the proportion of those who return should rise as the quality of pre-test counselling improves. It is important to obtain an estimate of the number of those tested who return to learn the results, in order to monitor this proxy indicator of the quality of available counselling and the level of demand for such services. --- If the respondent has been tested for HIV, we want to know whose idea it was to get the test. There are three options, so read the entire question before expecting an answer. Perhaps the respondent asked to be tested for HIV. Perhaps a health worker offered to test the respondent and the respondent accepted being tested. Perhaps the test was required for some reason. Circle the code corresponding to the response. If the respondent got tested because her partner asked her to do so, you would circle '1', corresponding to 'Asked for the test', because she got the test of her own volition, in response to someone asking her to do so. This would be the case if a girlfriend or boyfriend or spouse or other concerned person personally asked them to get tested. If the respondent was offered the test during a normal health centre visit, for instance, and the respondent accepted the test, this would be coded as '2', 'Offered and accepted'. By 'required', we mean formally required. For example, an employer may require their employees to get tested for the AIDS virus. If so, you would circle '3' for 'Required'. Also, some countries require applicants applying for work permits or applicants applying for visas to show proof of an AIDS test.
Women aged 15-49
1
Asked for the test
2
Offered and accepted
3
Required
9
Missing
Know a place to get HIV test
Know a place to get HIV test
Know a place to get HIV test
Know a place to get HIV test
Know a place to get HIV test
At this time, do you know of a place where you can go to get such a test to see if you have the AIDS virus? A. If tested for HIV during antenatal care: Other than at the antenatal clinic, do you know of a place where you can go to get a test to see if you have the AIDS virus?
Note that some women will be asked HA18 and others will be asked HA18A, but the same set of response codes will be used to indicate the woman's response. Specifically, women who have not been tested for HIV during antenatal care ('No' marked in HA14) or any other time ('2' circled in HA15) are asked HA18. For women who have been tested for HIV during antenatal care, you should ask HA18A. Even if the respondent has been tested for HIV during antenatal care, we still ask this question, since the original testing place may no longer be accessible to the respondent. Circle the code corresponding to the response. When you have finished asking HA18 or HA18A, thank the woman. Check whether she is the mother or primary caretaker of any children that live with her and that are under the age of five by checking the Household Questionnaire, column HL8, for the woman's line number. If so, start interviewing her with the Questionnaire for Children Under Five for those children. If this woman is not the mother or primary caretaker of any children under five in the household, check if there is another eligible woman residing in the same household. If so, go on to administer the Questionnaire for Individual Women to the next eligible woman. Continue until you have completed questionnaires for all eligible women and children in the household.
Women aged 15-49
1
Yes
2
No
9
Missing
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer name and number:
Enter your own name and identification number provided to you at the time of training.
Children aged 0-4
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor name and number:
Enter your supervisor's name and identification number. You will be provided with your supervisor's identification number as soon as you know who you will be working with.
Children aged 0-4
Day of interview
Day of interview
Day of interview
Day of interview
Day of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Month of interview
Month of interview
Month of interview
Month of interview
Month of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Year of interview
Year of interview
Year of interview
Year of interview
Year of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Area
Area
Area
Area
Area
Area:
Circle the code for area of residence as instructed by your supervisor. This will have been pre-determined; you will not be required to assess whether the household is in an urban or rural area.
Children aged 0-4
1
Urban
2
Rural
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Region:
Children aged 0-4
1
FBiH
2
RS
3
DB
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Region:
Circle the code for region.
Children aged 0-4
1
Unsko-sanski
2
Posavski
3
Tuzlanski
4
Zenicko-dobojski
5
Bosansko-podrinjski
6
Srednje-bosanski
7
Hercegovacko-neretvanski
8
Zapadno-hercegovacki
9
Sarajevo
10
Herceg-bosanski
11
Krajina
12
Posavina
13
Podrinje i SRR
14
Hercegovina
15
Distrikt Brcko
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
After all questionnaires for the household have been completed, fill in the following information: Result of HH interview:
If the Household Questionnaire is completed, circle '1' for 'Completed'. If you have not been able to contact the household after repeated visits, circle '2' for 'Not at home'. If the household refuses to be interviewed, circle '3' for 'Refused'. If you are unable to locate the household or if the dwelling is destroyed, circle '4' for 'HH not found/destroyed'. If you have not been able to complete the Household Questionnaire for another reason, you should circle '6' for 'Other' and specify the reason in the space provided. Some examples of 'Other' codes might be: the household respondent is incapacitated; the questionnaire is partly completed; adult household members were not found at home after repeated visits.
Children aged 0-4
1
Completed
2
Not at home
3
Refused
4
HH not found/destroyed
6
Other
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent to HH questionnaire:
Enter the name and line number (from the Household Listing, columns HL1 and HL2) of the respondent to the Household Questionnaire.
Children aged 0-4
99
Missing
Number of household members
Number of household members
Number of household members
Number of household members
Number of household members
Total number of household members:
Count the number of household members recorded in column HL1 of the Household Listing and enter the total here.
Children aged 0-4
Total eligible women
Total eligible women
Total eligible women
Total eligible women
Total eligible women
No.of women eligible for interview:
Enter the total number of women eligible for interview for the Questionnaire for Individual Women - you will copy this from the row for totals at the bottom of the Household Listing, for HL6.
Children aged 0-4
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
No.of women questionnaires completed:
Once all of the Questionnaires for Individual Women have been completed for a particular household, enter the number completed here.
Children aged 0-4
Total children under 5
Total children under 5
Total children under 5
Total children under 5
Total children under 5
No.of children under age 5:
Enter the total number of children under five eligible for inclusion in the survey from the row for totals at the bottom of the Household Listing, for HL8. You will be using the Questionnaire for Children Under Five to interview the mothers or primary caretakers of these children.
Children aged 0-4
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
No.of under-5 questionnaires completed:
Once all of the Questionnaires for Children Under Five have been completed for a particular household, enter the number completed here.
Children aged 0-4
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk:
Leave this space blank. The data clerk will enter his/her number in the space provided.
Children aged 0-4
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
What is the main source of drinking water for members of your household?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- Circle the code for the most usual source. If several sources are mentioned, probe to determine the most usual source. If the source varies by season, record the source for the season of the interview. Note that the next question is only asked if the response to this question is 'Bottled water'. You should skip WS2 if the response to WS1 is other than 'Bottled water'. If the response is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise, skip to WS3.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
91
Bottled water
96
Other
99
Missing
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
What is the main source of water used by your household for other purposes such as cooking and handwashing?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- This question should only be asked to households that use 'Bottled water' for drinking. Circle the code for the most usual source. If the source varies by season, record the source for the season of the interview. If the most usual source of non-drinking water is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise continue to the next question.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
96
Other
99
Missing
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
How long does it take to go there, get water, and come back?
This question is used to find out how convenient the source of water is to the dwelling. Note that the question is asked for water sources coded as '13-81' and '96' in WS1, or water sources coded as '13-96' in WS2. Fill in the estimated time (in minutes, converting from hours, if necessary) it takes by the usual mode of transport to get to the water source, wait to get water, and get back to the dwelling. Use zero(s) preceding the number if less than 100 minutes (for example, '060' or '005'). Then continue to the next question. If the water source is on the dwelling premises or if water is delivered to the dwelling by a vendor, circle '995' for 'Water on premises' and skip to WS5. If the respondent does not know how long it takes, circle '998' and continue on to the next question.
Children aged 0-4
995
On premises
998
DK
999
Missing
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Who usually goes to this source to fetch the water for your household? Probe: Is this person under age 15? What sex?
Circle code that best describes this person.
The purpose of this question is to find out the age and gender of the person who usually performs the task of hauling water. This will provide an understanding of whether water hauling responsibilities are given to members of a particular sex or age group. Probe: "IS THIS PERSON UNDER AGE 15? WHAT SEX IS THIS PERSON?" Circle the code that corresponds with the response or '8' if the respondent does not know. Adult refers to anyone age 15 or over, regardless of whether he/she is a household member. Child refers to anyone under the age of 15, regardless of whether he/she is a household member.
Children aged 0-4
1
Adult woman
2
Adult man
3
Female child (under 15)
4
Male child (under 15)
8
DK
9
Missing
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Do you treat your water in any way to make it safer to drink?
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle '1' if 'Yes', and continue to the next question. If 'No' or 'DK' (Doesn't know'), circle '2' or '8', respectively, and skip to WS7.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Boil
Boil
Boil
Boil
Boil
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
A
Boil
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
B
Add bleach/chlorine
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
C
Strain it through a cloth
Use water filter
Use water filter
Use water filter
Use water filter
Use water filter
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
D
Use water filter
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
E
Solar disinfection
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
F
Let it stand and settle
Other
Other
Other
Other
Other
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
X
Other
DK
DK
DK
DK
DK
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
Z
DK
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
What kind of toilet facility do members of your household usually use? If "flush" or "pour flush", probe: Where does it flush to?
If necessary, ask permission to observe the facility.
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of this question is to obtain a measure of the cleanliness of the sanitary facility used by the household members. It may be necessary to observe the facility. If so, ask permission to do so. If the respondent answers or it is observed that the household members have no facilities or use the bush or field, enter '95' for 'No facilities or bush or field' and skip to the next module. If any of the flush or pour flush responses (11-15) are given, probe: "WHERE DOES IT FLUSH TO?" Circle the code corresponding to the response given. Definitions of various types of toilet facilities are as follows: A flush toilet uses a cistern or holding tank for flushing water and has a water seal, which is a U-shaped pipe, below the seat or squatting pan that prevents the passage of flies and odours. A pour flush toilet uses a water seal, but unlike a flush toilet, a pour flush toilet uses water poured by hand for flushing (no cistern is used). . '11' - A piped sewer system is a system of sewer pipes, also called sewerage, that is designed to collect human excreta (faeces and urine) and wastewater and remove them from the household environment. Sewerage systems consist of facilities for collection, pumping, treating and disposing of human excreta and wastewater. . '12' - A septic tank is an excreta collection device and is a water-tight settling tank normally located underground, away from the house or toilet. . '13' - A flush/pour flush to pit latrine refers to a system that flushes excreta to a hole in the ground. . '14' - A flush/pour flush to somewhere else refers to excreta being deposited in or nearby the household environment (not into pit, septic tank or sewer); excreta may be flushed to the street, yard/plot, drainage way or other location. . '15' - Flush to unknown place/not sure/DK where should be coded in cases when the respondent knows that the toilet facility is a flush toilet, but does not know where it flushes to. '21' - A ventilated improved pit latrine or VIP is a type of pit latrine that is ventilated by a pipe extending above the latrine roof. The open end of the vent pipe is covered with gauze mesh or fly-proof netting and the inside of the superstructure is kept dark. '22' - A pit latrine with slab uses a hole in the ground for excreta collection and has a squatting slab, platform or seat that is firmly supported on all sides, easy to clean and raised above the surrounding ground level to prevent surface water from entering the pit. '23' - A pit latrine without slab uses a hole in the ground for excreta collection and does not have a squatting slab, platform or seat. An open pit is a rudimentary hole in the ground where excreta is collected. '31' - A composting toilet is a toilet into which excreta and carbon-rich material are added (vegetable wastes, straw, grass, sawdust, ash) and special conditions maintained to produce inoffensive compost. '41' - Bucket refers to the use of a bucket or other container for the retention of faeces (and sometimes urine and anal cleaning material), which is periodically removed for treatment or disposal. '51' - A hanging toilet or hanging latrine is a toilet built over the sea, a river, or other body of water into which excreta drops directly. '95' - No facilities or bush or field includes excreta wrapped and thrown with garbage, the 'cat' method of burying excreta in dirt, defecation in the bush or field or ditch, and defecation into surface water (drainage channel, beach, river, stream or sea).
Children aged 0-4
11
Flush to piped sewer system
12
Flush to septic tank
13
Flush to pit (latrine)
14
Flush to somewhere else
15
Flush to unknown place/not sure/DK where
21
Ventilated Improved Pit latrine (VIP)
22
Pit latrine with slab
23
Pit latrine without slab/open pit
31
Composting toilet
41
Bucket
51
Hanging toilet/hanging latrine
95
No facilities or bush or field
96
Other
99
Missing
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Do you share this facility with other households?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- Circle the code corresponding to the response given. If 'No', go to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
How many households in total use this toilet facility?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- The total number of households using this facility should include the household being interviewed. If less than ten households use this toilet facility, enter the number of households on the line provided. Circle '10' if ten or more households use this toilet facility. Note that '01' is not a valid response (since it means that this is the only this household that uses the facility; if that is the case, you should go back to WS8 and correct the response there). Circle '98' for 'DK' ('Doesn't know').
Children aged 0-4
10
Ten or more households
98
DK
99
Missing
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
What is the mother tongue/native language of the head of this household?
Circle the code corresponding to the answer given. Make sure to get the religion, ethnicity or mother tongue/native language of the household head.
Children aged 0-4
1
Constitutional peoples
2
Others
9
Missing
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
How many rooms in this household are used for sleeping?
This information provides a measure of how crowded the house is, and reflects the socio-economic condition of the household. A room in this case refers to a special area with a permanent partition that is used for sleeping. It is not necessarily the number of rooms in the household that are called 'bedrooms', but rather how many rooms get used for sleeping on a regular basis. Exclude rooms that are used only for sleeping by visitors to the household, but include those rooms that may not be regular 'bedrooms' but may be regularly used by one or more of the household members for sleeping. Enter the number of rooms in this household that are used for sleeping.
Children aged 0-4
99
Missing
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of the dwelling floor:
Record observation.
Circle the correct code for the material of the dwelling floor based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the floor, record the main flooring material (the material that covers the largest amount of floor space).
Children aged 0-4
11
Earth/sand
12
Dung
21
Wood planks
22
Palm/bamboo
31
Parquet or polished wood
32
Vinyl or asphalt strips
33
Ceramic tiles
34
Cement
35
Carpet
96
Other
99
Missing
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of the roof.
Record observation.
Circle the correct code for the material of the dwelling roof, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the roof, record the main roofing material (the material that covers the largest amount of roof).
Children aged 0-4
11
No roof
13
Sod
21
Rustic mat
31
Metal
32
Wood
33
Calamine/cement fiber
34
Ceramic tiles
35
Cement
36
Roofing shingles
96
Other
99
Missing
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of the walls.
Record observation.
Circle the correct code for the material of the dwelling walls, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the walls, record the main wall material (the material that covers the largest amount of wall space).
Children aged 0-4
11
No walls
12
Cane/palm/trunks
13
Dirt
21
Bambo with mud
22
Stone with mud
23
Uncovered adobe
24
Plywood
25
Carton
26
Reused wood
31
Cement
32
Stone with lime/cement
33
Bricks
34
Cement blocks
35
Covered adobe
36
Wood planks/shingles
96
Other
99
Missing
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
What type of fuel does your household mainly use for cooking?
Information on the type of fuel used for cooking is collected as another measure of the socio-economic status of the household. The use of some cooking fuels can also have adverse health consequences. Circle the code corresponding to the answer given. Remember that this question asks about fuel for cooking, not fuel for heating or lighting. If the household uses more than one fuel for cooking, find out which type of fuel is used most often. If electricity, liquid propane gas (LPG), natural gas, or biogas is mainly used, circle '01', '02', '03', or '04', respectively, and skip to HC8. If any fuel other than the pre-coded ones is reported as being the main fuel used for cooking, circle '96' and specify the type of fuel on the line provided. Definitions of some of the types of fuel are as follows: 'Biogas' includes gases produced by fermenting manure in an enclosed pit. 'Lignite' is a derivative of coal that produces more smoke when burned but produces less heat than coal.
Children aged 0-4
1
Electricity
2
Liquid propane gas (LPG)
3
Natural gas
4
Biogas
5
Kerosene
6
Coal/lignite
7
Charcoal
8
Wood
9
Straw/shrubs/grass
10
Animal dung
11
Agricultural crop residue
96
Other
99
Missing
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
In this household, is food cooked on an open fire, an open stove or a closed stove?
Probe for type.
Probe for type of stove and circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '96' and specify the type of stove on the line provided. For 'Closed stove', skip the next question and ask HC8.
Children aged 0-4
1
Open fire
2
Open stove
3
Closed stove
6
Other
9
Missing
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire/stove have a chimney or a hood?
Circle the appropriate response.
Children aged 0-4
1
Yes
2
No
9
Missing
Cooking location
Cooking location
Cooking location
Cooking location
Cooking location
Is the cooking usually done in the house, in a separate building, or outdoors?
Circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '6' and specify on the line provided.
Children aged 0-4
1
In the house
2
In a separate bulding
3
Outdoors
6
Other
9
Missing
Electricity
Electricity
Electricity
Electricity
Electricity
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Radio
Radio
Radio
Radio
Radio
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Television
Television
Television
Television
Television
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Bed
Bed
Bed
Bed
Bed
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stove
Stove
Stove
Stove
Stove
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
PC
PC
PC
PC
PC
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Internet conection
Internet conection
Internet conection
Internet conection
Internet conection
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Aircondition
Aircondition
Aircondition
Aircondition
Aircondition
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Photo camera
Photo camera
Photo camera
Photo camera
Photo camera
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Washer
Washer
Washer
Washer
Washer
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Microvave
Microvave
Microvave
Microvave
Microvave
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Video player
Video player
Video player
Video player
Video player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Watch
Watch
Watch
Watch
Watch
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Bicycle
Bicycle
Bicycle
Bicycle
Bicycle
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Car or truck
Car or truck
Car or truck
Car or truck
Car or truck
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of this household own any land that can be used for agriculture?
Circle the code corresponding to the response given. If 'No', skip to HC13.
Children aged 0-4
1
Yes
2
No
9
Missing
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agricultural land do members of this household own?
If more than 97, record '97'. If unknown, record '98'.
Record the total number of hectares of land owned by all members of the household that can be used for agriculture. If 97 or more hectares (or other units) are owned, record '97'. If unknown, record '98'.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, herds, or farm animals?
Circle the code corresponding to the response given. If 'No', skip to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Number of cattle
Number of cattle
Number of cattle
Number of cattle
Number of cattle
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Goats
Number of Goats
Number of Goats
Number of Goats
Number of Goats
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of sheep
Number of sheep
Number of sheep
Number of sheep
Number of sheep
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of chickens
Number of chickens
Number of chickens
Number of chickens
Number of chickens
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of porks
Number of porks
Number of porks
Number of porks
Number of porks
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of gooses
Number of gooses
Number of gooses
Number of gooses
Number of gooses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of ducs
Number of ducs
Number of ducs
Number of ducs
Number of ducs
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own this dwelling, or do you rent this dwelling?
The following questions are used to assess whether the household is protected, or its members perceive themselves to be protected, from eviction from the home. Read the entire question to the respondent before accepting an answer. Record the response given. Note that the question pertains to the situation at the time of interview. If the respondent or anyone else living in the household owns the dwelling, circle '1' and continue with the next question. If the dwelling is rented, circle '2'. If the household lives in the dwelling without paying rent, if the household is squatting, or if there is another arrangement, circle '3'. If the household does not own the dwelling, skip to HC15D.
Children aged 0-4
1
Own
2
Rent
3
Rentfree/squatter/other
9
Missing
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for this dwelling?
This question is asked to respondents who state that the dwelling is owned by a household member. If the owner has title deeds for the dwelling, circle '1' and skip to HC15F. If not, continue with HC15C.
Children aged 0-4
1
Yes
2
No
9
Missing
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Property tax certification
Property tax certification
Property tax certification
Property tax certification
Property tax certification
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Utility bills
Utility bills
Utility bills
Utility bills
Utility bills
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Other
Other
Other
Other
Other
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling?
This question is asked of all households that do not own the dwelling. Circle the response as 'Yes' ('1') or 'No' ('2'). Do not ask to see the document, if there is one. Make sure to emphasize that the question refers to a 'written' rental contract. If 'Yes', skip to HC15F.
Children aged 0-4
1
Yes
2
No
9
Missing
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Other
Other
Other
Other
Other
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction from this dwelling?
This question is asked of all households, regardless of whether the dwelling is owned or rented by the household, or whether there is any documentation or agreement. Ask the question as it is written and record the response. Note that eviction may refer to justified eviction (as in the cases of non-payment of rent or legal land-taking) or unjustified eviction (eviction without due legal process). If necessary, explain to the respondent that the question refers to either of these cases. Record the respondent's perception of security from eviction.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home at any time during the past 5 years?
Ask the question as it is written and record the response. Note that the question refers not to the respondent, but to all household members. Record 'Yes' if any household members were evicted from their home at any time during the past 5 years.
Children aged 0-4
1
Yes
2
No
9
Missing
Landslide area
Landslide area
Landslide area
Landslide area
Landslide area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
River bank
River bank
River bank
River bank
River bank
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Steep hill
Steep hill
Steep hill
Steep hill
Steep hill
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Railroad
Railroad
Railroad
Railroad
Railroad
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Power plant
Power plant
Power plant
Power plant
Power plant
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flyover
Flyover
Flyover
Flyover
Flyover
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
No windows
No windows
No windows
No windows
No windows
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Insecure door
Insecure door
Insecure door
Insecure door
Insecure door
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Corridor
Corridor
Corridor
Corridor
Corridor
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Pantry
Pantry
Pantry
Pantry
Pantry
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Cellar
Cellar
Cellar
Cellar
Cellar
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Attic
Attic
Attic
Attic
Attic
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Woodshed
Woodshed
Woodshed
Woodshed
Woodshed
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Garage
Garage
Garage
Garage
Garage
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Does your dwelling have the lack of adequate heating facilities?
Children aged 0-4
1
Yes
2
No
9
Missing
Labor status
Labor status
Labor status
Labor status
Labor status
How would you describe employment status of the head of your household?
Children aged 0-4
1
Employed by employer(in private or public sector)
2
Carrying out independent activity, profession (has own busin
3
Seasonal worker
4
Supporting member in family enterprise, shop, farm
5
Housewife
6
Student/pupil
7
Pensioner
8
Unemployed (couldn't find job, don't want to work)
9
Military service
10
Incapable to work
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Variable used for calculation of sample weights
Children aged 0-4
1
Hosehold with children under 5
2
Other households
Date of interview women (CMC)
Date of interview women (CMC)
Date of interview women (CMC)
Date of interview women (CMC)
Date of interview women (CMC)
Recoded variable
Women aged 15-49
Date of birth (CMC)
Date of birth (CMC)
Date of birth (CMC)
Date of birth (CMC)
Date of birth (CMC)
Recoded variable
Women aged 15-49
Age
Age
Age
Age
Age
Recoded variable
Women aged 15-49
1
15-19
2
20-24
3
25-29
4
30-34
5
35-39
6
40-44
7
45-49
Age at first marriage/union
Age at first marriage/union
Age at first marriage/union
Age at first marriage/union
Age at first marriage/union
Recoded variable
Women aged 15-49
Marital/Union status
Marital/Union status
Marital/Union status
Marital/Union status
Marital/Union status
Recoded variable
Women aged 15-49
1
Currently married /In union
2
Formerly married/In union
3
Never married/In union
Woman's education level
Woman's education level
Woman's education level
Woman's education level
Woman's education level
Recoded variable
Children aged 0-4
1
None
2
Primary
3
Secondary
4
Higher and University
5
Non-standard curriculum
9
Missing/DK
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Recoded variable
Children aged 0-4
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Recoded variable
Children aged 0-4
1
Poorest
2
Second
3
Middle
4
Fourth
5
Richest
Women's sample weight
Women's sample weight
Women's sample weight
Women's sample weight
Women's sample weight
Recoded variable
Women aged 15-49
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number
We are from FBiH Public Health Institute/Ministry of Health and Social Welfare Republika Srpska. We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about 45 minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. During this time I would like to speak with the household head and all mothers or others who take care of children in the household. May I start now? If permission is given, begin the interview. Cluster number:
Enter the cluster number as instructed by your supervisor.
Children aged 0-4
Unique identifier for the cluster in which the household exists
Household number
Household number
Household number
Household number
Household number
Household number:
Enter the household number as instructed by your supervisor.
Children aged 0-4
Houshold number within the cluster
Line number
Line number
Line number
Line number
Line number
Child's line number:
Children aged 0-4
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number
Cluster number:
Enter the cluster number from the Household Questionnaire, question HH1.
Children aged 0-4
Household number
Household number
Household number
Household number
Household number
Household number:
Enter the household number from the Household Questionnaire, question HH2.
Children aged 0-4
Child's line number
Child's line number
Child's line number
Child's line number
Child's line number
Child's line number:
Enter the child's line number from the Household Questionnaire, column HL1 of the Household Listing.
Children aged 0-4
Caretaker's line number
Caretaker's line number
Caretaker's line number
Caretaker's line number
Caretaker's line number
Mother's/Caretaker's Line Number:
Enter the mother's/primary caretaker's line number from the Household Questionnaire, column HL1 of the Household Listing.
Children aged 0-4
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer name and number:
Enter your own name and identifying number. You will be provided with these identification numbers during training.
Children aged 0-4
Day of interview
Day of interview
Day of interview
Day of interview
Day of interview
Day/Month/Year of interview:
Enter the date of the interview: day/month/year. If the interview is not completed on your first visit and you visit the household to interview the mother/caretaker again, revise and enter the final date of the interview. In other words, the date here should be the date when you have either completed the Questionnaire for Children Under Five, or when the interview was not conducted but when it was decided that there will be no more attempts to interview the mother or primary caretaker of the under-five child.
Children aged 0-4
Month of interview
Month of interview
Month of interview
Month of interview
Month of interview
Day/Month/Year of interview:
Enter the date of the interview: day/month/year. If the interview is not completed on your first visit and you visit the household to interview the mother/caretaker again, revise and enter the final date of the interview. In other words, the date here should be the date when you have either completed the Questionnaire for Children Under Five, or when the interview was not conducted but when it was decided that there will be no more attempts to interview the mother or primary caretaker of the under-five child.
Children aged 0-4
Year of interview
Year of interview
Year of interview
Year of interview
Year of interview
Day/Month/Year of interview:
Enter the date of the interview: day/month/year. If the interview is not completed on your first visit and you visit the household to interview the mother/caretaker again, revise and enter the final date of the interview. In other words, the date here should be the date when you have either completed the Questionnaire for Children Under Five, or when the interview was not conducted but when it was decided that there will be no more attempts to interview the mother or primary caretaker of the under-five child.
Children aged 0-4
Result of interview for chidren under 5
Result of interview for chidren under 5
Result of interview for chidren under 5
Result of interview for chidren under 5
Result of interview for chidren under 5
Result of interview for children under 5
Complete this question once you have concluded the interview. Remember that the code refers to the mother or primary caretaker of the under-five child. Circle the code corresponding to the results of the interview. If the questionnaire is completed, circle '1' for 'Completed'. If you have not been able to contact the mother/primary caretaker after repeated visits, circle '2' for 'Not at home'. If the mother/primary caretaker refuses to be interviewed, circle '3' for 'Refused'. If you were able to only partly complete the questionnaire, circle '4' for 'Partly completed'. If the mother/primary caretaker is incapacitated, circle '5'. If you have not been able to complete this questionnaire for another reason, you should circle '6' for 'Other' and specify the reason in the space provided. Ask the mother/primary caretaker to collect all the birth certificates and health/ immunization cards she has for this child before you begin the interview. You will need these during the interview. Repeat greeting if not already read to this mother/primary caretaker: "WE ARE FROM (country-specific affiliation). WE ARE WORKING ON A PROJECT CONCERNED WITH FAMILY HEALTH AND EDUCATION. I WOULD LIKE TO TALK TO YOU ABOUT THIS. THE INTERVIEW WILL TAKE ABOUT (number) MINUTES. ALL THE INFORMATION WE OBTAIN WILL REMAIN STRICTLY CONFIDENTIAL AND YOUR ANSWERS WILL NEVER BE IDENTIFIED. ALSO, YOU ARE NOT OBLIGED TO ANSWER ANY QUESTION YOU DON'T WANT TO, AND YOU MAY WITHDRAW FROM THE INTERVIEW AT ANY TIME. MAY I START NOW?" As with similar sentences at the beginning of the Household Questionnaire and Questionnaire for Individual Women, you may change the wording of these introductory sentences as appropriate. You must make sure, however, to include the following when you are introducing yourself: The name of the implementing agency; the topic of the survey; the approximate duration of the interview; the issue of confidentiality; and with whom you would like to speak. If permission is given, begin the interview. If the respondent does not agree to continue, thank her/him and go to the next interview. Later, discuss the refusal with your supervisor; you or another person from the team may attempt to interview the respondent for a second time. This will depend on your description of the refusal. However, remember that the respondent's participation in the survey must be on a voluntary basis, and potential respondents must never be forced to participate.
Children aged 0-4
1
Completed
2
Not at home
3
Refused
4
Partly completed
5
Incapacitated
6
Other
Day of birth of child
Day of birth of child
Day of birth of child
Day of birth of child
Day of birth of child
Repeat greeting if not already read to this respondent: We are from (COUNTRY-SPECIFIC AFFILIATION). We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about (NUMBER) minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. Also, you are not obliged to answer any question you don't want to, and you may withdraw from the interview at any time. May I start now? If permission is given, begin the interview. If the respondent does not agree to continue, thank him/her and go to the next interview. Discuss this result with your supervisor for a future revisit.
Now I would like to ask you some questions about the health of each child under the age of 5 in your care, who lives with you now. Now I want to ask you about (NAME). In what month and year was (NAME) born? Probe: What is his/her birthday?
If the mother/caretaker knows the exact birth date, also enter the day; otherwise, circle 98 for day.
You will begin the interview with questions about the child's date of birth and age. These are two of the most important questions in the interview, since almost all analysis of the data depends on the child's exact age. While completed age in years is sufficient for women's interviews, we need to obtain accurate information on the child's age in months. This is necessary because some of the analysis of the information that you will be collecting can only be done on the basis of age in months. You will collect this information by learning the child's date of birth. It will then be possible to compare the date of interview with the date of birth of the child and, after the data is collected, calculate the child's age in months by comparing these two pieces of information. The questions on age and date of birth must be asked independently from similar questions on the Household Questionnaire and Questionnaire for Individual Women. The person you may be interviewing for this questionnaire may be the same woman you interviewed for the Questionnaire for Individual Women, and you may have obtained dates of birth of her children in that questionnaire. Also, you may have obtained the child's age in the Household Questionnaire. Even in such cases, you must ask these questions again. --- Note that you may modify the first sentence based on the number of children in the respondent's care. If this is the only child the respondent cares for, change the sentences to "NOW I WOULD LIKE TO ASK YOU SOME QUESTIONS ABOUT THE HEALTH OF (name). IN WHAT MONTH AND YEAR WAS (name) BORN?" Ask the mother or primary caretaker for the child's date of birth. Probe: "WHAT IS HIS/HER BIRTHDAY?" It is important to record the child's month and year of birth accurately. If the mother/primary caretaker knows the exact birth date, including the day, enter the day of birth. Otherwise, circle '98' for 'DK day'. You do not need to probe further for day of birth. Convert the month to a number as you have done before. Enter the number in the space provided. If the month or day contains only one digit, use a leading zero. For example, the month of March is coded as '03'. Note that you are not allowed to enter DK for month or year of birth. You have to obtain month and year of birth of the child. Since all MICS3 surveys will be conducted in 2005 or 2006, the year of birth of the child cannot be earlier than 2000 (for surveys in 2005) or 2001 (for surveys in 2006). If the mother/primary caretaker is unable to provide the date of birth information, ask whether she/he has any documentation such as an identification card, health card, horoscope, or a birth or baptismal certificate that might give the date of birth of the child. However, confirm with the respondent that the date of birth recorded on such documents is indeed correct.
Children aged 0-4
97
Inconsistent
98
DK
99
Missing
Month of birth of child
Month of birth of child
Month of birth of child
Month of birth of child
Month of birth of child
Repeat greeting if not already read to this respondent: We are from (COUNTRY-SPECIFIC AFFILIATION). We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about (NUMBER) minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. Also, you are not obliged to answer any question you don't want to, and you may withdraw from the interview at any time. May I start now? If permission is given, begin the interview. If the respondent does not agree to continue, thank him/her and go to the next interview. Discuss this result with your supervisor for a future revisit.
Now I would like to ask you some questions about the health of each child under the age of 5 in your care, who lives with you now. Now I want to ask you about (NAME). In what month and year was (NAME) born? Probe: What is his/her birthday?
If the mother/caretaker knows the exact birth date, also enter the day; otherwise, circle 98 for day.
You will begin the interview with questions about the child's date of birth and age. These are two of the most important questions in the interview, since almost all analysis of the data depends on the child's exact age. While completed age in years is sufficient for women's interviews, we need to obtain accurate information on the child's age in months. This is necessary because some of the analysis of the information that you will be collecting can only be done on the basis of age in months. You will collect this information by learning the child's date of birth. It will then be possible to compare the date of interview with the date of birth of the child and, after the data is collected, calculate the child's age in months by comparing these two pieces of information. The questions on age and date of birth must be asked independently from similar questions on the Household Questionnaire and Questionnaire for Individual Women. The person you may be interviewing for this questionnaire may be the same woman you interviewed for the Questionnaire for Individual Women, and you may have obtained dates of birth of her children in that questionnaire. Also, you may have obtained the child's age in the Household Questionnaire. Even in such cases, you must ask these questions again. --- Note that you may modify the first sentence based on the number of children in the respondent's care. If this is the only child the respondent cares for, change the sentences to "NOW I WOULD LIKE TO ASK YOU SOME QUESTIONS ABOUT THE HEALTH OF (name). IN WHAT MONTH AND YEAR WAS (name) BORN?" Ask the mother or primary caretaker for the child's date of birth. Probe: "WHAT IS HIS/HER BIRTHDAY?" It is important to record the child's month and year of birth accurately. If the mother/primary caretaker knows the exact birth date, including the day, enter the day of birth. Otherwise, circle '98' for 'DK day'. You do not need to probe further for day of birth. Convert the month to a number as you have done before. Enter the number in the space provided. If the month or day contains only one digit, use a leading zero. For example, the month of March is coded as '03'. Note that you are not allowed to enter DK for month or year of birth. You have to obtain month and year of birth of the child. Since all MICS3 surveys will be conducted in 2005 or 2006, the year of birth of the child cannot be earlier than 2000 (for surveys in 2005) or 2001 (for surveys in 2006). If the mother/primary caretaker is unable to provide the date of birth information, ask whether she/he has any documentation such as an identification card, health card, horoscope, or a birth or baptismal certificate that might give the date of birth of the child. However, confirm with the respondent that the date of birth recorded on such documents is indeed correct.
Children aged 0-4
97
Inconsistent
98
DK
99
Missing
Year of birth of child
Year of birth of child
Year of birth of child
Year of birth of child
Year of birth of child
Repeat greeting if not already read to this respondent: We are from (COUNTRY-SPECIFIC AFFILIATION). We are working on a project concerned with family health and education. I would like to talk to you about this. The interview will take about (NUMBER) minutes. All the information we obtain will remain strictly confidential and your answers will never be identified. Also, you are not obliged to answer any question you don't want to, and you may withdraw from the interview at any time. May I start now? If permission is given, begin the interview. If the respondent does not agree to continue, thank him/her and go to the next interview. Discuss this result with your supervisor for a future revisit.
Now I would like to ask you some questions about the health of each child under the age of 5 in your care, who lives with you now. Now I want to ask you about (NAME). In what month and year was (NAME) born? Probe: What is his/her birthday?
If the mother/caretaker knows the exact birth date, also enter the day; otherwise, circle 98 for day.
You will begin the interview with questions about the child's date of birth and age. These are two of the most important questions in the interview, since almost all analysis of the data depends on the child's exact age. While completed age in years is sufficient for women's interviews, we need to obtain accurate information on the child's age in months. This is necessary because some of the analysis of the information that you will be collecting can only be done on the basis of age in months. You will collect this information by learning the child's date of birth. It will then be possible to compare the date of interview with the date of birth of the child and, after the data is collected, calculate the child's age in months by comparing these two pieces of information. The questions on age and date of birth must be asked independently from similar questions on the Household Questionnaire and Questionnaire for Individual Women. The person you may be interviewing for this questionnaire may be the same woman you interviewed for the Questionnaire for Individual Women, and you may have obtained dates of birth of her children in that questionnaire. Also, you may have obtained the child's age in the Household Questionnaire. Even in such cases, you must ask these questions again. --- Note that you may modify the first sentence based on the number of children in the respondent's care. If this is the only child the respondent cares for, change the sentences to "NOW I WOULD LIKE TO ASK YOU SOME QUESTIONS ABOUT THE HEALTH OF (name). IN WHAT MONTH AND YEAR WAS (name) BORN?" Ask the mother or primary caretaker for the child's date of birth. Probe: "WHAT IS HIS/HER BIRTHDAY?" It is important to record the child's month and year of birth accurately. If the mother/primary caretaker knows the exact birth date, including the day, enter the day of birth. Otherwise, circle '98' for 'DK day'. You do not need to probe further for day of birth. Convert the month to a number as you have done before. Enter the number in the space provided. If the month or day contains only one digit, use a leading zero. For example, the month of March is coded as '03'. Note that you are not allowed to enter DK for month or year of birth. You have to obtain month and year of birth of the child. Since all MICS3 surveys will be conducted in 2005 or 2006, the year of birth of the child cannot be earlier than 2000 (for surveys in 2005) or 2001 (for surveys in 2006). If the mother/primary caretaker is unable to provide the date of birth information, ask whether she/he has any documentation such as an identification card, health card, horoscope, or a birth or baptismal certificate that might give the date of birth of the child. However, confirm with the respondent that the date of birth recorded on such documents is indeed correct.
Children aged 0-4
9997
Inconsistent
9998
DK
9999
Missing
Age of child
Age of child
Age of child
Age of child
Age of child
How old was (NAME) at his/her last birthday?
Record age in completed years.
You will begin the interview with questions about the child's date of birth and age. These are two of the most important questions in the interview, since almost all analysis of the data depends on the child's exact age. While completed age in years is sufficient for women's interviews, we need to obtain accurate information on the child's age in months. This is necessary because some of the analysis of the information that you will be collecting can only be done on the basis of age in months. You will collect this information by learning the child's date of birth. It will then be possible to compare the date of interview with the date of birth of the child and, after the data is collected, calculate the child's age in months by comparing these two pieces of information. The questions on age and date of birth must be asked independently from similar questions on the Household Questionnaire and Questionnaire for Individual Women. The person you may be interviewing for this questionnaire may be the same woman you interviewed for the Questionnaire for Individual Women, and you may have obtained dates of birth of her children in that questionnaire. Also, you may have obtained the child's age in the Household Questionnaire. Even in such cases, you must ask these questions again. --- After having obtained the child's date of birth, ask the child's age in completed years, and record in the space provided. Remember, ages must refer to the last birthday. If the mother/primary caretaker does not know the current age of the child, try asking "HOW MANY YEARS AGO WAS (name) BORN?" You may help the respondent by relating the child's age to that of other children or to some important event or to the season of birth, by asking, for example, "HOW MANY WET SEASONS AGO WAS (name) BORN?" Ask UF10 and UF11 independently. Then, check for consistency between the date of birth and completed age. You have to be meticulous in checking for the consistency between the date of birth and age. You also have to be fairly quick in doing so. A good interviewer will perform the check without causing a lull in the conversation. Checking for consistency between date of birth (UF10) and completed age (UF11). After having obtained both date of birth and age, check for the consistency between the two. The child's age plus her year of birth must equal the year in which the child last had a birthday. Assuming that you were able to obtain a month and year of birth, you should check the consistency by following these steps: If the month of birth is before the month of interview (the child had his/her birthday this year), then her/his age plus her/his year of birth should equal the year of interview. . Example: A child who was born in October 2003, in a survey conducted in November 2005, should be age 2 (2003 + 2 = 2005). If the month of birth is after the month of interview (the child has not had his/her birthday this year), then her/his age plus year of birth should equal the previous year. . Example: A child who was born in December 2003, in a survey conducted in October 2005, should be age 1 (2003 + 1 = 2004). If the month of birth is the same as the month of interview, and the day of birth is not known, then a sum of either the current or the previous year is correct. . Example: A child born in November 2002, in a survey conducted in November 2005, could be age 3 or age 2. Probe further to see if the date of birth is correct and whether the child has completed age 2 or 3. If the month of birth is the same as the month of interview, and the day of birth is known, the sum of age and year of birth should equal the year of interview if the day of birth is before the day of interview, and the sum of age and year of birth should equal the previous year if the day of birth is after the day of interview. . Example: A child born on 8 February 2002, in an interview conducted on 15 February 2006, should be age four. A child born on 28 February 2002, in an interview conducted on 3 February 2006, should be age three, since this child will complete 4 full years on 28 February 2006. If you find that the date of birth and age are inconsistent, either the date of birth or the age, or both, are incorrect, and need to be corrected. Do not assume that one is more accurate than the other. Probe, using documents that may be available, dates of well-known events and ages of other children, of the respondent herself/himself, etc.
Children aged 0-4
Child has birth certificate
Child has birth certificate
Child has birth certificate
Child has birth certificate
Child has birth certificate
Does (name) have a birth certificate? May I see it?
This question aims to provide an estimate of the extent of birth registration in your country. Respondents must be assured that the information about individual families will never be given to authorities, and that they cannot be identified in any way. Ask to see the birth certificate. Circle the appropriate corresponding code, noting whether or not the certificate was seen. If the child has a birth certificate and it was seen, circle '1' and skip to BR5. If the child does not have a birth certificate ('3'), or if the child has a birth certificate but the mother/primary caretaker is unable to show you the certificate ('2'), continue to the next question.
Children aged 0-4
1
Yes, seen
2
Yes, not seen
3
No
8
DK
9
Missing
Child registered
Child registered
Child registered
Child registered
Child registered
Has (name's) birth been registered with the civil authorities?
Circle the code corresponding to the response. If the answer is 'Yes', skip to BR5. If the child's birth has not been registered with civil authorities, continue to the next question. If the answer is 'DK', skip to BR4.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Reason birth not registered
Reason birth not registered
Reason birth not registered
Reason birth not registered
Reason birth not registered
Why is (name's) birth not registered?
This question aims to elicit the reason for non-registration. Circle the code corresponding to the response. Note that although there might be more than one reason for not registering a child, we need to get only one response - the most important one according to the mother/primary caretaker. If the response is definitely not one of the pre-coded responses, circle '6' for 'Other' and specify the response in the space provided.
Children aged 0-4
1
Costs too much
2
Must travel too far
3
Did not know it should be registered
4
Late, and did not want to pay fine
5
Does not know where to register
6
Other
8
DK
9
Missing
Know how to register birth
Know how to register birth
Know how to register birth
Know how to register birth
Know how to register birth
Do you know how to register your child's birth?
The purpose of this question is to assess how important lack of knowledge (of the process of registering or, if applicable, the place to go to register) may be among the reasons for non-registration. This information can inform advocacy efforts and help in the formulation of education campaigns. Circle the code corresponding to the response.
Children aged 0-4
1
Yes
2
No
9
Missing
Child attends early childhood education programme
Child attends early childhood education programme
Child attends early childhood education programme
Child attends early childhood education programme
Child attends early childhood education programme
BR5. Check age of child in UF11: Child is 3 or 4 years old? Yes. Continue with BR6 No. Go to BR8
Does (name) attend any organized learning or early childhood education programme, such as a private or government facility, including kindergarten or community child care?
If the child is 3 or 4 years old, check the box marked 'Yes' and continue on to BR6. If not (if the child is 0, 1 or 2 years old), check the box marked 'No' and skip to BR8. --- This question aims to find out if the child is participating in early learning activities. Baby-sitting or child-minding, even if done in a special place such as a day-care centre, does not qualify as such a programme unless it includes organized learning activities. You must ensure that the mother or primary caretaker understands the meaning of 'Early Childhood Education Programme', explaining it as instructed. Circle the appropriate code. Skip to BR8 if the answer to this question is 'No' or 'DK'.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Hours attended education in last 7 days
Hours attended education in last 7 days
Hours attended education in last 7 days
Hours attended education in last 7 days
Hours attended education in last 7 days
Within the last seven days, about how many hours did (name) attend?
This question is asked if the child is attending an early childhood education programme. Record the estimated number of hours the child attended any organized learning or early childhood education programme in the last 7 days. Use a leading zero if necessary.
Children aged 0-4
98
DK
99
Missing
Books-Mother
Books-Mother
Books-Mother
Books-Mother
Books-Mother
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Read books or look at picture books with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
A
Mother
Books-Father
Books-Father
Books-Father
Books-Father
Books-Father
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Read books or look at picture books with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
B
Father
Books-Other
Books-Other
Books-Other
Books-Other
Books-Other
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Read books or look at picture books with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
X
Other
Books-No one
Books-No one
Books-No one
Books-No one
Books-No one
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Read books or look at picture books with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
Y
No one
Stories-Mother
Stories-Mother
Stories-Mother
Stories-Mother
Stories-Mother
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Tell stories to (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
A
Mother
Stories-Father
Stories-Father
Stories-Father
Stories-Father
Stories-Father
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Tell stories to (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
B
Father
Stories-Other
Stories-Other
Stories-Other
Stories-Other
Stories-Other
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Tell stories to (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
X
Other
Stories-No one
Stories-No one
Stories-No one
Stories-No one
Stories-No one
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Tell stories to (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
Y
No one
Songs-Mother
Songs-Mother
Songs-Mother
Songs-Mother
Songs-Mother
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Sing songs with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
A
Mother
Songs-Father
Songs-Father
Songs-Father
Songs-Father
Songs-Father
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Sing songs with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
B
Father
Songs-Other
Songs-Other
Songs-Other
Songs-Other
Songs-Other
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Sing songs with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
X
Other
Songs-No one
Songs-No one
Songs-No one
Songs-No one
Songs-No one
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Sing songs with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
Y
No one
Outside-Mother
Outside-Mother
Outside-Mother
Outside-Mother
Outside-Mother
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Take (name) outside the home, compound, yard or enclosure?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
A
Mother
Outside-Father
Outside-Father
Outside-Father
Outside-Father
Outside-Father
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Take (name) outside the home, compound, yard or enclosure?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
B
Father
Outside-Other
Outside-Other
Outside-Other
Outside-Other
Outside-Other
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Take (name) outside the home, compound, yard or enclosure?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
X
Other
Outside-No one
Outside-No one
Outside-No one
Outside-No one
Outside-No one
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Take (name) outside the home, compound, yard or enclosure?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
Y
No one
Play-Mother
Play-Mother
Play-Mother
Play-Mother
Play-Mother
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Play with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
A
Mother
Play-Father
Play-Father
Play-Father
Play-Father
Play-Father
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Play with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
B
Father
Play-Other
Play-Other
Play-Other
Play-Other
Play-Other
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Play with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
X
Other
Play-No one
Play-No one
Play-No one
Play-No one
Play-No one
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Play with (name)?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
Y
No one
Naming-Mother
Naming-Mother
Naming-Mother
Naming-Mother
Naming-Mother
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Spend time with (name) naming, counting, and/or drawing things?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
A
Mother
Naming-Father
Naming-Father
Naming-Father
Naming-Father
Naming-Father
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Spend time with (name) naming, counting, and/or drawing things?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
B
Father
Naming-Other
Naming-Other
Naming-Other
Naming-Other
Naming-Other
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Spend time with (name) naming, counting, and/or drawing things?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
X
Other
Naming-No one
Naming-No one
Naming-No one
Naming-No one
Naming-No one
In the past 3 days, did you or any household member over 15 years of age engage in any of the following activities with (name): If yes, ask: who engaged in this activity with the child - the mother, the child's father or another adult member of the household (including the caretaker/respondent)? Spend time with (name) naming, counting, and/or drawing things?
Read each items shown below. If 'No', circle 'Y' and move to the next item on the list. If 'Yes', ask: "WHO ENGAGED IN THIS ACTIVITY WITH THE CHILD - THE MOTHER, THE CHILD'S FATHER OR ANOTHER ADULT MEMBER OF THE HOUSEHOLD (INCLUDING THE CARETAKER/RESPONDENT)?" For each activity, circle the code for every person who engaged in the activity with the child before proceeding to the next item. If someone other than the mother or father engaged in the activity with the child, circle 'X'. Note that in a household where there are no adults other than the child's mother and father, 'X' should not be circled. Adults who are not members of the household but who may have engaged in the listed activities with the child should not be coded here.
Children aged 0-4
?
Missing
Y
No one
How many books are there in the household
How many books are there in the household
How many books are there in the household
How many books are there in the household
How many books are there in the household
Question CE1 is to be administered only once to each caretaker
How many books are there in the household? Please include schoolbooks, but not other books meant for children, such as picture books
If 'none' enter 00
The questions in this module are used to obtain information about the extent to which households provide a supportive and stimulating learning environment. The first two questions are about books in the household; the third question is about things that the child plays with; the last two questions are about whether the child is left alone or left with another child as a caregiver. This question asks for the number of books in the household, including schoolbooks and books for older children, but not picture books or books especially meant for young children. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Note that their responses to the number of books in the same household may be different. Record the number of books in the space provided. There is no need to make an actual count of books yourself. Rely on the respondent's answer, and avoid asking to see and count the books yourself, since this is likely to require extra time. If the respondent is unsure about the number of books and is not able to provide an answer the first time you ask the question, ask her/him if there are more than 10 books. If yes, circle '10'. If she/he says that there are less than 10 books, probe further to get an exact number. If there are no such books in the household, record '00'.
Children aged 0-4
10
Ten or more books
How many children books or picture books do you have for him
How many children books or picture books do you have for him
How many children books or picture books do you have for him
How many children books or picture books do you have for him
How many children books or picture books do you have for him
How many children's books or picture books do you have for (name)?
If 'none' enter 00
This question asks specifically about children's books or picture books for the child. This excludes schoolbooks (appropriate for or belonging to older children), as well as other books for adults that are present in the household. Those books for older children and adults are already included in the previous question, CE1. Record the number of books in the space provided. There is no need to make an actual count of books yourself. Rely on the respondent's answer, and avoid asking to see and count the books yourself, since this is likely to require extra time. If the respondent is unsure about the number of children's books or picture books and is not able to provide an answer the first time you ask the question, ask her/him if there are more than 10 such books. If yes, circle '10'. If she/he says that there are less than 10 such books, probe further to get an exact number. If there are no such books in the household, record '00'.
Children aged 0-4
10
Ten or more books
Bowls, plate, cups ,pots
Bowls, plate, cups ,pots
Bowls, plate, cups ,pots
Bowls, plate, cups ,pots
Bowls, plate, cups ,pots
I am interested in learning about the things that (NAME) plays with when he/she is at home. What does (NAME) play with? Does he/she play with household objects, such as bowls, plates, cups or pots?
This question is used to learn about different types of playthings used by the child. We want to know if the child has objects to play with, and what these are, even if they do not include store-bought toys. We are interested in learning about other objects that are used as playthings, such as ordinary household objects and natural materials. Extra care should be taken to ask this question and record the responses. Experience has shown that respondents find it very easy to give the same answer to a list of different playthings. Often they will answer 'Yes' to all items, whether or not it is true, perhaps because they think this is the 'correct' response or one that will please the interviewer. After asking "WHAT DOES (name) PLAY WITH?" do not pause; start asking whether the child plays with playthings from each of the categories listed. For example, ask: "DOES HE/SHE PLAY WITH HOUSEHOLD OBJECTS, SUCH AS BOWLS, PLATES, CUPS OR POTS?" and so on. If the respondent answers 'Yes' to any of these prompted categories, then probe to learn specifically what the child plays with to ascertain the response. For example, probe by saying "WHAT DOES HE/SHE SPECIFICALLY PLAY WITH?" or "CAN YOU PLEASE GIVE AN EXAMPLE?" If you ascertain that the child uses playthings that would fall into each of the prompted categories, circle the appropriate code. Circle 'Y' if the child does not play with any of the items mentioned. Note that if 'Y' is circled, none of the other codes should be circled.
Children aged 0-4
?
Missing
A
Household objects
Sticks , rocks, animals shells, leaves
Sticks , rocks, animals shells, leaves
Sticks , rocks, animals shells, leaves
Sticks , rocks, animals shells, leaves
Sticks , rocks, animals shells, leaves
I am interested in learning about the things that (NAME) plays with when he/she is at home. What does (NAME) play with? Does he/she play with objects and materials found outside the living quarters, such as sticks, rocks, animals, shells, or leaves?
This question is used to learn about different types of playthings used by the child. We want to know if the child has objects to play with, and what these are, even if they do not include store-bought toys. We are interested in learning about other objects that are used as playthings, such as ordinary household objects and natural materials. Extra care should be taken to ask this question and record the responses. Experience has shown that respondents find it very easy to give the same answer to a list of different playthings. Often they will answer 'Yes' to all items, whether or not it is true, perhaps because they think this is the 'correct' response or one that will please the interviewer. After asking "WHAT DOES (name) PLAY WITH?" do not pause; start asking whether the child plays with playthings from each of the categories listed. For example, ask: "DOES HE/SHE PLAY WITH HOUSEHOLD OBJECTS, SUCH AS BOWLS, PLATES, CUPS OR POTS?" and so on. If the respondent answers 'Yes' to any of these prompted categories, then probe to learn specifically what the child plays with to ascertain the response. For example, probe by saying "WHAT DOES HE/SHE SPECIFICALLY PLAY WITH?" or "CAN YOU PLEASE GIVE AN EXAMPLE?" If you ascertain that the child uses playthings that would fall into each of the prompted categories, circle the appropriate code. Circle 'Y' if the child does not play with any of the items mentioned. Note that if 'Y' is circled, none of the other codes should be circled.
Children aged 0-4
?
Missing
B
Outside objects
Homemae toys
Homemae toys
Homemae toys
Homemae toys
Homemae toys
I am interested in learning about the things that (NAME) plays with when he/she is at home. What does (NAME) play with? Does he/she play with homemade toys, such as dolls, cars and other toys made at home?
This question is used to learn about different types of playthings used by the child. We want to know if the child has objects to play with, and what these are, even if they do not include store-bought toys. We are interested in learning about other objects that are used as playthings, such as ordinary household objects and natural materials. Extra care should be taken to ask this question and record the responses. Experience has shown that respondents find it very easy to give the same answer to a list of different playthings. Often they will answer 'Yes' to all items, whether or not it is true, perhaps because they think this is the 'correct' response or one that will please the interviewer. After asking "WHAT DOES (name) PLAY WITH?" do not pause; start asking whether the child plays with playthings from each of the categories listed. For example, ask: "DOES HE/SHE PLAY WITH HOUSEHOLD OBJECTS, SUCH AS BOWLS, PLATES, CUPS OR POTS?" and so on. If the respondent answers 'Yes' to any of these prompted categories, then probe to learn specifically what the child plays with to ascertain the response. For example, probe by saying "WHAT DOES HE/SHE SPECIFICALLY PLAY WITH?" or "CAN YOU PLEASE GIVE AN EXAMPLE?" If you ascertain that the child uses playthings that would fall into each of the prompted categories, circle the appropriate code. Circle 'Y' if the child does not play with any of the items mentioned. Note that if 'Y' is circled, none of the other codes should be circled.
Children aged 0-4
?
Missing
C
Homemade toys
Toys that came from a store
Toys that came from a store
Toys that came from a store
Toys that came from a store
Toys that came from a store
I am interested in learning about the things that (NAME) plays with when he/she is at home. What does (NAME) play with? Does he/she play with toys that came from a store?
This question is used to learn about different types of playthings used by the child. We want to know if the child has objects to play with, and what these are, even if they do not include store-bought toys. We are interested in learning about other objects that are used as playthings, such as ordinary household objects and natural materials. Extra care should be taken to ask this question and record the responses. Experience has shown that respondents find it very easy to give the same answer to a list of different playthings. Often they will answer 'Yes' to all items, whether or not it is true, perhaps because they think this is the 'correct' response or one that will please the interviewer. After asking "WHAT DOES (name) PLAY WITH?" do not pause; start asking whether the child plays with playthings from each of the categories listed. For example, ask: "DOES HE/SHE PLAY WITH HOUSEHOLD OBJECTS, SUCH AS BOWLS, PLATES, CUPS OR POTS?" and so on. If the respondent answers 'Yes' to any of these prompted categories, then probe to learn specifically what the child plays with to ascertain the response. For example, probe by saying "WHAT DOES HE/SHE SPECIFICALLY PLAY WITH?" or "CAN YOU PLEASE GIVE AN EXAMPLE?" If you ascertain that the child uses playthings that would fall into each of the prompted categories, circle the appropriate code. Circle 'Y' if the child does not play with any of the items mentioned. Note that if 'Y' is circled, none of the other codes should be circled.
Children aged 0-4
?
Missing
D
Store bought toys
No playthings mentioned
No playthings mentioned
No playthings mentioned
No playthings mentioned
No playthings mentioned
I am interested in learning about the things that (NAME) plays with when he/she is at home. What does (NAME) play with? Does he/she play with household objects, such as bowls, plates, cups or pots?
If the respondent says "YES" to any of the prompted categories, then probe to learn specifically what the child plays with to ascertain the response Code Y if child does not play with any of the items mentioned.
This question is used to learn about different types of playthings used by the child. We want to know if the child has objects to play with, and what these are, even if they do not include store-bought toys. We are interested in learning about other objects that are used as playthings, such as ordinary household objects and natural materials. Extra care should be taken to ask this question and record the responses. Experience has shown that respondents find it very easy to give the same answer to a list of different playthings. Often they will answer 'Yes' to all items, whether or not it is true, perhaps because they think this is the 'correct' response or one that will please the interviewer. After asking "WHAT DOES (name) PLAY WITH?" do not pause; start asking whether the child plays with playthings from each of the categories listed. For example, ask: "DOES HE/SHE PLAY WITH HOUSEHOLD OBJECTS, SUCH AS BOWLS, PLATES, CUPS OR POTS?" and so on. If the respondent answers 'Yes' to any of these prompted categories, then probe to learn specifically what the child plays with to ascertain the response. For example, probe by saying "WHAT DOES HE/SHE SPECIFICALLY PLAY WITH?" or "CAN YOU PLEASE GIVE AN EXAMPLE?" If you ascertain that the child uses playthings that would fall into each of the prompted categories, circle the appropriate code. Circle 'Y' if the child does not play with any of the items mentioned. Note that if 'Y' is circled, none of the other codes should be circled.
Children aged 0-4
?
Missing
Y
No playthings mentioned
How many time was he/her left in the care of another child
How many time was he/her left in the care of another child
How many time was he/her left in the care of another child
How many time was he/her left in the care of another child
How many time was he/her left in the care of another child
Sometimes adults taking care of children have to leave the house to go shopping, wash clothes, or for other reasons and have to leave young children with others. since last (day of the week) how many times was (name) left in the care of another child (that is, someone less than 10 years old)?
If 'none' enter 00
This and the following question are used to assess whether children are at increased risk, either because they are left alone or are left with a child as caregiver. These situations have been shown to be associated with higher risk for children, although there are many exceptions. The question sets up a hypothetical situation, one in which the mother/primary caretaker would be gone for more than just a moment - situations in which the child could be left alone for an hour or more. The question specifies that we want to know about situations in which the respondent actually leaves the premises, not simply going out of sight of the child, such as to another part or another room of the house. When asking this question, insert the name of the day of the interview. For example, if the interview is taking place on a Tuesday, ask: "SINCE LAST TUESDAY…" Enter the response in the spaces provided. If the child was not left in the care of another child during this period, enter '00' for 'None'. Note that 'another child' is defined as a child less than 10 years old.
Children aged 0-4
98
DK
99
Missing
How many time he was left alone
How many time he was left alone
How many time he was left alone
How many time he was left alone
How many time he was left alone
In the past week, how many times was (name) left alone?
If 'none' enter 00
This question asks, given the same situation as in CE4, whether and how many times the child was left completely unattended, even by another child. As in CE4, make it clear to the respondent that you are asking only about the week previous to the day of interview. Enter the response in the spaces provided. If the answer is 'None', enter '00'.
Children aged 0-4
98
DK
99
Missing
Child ever been breastfed
Child ever been breastfed
Child ever been breastfed
Child ever been breastfed
Child ever been breastfed
Has (name) ever been breastfed?
This question asks if the child has ever been breastfed. It includes any breastfeeding experience of the child - not necessarily by the mother/primary caretaker. Circle the code corresponding to the response. Continue to the next question if the child was ever breastfed ('1'). If the child was never breastfed, circle 'No' and skip to BF3. Skip to BF3 in the case of a 'DK' response as well.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child still being breastfed
Child still being breastfed
Child still being breastfed
Child still being breastfed
Child still being breastfed
Is he/she still being breastfed?
'Being breastfed' is defined as putting the child to the breast at least once a day. Circle the code corresponding to the response.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received vitamin, mineral supplements or medicine
Child received vitamin, mineral supplements or medicine
Child received vitamin, mineral supplements or medicine
Child received vitamin, mineral supplements or medicine
Child received vitamin, mineral supplements or medicine
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Vitamin, mineral supplements or medicine?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received plain water
Child received plain water
Child received plain water
Child received plain water
Child received plain water
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Plain water?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received sweetened water or juice
Child received sweetened water or juice
Child received sweetened water or juice
Child received sweetened water or juice
Child received sweetened water or juice
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Sweetened, flavoured water or fruit juice or tea or infusion?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received oral rehydration solution
Child received oral rehydration solution
Child received oral rehydration solution
Child received oral rehydration solution
Child received oral rehydration solution
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Oral rehydration solution (ORS)?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received infant formula
Child received infant formula
Child received infant formula
Child received infant formula
Child received infant formula
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Infant formula?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received milk
Child received milk
Child received milk
Child received milk
Child received milk
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Tinned, powdered or fresh milk?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received other liquids
Child received other liquids
Child received other liquids
Child received other liquids
Child received other liquids
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Any other liquids?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child received solid or mushy food
Child received solid or mushy food
Child received solid or mushy food
Child received solid or mushy food
Child received solid or mushy food
Since this time yesterday, did he/she receive any of the following: Read each item aloud and record response before proceeding to the next item. Solid or semi-solid (mushy) food?
This question asks about what the child was fed in the preceding 24 hours. The purpose of this question is to determine what liquids or foods the child was given. Prompt by asking each listed item in turn, such as: "DID (name) RECEIVE VITAMIN OR MINERAL SUPPLEMENTS OR MEDICINE?" or "DID HE/SHE RECEIVE PLAIN WATER?" and so on through the list. Read each item aloud and record the response before proceeding to the next item. Use the local terms for these liquids or foods. Make sure that the respondent understands the question, particularly what is meant by 'since this time yesterday'. Specify to the mother/primary caretaker: mid-morning, mid-afternoon, etc., depending on the time of the interview. Circle the code corresponding to the response. If the mother/primary caretaker does not know the answer, repeat the question using other local words for the fluid or food. If the answer is still not known, circle '8' for 'DK'
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Time ate solid, semisolid or soft food other than liquids
Time ate solid, semisolid or soft food other than liquids
Time ate solid, semisolid or soft food other than liquids
Time ate solid, semisolid or soft food other than liquids
Time ate solid, semisolid or soft food other than liquids
Check BF3H: Child received solid or semi-solid (mushy) food? Yes. Continue with BF5 No or DK. Go to Next Module
Since this time yesterday, how many times did (NAME) eat solid, semisolid, or soft foods other than liquids?
If 7 or more times, record '7'.
If the child received solid or semi-solid (mushy) food (BF3H=1), check the box marked 'Yes' and continue to the next question. If 'No' or 'DK', check the corresponding box and go to the next module. --- In this question, we want to find out how many times the child was given non-liquid foods in the 24 hours prior to the interview. Record the number of times in the space provided. If the number is seven or more, record '7'. If the respondent does not know, circle '8'.
Children aged 0-4
7
7+
8
DK
9
Missing
Child had diarrhoea in last 2 weeks
Child had diarrhoea in last 2 weeks
Child had diarrhoea in last 2 weeks
Child had diarrhoea in last 2 weeks
Child had diarrhoea in last 2 weeks
Has (name) had diarrhoea in the last two weeks, that is, since (day of the week) of the week before last?
Diarrhoea is determined as perceived by mother or caretaker, or as three or more loose or watery stools per day, or blood in stool.
These questions aim to find out if the child has recently had diarrhoea or any other illness and, if so, what treatments, drinks and foods the child took during the episode. Diarrhoea is determined by the perception of the mother or caretaker, or by three or more loose or watery stools per day, or by blood in stool. When asking this question, insert the name of the day of the interview. For example, if the interview is taking place on a Tuesday, ask: "HAS (name) HAD DIARRHOEA IN THE LAST TWO WEEKS, THAT IS, SINCE TUESDAY OF THE WEEK BEFORE LAST?" Record the mother's/primary caretaker's answer by circling the corresponding code. If a respondent is not sure what is meant by diarrhoea, tell her/him it means "THREE OR MORE LOOSE OR WATERY STOOLS PER DAY, OR BLOOD IN THE STOOL." Make sure the respondent understands what is meant by 'in the last 2 weeks'. If the child has not had diarrhoea in the last 2 weeks or the caretaker doesn't know, skip to CA5.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Drank fluid made from special packet (ORS)
Drank fluid made from special packet (ORS)
Drank fluid made from special packet (ORS)
Drank fluid made from special packet (ORS)
Drank fluid made from special packet (ORS)
During this last episode of diarrhoea, did (name) drink any of the following: Read each item aloud and record response before proceeding to the next item. A fluid made from a special packet called (local name for ORS packet solution)?
We want to know if and what type of oral rehydration solution (ORS) the child took during the last episode of diarrhoea. Ask each question separately: "WAS (name) GIVEN A FLUID MADE FROM A SPECIAL PACKET CALLED (local name for ORS packet solution)? WAS HE/SHE GIVEN GOVERNMENT-RECOMMENDED HOMEMADE FLUID?" and so forth. Read each item aloud and circle the code corresponding to the response before proceeding to the next item.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Government-recommended homemade fluid
Government-recommended homemade fluid
Government-recommended homemade fluid
Government-recommended homemade fluid
Government-recommended homemade fluid
During this last episode of diarrhoea, did (name) drink any of the following: Read each item aloud and record response before proceeding to the next item. Government-recommended homemade fluid?
We want to know if and what type of oral rehydration solution (ORS) the child took during the last episode of diarrhoea. Ask each question separately: "WAS (name) GIVEN A FLUID MADE FROM A SPECIAL PACKET CALLED (local name for ORS packet solution)? WAS HE/SHE GIVEN GOVERNMENT-RECOMMENDED HOMEMADE FLUID?" and so forth. Read each item aloud and circle the code corresponding to the response before proceeding to the next item.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Pre-packaged ORS fluid for diarrhoea
Pre-packaged ORS fluid for diarrhoea
Pre-packaged ORS fluid for diarrhoea
Pre-packaged ORS fluid for diarrhoea
Pre-packaged ORS fluid for diarrhoea
During this last episode of diarrhoea, did (name) drink any of the following: Read each item aloud and record response before proceeding to the next item. A pre-packaged ORS fluid for diarrhoea?
We want to know if and what type of oral rehydration solution (ORS) the child took during the last episode of diarrhoea. Ask each question separately: "WAS (name) GIVEN A FLUID MADE FROM A SPECIAL PACKET CALLED (local name for ORS packet solution)? WAS HE/SHE GIVEN GOVERNMENT-RECOMMENDED HOMEMADE FLUID?" and so forth. Read each item aloud and circle the code corresponding to the response before proceeding to the next item.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child drank less or more during illness
Child drank less or more during illness
Child drank less or more during illness
Child drank less or more during illness
Child drank less or more during illness
During (name's) illness, did he/she drink much less, about the same, or more than usual?
For those children who had diarrhoea in the past 2 weeks, 'illness' in this and the next question refers to the diarrhoea episode. Disregard any additional illness these children might have had. If dehydrated, a child may take more fluids than usual. We want to know if the pattern of fluid consumption changed during the illness. The focus in this question is on how much fluid was actually consumed by the child. Ask the question just as it is worded here. Read out the entire question and circle the appropriate code for the caretaker's response. Get the respondent's best judgement of the relative amount of total fluids actually consumed by the child. All fluids are included, not just special ones given during diarrhoea. For example, water, tea, fruit juice, breastmilk and formula are included as well as special fluids such as ORS. Try to find out what actually happened, not what the respondent thinks ought to have happened. An answer such as, "A child with diarrhoea (or 'a child who is ill') needs more fluids" is not satisfactory. You would need to ask, "BUT HOW MUCH DID YOUR CHILD ACTUALLY DRINK DURING THIS DIARRHOEA?" It may be difficult to estimate the relative amount of breastmilk taken by the child. The respondent may make an estimate based on whether the child nursed longer or more frequently.
Children aged 0-4
1
Much less or none
2
About the same (or somewhat less)
3
More
8
DK
9
Missing
Child ate less or more during illness
Child ate less or more during illness
Child ate less or more during illness
Child ate less or more during illness
Child ate less or more during illness
During (name's) illness, did he/she eat less, about the same, or more food than usual? If "less", probe: Much less or a little less?
During an episode of diarrhoea or other illness, a child may change the amount usually eaten. The focus in this question is on how much food was actually consumed by the child. Ask the question just as it is worded here. Read out the entire question and circle the code corresponding to the caretaker's response. Get the caretaker's best judgement of the relative amount of total food actually consumed by the child. Try to find out what actually happened, not what the caretaker thinks ought to have happened. An answer such as, "A child with diarrhoea (or 'a child who is ill') needs more food" is not satisfactory. You would need to ask, "BUT HOW MUCH DID YOUR CHILD ACTUALLY EAT DURING THIS DIARRHOEA?" If the caretaker replies that the child took only fluids (that is, the child did not 'eat'), circle '1' for 'None'. If the caretaker's answer is 'less than usual', probe by asking "MUCH LESS OR A LITTLE LESS?" to find out if she/he thinks the amount was 'much less' or 'somewhat less'. Then circle the appropriate code. If the mother/primary caretaker offered more food than usual, but the child ate much less, the answer is 'much less'; circle '2'. Make sure that the respondent understands that this includes breastmilk, if the child is still being breastfed. If the child is very young and the caretaker replies that he/she takes only fluids or breastmilk (that is, has not started 'eating' yet), there is no need to probe, since 'drinking' and 'eating' count as the same for this child. Circle the answer for this question (eating) that comes closest to the answer you circle for CA3 (drinking).
Children aged 0-4
1
None
2
Much less
3
Somewhat less
4
About the same
5
More
8
DK
9
Missing
Where did you get the ORS packet
Where did you get the ORS packet
Where did you get the ORS packet
Where did you get the ORS packet
Where did you get the ORS packet
Check CA2A: ORS packet used? Yes. Continue with CA4B No. Go to CA5
Where did you get the (local name for ORS packet from CA2A)?
Check CA2A. If CA2A =1, check the box marked 'Yes', and continue to CA4B. If 'No', skip to CA5. --- The intent of this question is to identify where the ORS packet was obtained. Circle the code corresponding to the answer given. If the respondent obtained the ORS packet from a medical sector source, ask whether the place is in the public (run by the government) or private sector. If the place is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle '16'. Similarly, if the place is in the private medical sector, but is not one of the pre-coded categories, write the description in the space provided for 'Other private medical' and circle '26'. If the respondent answers that the ORS packet was obtained from another place not listed, write the description of the place in the space provided for 'Other' and circle '96'. Then notify your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response. Circle '98' if the respondent does not know where the ORS packet was obtained.
Children aged 0-4
11
Hospital
12
Govt health centre
13
Govt health post
14
Village health worker
15
Mobile/outreach clinic
16
Other public source
21
Private hospital/clinic
22
Private physician
23
Private pharmacy
24
Mobile clinic
26
Other private medical
31
Relative or friend
32
Shop
33
Traditional practitioner
96
Other
98
DK
99
Missing
How much did you pay for the ORS
How much did you pay for the ORS
How much did you pay for the ORS
How much did you pay for the ORS
How much did you pay for the ORS
How much did you pay for the (local name for ORS packet from CA2A)?
Record how much was paid in local currency for the ORS packet. If it was free, circle '9996'. Circle '9998' if the respondent does not know how much was paid for the ORS packet.
Children aged 0-4
9996
Free
9998
DK
9999
Missing
Child ill with cough in last 2 weeks
Child ill with cough in last 2 weeks
Child ill with cough in last 2 weeks
Child ill with cough in last 2 weeks
Child ill with cough in last 2 weeks
Has (name) had an illness with a cough at any time in the last two weeks, that is, since (day of the week) of the week before last?
Illness with a cough means a cold or other acute respiratory illness with a cough. Circle the code corresponding to the response given. If the respondent says "He coughs all the time," or "She's been coughing for months," do not count this as an 'illness with a cough' since it is a chronic problem. If the answer is 'No' or 'DK', circle the appropriate code and go to CA12. If the symptoms started before but continued into the 2-week period, this counts as 'Yes'.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Difficulty breathing during illness with cough
Difficulty breathing during illness with cough
Difficulty breathing during illness with cough
Difficulty breathing during illness with cough
Difficulty breathing during illness with cough
When (name) had an illness with a cough, did he/she breathe faster than usual with short, quick breaths or have difficulty breathing?
The question aims to find out if the child has or had an illness needing assessment by a health professional (as defined by the US Centers for Disease Control/Integrated Management of Childhood Illness programme). If the respondent asks "What do you mean by 'fast breathing'?" you may say "NOTICEABLY FASTER THAN NORMAL WHEN THE CHILD IS RESTED." If the respondent asks "What do you mean by 'difficulty breathing'?" you may say "THE CHILD SOUNDED/LOOKED AS IF HE/SHE WAS HAVING TROUBLE BREATHING." You may give other explanations that were developed and tested during the adaptation and pre-testing of the questionnaire. Circle the code corresponding to the response. If the answer is 'Yes', continue to the next question. Otherwise, skip to CA12.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Symptoms due to problem in chest or blocked nose
Symptoms due to problem in chest or blocked nose
Symptoms due to problem in chest or blocked nose
Symptoms due to problem in chest or blocked nose
Symptoms due to problem in chest or blocked nose
Were the symptoms due to a problem in the chest or a blocked nose?
This question aims to find out if the problem needs assessment by a health professional, which does not include a simple cold. Circle the code corresponding to the caretaker's response. If the symptoms were from a 'Blocked nose', skip to CA12. If the symptoms were due to 'Other' reasons, write the respondent's description in the line provided, circle '6' and skip to CA12. Otherwise, continue to the next question.
Children aged 0-4
1
Problem in chest
2
Blocked nose
3
Both
6
Other
8
DK
9
Missing
Sought advice or teatment for illness
Sought advice or teatment for illness
Sought advice or teatment for illness
Sought advice or teatment for illness
Sought advice or teatment for illness
Did you seek advice or treatment for the illness outside the home?
'Seeking care outside the home' means going outside the family or household for advice or treatment. Seeking care could include anything from asking a neighbour for advice, to holding a religious ceremony on the child's behalf, to going to a hospital. If a physician or other provider visits the household to give care, this counts as seeking care outside the home. The child may or may not have accompanied the respondent when he/she sought care. For example, going to buy medicine without the child counts as seeking care. Circle the code corresponding to the response given. If the answer is 'Yes', continue to the next question. Otherwise, skip to CA10.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Place sought care: Govt Hospital
Place sought care: Govt Hospital
Place sought care: Govt Hospital
Place sought care: Govt Hospital
Place sought care: Govt Hospital
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
A
Govt. Hospital
Place sought care: Govt Health centre
Place sought care: Govt Health centre
Place sought care: Govt Health centre
Place sought care: Govt Health centre
Place sought care: Govt Health centre
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
B
Govt. Health centre
Place sought care: Govt Health post
Place sought care: Govt Health post
Place sought care: Govt Health post
Place sought care: Govt Health post
Place sought care: Govt Health post
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
C
Govt. health post
Place sought care: Village health worker
Place sought care: Village health worker
Place sought care: Village health worker
Place sought care: Village health worker
Place sought care: Village health worker
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
D
Village health worker
Place sought care: Mobile/outreach clinic
Place sought care: Mobile/outreach clinic
Place sought care: Mobile/outreach clinic
Place sought care: Mobile/outreach clinic
Place sought care: Mobile/outreach clinic
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
E
Mobile/outreach clinic
Place sought care: Other public source
Place sought care: Other public source
Place sought care: Other public source
Place sought care: Other public source
Place sought care: Other public source
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
H
Other public sources
Place sought care: Private hospital/clinic
Place sought care: Private hospital/clinic
Place sought care: Private hospital/clinic
Place sought care: Private hospital/clinic
Place sought care: Private hospital/clinic
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
I
Private hospital/clinic
Place sought care: Private physician
Place sought care: Private physician
Place sought care: Private physician
Place sought care: Private physician
Place sought care: Private physician
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
J
Private phisician
Place sought care: Private pharmacy
Place sought care: Private pharmacy
Place sought care: Private pharmacy
Place sought care: Private pharmacy
Place sought care: Private pharmacy
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
K
Pharmacy
Place sought care: Mobile clinic
Place sought care: Mobile clinic
Place sought care: Mobile clinic
Place sought care: Mobile clinic
Place sought care: Mobile clinic
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
L
Mobile clinic
Place sought care: Other private medical
Place sought care: Other private medical
Place sought care: Other private medical
Place sought care: Other private medical
Place sought care: Other private medical
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
O
Other private
Place sought care: Relative or friend
Place sought care: Relative or friend
Place sought care: Relative or friend
Place sought care: Relative or friend
Place sought care: Relative or friend
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
P
Relative or friend
Place sought care: Shop
Place sought care: Shop
Place sought care: Shop
Place sought care: Shop
Place sought care: Shop
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
Q
Shop
Place sought care: Traditional practitioner
Place sought care: Traditional practitioner
Place sought care: Traditional practitioner
Place sought care: Traditional practitioner
Place sought care: Traditional practitioner
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
R
Traditional practitioner
Place sought care: Other
Place sought care: Other
Place sought care: Other
Place sought care: Other
Place sought care: Other
From where did you seek care? Anywhere else?
Circle all providers mentioned, but do NOT prompt with any suggestions. If source is hospital, health center, or clinic, write the name of the place below. Probe to identify the type of source and circle the appropriate code. (Name of place)
After the first reply, ask: "ANYWHERE ELSE?" until all providers are mentioned. However, do not suggest or prompt any answers. Circle the code for every provider mentioned. If the source of care is a hospital, health centre or clinic, write the name of the place in the space provided on the questionnaire. Ask whether the source is in the public (run by the government) or private sector. If the source is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle 'H'. Similarly, if the source is in the private medical sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other private medical' and circle 'O'. If the respondent answers that he/she sought care from another place not listed, write the description of the place in the space provided for 'Other' and circle 'X'. Then write the name of the place in the space provided on the questionnaire (Name of place) and tell your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response.
Children aged 0-4
?
Missing
X
Other
Given medicine to treat this illness
Given medicine to treat this illness
Given medicine to treat this illness
Given medicine to treat this illness
Given medicine to treat this illness
Was (name) given medicine to treat this illness?
Circle the appropriate code. If the answer is 'Yes', continue to the next question. Otherwise, go to CA12.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Antibiotic
Antibiotic
Antibiotic
Antibiotic
Antibiotic
What medicine was (name) given?
Circle all medicines given.
This question aims to determine whether the child was given an antibiotic for the illness. More than one medicine may have been administered to the child. Circle the codes corresponding to all medicines given. If the respondent does not know the name of the medicine, ask him/her to show you the medicines. If he/she cannot show the packaged medicine, follow the guidelines provided to you during training. If the respondent names a medicine that is not listed, circle 'X' for 'Other' medicine and fill in the name of the medicine in the space provided. If you cannot determine the type of medicine given to the child with a cough, circle 'Z' for 'DK'.
Children aged 0-4
?
Missing
A
Antibiotic
Paracetamol/Panadol/Acetaminophen
Paracetamol/Panadol/Acetaminophen
Paracetamol/Panadol/Acetaminophen
Paracetamol/Panadol/Acetaminophen
Paracetamol/Panadol/Acetaminophen
What medicine was (name) given?
Circle all medicines given.
This question aims to determine whether the child was given an antibiotic for the illness. More than one medicine may have been administered to the child. Circle the codes corresponding to all medicines given. If the respondent does not know the name of the medicine, ask him/her to show you the medicines. If he/she cannot show the packaged medicine, follow the guidelines provided to you during training. If the respondent names a medicine that is not listed, circle 'X' for 'Other' medicine and fill in the name of the medicine in the space provided. If you cannot determine the type of medicine given to the child with a cough, circle 'Z' for 'DK'.
Children aged 0-4
?
Missing
P
Paracetamol/Panadol/Acetaminophen
Aspirin
Aspirin
Aspirin
Aspirin
Aspirin
What medicine was (name) given?
Circle all medicines given.
This question aims to determine whether the child was given an antibiotic for the illness. More than one medicine may have been administered to the child. Circle the codes corresponding to all medicines given. If the respondent does not know the name of the medicine, ask him/her to show you the medicines. If he/she cannot show the packaged medicine, follow the guidelines provided to you during training. If the respondent names a medicine that is not listed, circle 'X' for 'Other' medicine and fill in the name of the medicine in the space provided. If you cannot determine the type of medicine given to the child with a cough, circle 'Z' for 'DK'.
Children aged 0-4
?
Missing
Q
Aspirin
Ibupropfen
Ibupropfen
Ibupropfen
Ibupropfen
Ibupropfen
What medicine was (name) given?
Circle all medicines given.
This question aims to determine whether the child was given an antibiotic for the illness. More than one medicine may have been administered to the child. Circle the codes corresponding to all medicines given. If the respondent does not know the name of the medicine, ask him/her to show you the medicines. If he/she cannot show the packaged medicine, follow the guidelines provided to you during training. If the respondent names a medicine that is not listed, circle 'X' for 'Other' medicine and fill in the name of the medicine in the space provided. If you cannot determine the type of medicine given to the child with a cough, circle 'Z' for 'DK'.
Children aged 0-4
?
Missing
R
Ibuprofen
Other
Other
Other
Other
Other
What medicine was (name) given?
Circle all medicines given.
This question aims to determine whether the child was given an antibiotic for the illness. More than one medicine may have been administered to the child. Circle the codes corresponding to all medicines given. If the respondent does not know the name of the medicine, ask him/her to show you the medicines. If he/she cannot show the packaged medicine, follow the guidelines provided to you during training. If the respondent names a medicine that is not listed, circle 'X' for 'Other' medicine and fill in the name of the medicine in the space provided. If you cannot determine the type of medicine given to the child with a cough, circle 'Z' for 'DK'.
Children aged 0-4
?
Missing
X
Other
DK
DK
DK
DK
DK
What medicine was (name) given?
Circle all medicines given.
This question aims to determine whether the child was given an antibiotic for the illness. More than one medicine may have been administered to the child. Circle the codes corresponding to all medicines given. If the respondent does not know the name of the medicine, ask him/her to show you the medicines. If he/she cannot show the packaged medicine, follow the guidelines provided to you during training. If the respondent names a medicine that is not listed, circle 'X' for 'Other' medicine and fill in the name of the medicine in the space provided. If you cannot determine the type of medicine given to the child with a cough, circle 'Z' for 'DK'.
Children aged 0-4
?
Missing
Z
DK
Where did you get the antibiotic
Where did you get the antibiotic
Where did you get the antibiotic
Where did you get the antibiotic
Where did you get the antibiotic
Check CA11: Antibiotic given? Yes. Continue with CA11B No. Go to CA12
Where did you get the antibiotic?
Check CA11. If an antibiotic was given (code 'A' circled) to treat this illness, check the box marked 'Yes', and continue to CA11B. If 'No', skip to CA12. --- The intent of this question is to identify where the antibiotic was obtained. Circle the code corresponding to the answer given. If the respondent obtained the antibiotic from a medical sector source, ask whether the place is in the public (run by the government) or private sector. If the place is in the public sector, but is not one of the pre-coded choices, write the description in the space provided for 'Other public' and circle '16'. Similarly, if the place is in the private medical sector, but is not one of the pre-coded categories, write the description in the space provided for 'Other private medical' and circle '26'. If the respondent answers that the antibiotic was obtained from another place not listed, write the description of the place in the space provided for 'Other' and circle '96'. Then notify your supervisor. Your supervisor will learn from other people in the community whether the place is public or private and then circle the code corresponding to the response. Circle '98' if the respondent does not know where the antibiotic was obtained.
Children aged 0-4
11
Hospital
12
Govt health centre
13
Govt health post
14
Village health worker
15
Mobile/outreach clinic
16
Other public source
21
Private hospital/clinic
22
Private physician
23
Private pharmacy
24
Mobile clinic
26
Other private medical
31
Relative or friend
32
Shop
33
Traditional practitioner
96
Other
98
DK
99
Missing
How much did you pay for the antibiotic
How much did you pay for the antibiotic
How much did you pay for the antibiotic
How much did you pay for the antibiotic
How much did you pay for the antibiotic
How much did you pay for the antibiotic?
Record how much was paid in local currency for the antibiotic. If it was free, circle '9996'. Circle '9998' if the respondent does not know how much was paid for the antibiotic.
Children aged 0-4
9996
Free
9998
DK
9999
Missing
What was done to dispose of the stools
What was done to dispose of the stools
What was done to dispose of the stools
What was done to dispose of the stools
What was done to dispose of the stools
Check UF11: Child aged under 3? Yes. Continue with CA13 No. Go to CA14
The last time (name) passed stools, what was done to dispose of the stools?
CA13 is used to filter out children aged 3, 4 and 5 years, since the next question is to be asked only of children under age three. Check UF11; if the child is under three (he/she is 0, 1 or 2 years old), mark the box corresponding to 'Yes' and continue with the next question. If the child is not under three (she/he is 3, 4 or 5 years old), mark the box corresponding to 'No' and skip to CA14. --- The purpose of this question is to know what was done with the most recent stools passed by the child in the household. The safe disposal of children's stools is of particular importance because children's stools are the most likely cause of faecal contamination to the immediate household environment. Correct disposal of stools is linked with lower risks of diarrhoea. Respondents are asked where they usually dispose of their children's stools if the child did not use the toilet facility. Circle the most appropriate code.
Children aged 0-4
1
Child used toilet/latrine
2
Put/rinsed into toilet or latrine
3
Put/rinsed into drain or ditch
4
Thrown into garbage (solid waste)
5
Buried
6
Left in the open
96
Other
98
DK
99
Missing
Symptoms: Child not able to drink or breastfeed
Symptoms: Child not able to drink or breastfeed
Symptoms: Child not able to drink or breastfeed
Symptoms: Child not able to drink or breastfeed
Symptoms: Child not able to drink or breastfeed
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
A
Child not able to drink or breatfeed
Symptoms: Child becomes sicker
Symptoms: Child becomes sicker
Symptoms: Child becomes sicker
Symptoms: Child becomes sicker
Symptoms: Child becomes sicker
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
B
Child becomes sicker
Symptoms: Child develops a fever
Symptoms: Child develops a fever
Symptoms: Child develops a fever
Symptoms: Child develops a fever
Symptoms: Child develops a fever
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
C
Child develops a fever
Symptoms: Child has faster breathing
Symptoms: Child has faster breathing
Symptoms: Child has faster breathing
Symptoms: Child has faster breathing
Symptoms: Child has faster breathing
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
D
Child has fast breathing
Symptoms: Child has difficult breathing
Symptoms: Child has difficult breathing
Symptoms: Child has difficult breathing
Symptoms: Child has difficult breathing
Symptoms: Child has difficult breathing
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
E
Child has difficult breathing
Symptoms: Child has blood in stool
Symptoms: Child has blood in stool
Symptoms: Child has blood in stool
Symptoms: Child has blood in stool
Symptoms: Child has blood in stool
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
F
Child has blood in stool
Symptoms: Child is drinking poorly
Symptoms: Child is drinking poorly
Symptoms: Child is drinking poorly
Symptoms: Child is drinking poorly
Symptoms: Child is drinking poorly
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
G
Child is drinking poorly
Symptoms: Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
X
Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
Y
Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Symptoms: Other
Ask the following question (CA14) only once for each caretaker.
Sometimes children have severe illnesses and should be taken immediately to a health facility. What types of symptoms would cause you to take your child to a health facility right away?
Keep asking for more signs or symptoms until the caretaker cannot recall any additional symptoms. Circle all symptoms mentioned, But do NOT prompt with any suggestions.
This question asks for symptoms that would cause the respondent to take a child to a health facility right away. Note that this question will only be asked once per mother/primary caretaker. If you are interviewing the same mother/primary caretaker for more than one child, ask this question when you interview her/him for the first child. Copy the response to this question to the same question in the questionnaire for the second child. If you are interviewing more than one mother/primary caretaker in the same household, ask the question once of each of the mothers/primary caretakers. Circle the codes for the symptoms mentioned. If the caretaker mentions a few signs and stops, continue by asking "ANY OTHERS?" until the caretaker cannot recall any additional symptoms, but do not prompt with any suggestions. Circle the codes corresponding to all symptoms mentioned. If you are not sure whether a certain sign as reported by the respondent fits in one of the above categories, write it down in full and check with your supervisor later.
Children aged 0-4
?
Missing
Z
Other
Vaccination card for child
Vaccination card for child
Vaccination card for child
Vaccination card for child
Vaccination card for child
If an immunization card is available, copy the dates in IM2-IM6 for each type of immunization. IM10-IM22 are for recording vaccinations that are not recorded on the card. IM10-IM22 will only be asked when a card is not available.
Is there a vaccination card for (name)?
If the respondent reports that there is a vaccination card for the child, ask to see it. You should have obtained vaccination cards at the beginning of the interview. If you did not already obtain the card for the child, now is the time to ask for it again. In some cases, the respondent may not be willing to take time to look for the vaccination card, thinking that you are in a hurry. Encourage the respondent to look for the vaccination card for the child. It is critical to obtain written documentation of the child's immunization history. Therefore, be patient if the respondent needs to search for the card. If the respondent does not have a vaccination card but the vaccine doses are registered in another document (for example, a booklet with records of clinic visits), ask to see it. If the card or other document is seen, circle '1' and continue to the next question. If the card or other document is not seen, circle '2' and skip to IM10 - you will be asking the respondent to recall the child's vaccinations. If the respondent does not have a vaccination card or any other document where the vaccine doses are registered for the child, circle '3' and skip to IM10.
Children aged 0-4
1
Yes, seen
2
Yes, not seen
3
No
9
Missing
Day of BCG immunization
Day of BCG immunization
Day of BCG immunization
Day of BCG immunization
Day of BCG immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization BCG
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of BCG immunization
Month of BCG immunization
Month of BCG immunization
Month of BCG immunization
Month of BCG immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization BCG
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of BCG immunization
Year of BCG immunization
Year of BCG immunization
Year of BCG immunization
Year of BCG immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization BCG
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of OPV1 immunization
Day of OPV1 immunization
Day of OPV1 immunization
Day of OPV1 immunization
Day of OPV1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of OPV1 immunization
Month of OPV1 immunization
Month of OPV1 immunization
Month of OPV1 immunization
Month of OPV1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of OPV1 immunization
Year of OPV1 immunization
Year of OPV1 immunization
Year of OPV1 immunization
Year of OPV1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of OPV2 immunization
Day of OPV2 immunization
Day of OPV2 immunization
Day of OPV2 immunization
Day of OPV2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of OPV2 immunization
Month of OPV2 immunization
Month of OPV2 immunization
Month of OPV2 immunization
Month of OPV2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of OPV2 immunization
Year of OPV2 immunization
Year of OPV2 immunization
Year of OPV2 immunization
Year of OPV2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of OPV3 immunization
Day of OPV3 immunization
Day of OPV3 immunization
Day of OPV3 immunization
Day of OPV3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of OPV3 immunization
Month of OPV3 immunization
Month of OPV3 immunization
Month of OPV3 immunization
Month of OPV3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of OPV3 immunization
Year of OPV3 immunization
Year of OPV3 immunization
Year of OPV3 immunization
Year of OPV3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Polio 3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of DPT1 immunization
Day of DPT1 immunization
Day of DPT1 immunization
Day of DPT1 immunization
Day of DPT1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of DPT1 immunization
Month of DPT1 immunization
Month of DPT1 immunization
Month of DPT1 immunization
Month of DPT1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of DPT1 immunization
Year of DPT1 immunization
Year of DPT1 immunization
Year of DPT1 immunization
Year of DPT1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of DPT2 immunization
Day of DPT2 immunization
Day of DPT2 immunization
Day of DPT2 immunization
Day of DPT2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of DPT2 immunization
Month of DPT2 immunization
Month of DPT2 immunization
Month of DPT2 immunization
Month of DPT2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of DPT2 immunization
Year of DPT2 immunization
Year of DPT2 immunization
Year of DPT2 immunization
Year of DPT2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of DPT3 immunization
Day of DPT3 immunization
Day of DPT3 immunization
Day of DPT3 immunization
Day of DPT3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of DPT3 immunization
Month of DPT3 immunization
Month of DPT3 immunization
Month of DPT3 immunization
Month of DPT3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of DPT3 immunization
Year of DPT3 immunization
Year of DPT3 immunization
Year of DPT3 immunization
Year of DPT3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization DPT 3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of HepB1 or DPTHepB1 immunization
Day of HepB1 or DPTHepB1 immunization
Day of HepB1 or DPTHepB1 immunization
Day of HepB1 or DPTHepB1 immunization
Day of HepB1 or DPTHepB1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB1 (or DPTHepB1)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of HepB1 or DPThepB1 immunization
Month of HepB1 or DPThepB1 immunization
Month of HepB1 or DPThepB1 immunization
Month of HepB1 or DPThepB1 immunization
Month of HepB1 or DPThepB1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB1 (or DPTHepB1)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of HepB1 or DPTHepB1 immunization
Year of HepB1 or DPTHepB1 immunization
Year of HepB1 or DPTHepB1 immunization
Year of HepB1 or DPTHepB1 immunization
Year of HepB1 or DPTHepB1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB1 (or DPTHepB1)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day HepB2 or DPTHepB2 immunization
Day HepB2 or DPTHepB2 immunization
Day HepB2 or DPTHepB2 immunization
Day HepB2 or DPTHepB2 immunization
Day HepB2 or DPTHepB2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB2 (or DPTHepB2)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of HepB2 or DPTHepB2 imunization
Month of HepB2 or DPTHepB2 imunization
Month of HepB2 or DPTHepB2 imunization
Month of HepB2 or DPTHepB2 imunization
Month of HepB2 or DPTHepB2 imunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB2 (or DPTHepB2)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of HepB2 or DPTHepB2 immunization
Year of HepB2 or DPTHepB2 immunization
Year of HepB2 or DPTHepB2 immunization
Year of HepB2 or DPTHepB2 immunization
Year of HepB2 or DPTHepB2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB2 (or DPTHepB2)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of DPTHepB3 or HepB3 immunization
Day of DPTHepB3 or HepB3 immunization
Day of DPTHepB3 or HepB3 immunization
Day of DPTHepB3 or HepB3 immunization
Day of DPTHepB3 or HepB3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB3 (or DPTHepB3)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of DPTHepB3 or HepB3 ummunization
Month of DPTHepB3 or HepB3 ummunization
Month of DPTHepB3 or HepB3 ummunization
Month of DPTHepB3 or HepB3 ummunization
Month of DPTHepB3 or HepB3 ummunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB3 (or DPTHepB3)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of DPTHepB3 or HepB3 immunization
Year of DPTHepB3 or HepB3 immunization
Year of DPTHepB3 or HepB3 immunization
Year of DPTHepB3 or HepB3 immunization
Year of DPTHepB3 or HepB3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HepB3 (or DPTHepB3)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day measles or MMR immunization
Day measles or MMR immunization
Day measles or MMR immunization
Day measles or MMR immunization
Day measles or MMR immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Measles (or MMR)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month Measles or MMR immunization
Month Measles or MMR immunization
Month Measles or MMR immunization
Month Measles or MMR immunization
Month Measles or MMR immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Measles (or MMR)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of Measles or MMR immunization
Year of Measles or MMR immunization
Year of Measles or MMR immunization
Year of Measles or MMR immunization
Year of Measles or MMR immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization Measles (or MMR)
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of HIB1 immunization
Day of HIB1 immunization
Day of HIB1 immunization
Day of HIB1 immunization
Day of HIB1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of HIB1 immunization
Month of HIB1 immunization
Month of HIB1 immunization
Month of HIB1 immunization
Month of HIB1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of HIB1 immunization
Year of HIB1 immunization
Year of HIB1 immunization
Year of HIB1 immunization
Year of HIB1 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB1
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of HIB2 immunization
Day of HIB2 immunization
Day of HIB2 immunization
Day of HIB2 immunization
Day of HIB2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of HIB2 immunization
Month of HIB2 immunization
Month of HIB2 immunization
Month of HIB2 immunization
Month of HIB2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of HIB2 immunization
Year of HIB2 immunization
Year of HIB2 immunization
Year of HIB2 immunization
Year of HIB2 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB2
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Day of HIB3 immunization
Day of HIB3 immunization
Day of HIB3 immunization
Day of HIB3 immunization
Day of HIB3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
Not given
44
Marked on card - no date given
66
Reported by mother
99
Missing
Month of HIB3 immunization
Month of HIB3 immunization
Month of HIB3 immunization
Month of HIB3 immunization
Month of HIB3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
99
Missing
Year of HIB3 immunization
Year of HIB3 immunization
Year of HIB3 immunization
Year of HIB3 immunization
Year of HIB3 immunization
(a) Copy dates for each vaccination from the card. (b) Write '44' in day column if card shows that vaccination was given but no date recorded. Date of immunization HIB3
You will complete questions from IM2 through IM6C when respondents show you the vaccination card for the child: " Copy the dates in the spaces provided for IM2-IM6C for each type of immunization recorded on the card or document. " If the card shows only part of the date, record '98' for 'DK' in the column for which the information is not given. For example, if the date given was July 2004, you would record '98' for 'Day', '07' for 'Month', and '2004' for 'Year'. " If the card shows that a vaccination or vitamin A dose was administered but the date is not specified, write '44' in the day column, and leave the month and year columns blank. " However, if a date is given for a DPT vaccination and there is simply a check to show that a polio vaccine was also given, record the date of the DPT injection on the polio line since this probably indicates that the vaccinations were given on the same day. Remember that vaccines may be listed on the card in a different order than the one that appears on the questionnaire. Be sure to check the card carefully because sometimes the month may be listed first, sometimes the day. Be careful to record the dates correctly. Besides recording vaccination dates on the card, some health facilities may also record the dates (appointments) that children should be brought in for their next immunizations. Be very careful not to record a scheduled appointment date as a vaccination date. It is possible that an appointment date was given, but the child never received the vaccination. Only record dates that vaccinations were actually given, and not date of appointments. Be patient and read the card thoroughly. It is very important that you copy the information on administered vaccinations on the card to the questionnaire accurately. After you have completed transferring the information from the card to the questionnaire, proceed with question IM9.
Children aged 0-4
9999
Missing
Child received any other vaccinations
Child received any other vaccinations
Child received any other vaccinations
Child received any other vaccinations
Child received any other vaccinations
In addition to the vaccinations and vitamin A capsules shown on this card, did (name) receive any other vaccinations - including vaccinations received in campaigns or immunization days?
Record 'Yes' only if respondent mentions BCG, OPV 0-3, DPT 1-3, Hepatitis B 1-3, Measles, Yellow Fever vaccine(s), or Vitamin A supplements. (If yes, Probe for vaccinations and write '66' in the corresponding day column on IM2 to IM8B.)
It is possible that some of the vaccinations received by the child were not recorded. For example, the respondent may have forgotten to bring the card to the health facility or the respondent may have taken (name) to a National Immunization Day. If the answer is 'Yes', circle '1' only if the respondent mentions vaccines included in the questionnaire. You can refer to the information already obtained from the vaccination card to make sure that the mother/primary caretaker is referring only to these vaccines. Write '66' in the corresponding 'Day' column for IM2-IM8B, and leave the month and year columns blank. For example, if two doses of DPT were recorded on the card, and another dose was given but not recorded, the answer to IM4C should be '66' in the 'Day' column. Do not ask the respondent to supply dates from memory. Enter a date only if the card or other document is available and lists a date for the immunization dose. Once you have probed for all vaccinations, skip to IM19.
1
Yes
2
No
8
DK
9
Missing
Child ever received any vaccinations
Child ever received any vaccinations
Child ever received any vaccinations
Child ever received any vaccinations
Child ever received any vaccinations
Has (name) ever received any vaccinations to prevent him/her from getting diseases, including vaccinations received in a campaign or immunization day?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Only ask IM10-22 to obtain the child's vaccination status if a vaccination card or other document is not available (that is, if the answer to IM1 was '2' for 'Yes, 'Not seen' or '3' for 'No'). Describe the vaccination techniques in detail to the caretaker and provide further explanations if needed. When mentioning the vaccines or the specific diseases, use local synonyms if needed. We are not interested in injections for treating a disease - antibiotics, antimalarials, etc. - but only in vaccines. Circle the code corresponding to the response. If the answer is 'Yes', continue to the next question, to start asking about each of the vaccines. If the answer is 'No' or 'DK', skip to IM20.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child ever given BCG vaccination
Child ever given BCG vaccination
Child ever given BCG vaccination
Child ever given BCG vaccination
Child ever given BCG vaccination
Has (name) ever been given a BCG vaccination against tuberculosis - that is, an injection in the arm or shoulder that caused a scar?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Circle the code corresponding to the response.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child ever given Polio vaccination
Child ever given Polio vaccination
Child ever given Polio vaccination
Child ever given Polio vaccination
Child ever given Polio vaccination
Has (name) ever been given any "vaccination drops in the mouth" to protect him/her from getting diseases - that is, polio?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Circle the code corresponding to the response. If the answer is 'Yes', continue to the next question. If the answer is 'No' or 'DK', skip to IM15.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Polio first given just after birth or later
Polio first given just after birth or later
Polio first given just after birth or later
Polio first given just after birth or later
Polio first given just after birth or later
How old was he/she when the first dose was given - just after birth (within two weeks) or later?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Ask how old the child was at first dose, prompting "JUST AFTER BIRTH OR LATER?" Circle the code corresponding to the response.
Children aged 0-4
1
Just after birth (within 2 weeks)
2
Later
9
Missing
Times child given Polio vaccination
Times child given Polio vaccination
Times child given Polio vaccination
Times child given Polio vaccination
Times child given Polio vaccination
How many times has he/she been given these drops?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Fill in the number in the space provided.
Children aged 0-4
99
Missing
Child ever given DPT vaccination
Child ever given DPT vaccination
Child ever given DPT vaccination
Child ever given DPT vaccination
Child ever given DPT vaccination
Has (name) ever been given "DPT vaccination injections" - that is, an injection in the thigh or buttocks - to prevent him/her from getting tetanus, whooping cough, diphtheria? (sometimes given at the same time as polio)
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Circle the code corresponding to the response. If the answer is 'Yes', continue to the next question. If 'No' or 'DK', skip to IM17.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Times child given DPT vaccination
Times child given DPT vaccination
Times child given DPT vaccination
Times child given DPT vaccination
Times child given DPT vaccination
How many times?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Fill in the number in the space provided.
Children aged 0-4
99
Missing
Child ever given Measles or MMR vaccination
Child ever given Measles or MMR vaccination
Child ever given Measles or MMR vaccination
Child ever given Measles or MMR vaccination
Child ever given Measles or MMR vaccination
Has (name) ever been given "Measles vaccination injections" or MMR - that is, a shot in the arm at the age of 9 months or older - to prevent him/her from getting measles?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Circle the code corresponding to the response. If the caretaker specifically mentions measles vaccine but refers to an injection in the thigh, accept the answer as valid and circle '1' for 'Yes'.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Child ever given Hepatitis B vaccination
Child ever given Hepatitis B vaccination
Child ever given Hepatitis B vaccination
Child ever given Hepatitis B vaccination
Child ever given Hepatitis B vaccination
Has (name) ever been given hepatitis b vaccination injections - that is, a shot in the thigh or shoulder upon birth or later to prevent him/her from getting hepatitis b (the first dose is given immediately upon births at the same time when bcg is given, and the other two are given at the same time when DTP and polio vaccination injections are given)
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Circle the code corresponding to the response.
Children aged 0-4
1
Yes
2
No
8
Dont know
9
Missing
Times child given Hepatitis B vaccination
Times child given Hepatitis B vaccination
Times child given Hepatitis B vaccination
Times child given Hepatitis B vaccination
Times child given Hepatitis B vaccination
How many times?
Questions IM10 through IM22 are asked only to mothers/primary caretakers of children who do not have vaccination cards, or those children for whom vaccination cards were not shown. --- Fill in the number in the space provided.
Children aged 0-4
Child's weight (kilograms)
Child's weight (kilograms)
Child's weight (kilograms)
Child's weight (kilograms)
Child's weight (kilograms)
After questionnaires for all children are complete, the measurer weighs and measures each child. Record weight and length/height below, taking care to record the measurements on the correct questionnaire for each child. Check the child's name and line number on the household listing before recording measurements. Child's weight.
Weights and heights of all eligible children under five in the household will be measured after all the Questionnaires for Children Under Five are completed. However, if some respondents or children have to leave the household before all questionnaires in the household have been completed, or if a call-back has to be made to interview another respondent, it is best to complete the measurements on those children who are present. The most important thing is not to miss measuring those who are eligible. Measurement of heights and weights will normally be the responsibility of field editors. Each fieldwork team will have one set of measuring boards and weighing scales. Therefore, once you have completed the questionnaires and are ready to start anthropometric measurements, you should call upon field editors to join you in the household, together with the equipment. Although the field editor will be the main team member responsible for anthropometric measurements, you will also receive training on how to weigh and measure children. In some cases, the entrance of field editors to the household may not be possible; in such cases, you may yourself perform the measurements, with the assistance of the mother. Each child will be weighed and measured, and the results will be recorded in his/her questionnaire. Be sure the weight for each child is recorded on the correct questionnaire. Procedures for weight and height measurements are discussed in detail in Appendix Five. This section is confined to explaining how the results will be coded. --- The child should be weighed according to the instructions given during training. Record the result to the nearest tenth of a kilogram (100 grams). Place the kilograms to the left of the decimal point and grams to the right of the decimal point. Use a leading zero if the number of kilograms is one digit.
Children aged 0-4
99.9
Missing
Child measured lying or standing
Child measured lying or standing
Child measured lying or standing
Child measured lying or standing
Child measured lying or standing
Child's length or height.
Check age of child in UF11: Child under 2 years old. Measure length (lying down). Child age 2 or more years. Measure height (standing up).
Weights and heights of all eligible children under five in the household will be measured after all the Questionnaires for Children Under Five are completed. However, if some respondents or children have to leave the household before all questionnaires in the household have been completed, or if a call-back has to be made to interview another respondent, it is best to complete the measurements on those children who are present. The most important thing is not to miss measuring those who are eligible. Measurement of heights and weights will normally be the responsibility of field editors. Each fieldwork team will have one set of measuring boards and weighing scales. Therefore, once you have completed the questionnaires and are ready to start anthropometric measurements, you should call upon field editors to join you in the household, together with the equipment. Although the field editor will be the main team member responsible for anthropometric measurements, you will also receive training on how to weigh and measure children. In some cases, the entrance of field editors to the household may not be possible; in such cases, you may yourself perform the measurements, with the assistance of the mother. Each child will be weighed and measured, and the results will be recorded in his/her questionnaire. Be sure the weight for each child is recorded on the correct questionnaire. Procedures for weight and height measurements are discussed in detail in Appendix Five. This section is confined to explaining how the results will be coded. --- Check the age of the child in UF11. If the child is under 2 years old, check the appropriate box, measure and record recumbent length (that is, lying down), to the nearest tenth of a centimetre. If the child is age two or older, check the corresponding box and then measure and record standing height. Write a zero first if the number of centimetres is two digits.
Children aged 0-4
1
Lying down
2
Standing up
9
Missing
Child's length or height
Child's length or height
Child's length or height
Child's length or height
Child's length or height
Child's length or height.
Check age of child in UF11: Child under 2 years old. Measure length (lying down). Child age 2 or more years. Measure height (standing up).
Weights and heights of all eligible children under five in the household will be measured after all the Questionnaires for Children Under Five are completed. However, if some respondents or children have to leave the household before all questionnaires in the household have been completed, or if a call-back has to be made to interview another respondent, it is best to complete the measurements on those children who are present. The most important thing is not to miss measuring those who are eligible. Measurement of heights and weights will normally be the responsibility of field editors. Each fieldwork team will have one set of measuring boards and weighing scales. Therefore, once you have completed the questionnaires and are ready to start anthropometric measurements, you should call upon field editors to join you in the household, together with the equipment. Although the field editor will be the main team member responsible for anthropometric measurements, you will also receive training on how to weigh and measure children. In some cases, the entrance of field editors to the household may not be possible; in such cases, you may yourself perform the measurements, with the assistance of the mother. Each child will be weighed and measured, and the results will be recorded in his/her questionnaire. Be sure the weight for each child is recorded on the correct questionnaire. Procedures for weight and height measurements are discussed in detail in Appendix Five. This section is confined to explaining how the results will be coded. --- Check the age of the child in UF11. If the child is under 2 years old, check the appropriate box, measure and record recumbent length (that is, lying down), to the nearest tenth of a centimetre. If the child is age two or older, check the corresponding box and then measure and record standing height. Write a zero first if the number of centimetres is two digits.
Children aged 0-4
999.9
Missing
Measurer's identification code
Measurer's identification code
Measurer's identification code
Measurer's identification code
Measurer's identification code
Measurer's identification code.
You should enter the two-digit identification number of the person who performed the measurements in the space provided. This would normally be the field editor or yourself.
Children aged 0-4
Result of measurement
Result of measurement
Result of measurement
Result of measurement
Result of measurement
Result of measurement.
Circle the appropriate code corresponding to the result of the measurement. If the reason is 'Other', write a description in the line provided and circle '6'.
Children aged 0-4
1
Measured
2
Not present
3
Refused
6
Other
7
Inconsistent
9
Missing
Height for age percentile
Height for age percentile
Height for age percentile
Height for age percentile
Height for age percentile
Recoded variable
Is (name) male or female?
Children aged 0-4
Height for age z-score
Height for age z-score
Height for age z-score
Height for age z-score
Height for age z-score
Recoded variable
Is (name) male or female?
Children aged 0-4
Height for age percent of reference median
Height for age percent of reference median
Height for age percent of reference median
Height for age percent of reference median
Height for age percent of reference median
Recoded variable
Is (name) male or female?
Children aged 0-4
Weight for age percentile
Weight for age percentile
Weight for age percentile
Weight for age percentile
Weight for age percentile
Recoded variable
Is (name) male or female?
Children aged 0-4
Weight for age z-score
Weight for age z-score
Weight for age z-score
Weight for age z-score
Weight for age z-score
Recoded variable
Is (name) male or female?
Children aged 0-4
Weight for age percent of reference median
Weight for age percent of reference median
Weight for age percent of reference median
Weight for age percent of reference median
Weight for age percent of reference median
Recoded variable
Is (name) male or female?
Children aged 0-4
Weight for height percentile
Weight for height percentile
Weight for height percentile
Weight for height percentile
Weight for height percentile
Recoded variable
Is (name) male or female?
Children aged 0-4
Weight for height z-score
Weight for height z-score
Weight for height z-score
Weight for height z-score
Weight for height z-score
Recoded variable
Is (name) male or female?
Children aged 0-4
Weight for height percent of reference median
Weight for height percent of reference median
Weight for height percent of reference median
Weight for height percent of reference median
Weight for height percent of reference median
Recoded variable
Is (name) male or female?
Children aged 0-4
Flag for anthropometric indicators
Flag for anthropometric indicators
Flag for anthropometric indicators
Flag for anthropometric indicators
Flag for anthropometric indicators
Recoded variable
Is (name) male or female?
Children aged 0-4
No flag
1
Height for age
2
Weight for height
3
Weight for height, Height for age
4
Weight for age
5
Weight for age, Height for age
6
Weight for age, Weight for height
7
Weight for age, Weight for height, Height for age
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer number
Interviewer name and number:
Enter your own name and identification number provided to you at the time of training.
Children aged 0-4
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor Number
Supervisor name and number:
Enter your supervisor's name and identification number. You will be provided with your supervisor's identification number as soon as you know who you will be working with.
Children aged 0-4
Day of interview
Day of interview
Day of interview
Day of interview
Day of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Month of interview
Month of interview
Month of interview
Month of interview
Month of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Year of interview
Year of interview
Year of interview
Year of interview
Year of interview
Day/Month/Year of interview:
Enter the date of the interview as day, month and year. If the interview is not completed on your first visit and you visit the household again, revise and enter final date of interview. In other words, the date here should be either when you have completed the Household Questionnaire or when the interview has not been conducted but there will be no more attempts to interview the household.
Children aged 0-4
Area
Area
Area
Area
Area
Area:
Circle the code for area of residence as instructed by your supervisor. This will have been pre-determined; you will not be required to assess whether the household is in an urban or rural area.
Children aged 0-4
1
Urban
2
Rural
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Administrative regions
Region:
Children aged 0-4
1
FBiH
2
RS
3
DB
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Administrative and geographic detailed regions
Region:
Circle the code for region.
Children aged 0-4
1
Unsko-sanski
2
Posavski
3
Tuzlanski
4
Zenicko-dobojski
5
Bosansko-podrinjski
6
Srednje-bosanski
7
Hercegovacko-neretvanski
8
Zapadno-hercegovacki
9
Sarajevo
10
Herceg-bosanski
11
Krajina
12
Posavina
13
Podrinje i SRR
14
Hercegovina
15
Distrikt Brcko
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
Result of HH interview
After all questionnaires for the household have been completed, fill in the following information: Result of HH interview:
If the Household Questionnaire is completed, circle '1' for 'Completed'. If you have not been able to contact the household after repeated visits, circle '2' for 'Not at home'. If the household refuses to be interviewed, circle '3' for 'Refused'. If you are unable to locate the household or if the dwelling is destroyed, circle '4' for 'HH not found/destroyed'. If you have not been able to complete the Household Questionnaire for another reason, you should circle '6' for 'Other' and specify the reason in the space provided. Some examples of 'Other' codes might be: the household respondent is incapacitated; the questionnaire is partly completed; adult household members were not found at home after repeated visits.
Children aged 0-4
1
Completed
2
Not at home
3
Refused
4
HH not found/destroyed
6
Other
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent HH questionnaire
Respondent to HH questionnaire:
Enter the name and line number (from the Household Listing, columns HL1 and HL2) of the respondent to the Household Questionnaire.
Children aged 0-4
99
Missing
Number of household members
Number of household members
Number of household members
Number of household members
Number of household members
Total number of household members:
Count the number of household members recorded in column HL1 of the Household Listing and enter the total here.
Children aged 0-4
Total eligible women
Total eligible women
Total eligible women
Total eligible women
Total eligible women
No.of women eligible for interview:
Enter the total number of women eligible for interview for the Questionnaire for Individual Women - you will copy this from the row for totals at the bottom of the Household Listing, for HL6.
Children aged 0-4
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
Women interviews completed
No.of women questionnaires completed:
Once all of the Questionnaires for Individual Women have been completed for a particular household, enter the number completed here.
Children aged 0-4
Total children under 5
Total children under 5
Total children under 5
Total children under 5
Total children under 5
No.of children under age 5:
Enter the total number of children under five eligible for inclusion in the survey from the row for totals at the bottom of the Household Listing, for HL8. You will be using the Questionnaire for Children Under Five to interview the mothers or primary caretakers of these children.
Children aged 0-4
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
Child interviews completed
No.of under-5 questionnaires completed:
Once all of the Questionnaires for Children Under Five have been completed for a particular household, enter the number completed here.
Children aged 0-4
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk
Data entry clerk:
Leave this space blank. The data clerk will enter his/her number in the space provided.
Children aged 0-4
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
Main source of drinking water
What is the main source of drinking water for members of your household?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- Circle the code for the most usual source. If several sources are mentioned, probe to determine the most usual source. If the source varies by season, record the source for the season of the interview. Note that the next question is only asked if the response to this question is 'Bottled water'. You should skip WS2 if the response to WS1 is other than 'Bottled water'. If the response is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise, skip to WS3.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
91
Bottled water
96
Other
99
Missing
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
Main source of water used for other purposes (if bottled wat
What is the main source of water used by your household for other purposes such as cooking and handwashing?
The purpose of the first two questions of this module is to assess the type of household water used for drinking as well as for other purposes, such as cooking and washing hands. Definitions of the various sources of water are as follows (codes refer to those used in WS1 and WS2): '11' - Piped into dwelling, also called a house connection, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. '12' - Piped water to yard/plot, also called a yard connection, is defined as a piped water connection to a tap placed in the yard or plot outside the house. '13' - A public tap or standpipe is a water point from which the public may collect their water. A standpipe may also be known as a public fountain or public tap. Public standpipes can have one or more taps and are typically made of brickwork, masonry or concrete. '21' - A tube-well or borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater supplies. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection from infiltration of run-off water. Water is delivered from a tube-well or borehole through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. '31' - A protected dug well is a dug well that is protected from run-off water through a well lining or casing that is raised above ground level and a platform that diverts spilled water away from the well. Additionally, a protected dug well is covered so that bird droppings and animals cannot fall down the hole. '32' - An unprotected dug well is a dug well for which one or both of the following are true: (1) the well is not protected from run-off water; (2) the well is not protected from bird droppings and animals. If at least one of these conditions is true, the well is unprotected. '41' - A protected spring is a spring that is free from run-off and from bird droppings and animals. A spring is typically protected by a 'spring box' that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without being exposed to outside pollution. '42' - An unprotected spring is a spring that is subject to run-off or bird droppings or animals. Unprotected springs typically do not have a 'spring box' (described above). '51' - Rainwater collection refers to rain that is collected or harvested from surfaces by roof or ground catchment and stored in a container, tank or cistern until used. '61' - A tanker-truck water source transports and sells water by means of a tanker truck. '71' - Cart with small tank/drum is used by a water provider who transports water into a community and then sells the water. Types of transports may include donkey cart, motorized vehicle or other means. '81' - Surface water is water located above ground and includes rivers, dams, lakes, ponds, streams, canals and irrigation channels from which water is taken directly. '91' - Bottled water is purchased water sold in bottles. Note that the code refers only to bottled water that is commercially available. Sometimes household members may store water from other sources in bottles - this should not be coded as bottled water. --- This question should only be asked to households that use 'Bottled water' for drinking. Circle the code for the most usual source. If the source varies by season, record the source for the season of the interview. If the most usual source of non-drinking water is 'Piped into dwelling' or 'Piped into yard/plot', circle '11' or '12', respectively, and skip to WS5. Otherwise continue to the next question.
Children aged 0-4
11
Piped into dwelling
12
Piped into yard or plot
13
Public tap/standpipe
21
Tubewell/borehole
31
Protected well
32
Unprotected well
41
Protected spring
42
Unprotected spring
51
Rainwater collection
61
Tanker-truck
71
Cart with small tank/drum
81
Surface water
96
Other
99
Missing
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
Time to get water and come back
How long does it take to go there, get water, and come back?
This question is used to find out how convenient the source of water is to the dwelling. Note that the question is asked for water sources coded as '13-81' and '96' in WS1, or water sources coded as '13-96' in WS2. Fill in the estimated time (in minutes, converting from hours, if necessary) it takes by the usual mode of transport to get to the water source, wait to get water, and get back to the dwelling. Use zero(s) preceding the number if less than 100 minutes (for example, '060' or '005'). Then continue to the next question. If the water source is on the dwelling premises or if water is delivered to the dwelling by a vendor, circle '995' for 'Water on premises' and skip to WS5. If the respondent does not know how long it takes, circle '998' and continue on to the next question.
Children aged 0-4
995
On premises
998
DK
999
Missing
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Person fetching water
Who usually goes to this source to fetch the water for your household? Probe: Is this person under age 15? What sex?
Circle code that best describes this person.
The purpose of this question is to find out the age and gender of the person who usually performs the task of hauling water. This will provide an understanding of whether water hauling responsibilities are given to members of a particular sex or age group. Probe: "IS THIS PERSON UNDER AGE 15? WHAT SEX IS THIS PERSON?" Circle the code that corresponds with the response or '8' if the respondent does not know. Adult refers to anyone age 15 or over, regardless of whether he/she is a household member. Child refers to anyone under the age of 15, regardless of whether he/she is a household member.
Children aged 0-4
1
Adult woman
2
Adult man
3
Female child (under 15)
4
Male child (under 15)
8
DK
9
Missing
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Treat water to make safer for drinking
Do you treat your water in any way to make it safer to drink?
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle '1' if 'Yes', and continue to the next question. If 'No' or 'DK' (Doesn't know'), circle '2' or '8', respectively, and skip to WS7.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Boil
Boil
Boil
Boil
Boil
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
A
Boil
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
Add bleach/chlorine
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
B
Add bleach/chlorine
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
Strain it through a cloth
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
C
Strain it through a cloth
Use water filter
Use water filter
Use water filter
Use water filter
Use water filter
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
D
Use water filter
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
Solar disinfection
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
E
Solar disinfection
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
Let it stand and settle
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
F
Let it stand and settle
Other
Other
Other
Other
Other
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
X
Other
DK
DK
DK
DK
DK
What do you usually do to the water to make it safer to drink? Anything else?
Record all items mentioned.
The purpose of the following two questions, WS5 and WS6, is to determine whether the household drinking water is treated within the household and, if so, what type of treatment is used. This question is intended to gather information on water treatment at the household level and not water treatment at the municipal or vendor level. --- Circle the code corresponding to the response. The household may be using a method that you know does not make water safer to drink. Do not use your own judgement, just record the response. Record all items mentioned (for example, the household may be filtering the water and adding chlorine at the same time). Probe: "Anything else?" Circle 'X' for 'Other' and specify on the line provided what the household does to the water to make it safer to drink. Circle 'Z' if the respondent 'Doesn't know'. Definitions of various methods of water treatment are as follows: 'A' - Boil refers to boiling or heating water with fuel. 'B' - Add bleach/chlorine refers to using liquid chlorine bleach or bleaching powder to treat drinking water. SURVEY COORDINATORS: FREE CHLORINE MAY BE USED IN THE FORM OF LIQUID SODIUM HYPOCHLORITE, SOLID CALCIUM HYPOCHLORITE AND BLEACHING POWDER (CHLORIDE OF LIME) 'C' - Strain it through a cloth refers to pouring water through a cloth that acts as a filter for collecting particles from the water. 'D' - Use water filter involves water flowing through a filter made of ceramic, sand or a combination of materials to remove particles and at least some microbes from the water. SURVEY COORDINATORS: CERAMIC MAY INCLUDE CLAYS, DIATOMACEOUS EARTH, GLASS AND OTHER FINE PARTICLES. 'E' - Solar disinfection consists of exposing water, stored in buckets, containers or clear vessels, to sunlight. 'F' - Let it stand and settle refers to storing water undisturbed and without mixing long enough for larger particles to settle to the bottom by gravity. The settled water is carefully removed by decanting, ladling or other gentle methods that do not disturb the settled particles.
Children aged 0-4
?
Missing
Z
DK
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
Kind of toilet facility
What kind of toilet facility do members of your household usually use? If "flush" or "pour flush", probe: Where does it flush to?
If necessary, ask permission to observe the facility.
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of this question is to obtain a measure of the cleanliness of the sanitary facility used by the household members. It may be necessary to observe the facility. If so, ask permission to do so. If the respondent answers or it is observed that the household members have no facilities or use the bush or field, enter '95' for 'No facilities or bush or field' and skip to the next module. If any of the flush or pour flush responses (11-15) are given, probe: "WHERE DOES IT FLUSH TO?" Circle the code corresponding to the response given. Definitions of various types of toilet facilities are as follows: A flush toilet uses a cistern or holding tank for flushing water and has a water seal, which is a U-shaped pipe, below the seat or squatting pan that prevents the passage of flies and odours. A pour flush toilet uses a water seal, but unlike a flush toilet, a pour flush toilet uses water poured by hand for flushing (no cistern is used). . '11' - A piped sewer system is a system of sewer pipes, also called sewerage, that is designed to collect human excreta (faeces and urine) and wastewater and remove them from the household environment. Sewerage systems consist of facilities for collection, pumping, treating and disposing of human excreta and wastewater. . '12' - A septic tank is an excreta collection device and is a water-tight settling tank normally located underground, away from the house or toilet. . '13' - A flush/pour flush to pit latrine refers to a system that flushes excreta to a hole in the ground. . '14' - A flush/pour flush to somewhere else refers to excreta being deposited in or nearby the household environment (not into pit, septic tank or sewer); excreta may be flushed to the street, yard/plot, drainage way or other location. . '15' - Flush to unknown place/not sure/DK where should be coded in cases when the respondent knows that the toilet facility is a flush toilet, but does not know where it flushes to. '21' - A ventilated improved pit latrine or VIP is a type of pit latrine that is ventilated by a pipe extending above the latrine roof. The open end of the vent pipe is covered with gauze mesh or fly-proof netting and the inside of the superstructure is kept dark. '22' - A pit latrine with slab uses a hole in the ground for excreta collection and has a squatting slab, platform or seat that is firmly supported on all sides, easy to clean and raised above the surrounding ground level to prevent surface water from entering the pit. '23' - A pit latrine without slab uses a hole in the ground for excreta collection and does not have a squatting slab, platform or seat. An open pit is a rudimentary hole in the ground where excreta is collected. '31' - A composting toilet is a toilet into which excreta and carbon-rich material are added (vegetable wastes, straw, grass, sawdust, ash) and special conditions maintained to produce inoffensive compost. '41' - Bucket refers to the use of a bucket or other container for the retention of faeces (and sometimes urine and anal cleaning material), which is periodically removed for treatment or disposal. '51' - A hanging toilet or hanging latrine is a toilet built over the sea, a river, or other body of water into which excreta drops directly. '95' - No facilities or bush or field includes excreta wrapped and thrown with garbage, the 'cat' method of burying excreta in dirt, defecation in the bush or field or ditch, and defecation into surface water (drainage channel, beach, river, stream or sea).
Children aged 0-4
11
Flush to piped sewer system
12
Flush to septic tank
13
Flush to pit (latrine)
14
Flush to somewhere else
15
Flush to unknown place/not sure/DK where
21
Ventilated Improved Pit latrine (VIP)
22
Pit latrine with slab
23
Pit latrine without slab/open pit
31
Composting toilet
41
Bucket
51
Hanging toilet/hanging latrine
95
No facilities or bush or field
96
Other
99
Missing
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Toilet facility shared
Do you share this facility with other households?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- Circle the code corresponding to the response given. If 'No', go to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
Households using this toilet facility
How many households in total use this toilet facility?
Questions WS7, WS8 and WS9 are about the toilet facility household members use. --- The purpose of the following two questions is to determine whether the household shares their sanitation facility with other households. The shared status of a sanitation facility is important because shared facilities can be less hygienic than facilities used by only a single household. Unhygienic conditions (faeces on the floor, seat or wall and flies) may discourage use of the facility. --- The total number of households using this facility should include the household being interviewed. If less than ten households use this toilet facility, enter the number of households on the line provided. Circle '10' if ten or more households use this toilet facility. Note that '01' is not a valid response (since it means that this is the only this household that uses the facility; if that is the case, you should go back to WS8 and correct the response there). Circle '98' for 'DK' ('Doesn't know').
Children aged 0-4
10
Ten or more households
98
DK
99
Missing
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
Ethnic group of head
What is the mother tongue/native language of the head of this household?
Circle the code corresponding to the answer given. Make sure to get the religion, ethnicity or mother tongue/native language of the household head.
Children aged 0-4
1
Constitutional peoples
2
Others
9
Missing
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
Number of rooms for sleeping
How many rooms in this household are used for sleeping?
This information provides a measure of how crowded the house is, and reflects the socio-economic condition of the household. A room in this case refers to a special area with a permanent partition that is used for sleeping. It is not necessarily the number of rooms in the household that are called 'bedrooms', but rather how many rooms get used for sleeping on a regular basis. Exclude rooms that are used only for sleeping by visitors to the household, but include those rooms that may not be regular 'bedrooms' but may be regularly used by one or more of the household members for sleeping. Enter the number of rooms in this household that are used for sleeping.
Children aged 0-4
99
Missing
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of floor
Main material of the dwelling floor:
Record observation.
Circle the correct code for the material of the dwelling floor based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the floor, record the main flooring material (the material that covers the largest amount of floor space).
Children aged 0-4
11
Earth/sand
12
Dung
21
Wood planks
22
Palm/bamboo
31
Parquet or polished wood
32
Vinyl or asphalt strips
33
Ceramic tiles
34
Cement
35
Carpet
96
Other
99
Missing
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of roof
Main material of the roof.
Record observation.
Circle the correct code for the material of the dwelling roof, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the roof, record the main roofing material (the material that covers the largest amount of roof).
Children aged 0-4
11
No roof
13
Sod
21
Rustic mat
31
Metal
32
Wood
33
Calamine/cement fiber
34
Ceramic tiles
35
Cement
36
Roofing shingles
96
Other
99
Missing
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of wall
Main material of the walls.
Record observation.
Circle the correct code for the material of the dwelling walls, based on your observation. You will be able to observe the correct answer in most cases, but if in doubt, ask. If there is more than one kind of material making up the walls, record the main wall material (the material that covers the largest amount of wall space).
Children aged 0-4
11
No walls
12
Cane/palm/trunks
13
Dirt
21
Bambo with mud
22
Stone with mud
23
Uncovered adobe
24
Plywood
25
Carton
26
Reused wood
31
Cement
32
Stone with lime/cement
33
Bricks
34
Cement blocks
35
Covered adobe
36
Wood planks/shingles
96
Other
99
Missing
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
Type of fuel using for cooking
What type of fuel does your household mainly use for cooking?
Information on the type of fuel used for cooking is collected as another measure of the socio-economic status of the household. The use of some cooking fuels can also have adverse health consequences. Circle the code corresponding to the answer given. Remember that this question asks about fuel for cooking, not fuel for heating or lighting. If the household uses more than one fuel for cooking, find out which type of fuel is used most often. If electricity, liquid propane gas (LPG), natural gas, or biogas is mainly used, circle '01', '02', '03', or '04', respectively, and skip to HC8. If any fuel other than the pre-coded ones is reported as being the main fuel used for cooking, circle '96' and specify the type of fuel on the line provided. Definitions of some of the types of fuel are as follows: 'Biogas' includes gases produced by fermenting manure in an enclosed pit. 'Lignite' is a derivative of coal that produces more smoke when burned but produces less heat than coal.
Children aged 0-4
1
Electricity
2
Liquid propane gas (LPG)
3
Natural gas
4
Biogas
5
Kerosene
6
Coal/lignite
7
Charcoal
8
Wood
9
Straw/shrubs/grass
10
Animal dung
11
Agricultural crop residue
96
Other
99
Missing
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
Food cooked on stove or open fire
In this household, is food cooked on an open fire, an open stove or a closed stove?
Probe for type.
Probe for type of stove and circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '96' and specify the type of stove on the line provided. For 'Closed stove', skip the next question and ask HC8.
Children aged 0-4
1
Open fire
2
Open stove
3
Closed stove
6
Other
9
Missing
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire stove have a chimney or a hood
Does the fire/stove have a chimney or a hood?
Circle the appropriate response.
Children aged 0-4
1
Yes
2
No
9
Missing
Cooking location
Cooking location
Cooking location
Cooking location
Cooking location
Is the cooking usually done in the house, in a separate building, or outdoors?
Circle the code corresponding to the response given. If a response is given other than the pre-coded ones, circle '6' and specify on the line provided.
Children aged 0-4
1
In the house
2
In a separate bulding
3
Outdoors
6
Other
9
Missing
Electricity
Electricity
Electricity
Electricity
Electricity
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Radio
Radio
Radio
Radio
Radio
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Television
Television
Television
Television
Television
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Non-mobile phone
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Refrigerator
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Bed
Bed
Bed
Bed
Bed
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stove
Stove
Stove
Stove
Stove
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
PC
PC
PC
PC
PC
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Internet conection
Internet conection
Internet conection
Internet conection
Internet conection
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Aircondition
Aircondition
Aircondition
Aircondition
Aircondition
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Photo camera
Photo camera
Photo camera
Photo camera
Photo camera
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Washer
Washer
Washer
Washer
Washer
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Microvave
Microvave
Microvave
Microvave
Microvave
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Vacuum cleaner
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Ironing roller
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Video player
Video player
Video player
Video player
Video player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Stereo, CD player
Does your household have:
Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that a household item such as a radio is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: ELECTRICITY, RADIO, TELEVISION, MOBILE TELEPHONE, NON-MOBILE TELEPHONE, REFRIGERATOR, BED, STOVE, PC, Internet, AIRCONDITION, PHOTO CAMERA, WASHER, MICROWAVE,VACUUM CLEANER, IRONING ROLLER, VIDEO PLAYER, STEREO-CD PLAYER?
Children aged 0-4
1
Yes
2
No
9
Missing
Watch
Watch
Watch
Watch
Watch
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Bicycle
Bicycle
Bicycle
Bicycle
Bicycle
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Motorcycle or scooter
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Animal-drawn cart
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Car or truck
Car or truck
Car or truck
Car or truck
Car or truck
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Boat with motor
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Mini van or jeep
Does any member of your household own:
This question collects information on the ownership of various items owned by any of the household members. Read out each item and circle the code corresponding to the answer given after each item. If the respondent reports that an item such as a motorcycle is broken, try to find out how long it has been broken and whether it will be fixed. If the item appears to be out of use only temporarily, circle '1' for 'Yes'. Otherwise, circle '2' for 'No'. Be sure to circle either a '1' or a '2' for each item. Do not leave any blank. Ask the question for the following items: WATCH, BICYCLE, MOTORCYCLE OR SCOOTER, ANIMAL-DRAWN CART, CAR OR TRUCK, BOAT WITH A MOTOR, MINI VAN OR JEEP.
Children aged 0-4
1
Yes
2
No
9
Missing
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of your household own any land for agricultu
Does any member of this household own any land that can be used for agriculture?
Circle the code corresponding to the response given. If 'No', skip to HC13.
Children aged 0-4
1
Yes
2
No
9
Missing
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agriculture
How many hectares of agricultural land do members of this household own?
If more than 97, record '97'. If unknown, record '98'.
Record the total number of hectares of land owned by all members of the household that can be used for agriculture. If 97 or more hectares (or other units) are owned, record '97'. If unknown, record '98'.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, cattle, or animals
Does this household own any livestock, herds, or farm animals?
Circle the code corresponding to the response given. If 'No', skip to the next module.
Children aged 0-4
1
Yes
2
No
9
Missing
Number of cattle
Number of cattle
Number of cattle
Number of cattle
Number of cattle
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
Number of Milk cows or bulls
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
Number of horses donkeys, or mules
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of Goats
Number of Goats
Number of Goats
Number of Goats
Number of Goats
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of sheep
Number of sheep
Number of sheep
Number of sheep
Number of sheep
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of chickens
Number of chickens
Number of chickens
Number of chickens
Number of chickens
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of porks
Number of porks
Number of porks
Number of porks
Number of porks
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of gooses
Number of gooses
Number of gooses
Number of gooses
Number of gooses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of ducs
Number of ducs
Number of ducs
Number of ducs
Number of ducs
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
Number of bees houses
How many of the following animals does this household have?
Read out each item and enter the number corresponding to the answer given. Add numbers of milk cows and bulls together, even if the respondent gives separate numbers for each. Similarly, count horses, donkeys and mules together. If the answer is 'none', record '00' for that animal. If the household has 97 or more of any one type of animal, record '97'. If the household owns a particular type of animal, but the respondent does not know how many, circle '98'. Do not leave any items blank. Ask the question for the following animals: CATTLE; MILK COWS OR BULLS; HORSES, DONKEYS OR MULES; GOATS; SHEEP; CHICKENS, PORKS, GOOSES, DUCKS, BEES HOUSES.
Children aged 0-4
97
More than 97
98
Don't know
99
Missing
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own or rent this dwellin
Do you or someone in this household own this dwelling, or do you rent this dwelling?
The following questions are used to assess whether the household is protected, or its members perceive themselves to be protected, from eviction from the home. Read the entire question to the respondent before accepting an answer. Record the response given. Note that the question pertains to the situation at the time of interview. If the respondent or anyone else living in the household owns the dwelling, circle '1' and continue with the next question. If the dwelling is rented, circle '2'. If the household lives in the dwelling without paying rent, if the household is squatting, or if there is another arrangement, circle '3'. If the household does not own the dwelling, skip to HC15D.
Children aged 0-4
1
Own
2
Rent
3
Rentfree/squatter/other
9
Missing
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for th
Do you or someone in this household have a title deed for this dwelling?
This question is asked to respondents who state that the dwelling is owned by a household member. If the owner has title deeds for the dwelling, circle '1' and skip to HC15F. If not, continue with HC15C.
Children aged 0-4
1
Yes
2
No
9
Missing
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
Certificate of occupation (or adjudication certificate)
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Property tax certification
Property tax certification
Property tax certification
Property tax certification
Property tax certification
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Utility bills
Utility bills
Utility bills
Utility bills
Utility bills
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Other
Other
Other
Other
Other
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
What kind of document do you have for the ownership of this dwelling? Anything else?
Record all items mentioned.
Respondents who state that the dwelling is owned by a household member ('1' in HC15A), but there is no title deed for the dwelling ('2' in HC15B). Ask the question as it is written and record all responses given. Do not ask to see the document. A verbal agreement (no document) is the same as 'None'. If only a verbal agreement is mentioned, treat this as 'No document' and record the response as 'Y'. In cases when the respondent states that the dwelling is owned by a family member not living in the same household, this also means that the household does not own the dwelling. Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. If a document type is mentioned but not listed on the questionnaire, circle 'X' for other and fill in the response in the space provided. Note that any responses to this question mean that you should skip to HC15F.
Children aged 0-4
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling
Do you have a written rental contract for this dwelling?
This question is asked of all households that do not own the dwelling. Circle the response as 'Yes' ('1') or 'No' ('2'). Do not ask to see the document, if there is one. Make sure to emphasize that the question refers to a 'written' rental contract. If 'Yes', skip to HC15F.
Children aged 0-4
1
Yes
2
No
9
Missing
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Informal agreement (written)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Verbal agreement (no document)
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Occupied rent free with knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Occupied rent free without knowledge of the owner
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Other
Other
Other
Other
Other
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
None/No document
None/No document
None/No document
None/No document
None/No document
Do you have any documentation or agreement for the rental of this dwelling? Ifyes: What kind of document or agreement do you have for the rental of this dwelling? Anything else?
Record all items mentioned.
This is a probe question for households where there is no written rental contract for the dwelling ('2' in HC15D). If 'Yes', ask "WHAT KIND OF DOCUMENT OR AGREEMENT DO YOU HAVE FOR THE RENTAL OF THIS DWELLING?" Continue to ask, "ANYTHING ELSE?" prompting as necessary until no further responses are forthcoming. Note that both written and verbal agreements should be recorded in this question. In other words, the presence of a document or an agreement is recorded based on the perception of the respondent. Do not use your judgement in terms of the validity of the document or agreement mentioned.
Children aged 0-4
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction fromthis dwelling
Do you feel secure from eviction from this dwelling?
This question is asked of all households, regardless of whether the dwelling is owned or rented by the household, or whether there is any documentation or agreement. Ask the question as it is written and record the response. Note that eviction may refer to justified eviction (as in the cases of non-payment of rent or legal land-taking) or unjustified eviction (eviction without due legal process). If necessary, explain to the respondent that the question refers to either of these cases. Record the respondent's perception of security from eviction.
Children aged 0-4
1
Yes
2
No
8
DK
9
Missing
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home in the 5 past years
Have you been evicted from your home at any time during the past 5 years?
Ask the question as it is written and record the response. Note that the question refers not to the respondent, but to all household members. Record 'Yes' if any household members were evicted from their home at any time during the past 5 years.
Children aged 0-4
1
Yes
2
No
9
Missing
Landslide area
Landslide area
Landslide area
Landslide area
Landslide area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Flood-prone area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
River bank
River bank
River bank
River bank
River bank
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Steep hill
Steep hill
Steep hill
Steep hill
Steep hill
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Garbage mountain/pile
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Industrial pollution area
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Railroad
Railroad
Railroad
Railroad
Railroad
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Power plant
Power plant
Power plant
Power plant
Power plant
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Flyover
Flyover
Flyover
Flyover
Flyover
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling located in or near:
Observe, and circle all items that describe the location of dwelling.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe location of dwelling, and circle appropriate location code as instructed during training. More than one location code may be circled. If in doubt, or if you are not able to assess the location of the dwelling, ask your supervisor for assistance. Circle the appropriate code if the dwelling is in or near a: 'Landslide area', 'Flood-prone area', 'River bank', 'Steep hill', 'Garbage mountain/pile', 'Industrial pollution area', 'Railroad', 'Power plant', or 'Flyover'. If none of these apply, circle 'Y' for 'None of the above'.
Children aged 0-4
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Cracks/openings in walls
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
No windows
No windows
No windows
No windows
No windows
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Windows with broken glass/no glass
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Visible holes in the roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Incomplete roof
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Insecure door
Insecure door
Insecure door
Insecure door
Insecure door
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Condition of dwelling:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling. If any of the listed conditions applies to this dwelling, circle code for all that apply. If none of these conditions apply, circle 'Y' for 'None of the above'. You should observe the dwelling for the presence of the following conditions: 'Cracks/openings in walls', 'No windows', 'Windows with broken glass/no glass', 'Visible holes in the roof', 'Incomplete roof', and 'Insecure door'.
Children aged 0-4
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Very narrow passage between house intead of road
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Too many power cables connecting to neighborhood's
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
None of the above
None of the above
None of the above
None of the above
None of the above
Dwelling surroundings:
Record observation. Record all that apply.
Questions HC15H, HC15I and HC15J are used to record information about the location, condition and immediate surroundings of the dwelling. The information obtained will be used to assess whether the household members are protected from hazards in their living environment, or from exposure to extremes of weather or climate. Note that these questions will normally be completed based on your observations. --- Observe dwelling exterior and its surroundings. If any of the listed conditions apply to this dwelling, circle the appropriate code. Circle 'A' if there are very narrow passages between houses instead of proper roads. If there are many power cables near the dwelling connecting to the neighbourhood's main distribution post, circle 'B'. If neither of these conditions applies, circle 'Y' for 'None of the above'.
Children aged 0-4
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Separate kitchen
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Bathroom with WC
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
WC with separate bathroom
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Corridor
Corridor
Corridor
Corridor
Corridor
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Pantry
Pantry
Pantry
Pantry
Pantry
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Balcony or terrace
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Cellar
Cellar
Cellar
Cellar
Cellar
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Attic
Attic
Attic
Attic
Attic
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Woodshed
Woodshed
Woodshed
Woodshed
Woodshed
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Garage
Garage
Garage
Garage
Garage
Does this dwelling have next rooms/premises?
Record all that apply.
Questions HC16 are used to record information about the dwelling.
Children aged 0-4
1
Yes
2
No
9
Missing
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Lack of adequate heating facilities
Does your dwelling have the lack of adequate heating facilities?
Children aged 0-4
1
Yes
2
No
9
Missing
Labor status
Labor status
Labor status
Labor status
Labor status
How would you describe employment status of the head of your household?
Children aged 0-4
1
Employed by employer(in private or public sector)
2
Carrying out independent activity, profession (has own busin
3
Seasonal worker
4
Supporting member in family enterprise, shop, farm
5
Housewife
6
Student/pupil
7
Pensioner
8
Unemployed (couldn't find job, don't want to work)
9
Military service
10
Incapable to work
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Sampling design domain: hh with children under 5 and other hh
Variable used for calculation of sample weights
Children aged 0-4
1
Hosehold with children under 5
2
Other households
Sex
Sex
Sex
Sex
Sex
Is (name) male or female?
Circle '1' for 'Male' and '2' for 'Female'. Do not guess the sex of the household member from the name provided to you. When the respondent is listing everyone in the household, he/she may indicate the sex of the person at the same time, by saying "My sister Mary," for instance. In this case, you do not need to ask the sex of the household member again, since it is already obvious that the person is a female. However, when a name is mentioned that can be used for both males and females, never use your judgement. Even in cases when you think that the name would most likely be a male's (or a female's) name, have the respondent confirm the sex. This column should never be left blank. As indicated above, if the household has more than 15 members, tick the box at the top of this page and use another listing page from another questionnaire. On this additional page, make sure that the line numbers of household members start from 16, by cancelling the pre-printed numbers and entering numbers starting from 16. Note that on this additional page you will have to change the pre-printed relationship code of member line number 16 into the relationship code of the person to the household head. Once you have a complete list of names, relationship codes and sex, move across this page to ask and record answers to questions about individual persons. Start with the household head on line 01. When you have finished asking all questions for the person on line 01, continue to the person listed on line 02, etc.
Children aged 0-4
1
Male
2
Female
9
Missing
Highest level of school attended
Highest level of school attended
Highest level of school attended
Highest level of school attended
Highest level of school attended
What is the highest level of school (name) attended?
Children aged 0-4
Preschool/kindergarten
1
Primary
2
Secondary
3
Higher
4
University
6
Non-standard curriculum
8
DK
9
Missing
Date of interview child (CMC)
Date of interview child (CMC)
Date of interview child (CMC)
Date of interview child (CMC)
Date of interview child (CMC)
Recoded variable
Children aged 0-4
Date of birth (CMC)
Date of birth (CMC)
Date of birth (CMC)
Date of birth (CMC)
Date of birth (CMC)
Recoded variable
Children aged 0-4
Age (months)
Age (months)
Age (months)
Age (months)
Age (months)
Recoded variable
Children aged 0-4
Age
Age
Age
Age
Age
Recoded variable
Children aged 0-4
1
< 6 months
2
6-11 months
3
12-23 months
4
24-35 months
5
36-47 months
6
48-59 months
Age
Age
Age
Age
Age
Recoded variable
Children aged 0-4
1
0-11 months
2
12-23 months
3
24-35 months
4
36-47 months
5
48-59 months
Mother's education level
Mother's education level
Mother's education level
Mother's education level
Mother's education level
Recoded variable
Children aged 0-4
1
None
2
Primary
3
Secondary
4
Higher and University
5
Non-standard curriculum
9
Missing/DK
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Wealth index score
Recoded variable
Children aged 0-4
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Wealth index quintiles
Recoded variable
Children aged 0-4
1
Poorest
2
Second
3
Middle
4
Fourth
5
Richest
Children's sample weight
Children's sample weight
Children's sample weight
Children's sample weight
Children's sample weight
Recoded variable
Children aged 0-4