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COMMON FRAMEWORK FOR A LITERACY SURVEY PROJECT

Literacy SurveyInterviewer’s Manual

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Table of Contents

Preface......................................................................................................................................................5Chapter 1...................................................................................................................................................6

Survey Overview....................................................................................................................................6Chapter 2.................................................................................................................................................12

Survey Sections....................................................................................................................................12Chapter 3.................................................................................................................................................19

Schedule and Supplies...........................................................................................................................19Chapter 4.................................................................................................................................................27

Survey Procedures................................................................................................................................27Chapter 5.................................................................................................................................................33

The Contact.........................................................................................................................................33Chapter 6.................................................................................................................................................41

The Background Questionnaire (BQ)......................................................................................................41Chapter 7.................................................................................................................................................93

Description of the Booklets...................................................................................................................93Chapter 8.................................................................................................................................................97

The Filter Booklet.................................................................................................................................97Chapter 9.................................................................................................................................................99

The Locator or Main Booklet.................................................................................................................99Chapter 10.............................................................................................................................................102

The Reading Exercises........................................................................................................................102Chapter 11.............................................................................................................................................104

Outcome Codes..................................................................................................................................104Chapter 12.............................................................................................................................................111

Maintaining Response.........................................................................................................................111Chapter 13.............................................................................................................................................115

Reports..............................................................................................................................................115Chapter 14.............................................................................................................................................116

Reporting and Monitoring Cost and Progress........................................................................................116Chapter 15.............................................................................................................................................118

Delivery of Survey Documents and Supplies.........................................................................................118Chapter 16.............................................................................................................................................121Debriefing.............................................................................................................................................121

<<Country Name>> Literacy Survey Interviewer’s Manual

Note to countries:

This Interviewer’s Manual is provided as a base for creating your own version of the manual. Each country is required to carefully review the content and adapt the information provided.


Preface

The project “Common Framework for a Literacy Survey” was executed by the Caribbean Community (CARICOM) Secretariat under funding provided by the Inter-American Development Bank (IDB) Regional Public Goods Facility and was intended to design a common approach to the measurement of literacy in countries. This common framework is built upon international methodologies and fundamentally the International Survey of Reading Skills (ISRS) that enable reliable measurement of literacy than what presently exists in the Region.

The literacy assessment is designed to measure functional literacy. In other words, it will determine an individual’s literacy level by employing a series of questions designed to demonstrate the use of their literacy skills. This involves two steps – the objective testing of an adult’s skill level and the application of a proficiency standard that defines the level of mastery achieved. The assessment measures the proficiency of respondents on three continuous literacy scales - prose, document and numeracy. In addition it will collect information on reading component skills. Component skills are thought to be the building blocks upon which the emergence of reading fluency is based. Information on the reading component skills will be collected from people at the lower end of the literacy scale only. The testing phase is preceded by a selection phase which includes the administering of a Background or Household questionnaire and post the selection of the respondent from the specific household an initial pre-assessment is undertaken through a filter test booklet to determine what type of assessment should be undertaken in the testing phase.

A consultant, Mr. Scott Murray of Canada was hired to undertake the provision of services on this project. The CARICOM Secretariat (including Regional Statistics and Human and Social Development Directorate) and the CARICOM Advisory Group on Statistics (AGS) were instrumental in the execution of the project throughout all phases. In addition, there was participation by Member States and some Associate Members relative to the technical rollout of the instruments and documents.

This Interviewers’ Manual is aimed at providing <<country undertaking a Literacy Survey>> with all the necessary information relative to the questions in the background questionnaires as recommended under the IDB-funded CARICOM project.

The Secretariat is indebted to the Consultant, Scott Murray, for his inputs and guidance as well as to the AGS and representatives from MS/AMS


Chapter 1

Survey Overview

Background

The Literacy Survey is designed to provide valid, reliable and comparable measures of proficiency in literacy for the adult population of participating countries. The survey also collects background information on the adult population in order to provide a profile of population characteristics related to the literacy and numeracy measures.

<< Insert Country Name >> decided to conduct this survey to gain information on the distribution of literacy skills of the population and the areas where interventions in literacy education would be most useful. << Insert Country Name >> places a great deal of importance on Human Resource Development as Human Resources form a major resource for the sustainable development of the economy.

The relationship between literacy and socio-economic indicators will highlight the importance of literacy and the need for improvement to promote better living conditions. In addition <<Insert Country Name>> hopes to benefit from the survey results to better evaluate and plan its programmes for reducing levels of illiteracy. The << Insert Country Name >> Literacy Survey is being undertaken by the <<Survey Executing Agency>> in partnership with <<Name of Ministry/Agency/Partner>>.

The methods employed in this survey builds upon predecessor literacy surveys of the past such as the International Adult Literacy Survey (IALS) and its successor, the Adult Literacy and Life-Skills (ALL) survey. The <<Insert Country Name>> Literacy Survey includes the measurement of prose literacy, document literacy and numeracy. However, unlike the IALS and the ALL, it also includes a module to measure a set of reading components skills which will be administered to the population with low literacy skills.

Main Objectives of the Literacy Survey

The main objectives of the Literacy Survey are to:

Obtain quality data on the distribution of the literacy skills of adults and young people in; Promote its effective use in formulating national policy, in monitoring and evaluation of its

programmes; Design appropriate programme interventions to improve literacy levels; and Build national capacity in the measurement of literacy using survey methodologies.


Specific Objectives of the Literacy Survey

The specific objectives of the Literacy Survey are as follows: To help the Government to objectively diagnose the different levels of literacy among persons

aged 16 to 65; To find practical solutions and suggestions to reduce illiteracy in all its forms and eventually to

eliminate it completely; To document how skill influences labour market, health, educational and social success; To profile the skills of youth aged 16 to 25. This will shed light on the quality of recent school

leavers; To provide literacy profiles for small areas for program planning and delivery; To raise the levels of literacy of the population in order to increase its social, health, economic

and living levels and to eliminate illiteracy in all its forms.

Use of Information

The information can be used by: policymakers to plan national programs aimed at improving literacy skills (including identifying

best practices) through providing them with information about the distribution of literacy and numeracy skills which can then assist in developing skill enhancement policies and programmes;

local/community level officials to enhance adult education and other literacy programs; business and educational organizations to better understand the skills of the labour force and

plan programs to address skill gaps; Social/welfare and related agencies, civil society to assist in identifying those

individuals/households at risk because of low literacy skills so that programs can be better targeted to improving their skills.

researchers and other users to inform the public about similarities and differences of literacy of the adult populations across countries.

Definition of Literacy

Literacy can be defined as is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.

Literacy involves a continuum of learning enabling an individual to achieve his or her goals, develop his or her knowledge and potentials, and to participate fully in the community and wider society1.

1 The Plurality of Literacy and its implications for Policies and Programs, UNESCO Education Sector Position Paper: 13. 2004.


<< For the purpose of this survey, literacy is interpreted as "official language literacy" and defined as: “The information processing skills (referring to reading, writing and numeracy skills) necessary to use printed material commonly encountered at work, at home and in the community>> [Alternate form taken from Bermuda’s ALLS]>>

Literacy proficiency will be measured using the following three domains:

Prose literacy – the knowledge and skills needed to understand and use information from texts that include editorials, news stories, poems, and fiction; for example, finding a piece of information in a newspaper article, interpreting instructions from a health brochure, inferring a theme from a poem, or contrasting views expressed in an editorial.

Document literacy – the knowledge and skills required to locate and use information contained in materials that include job applications, transportation schedules, maps, tables and graphs; for example, locating a particular intersection on a street map, using a schedule to choose the appropriate bus, or entering information on an application form.

Numeracy – the knowledge and skills required to apply arithmetic operations, either alone or sequentially, using numbers embedded in printed materials; for example, totalling the cost of two or more purchases, working with fractions and decimals, completing an order form, or determining the gain or loss on an investment.

Reading Skills

Studies have shown that several abilities are very important for the acquisition of reading. These abilities are defined below:

Word Recognition – The ability to decode and recognize new words. This is a fundamental component of fluent reading.

Vocabulary Knowledge – The ability to access a wide vocabulary. This allows a reader to access new and varied texts with less difficulty. Vocabulary makes reading possible and is enhanced by reading.

Listening Comprehension – The ability to comprehend information that is presented out loud. Some adults may have difficulty with reading because they have general comprehension difficulties. These adults will also have problems getting information from complex oral text.

Processing and Memory – The ability to segment text and organize it in memory.

Method of Data Collection

The Literacy Survey will be conducted using a <<Paper and Pencil Interviewing (PAPI)/ Computer Assisted Personal Interviewing (CAPI) method. >> [delete as required]


Target Population

The target population for the survey is usual residents, aged 16 to 65 years of age, who are living in private housing units at the time of the survey. Persons living in institutions are excluded.

Institutions are living quarters in which the occupants live collectively for disciplinary, health, educational, religious or other purposes. The institutional population comprises persons who are not members of households. These include those in military installations, correctional and penal institutions, dormitories of schools and universities, religious institutions, hospitals and so forth. Personnel responsible for the running of an institution, and not living in dormitories or similar accommodations, are not part of the institutional population. In addition, persons living in hotels or boarding houses are not part of the institutional population, and so should be distinguished as members of one- or multi-person households, on the basis of the arrangements that they make for providing themselves with the essentials of living.

Therefore, institutional population includes residents of prisons, hospitals, senior homes, barracks, student dorms etc.

Sample

The sample selected will yield a good cross section of individuals in terms of education, age, and gender, which will reflect the socio-economic status of the communities of <<Country Name>>.

The Literacy Survey is a household-based survey where one eligible person will be selected from participation in the survey using the kish selection method.

Collection PeriodData collection for the Literacy Survey will begin <<Insert Collection Start Date>> and is scheduled to end << Insert Collection End Date>>.

Confidentiality

The Literacy Survey will be conducted on the authority of the Statistics Act <<Chapter>>. All persons employed on this survey will be required to take an oath of secrecy.

The Literacy Survey collects personal information from respondents. It will be managed according to the rules set out in the Statistics Act. The Statistics Act requires the protection of the identities of individual respondents.

In addition, the Literacy Survey data collection is subjected to all aspects of the Statistics Act which stipulate very strict procedures for handling and securing personal data. Data will not be published or delivered in such a way that a respondent’s identify can be revealed.

The Statistics Act does not permit the publication of any data at a personal level.


Proxy Interview/ Interpreter

Proxy InterviewThis survey does not allow proxy interviews. All interviews conducted must be non-proxy (answered by the selected respondent directly). Proxy interviews with other household members will only be allowed in extreme cases, when a respondent has been selected but cannot be interviewed for one of the following reasons:

Mental or physical state of health does not allow response for the duration of the survey period; Language barrier.

The only parts of the interview that can be conducted by proxy are the Screener questionnaire and the Background Questionnaire. The assessment booklets must be completed by the selected respondent without any help from others.

Although someone else is responding and providing the responses, the selected respondent MUST be present and providing the information to the translator. If the selected respondent is not available, then the interview cannot proceed.

InterpreterA respondent may need the assistance of an interpreter to understand and respond to the questions in the survey. This is NOT the same as a proxy interview. An interpreter may be used to translate the questions if the selected respondent does not speak English or the language being tested. Interpreters can ONLY be used for the initial Contact, Screening Questionnaire, the Housing questions (if applicable) and the Background Questionnaire, and the Exit. The Filter, Locator and Main Booklets CANNOT be completed with the help of an interpreter.

Response Rate

The success of a survey such as the <<Country Name>> Literacy Survey depends on the number of respondents who provide information. The target response rate for the <<Country Name>> Literacy Survey is 85%. Therefore, we need to obtain the lowest possible non-response rate. Information must be passed on to your Supervisor on a daily basis for monitoring purposes, if we are to achieve the required response rate.

An interview will be deemed complete if it matches one of the three scenarios as shown in Table below.


Table: Survey ScenariosScenario 1 Scenario 2 Scenario 3

Contact/Entry (complete)



Background Questionnaire (BQ) - (attempt at every question)



Filter Booklet (attempt at every question)



Filter Booklet score is 05 or less

Filter Booklet score is 06 to 15

Filter Booklet score is 16 or more

Locator Booklet (attempt at every question)

Main Booklet (attempt at every question)

Reading Exercises (attempt at every question)

Reading Exercises (attempt at every question)

Exit Exit Exit


Chapter 2

Survey Sections

Survey Flow

The <<Country Name>> Literacy Survey will use several instruments to collect the required data. <<With the exception of the Reading Exercises, all sections will be administered in paper and pencil (PAPI) form>>.

Below is a brief explanation of all the sections of the survey.

Contact/Entry (Household Questionnaire) – this section includes contacting a selected dwelling, introducing yourself, explaining the reason for the visit, asking screening questions and selecting one person to interview. The Person Selection Grid will be used to select a person within the household.

Background Questionnaire (BQ) – this questionnaire collects general information about the respondent, on factors thought to be associated with literacy skills, i.e., background, education, labour force status, literacy practices, etc.

Filter Booklet – this booklet resembles literacy-related activities people commonly perform. A set of 21 items will be administered and scored by the interviewer. e.g. signing a library card or reading an advertisement.

Locator Booklet – this booklet will measure skills in prose and document literacy. These items resemble literacy-related activities people commonly perform such as reading a newspaper or following a recipe. There are 49 questions in this booklet. This booklet will be administered to respondents who score 06-15 in the Filter Booklet. This booklet will be scored in <<Survey Executing Office>>.

Main Booklet – this booklet will measure skills in prose and document literacy. These items resemble literacy-related activities people commonly perform such as reading a newspaper or following a recipe. There are 57 questions in this booklet. This booklet will be administered to respondents who score 16 or more in the Filter Booklet. This booklet will be scored in <<Survey Executing Office>>.

Reading Exercises – these exercises will be administered to respondents who score 5 or less on the Filter Booklet and respondents who scored 05 to 16. These exercises will measure a set of reading skills. Some of the Reading Exercises will be tape recorded. Some of the Reading Exercises have paper forms the interviewer or respondent will complete. There are 5 Reading Exercises:

o PPVT (Peabody Picture Vocabulary Test) – Shortened Versiono RAN – Rapid Automatized Namingo TOWRE – Test of Word Reading Efficiencyo Digit Span Forward/Backwardo Spelling

Exit – the interview assigns an outcome code to the case and thanks the respondent. This is found on page 2 of the Screening/ household questionnaire.


Contact/EntryHousehold Questionnaire

Background Questionnaire (BQ)

Filter Booklet (21 questions)

Locator Booklet (49 questions)

Main Booklet(57 questions)

Reading Exercises- PPVT- RAN- TOWRE- Digit Span- Spelling

Exit

Filter Booklet Score05 or less

Filter Booklet Score 06 to 15

The flowchart below illustrates the flow for this survey.

All respondents will be administered the Contact/Entry(Household Questionnaire), Background Questionnaire (BQ), the Filter Booklet, and the Exit.

The Locator Booklet will be administered to respondents who score 06 to 15 in the Filter Booklet.

The Main Booklet will be administered to respondents who score 16 or more in the Filter Booklet. The Reading Exercises will be administered to respondents who score 05 or less in the Filter Booklet and 06 to 15 in the Filter Booklet.


Filter Booklet Score16 or more

Interview Steps

Below are the interview steps carried out by an interviewer to obtain a complete interview. Scenario 1 applies when the respondent scores less than 05 in the Filter Booklet. Scenario 2 applies when the respondent scores 06 to 15 in the Filter Booklet.Scenario 3 applies when the respondent scores 16 or more in the Filter Booklet.

Scenario 1 Scenario 2 Scenario 3

Step 1: Administer the Initial Contact (Household Questionnaire – including screening questions/ roster) and select respondent.

Administer the Initial Contact (Household Questionnaire) – including screening questions/ roster and select respondent.

Administer the Initial Contact (Household Questionnaire) – including screening questions/ roster and select respondent.

Step 2: Administer the Entry (selected respondent)

Administer the Entry (selected respondent)

Administer the Entry (selected respondent)

Step 3: Administer the BQ Administer the BQ Administer the BQ

Step 4: Administer the Filter Booklet Administer the Filter Booklet Administer the Filter Booklet

Step 5: Score the Filter Booklet

If Score less than or equal to 5

Score the Filter Booklet

If Score greater than 6 or less than 15

Score the Filter Booklet

If Score greater than or equal to 16

Step 6: Administer the Locator Booklet Administer the Main Booklet

Step 7: Administer the PPVT Exercise Administer the PPVT Exercise

Step 8: Record the PPVT Exercise responses

Record the PPVT Exercise responses

Step 9: Administer the RAN Exercise Administer the RAN Exercise

Step 10: Administer the TOWRE Exercise

Administer the TOWRE Exercise

Step 11: Administer the Digit Span Forward/Backward

Administer the Digit Span Forward/Backward

Step 12: Record the Digit Span Forward/Backward responses

Record the Digit Span Forward/Backward responses

Step 13: Administer the Spelling Exercise

Administer the Spelling Exercise

Step 14 Administer the Exit Administer the Exit Administer the Exit

Step 15 Review Work for Completeness, Accuracy and Legibility

Review Work for Completeness, Accuracy and Legibility

Review Work for Completeness, Accuracy and Legibility

Step 16 Assign Final Status Code Assign Final Status Code Assign Final Status Code

Step 17 Return documents to the <<Survey Executing Office>> of <<Country Name>>

Return documents to the <<Survey Executing Office>> of <<Country Name>>

Return documents to the <<Survey Executing Office>> of <<Country Name>>


Interviewer information and instructions as well as instructions that will be read out loud to the respondent are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments.

Contact section including the Screening component

The Contact is a Paper and Pencil Interview (PAPI)/ Computer Assisted Personal Interview (CAPI) and is administered by you, the interviewer. Contact will be made by personal visit.

The Contact section is administered to all selected households. It contains contact and demographic information as well as household questions.

After the selected household is rostered, the respondent is selected based on age (16-65 years), sex and education, using the Personal Selection Grid/Quota. When no contact with the selected respondent is made, the interviewer will be required to make all efforts to meet with the respondent. A maximum of three (3) attempts should be made by personal visits to conduct the interview. These visits must be strategic and vary by time of day and day of the week based on information received from household members or neighbours on possible times the selected respondents may be available. If the three attempts fail, the case will be sent to the Supervisor for further follow-up.

Special instructions to the interviewer, instructions to be read to the respondent are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.

Note

It is possible that, owing to the requirements of the survey and the constraints on the selection process, a household could be deemed out of scope and no interview will be conducted.



The Background Questionnaire (BQ) is administered to all selected respondents. It is primarily composed of questions that fulfill the international requirements of the survey. There are 9 sections.

Section Topic

1. Section A General Information/ Background and Education

2. Section B Linguistic Information

3. Section C Parental Information

4. Section D Labour Force Activity

5. Section E Literacy and Numeracy Practices at Work

6. Section F Participation in Education and Learning

7. Section G Literacy and Numeracy Practices Generally, Social Capital and Well Being

8. Section H ICTL - Information and Communication Technology Literacy

9. Section K Household Information and Income

The Interviewer administers the Background Questionnaire (BQ) as a Paper and Pencil Interview (PAPI)/ CAPI.

Special instructions to the interviewer, instructions to be read to the respondent are found in The document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.

Filter Booklet

The respondent completes the Filter Booklet as a Paper and Pencil Interview (PAPI)/ CAPI.

While the respondent is completing the booklet, the interviewer will be scoring each answer. The scoring must be transparent to the respondent.

Special instructions to the interviewer, instructions to be read to the respondent, and scoring instructions are found in The document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.

Locator or Main Booklet

The Locator Booklet is administered to the selected respondent who scores 06 to 15 in the Filter Booklet.

The Main Booklet is administered to the selected respondent who scores 16 or more in the Filter Booklet.


Therefore, neither the Locator nor the Main Booklet is administered to a selected respondent who scores 05 or less.

The questions in the Locator and the Main Booklets are designed to resemble literacy-related activities people commonly perform, such as reading the newspaper, and following a recipe.

The respondent completes the Locator or Main Booklet as a Paper and Pencil Interview (PAPI). This booklet is scored in <<Survey Executing Office>>.

Special instructions to the interviewer, instructions to be read to the respondent are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.

Reading Exercises

The Reading Exercises are administered to the selected respondent who scored 05 or less in the Filter Booklet, and selected respondents who scored 06 to 15 on the Filter Booklet. In other words, these exercises are NOT administered to selected respondents who score 16 or more in the Filter Booklet.

During the interview all of the exercises will be administered by you. You will need to administer and record responses during some of the exercises, the respondent will be writing responses during some exercises, and you will be using a tape recorder and timer during some of the exercises. This variety is illustrated in the following table.

Instrument Response Recorded by: Scored by:

1. PPVT Interviewer Interviewer

2. RAN Tape recorded <<Survey Executing Office>>

3. TOWRE Tape recorded <<Survey Executing Office>>

4. Digit Span Tape recorded Interviewer

5. Spelling Respondent Interviewer

Special instructions to the interviewer, instructions to be read to the respondent, and scoring instructions are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments.

Exit

This is the final section of the interview, where a final outcome code is assigned to the case. This is found on page 2 of the Contact/ Entry (Household questionnaire).


Interview Time

<< countries are required to update the time based on pilot study>>

The following are estimated times for the interview components in the survey.

Section Time

Contact/Entry (Household Questionnaire) 10 minutes

Background Questionnaire 30 minutes

Filter Booklet 12 minutes

Locator or Main Booklet 50 minutes

Reading Exercises 40 minutes

Exit 5 minutes


Chapter 3

Schedule and SuppliesSchedule of Activities

Activity Date

Training:

Interviewer Home Study Package Before training Read the Interviewer’s Manual Complete the Exercise to Minimize Non-Response Complete the Review ExerciseClassroom Training (5 days) <<Training Start Date>> to

<<Training End Date>>

Data Collection:

Interviewers in the field <<Collection Start Date>> to <<Collection End Date>>

Target Dates:

60% completed by: <<Target Date 1>> 75% completed by: <<Target Date 2>> 100% completed by: <<Target Date 3>>

Document Return:

Interviewers must return completed cases to Supervisors weekly during data collection

Monday of each week

Debriefing:

Interviewers will complete a Interviewer’s Debriefing Questionnaire

<<Collection end date + 1 week>>


Supplies

Provided by Interviewer

Identification Card

Provided by <<Survey Executing Office>>

Assignment Control List (ACL) Background Questionnaire (BQ) Response Card Calendar Copy of the Introductory Letter Exercise to Minimize Non-Response Interviewer’s Manual Interviewer Bag Interviewer’s Debriefing Questionnaire Interviewer’s Progress and Cost Report Materials Return Form Notice of Visit Numeracy Toolkit – Calculator, Photo, Ruler PPVT Notebook – Shortened Version Reading Exercise Cards (6) Reference Card Review Exercise Respondent Envelope (pre-packaged in <<Survey Executing Office>>)

o Respondent Envelope Checklisto Household Questionnaireo Background Questionnaire (BQ)o Filter Bookleto Filter Scoring Sheeto Locator Booklet or Main Bookleto PPVT – Interviewer’s Recording Sheeto Digit Span Forward – Interviewer’s Recording Sheeto Digit Span Backward – Interviewer’s Recording Sheeto Spelling Answer Sheeto Interview Observation Noteo Non-Interview Reporto Change of Address Form

Sample Quota Sheet Tape recorder, cassettes, labels for cassettes, spare batteries, timer Transmittal Form 2B pencils, erasers, pencil sharpeners


Bulk Materials and Supplies

The bulk materials and supplies you will receive include materials you will use when contacting and conducting interviews with selected respondents; and when documenting and delivering survey material.

You will use the following items when contacting and conducting interviews with the selected respondent:

Assignment Control List (ACL) Background Questionnaire (BQ) Response Card Calendar Interviewer bag: 2B pencils, erasers, pencil sharpeners, Introductory letter Notice of Visit Numeracy Toolkit – Calculator, Photo, Ruler. PPVT Notebook – Shortened Version Reading Exercise Cards (6) Reference Card Respondent Envelope containing the following:

o Respondent Envelope Checklisto Household Questionnaireo Background Questionnaire (BQ)o Filter Bookleto Filter Scoring Sheeto Locator or Main Bookleto PPVT – Interviewer’s Recording Sheeto Digit Span Forward/Backward – Interviewer’s Recording Sheeto Spelling Answer Sheeto Interview Observation Noteo Non-Interview Reporto Change of Address Form

Sample Quota Sheet Tape recorder, cassettes, labels for cassettes, spare batteries, timer

You will use the following items when documenting and delivering material:

Assignment Control List (ACL) Materials Return List. Progress and Cost Report Transmittal Form

A description of the materials used for the <<Country Name>> Literacy Survey follows.


Assignment Control List (ACL)

The Assignment Control List (ACL) is used by the Interviewer/Supervisor/<<Survey Executing Office>> to manage cases. The information on this report will be summarized on the Progress and Cost Report and reported to the Supervisor every Monday.

The following information will be recorded on the Assignment Control List: Respondent ID (EDNUMBER, HOUSEHOLDNO, and PERNO) Selected Dwelling/ household Address and Telephone Number On-going status of case


The Background Questionnaire (BQ) is administered by the Interviewer to all selected respondents and is found inside the Respondent Envelope. The Background Questionnaire (BQ) is used to gather general demographic information.

Background Questionnaire (BQ) Response Card

The Background Questionnaire (BQ) Response Card is used by the Interviewer when administering the Background Questionnaire (BQ). It contains answer categories that are used for a series of questions.

Calendar

The Calendar is used by the Interviewer when administering the Background Questionnaire (BQ). It is used as a reference document when referring to activities in the past. Change of Address Form

This Change of Address Form is used by the Interviewer to record a change of address if the selected respondent changes address during the collection period. Digit Span Forward/Backward – Interviewer’s Recording Sheet

The Digit Span Forward and Backward – Interviewer’s Recording Sheet is used by the Interviewer to record the respondent’s answers to the Digit Span Forward/Backward exercises and indicate incorrect responses.

Filter Booklet

The Filter Booklet is administered by the interviewer. It contains 21 questions that are asked of all selected respondents. The Filter Booklet will be scored as the respondent completes the tasks.


Filter Scoring Sheet

The Filter Scoring Sheet is used by the Interviewer to record/score the respondent’s answers to the Filter Booklet.

Household Questionnaire

The Household Questionnaire is administered by the Interviewer to all selected respondents and is found inside the Respondent Envelope.

The Household Questionnaire is used by the Interviewer

to record all attempts to contact the selected dwelling/respondent, to roster all household members of the selected dwelling, to select one person from the household for an interview, to record the date, time, outcome codes of the interview, and to ask a series of household questions. Interview Observation Note

The Interview Observation Note is used by the Interviewer to report any difficulties encountered while conducting the interview.

Interviewer’s Debriefing Questionnaire

The Interviewer’s Debriefing Questionnaire is completed by the Interviewer. The questionnaire asks about your experiences with the survey and any problems you may have encountered while conducting interviews. Your answers to this questionnaire will be used to improve survey procedures, manuals, and training for other surveys.

Introductory Letter

<<Survey Executing Office>> will prepare Introductory letters. Interviewers will deliver the Introductory Letter during the first home visit.

Locator Booklet

The Locator Booklet will be administered by the Interviewer to respondents who score 06 to 15 in the Filter Booklet. There are 49 questions in this booklet. The items resemble literacy-related activities people commonly perform such as reading a newspaper or following a recipe.

Main Booklet

The Main Booklet will be administered by the Interviewer to respondents who score 16 or more in the Filter Booklet. There are 57 questions in this booklet. The items resemble literacy-related activities people commonly perform such as reading a newspaper or following a recipe.


Materials Return Form

The Materials Return Form is used by Interviewers when returning unused survey documents and material to <<Survey Executing Office>> at the end of collection.

Non-Interview Report

The Non-Interview Report is used by the Interviewer, Supervisor and/or <<Survey Executing Office>> to document (explain) any non-interview case as well as any follow up action taken.

Notice of Visit

The Notice of Visit is used by the Interviewer to notify a respondent that a visit has been attempted and that the Interviewer will return at a later date.

Numeracy Toolkit

Calculator - To be used by the selected respondent to accomplish certain tasks in the Filter, Locator or Main Booklet.

Photo of 24 People - To be used by the selected respondent to accomplish certain tasks in the Locator Booklet.

Ruler - To be used by the selected respondent to accomplish certain tasks in the Locator Booklet.

PPVT Notebook – Shortened Version

The PPVT (Peabody Picture Vocabulary Test) Notebook – shortened version is an instrument used by the Interviewer to administer the PPVT exercise to the selected respondent.

PPVT Recording Sheet

The PPVT – Interviewer’s Recording Sheet is used by the Interviewer to record the selected respondent’s answers to the PPVT exercise, and indicate incorrect responses.

Progress and Cost Report

The Progress and Cost Report is used by the Interviewer/Supervisor/<<Survey Executing Office>> to record the progress and cost for all cases. The Interviewer will complete this report every Monday and forward it to the Supervisor.

Reading Exercise Cards (6)

The Reading Exercise Cards (6) are used by the Interviewer to administer the following Reading Exercises to the selected respondent. <<Country Name>> Literacy Survey Interviewer’s Manual

1. RAN (Rapid Automatized Naming)2. TOWRE (Task of Word Reading Efficiency)

Reference Card

The Reference Card is used by the Interviewer and contains important facts about the survey.

Respondent Envelope

Each of your cases will require a Respondent Envelope. The envelope (pre-packaged in <<Survey Executing Office>>) contains the following material:

Respondent Envelope Checklist Household Questionnaire Background Questionnaire (BQ) Filter Booklet Filter Scoring Sheet Locator Booklet or Main Booklet PPVT – Interviewer’s Recording Sheet Digit Span Forward – Interviewer’s Recording Sheet Digit Span Backward – Interviewer’s Recording Sheet Spelling Answer Sheet Interviewer Observation Note Non-Interview Report Change of Address Form

Respondent Envelope Checklist

The Respondent Envelope Checklist is used by the Interviewer, Supervisor and <<Survey Executing Office>> to record/account for all contents of the Respondent Envelope.

Sample Quota Sheet

The Sample Quota Sheet is used by the Interviewer to determine whether the first eligible household member on the roster, matches any profile on the Sample Quota Sheet.

Spelling Answer Sheet

The Spelling Answer Sheet is used by the selected respondent to record his/her answers to the Spelling Exercise.

Tape recorder, Cassettes, Labels, and Timer


The tape recorder and timer are used by the Interviewer when administering some of the Reading Exercises. You will receive a supply of cassettes and labels, as well as spare batteries. The tape recorder must be stored carefully so as not to damage it.

Transmittal Form

The Transmittal Form is used by the Interviewer and Supervisor every time completed questionnaires or survey material are delivered to <<Survey Executing Office>>.

Supplies to be Returned to <<Survey Executing Office>>

At the end of collection the following supplies must be returned to <<Survey Executing Office>>:

Reading Exercise Cards (6) PPVT Notebook – Shortened Version Background Questionnare (BQ) Response Card Unused Respondent Envelopes containing:

o Household Questionnaireo Background Questionnaire (BQ)o Filter Bookleto Locator or Main Bookleto All Scoring Sheetso Administration Forms

Tape recorder, cassettes, labels, timer Numeracy Kit – Calculator, Photo, Ruler Interviewer Bag

Return survey documents at the end of data collection to:

<<Contact Information>>


Chapter 4

Survey Procedures

Preparing for the Interview

Upon receipt of your material, check that contents. If any supplies are missing, contact your Supervisor immediately.

Ensure that you have the following material for each case:

1 Respondent Envelope (containing the following documents)

Background Questionnaire (BQ) Change of Address Form Digit Span Forward – Interviewer’s Recording Sheet Digit Span Backward – Interviewer’s Recording Sheet Filter Booklet Filter Scoring Sheet Household Questionnaire Interview Observation Note Locator Booklet or Main Booklet Non-Interview Report PPVT – Interviewer’s Recording Sheet Respondent Envelope Checklist Spelling Answer Sheet

Ensure that you have the following material at each interview:

Background Questionnaire (BQ) Response Card Calendar Interviewer bag: 2B pencils, erasers, pencil sharpeners Numeracy toolkit – Calculator, Photo, Ruler PPVT Notebook – Shortened Version Reading Exercise Cards (6) Reference Card Sample Quota Sheet Tape recorder, cassettes, labels, spare batteries, timer

Note: Ensure that the tape recording equipment is tested before going to the selected dwelling.

Try to contact all your selected dwellings in the first week of data collection so that all non-response cases can be identified early.

Be prepared to conduct an interview anytime you contact a selected dwelling.

Continued on next page

Survey Procedures, Continued<<Country Name>> Literacy Survey Interviewer’s Manual

Contact – Initial Contact and Entry

The Initial Contact will be made in person. The Assignment Control List (ACL) will be prepared by the <<Survey Executing Office>> of <<Country Name>>.

Special instructions to the interviewer and instructions to be read to the respondent are found in The document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.

If … Then …

You make contact with the selected household …

Introduce yourself Roster the Household Select a respondent Schedule an appointment Record any information obtained on

the Household Questionnaire

You visit the selected dwelling and no one is home …

Leave a Notice of Visit Card Record any information obtained on

the Household Questionnaire

You are unable to make personal contact with the selected respondent …

Attempt to trace the respondent Be sure to mention that you are from

the <<Survey Executing Office>> of <<Country Name>>

Record any information obtained on the Household Questionnaire

There is a maximum of (3) personal visits to the selected respondent’s dwelling during the course of the collection period.



Survey Procedures, Continued

Selecting a Respondent

During the Initial Contact you will select a respondent to complete the interview. Below are the steps to be followed:

Step

Action

1. Roster all household members in the selected dwelling, starting with the oldest

2. Determine the eligibility of all household members, ie. 16-65

3. Assign a listing number to all eligible household members

4. Determine whether the first eligible household member on the roster, matches any profile on the Sample Quota Sheet.

5. If yes, record the listing number of the selected respondent on the Household Questionnaire Question S9. Proceed with the interview.

6. If no, continue down the list of eligible household members until you find a household member that matches a profile on the Sample Quota Sheet.

7. It is possible that due to the requirements of the survey and the constraints on the selection process, a dwelling could be deemed out of scope.




The Interview All questionnaires and exercises must be completed in a personal visit.

If the interview is interrupted during the Filter Booklet, the Locator Booklet, the Main Booklet or the Reading Exercises and you must leave the respondent’s home you cannot return to continue the interview.

The Step-by-Step Instructions for the Administration of the Literacy Survey Instruments document contains all the instructions for administering the Contact/Entry (Household Questionnaire), Background Questionnaire (BQ), Locator or Main Booklet, Reading Exercises and the Exit.

Step Action

1 Administer the Initial Contact (Household Questionnaire) – roster and select respondent

2 Administer the Entry (selected respondent)

3 Administer the Background Questionnaire (BQ)

4 Administer the Filter Booklet

5 Score the Filter Booklet

6 Administer the Locator or the Main Booklet

7 Administer the PPVT Exercise

8 Record the PPVT Exercise responses

9 Administer the RAN Exercise (tape recorded and timed)

10 Administer the TOWRE Exercise (tape recorded and timed)

11 Administer the Digit Span Forward/Backward Exercise (tape recorded and timed)

12 Record the Digit Span Forward/Backward Exercises (tape recorded and timed) responses

13 Administer the Spelling Exercise

14 Administer the Exit

15 Review Work for Completeness, Accuracy and Legibility

16 Assign a Final Status Code

17 Return documents to the <<Survey Executing Office>> of <<Country Name>>




Flow of the Survey During the interview, the survey instruments will be administered by you. Some of the instruments will be administered using a tape recorder. During some of the exercises, you will score/record responses; during other exercises the respondent will record responses. This variety in administration is illustrated in the following table:

Instrument Administered using: Responses recorded by:

Contact Household Questionnaire Interviewer

Background Questionnaire Background Questionnaire Interviewer

Filter Booklet Administration Guide Respondent

Locator or Main Booklet Administration Guide Respondent

Reading Exercises

PPVT PPVT Notebook Interviewer

RAN 1 and 2 Administration Guide/Cards Tape recorder

TOWRE 1 and 2 Administration Guide/Cards Tape recorder

Digit Span Forward /Backward

Digit Span Forward/Backward Recording Sheet

Tape recorder + Interviewer

Spelling Administration Guide Respondent

Exit Administration Guide Interviewer

After the Interview After the Interview, follow the steps below:

Step Action

1 Review the Respondent Envelope Checklist and ensure all documents are complete, legible and accounted for

2 Complete the Interview Observation Note – if applicable

3 Complete the Non-Interview Report – if applicable

4 Place all the survey documents in the Respondent Envelope

5 Update the Assignment Control List (ACL)

6 Update the Interviewer’s Progress and Cost Report and report this information to your Supervisor.

7 Send all completed cases to <<Survey Executing Office>> every Monday. The first five cases should be sent to your Supervisor to ensure that proper procedures are being followed



Communicating with your Supervisor

The Supervisor is your immediate line of communication for all survey procedures and is there to help you.

Contact your Supervisor:

If you require any assistance on survey procedures and/or your encounter difficult or unusual circumstances;

If you have technical problems with the Reading Exercises;

To report all non-interviews;

To report transmittal of documents;

To report your progress and costs (weekly using the Interviewer Summary Progress and Cost Report – Form 1);

Monitor Progress During the survey period, your Supervisor will monitor your progress and costs, perform quality edits on completed work and will schedule mutually convenient times to discuss any problems or unusual situations that may have occurred.

In some situations, your Supervisor may transfer cases to or from your assignment in order to fulfill operational requirements. You will be informed of this if the situation arises.

Administration Forms

Update your Assignment Control List (ACL) regularly.

Complete the Interviewer Summary Program and Cost Report – Form 1 every Monday and report your progress to your Supervisor;

Complete the Transmittal Form every time you deliver questionnaires and related documents to your Supervisor and/or <<Survey Executing Office>>;

Complete the Materials Return list at the end of collection when returning survey material;


Chapter 5

The Contact

General Information

The Contact section of the interview is divided into two parts – the initial contact and the entry.

Administering the Contact – Initial Contact

The Initial Contact, which is the first part of the interview, can be administered to any responsible member of the household.

It is made up of the following sections:

Interviewer Introduction Contact Information Roster the Household - demographic information (age, marital status,

relationship to head of household, education, and sex) Determination of eligibility for interviewing, and General household questions.


Administering the Contact – Entry

The Entry is administered at the start of the interview with the selected respondent. The objective is to:

Introduce the survey, confidentiality, Locate a good space for the interview. You will need a quiet room with

adequate light for reading, a desk or table with clear workspace on it, and two chairs. Make sure the respondent is seated opposite you across a table or desk, and

Inform the respondent that some activities will require the use of a tape recorder and timer.

Special instructions to the Interviewer, instructions to be read to the respondent are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.



The Contact, Continued

Initial Contact – Interviewer Introduction

Household Questionnaire - Pre-fill the following cells before starting the interview.

EDNUMBER, HOUSEHOLD NO Address and Telephone Number of Household CO2. – Int. Assignment Number

Hello, I am <interviewer name> from the <<Survey Executing Office>> of <<Country Name>>.

INTERVIEWER: Introduce yourself using both your given and last name.

The <<Survey Executing Office>> of <<Country Name>> is conducting an international literacy survey in partnership with <<Partner>>.

This is the statement used to introduce the interviewer and inform the household/respondent that the caller is a <<Survey Executing Office>> of <<Country Name>> interviewer.

Confirm Address I’d like to confirm your address and telephone number. Is it:

This survey requires verification that the right dwelling has been contacted. If the address has changed or there is a typo in some part of the address, update the Household Questionnaire, complete the Change of Address Form in the Respondent Envelope, and update the Assignment Control List (ACL).

Roster S1

S2

S3

I would like to select one person from your household for an interview. Starting with the oldest, what is the first name and last name of each person who is now living or staying here and has no usual place of residence elsewhere?

Are there any persons away from this household attending school, visiting, travelling or in a hospital who usually live here?

Does anyone elseusually live at this dwelling as part of your household such as other relatives, roomers, boarders or employees?



Definition of a Household

<<to be defined by countries>>

Head of household <<to be defined by countries>>

Usually live Remember, for the purpose of the survey, “usually live” refers to residing in a usual residence for a continuous period of 6 months or more.

Demographics S4,5,6,7,8b,Sex

Name of Person, Age, Marital Status, Relationship to Head of Household, Education and Sex

You will now collect demographic information for each household members listed. The demographic information includes age, marital status, relationship to head of household, education and sex.

Age and education are mandatory items as they determine whether the respondent will be eligible for the survey.

S5- Age: If the respondent does not know the age of another member of the household, probe to determine if the household member qualifies, ie. between the age of 16 to 65. Record the estimate and make a note on Page 4 of the Household Questionnaire in the Comments section and on the Interview Observation Note. We are trying to determine if the respondent is between the age of 16 and 65 and therefore eligible. If age is less than 15 year, go to S7

S6- Marital Status- <<to be defined by countries>>

S7- Relationship to the head of household- Write the number of the appropriate response in the box provided to describe the relationship of each person to the person listed as the household head. If members of the household are unclear or undecided as to who is the household head, suggest the eldest person or the breadwinner. <<to be defined by countries>>

S8b- Did <name> complete Secondary School? If the respondent does not know the education of another member of the household, probe to determine the level of last school attended and if the household member had completed all the years at that level/ school to enable you to determine if they have less or more than secondary school education. Record the response and make a note on Page 4 of the Household Questionnaire in the Comments section and on the Interview Observation Note.



Selection of Respondent

S9 Now I am going to select the person to interview.

Step Action

1. Determine the eligibility of all household members, ie. 16 to 65 years

2. Assign a listing number to all eligible household members

3. Using the Sample Quota Sheet, starting at the top of the roster, determine whether the 1st eligible household member matches up with one of the desired profiles on the Sample Quota Sheet.

4. If yes, ie. male, 16 to 24, Education A or B, conduct the interview.

5. If no, continue down the list until you find a respondent.

It is possible that due to the requirements of the survey and the constraints on the selection process, a dwelling could be deemed out of scope and no interview will be conducted.

S9 Listing number of selected person

Step Action

1. Enter the listing number of the selected respondent in the box in Question 9 of the Household Questionnaire.

2. Update the Sample Quota Sheet, by crossing off the selected respondent.

3. Continue until all Quotas have been met.




Selection of Respondent, continued

S10 If someone other than the current respondent is selected, then inform the current respondent that <name of selected respondent> has been chosen. Is <selected respondent> available?

If the selected respondent is available, re-introduce the survey and continue with the interview.

Appointment If the Selected Respondent is not available, set-up an appointment to proceed at another time. Record the appointment information on the Household Questionnaire.

Unable to contact the Selected Respondent

If you are unable to contact the selected respondent, attempt to trace the respondent. Record all attempts to trace the selected respondent on the Household Questionnaire.

Any travel to locate the respondent must first be authorized by <<Survey Executing Office>>.




Survey Introduction – Selected Respondent, continued

Hello, I am … from the <<Survey Executing Office>> of <<Country Name>>.

INTERVIEWER: Introduce yourself using both your given and last name.

The <<Survey Executing Office>> of <<Country Name>> is conducting an international literacy survey in partnership with <<Partner>>

Results from the survey will be used to plan reading programs suited to the needs of the population of <<Country Name>>. It will also be used to compare <<Country Name>>’s needs to those of other countries who are conducting a similar study.

Your answers will be kept confidential and will be combined with those of others to produce statistics. While your participation is voluntary, your assistance is essential if the results of the survey are to be accurate.

Collected under the authority of the Statistics Act, <<Chapter>>.

The survey has several parts. We will begin with a Background Questionnaire. It should take about 15 minutes to complete. Then I will give you a series of reading exercises to complete.

Parts of the survey will involve some reading. Therefore, if you normally wear glasses/ specticles, you will need them to complete the survey.

We will also need to use a tape recorder for part of the survey.

Do you have any questions?

This is the introduction of the survey to the selected respondent.

If we are not speaking to someone that can speak English, the Interviewer should try to speak to someone else in the household that can, if this is impossible then the interviewer can not continue.

Room Requirements

You will need a quiet room with adequate light for reading, a desk or table with clear workspace on it and two chairs. Make sure the respondent is seated opposite you across a table or desk.



Initial Contact - Household Questions

The purpose of the household questions is to help determine the socio-economic status of the household and allow the data to be classified and analyzed according to poverty quintiles.

Any responsible household member can respond to these questions.

H1 What is the construction material of the outer walls of your drelling?

1 Wood/Timber2 Concrete/Concrete Blocks3 Wood & Concrete4 Stone7 Makeshift (Specify ……………)

5 Brick/Blocks6 Plywood8 Other/Don’t Know

7 Makeshift – Includes any material which is not normally used for housing e.g. galvanize, cardboard, etc. Some persons may use an old car/truck, for example, to provide shelter; or live under a bridge or other unconventional dwelling structure. These materials are to be included in this category. Be sure to write the answer given in the space provided.

8 Other/Don’t Know – As noted before, this category is to be used only as a last resort.

H2 What is the MAIN type of toilet facilities used by this household?

1 W.C. (Flush toilet) linked to sewer2 W.C. (flush toilet) linked to Septic tank/Soak away3 Pit-latrine4 Ventilated Pit-latrine5 Other (please specify ………….)6 None

1 WC linked to sewer is a flush or water closet which fills from a piped water supply and empties into a sewage disposal system.

2 WC not linked to sewer is waterborne and empties into a septic tank or soak-away. This is the more popular form of sewage disposal when compared to option 1.

3 Pit latrine – is not water borne.4 Other – any type of other than those listed above. This response must be

written.


The Contact, Continued,

Household Questions, continued

H3 What type of lighting does this household use most often?

1 Gas2 Kerosene3 Electricity – Public4 Electricity – Private Generator

5 Other (Please specify)6 None

H4 How many rooms does your dwelling unit contain? (Do not count bathrooms, porches, kitchens, laundry rooms, balcony, attic, corridor)

Number of Rooms

A room is defined as an area permanently separated by means of walls from other parts of the dwelling unit; but excludes galleries, toilets, pantries, corridors and kitchens. Include as rooms, living rooms, bedrooms, dining rooms, sewing rooms, libraries, servant rooms (attached or detached from the main building). If you find a room with a portion curtained off as a temporary partition, the whole area must be counted as one room. If however, there is a permanent partition dividing the floor area, you must count this as two rooms. Curtains or blinds do not separate rooms, walls and permanent partitions do. Bedrooms are rooms used exclusively for sleeping. There must be some permanency about the walls enclosing the bedrooms. A room used for other activities by day and sleeping by night is not a bedroom. Makeshift arrangements, blinds, etc. do not count as a room. A one room dwelling unit has NO bedrooms.

H5 Indicate whether your household owns any of the following items. (Items must be in good working condition and can be owned by any household member?

Select All that Apply

1 Television Set2 Refrigerator3 Washing Machine4 Telephone – Land Line

5 Electric/Gas Stove6 Motor Vehicle7 Video/VCR/DVD Player8 Electric Iron


Chapter 6

The Background Questionnaire (BQ)


The Background (BQ) – General Information

This chapter provides information on how to complete the Background Questionnaire (BQ). It also includes instructions and clarifications that may be needed during interviews.

The Background Questionnaire (BQ) is administered by the Interviewer to the selected respondent in each survey household once the Initial Contact is completed.

Special instructions to the Interviewer as well as instructions to be read to the respondent are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.

General Rules It is mandatory that 2B pencils are used to complete all survey forms and questionnaires. Both Interviewers and respondents must use these pencils, which will be supplied by <<Survey Executing Office>>. These pencils are optimal if scanners are use Survey Executing Officefor data processing.

Select only one answer per question, unless otherwise instructed to Code all that applies.

Unless otherwise instructed, answer categories appearing in bold should be read to the respondent.

For questions with a list of response categories provided (i.e. closed ended questions), mark an “X” in the box or boxes that is/are beside the appropriate response category/ categories. If you make an error and put an “X” in the wrong box, use your pencil to completely fill in the wrong box and put an “X” in the correct box.

When the respondent’s answers does not fit any of the listed options, mark an “X” besides the option, “Other (Specify)” and record the respondent’s response in the space provided. Please record the response verbatim in a clear, concise and neat manner. Pay particular attention to the questions that need detailed answers.

The “Don’t know” and “refused” options should be recorded only as last resort when extensive probing does not elicit appropriate responses. Most respondents will remember dates, year etc. with gentle non-directive probing.

For a few questions, you can use the Background Questionnaire (BQ) Response Card that lists the response options for two or more questions.


The Background Questionnaire (BQ), Continued

Introduction As the title suggests, this section deals with general demographic information. This information is used in the analysis of the survey results. Given the close relationship between literacy and education, the section on highest level of education is crucial to the proper measure of literacy.

Modules The Background Questionnaire (BQ) contains 9 sections/ modules as follows:

Section Topic

Section AA: Initial Contact Information

Section A Background and Education

Section B: Linguistic Information

Section C: Parental Information

Section D: Labour Force Activities

Section E: Literacy and Numeracy Practices at Work

Section F: Participation in Education and Learning

Section G: Literacy and Numeracy Practices Generally, Social Capital and Well Being

Section H: ICTL - Information and Communication Technology Literacy

Section K: Household Information and Income

Use this chapter when a respondent needs clarification regarding a question in the Background Questionnaire (BQ). All Interviewers need to be familiar with the contents of this manual and should always have it at hand during interviews.



The Background Questionnaire (BQ), ContinuedCover page

Person Responding C01 Did a third party provide any assistance for the completion of the Background Questionnaire?

This question is used to determine if responses to the background questionnaire were obtained from the sampled individual with the assistance of another household member or an interpreter. This survey does not allow for proxy interviews without participation from the sampled individual. This situation may commonly occur in cases where the sampled individual/respondent has low language skills, e.g. recent immigrants. It is acceptable to obtain BQ responses with the assistance of other household members or interpreters. However, this is not allowed for the Filter Booklet, the Locator or Main Booklet, or the Reading Exercises. In which case, the sampled individual must complete thesewithout any assistance.

COMMENTsection

This section is to be used for comments, concerns and difficulties encountered during the particular interview. When referring to a particular question, the question number must be stated before the comment.

Interviewer Check Items

INTERVIEWER CHECK ITEM

Calculate the 12 months before this interview and enter the information below:

From:______________<month> <year> To: ______________<month> <year>

Note: ‘from <month> <year> to <month> <year>’ corresponds to the 12 months prior to the interview. For example, if the interview takes place in June 2012, then the fills would be from <June> 2011 to <May> 2012.

The Interviewer Check Item is used by the interviewer to calculate the reference period for the interview. This reference period will be used in several questions.


Section AA: Initial Contact Information

Age AA1 What is your date of birth?.

Age is a mandatory item, as it will determine whether the respondent will be eligible for the survey. All efforts must be made to solicit this information.

If all efforts fail, probe to determine if the selected respondent is eligible for the survey i.e. if he/she is aged 16 to 65. Record the estimate and make a note on cover page of the Background Questionnaire (BQ) in the Comments section as well as on the Interview Observation Note.

Enter the day, month and year in space provided or enter age in space provided.

Sex AA2 Is the respondent male or female? (If necessary, ask).

Select ‘1’ for ‘Male’ and ‘2’ for Female

Note: At the beginning and end of each module, a Date/ Time Stamp must be filled out by the interviewer indicating the date and time the module started and the date and time the module ended respectively (see below) Date/ Time Stamp

AT1, BT1, CT1, DT1, ET1, FT1, GT1, HT1, KT1

Interviewer, please enter the date and time you begin this module

This is an instruction to the Interview and should not be read to the respondent. This information will be used to inform other similar surveys relative to the average time it will take to administer this module.

Date/ Time Stamp

AT2, BT2, CT2, DT2, ET2, FT2, GT2, HT2, KT2

Interviewer, please enter the date and time you ended this module

This is an instruction to the Interview and should not be read to the respondent. This information will be used to inform other similar surveys relative to the average time it will take to administer this module.


Section A: Background and Education

First, I would like to ask you some questions about your background and your education.

Born in <<Country Name>>

A1Were you born in <<Country Name>>?

Select ‘1’ for ‘Yes’ and ‘2’ for ‘No’. If ‘Yes’ or ‘Refused’, go to Question A3. Option ‘98- Refused’ should be selected only as last resort.

Depending on the sample selected, there could be no eligible respondent for a particular dwelling.

Immigrant A2 In what year did you first come to live in <<Country Name>>?Enter the year in the space provided. Options ‘Don’t know’ and ‘Refused’ should be selected only as last resort.

If in response to this question, the respondent indicates that he/she was born in <Country> then confirm that this is so and select ‘9996’ and make a note on cover page of the Background Questionnaire (BQ) in the Comments section as well as on the Interview Observation Note then continue the interview. Do NOT go back to question A1 to correct.


Formal Education A3 How many years of formal education have you completed beginning with primary level education and not counting repeated years at the same level? Convert any part-time schooling to its full-time equivalent.

For this question, record the number of years of formal education that the respondent successfully completed. For example, if the respondent was attending Form 4/Grade 10 of Secondary School and left school before completing that year, record ‘09’ (i.e. 6 years at Primary and 3 years at Secondary). Remember, although Form 4/ Grade 10 was the highest year attended, the respondent completed 9 years of schooling. If the respondent started Grade 1 at Primary School but did not complete the academic year, record ‘00’ for completed years.

Options ‘Don’t know’ and ‘Refused’ should be selected only as last resort.

Formal education: This is the hierarchical, structured ‘education system’ running from primary school through to university, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.Academic year: would be equivalent to a school year or a grade in primary and secondary institutions. At the tertiary level, the length of the academic year is typically defined by the institution (for example, in most tertiary institutions the academic year would be about eight to nine months). For most programs at the tertiary level, it is possible to determine the normal full-time length of the program. Respondents who completed their education part-time should be asked to estimate the full-time equivalent number of academic years they would have taken to complete the program.

Highest level of schooling

A4 What is the highest level of education you have ever completed?

Select the highest level of education attained by respondent

Highest level of education completed : This refers to the highest level of education completed within the most advanced level attended in the educational system.. This means that the last exam was successfully completed by the respondent; the respondent submitted the last paper, report or project or successfully defended his/her thesis.

Examples of levels of education attained are primary, secondary, post secondary, tertiary-diploma, first degree, Master, Phd.



Section A: Background and Education, Continued

Highest level of Education, continued- ISCED 2011 Levels (1/2)

ISCED Level

Education Level GradesExamples of Schools/Programmes

ISCED0 Early childhood education- Programmes designed for children below aged 3 years

All public and private Pre-schools

Pre-primary Education including Kindergarten- Programmes designed for children from age 3 years to start of primary education

All public and private pre-schools

ISCED1 Primary education Grades 1 to 6 All public and private primary schools

ISCED2 Lower Secondary education offering mainly general programmes

Forms 1-3/ Grades 7 to 9

All public and private secondary schools with forms 1-3 as well as all primary schools with grades 7-9 (Secondary tops of Primary schools)

ISCED3 Upper secondary programmes offering mainly general programmes

Forms 4 - 5/ Grades 10- 11

All public and private secondary schools with forms 4 and 5 (senior secondary, comprehensive)

ISCED4 Post Secondary but non-tertiary general programmes- Programmes providing learning experiences that build on secondary education and prepare for labour market entry and/or tertiary education. The content is broader than secondary but not as complex as tertiary education

2 years duration (certificate or Associates Degree)

A’ Level Division at SALCC and Vieux-Fort, Division of Continuing Education at SALCC


ISCED4B Post secondary but non-tertiary technical/ vocational programmes

2-3 years duration (Certificate, Diploma or Associates Degree)

Division of Technical Education and Management Studies, Health Studies, Agriculture, Teacher Education at SALCC, Home E.c. programme at SALCC, Post Secondary Department at Vieux-Fort Campus B

ISCED4C Post secondary level focusing on vocational programmes strictly for the labour market

National Skills Development Center (NSDC) programmes

ISCED5A Tertiary level general programmes

Bachelors or Masters Degree courses

First year UW1 at SALCC, University of West Indies and other Universities, UWIDITE, Continuing Education programmes at SALC, Recognized Distant Education

ISCED5B Tertiary level technical/ vocational programmes leading to professional qualifications

Bachelors or Masters Degree courses and other professional qualifications, e.g. ACCA, MBA, Enginnering

Bachelors of Education programme at SALCC and other universities, Medical Schools, Recognized distant education e.g. Sheffield and Leicester programmes

ISCED6 Masters

ISCED7 Doctorate level programmes

Universities overseas and Recognized Distant Programmes




Highest level of Education, continued- response categories explained (1/2)

Trade/vocational certificate or diploma: this term is used to classify skill courses that prepare trainees for occupations not at the professional or semi-professional levels. A trade/vocational school is a public educational institution that offers courses to prepare people for employment in a specific occupation such as heavy equipment operator, automotive mechanic and upholstering. Many community colleges or technical institutes offer certificates or diplomas at the trade level.

Apprenticeship certificate: A program that combines on-the-job training (by observation and practice) with short periods of related in-class technical training to produce a fully qualified journeyman tradesperson. The employer undertakes, by contract, to employ and train an apprentice under the supervision of a qualified journeyman. To become an apprentice, usually there is a formal registration process with a provincial ministry or department. Examples would include journeyman certificates in cooking, masonry, finishing carpentry, plumbing, and machinist journeyman.

Community college: Community college certificates or diplomas are usually offered after one or two years of study. The following are equivalencies in the former systems of education:

Bible colleges/seminary = baccalaureate (Priesthood) theology Nursing (infirmiere) = community college diploma.

University diploma or certificate below bachelor’s degree: university certificates are usually 1-year programs and are offered in most fields of study.

This category applies when a teaching certificate is awarded by a Department of Education at an approved institution such as normal school or college of education.

This includes certificates or diplomas awarded by a professional association in the courses were taken at a university but a bachelor’s degree was not a prerequisite.

Bachelor’s degree: A ‘Bachelor’s’ or ‘undergraduate degree’ is usually the first degree conferred by a college or a university. Honors bachelor degrees area also included here. Examples: B.A., B.Sc., B.Ed., B.A.Sc., and B.Eng.




Highest level of Education, continued- response categories explained (2/2)

University diploma or certificate above bachelor’s degree: This refers to the possession of a university certificate or diploma above the bachelor level, regardless of whether other educational qualifications are held or not. Normally, this type of certificate is obtained following a first degree in the same field of study. Examples of such certificates can be found in medical specializations, applied engineering, high technology or courses where a bachelor’s degree was a prerequisite.

First professional degree: This includes degrees in law (LI.B.), medicine (M.D.), dentistry (D.D.S.), veterinary medicine (D.V.M.) and optometry (O.D.) taken at a university.

Master’s degree: an academic degree that is higher than a bachelor’s but lower than a doctorate. it generally takes one or two years to complete at Master’s degree after receiving a Bachelor’s degree. Examples: M.A., M.Sc., M.Ed., M.B.A., M.A.,Sc., M.Eng, Masters of Theology/Divinity.

Ph.D. degree: A degree that entitles someone to use the title or rank of a doctor (e.g. doctorate, D.Sc., D.Ed). This degree can be obtained in any major field of study and usually takes a minimum of three years to complete after receiving a Master’s degree. “Honorary” doctorates awarded as an honour to important persons are not to be included.




Highest level of Education, continued

A4(i) Have you ever taken but NOT completed any schooling towards a post secondary, bachelors, masters or doctorate level certificate, diploma or degree?

Select ‘1’ for ‘Yes’ and ‘2’ for ‘No’. If ‘No’ or ‘Refused’, go to Question A6 otherwise continue to A5. Remember, option ‘98- Refused’ should be selected only as last resort.

This question will give information on the number of respondents who have taken some post-secondary education (including tertiary or non-tertiary) but have not completed a certificate, diploma or degree.

A5 How old were you when you took this schooling towards a post secondary, bachelors, masters or doctorate level certificate, diploma or degree?

Record the age in years in the boxes provided. If age given is less than 15, please verify with respondent and make a note on cover page of the Background Questionnaire (BQ) in the Comments section as well as on the Interview Observation Note then go to A7.

If the respondent refuses or indicated that he/she do not know the age select ‘97’ for ‘Don’t know’ or ‘98’ for ‘Refused’ and then go to A7. However, options ’97- Don’t know and ‘98- Refused’ should be selected only as last resort.

A6 How old were you when you completed your highest level of education? (_____________Interviewer insert the highest level of education attained)

Check A4 for highest level of education completed and insert in space provided in question.

Record the age in years in the boxes provided. If age given is less than 15, please verify with respondent and make a note on cover page of the Background Questionnaire (BQ) in the Comments section as well as on the Interview Observation Note. Also include in the note the highest level of education attained

If the respondent refuses or indicated that he/she do not know the age select ‘97’ for ‘Don’t know’ or ‘98’ for ‘Refused’ and then go to A7. However, options ’97- Don’t know and ‘98- Refused’ should be selected only as last resort.


A7 Interviewer check item. Is the highest level of education the respondent completed in Question A4 = Primary or pre primary?

Note: Interviewer check item will appear throughout the Background Questionnaire (BQ) and are not to be read to the respondent. The answer to these check items will determine the flow of the questionnaire.

If ‘Yes’, select ‘1’ and go to A10 otherwise select ‘2’ for ‘No’ and go to A8.

A8 In what <insert appropriate wording i.e. province, district, region, or state> were you last in secondary school?

Select the code that applies.

If last secondary school attended by respondent is overseas, select option ‘attended Secondary School overseas' or 'Not applicable'

A9 Think about learning math and how you were taught math while a student at secondary school. Please tell me whether you strongly agree, agree, disagree, or strongly disagree with the following statements: …

a) I enjoyed math in school.b) I got good grades in mathc) The teachers went too fast and I often got lost.d) I usually understood what was going on in math

Read each statement to the respondent as individual questions and mark the appropriate box based on the responses given by the respondent.

‘No opinion’ and ‘Refused’ should be selected only as last resort.




Remedial Help A10 Have you ever received remedial help or special classes to assist you with reading at school at any level of schooling?

This question is asking about remedial help with reading AT SCHOOL. Therefore, help at home, at lessens, etc are not included.

Select ‘1’ for ‘Yes’ and ‘2’ for ‘No’. Remember, option ‘8- Refused’ should be selected only as last resort.

Remedial help: refers to extra assistance provided to students at school in reading beyond what would be expected in a ‘regular’ classroom situation. Examples would include such things as extra time spent in or outside the classroom with a teacher or teacher’s aid either individually or in a group, specialized tutoring at school, a specialized reading program developed at school and so forth.


Section B: Linguistic Information

Purpose Language is among the factors that affect an individual’s opportunity to develop reading skills – such as the opportunity to participate in learning activities.

The language that a person chooses to use at home, the language that a person first learned as a child, the language that a person prefers to use in his/her leisure time, all have an impact on his/her skills. Coupled with information on a person’s own assessment of his/ her skills in English, this section provides a look at how a person’s perceptions and background can impact on his/ her literacy skills.

First Language B1 What is the language that you first learned at home in childhood and still understand? (Mark one only unless two languages were learned at precisely the same time).

Note that countries may order the response categories as nationally appropriate and insert languages to accommodate national situations.

Do not read categories to the respondent. Reading aloud the first two categories – English and Creole – may result in an under-reporting of other languages.

Indicate the first language spoken by the respondent in early childhood.

If the respondent spoke more than one language, enter more than one category only if those languages were used equally.

If the respondent indicates a language on found in the precoded response, please select ‘Other (specify)_______’ and specify the language in the space provided.

Remember, option ‘98- Refused’ should be selected only as last resort.


Language Spoken Most Often

B2 What language do you speak most often at home? (MARK ONE ONLY).

Note that countries may order the response categories as nationally appropriate and insert languages to accommodate national situations.

Do not read categories to the respondent. Reading aloud the first two categories – English and Creole – may result in an under-reporting of other languages.

Enter only one option. If a respondent indicates more than one, ask him/her to indicate the main one.

This question refers to the language spoken most often by the respondent. It should not be interpreted to mean the language spoken most often by the family as a whole. It is quite possible that different family members speak different languages (e.g. Creole children may speak English most often while the parents speak mostly Creole).

If the respondent lives alone, report the language, which is used, on a daily basis.

Section B: Linguistic Information, Continued


Section C: Parental Information

Purpose Parental information is gathered to provide an indication of the foundation for skill acquisition that has been provided in the home.

It has long been proposed that the occupation and education of a person’s parents can have an impact on that person’s skills. This section attempts to quantify this impact.

Female Guardian The next few questions (C1- C4) are about your mother/ female guardian.

Local born C1 Was your mother/ female guardian born in <<Country Name>>?

Select ‘1’ for ‘Yes’ or ‘2’ for ‘No’ and proceed to question C2.

Remember, options ‘3- Don’t know’ and ‘8- Refused’ and should be selected only as last resort, in which cases, proceed to question C2.

Select ‘7- Not applicable’, if the respondent XXXXXXXXXX

Female guardian: refers to the person who was most like a mother to the respondent. This can be a biological mother, adoptive mother, stepmother, a female family member or a court-appointed female guardian.


Highest Level of Schooling C2 What was the highest level of education that your mother/ female

guardian ever completed? (MARK ONE ONLY).Countries will have to derive national questions that allow them to code to the following ISCED97 levels: levels 1 and 2; levels 3 and 4; levels 5A, 5B, 6.

Highest level of education: This refers to the highest level of education the female parent has attained (see A4).

Main Job

C3 What was your mother’s/ female guardian’s main job when you were 16 years old? (e.g., school teacher, nurse, waitress, vendor).Please write in the job title

Main job: for parents this would be the job at which they worked the greatest number of hours per week when the respondent was 16 years old. Main job has nothing to do with which job yields the highest income, which job involves the most weeks per year or which job was held the longest.

Job title: avoid general occupational titles such as manager, clerk or farmer. Appropriate responses would be more specific such as: certified industrial accountant, stock clerk, accounts clerk, sales clerk, civil engineer, dairy farmer, grain farmer, primary school teacher, bank manager, regional sales manager.

Job DescriptionC4 What did your mother/ female guardian do in her main job? (e.g.

taught primary school students, cared for patients in a hospital, served at a hotel, sold goods at the market).Please describe the kind of work she did in that job.

Job description: get a full description what the parent did in their job. Descriptions must always reflect the most important activities or duties of the job. For example, stocking shelves, keeping track of costs and payments, looking after sick animals, caring for sick people, fixing sore teeth, building roads, and bridges, etc.

Male Guardian The next few questions (C5- C8) are about your father/ male guardian. Local born

C5 Was your father/ male guardian born in <<Country Name>>?

Select ‘1’ for ‘Yes’ or ‘2’ for ‘No’ and proceed to question C2.

Remember, options ‘3- Don’t know’ and ‘8- Refused’ and should be selected only as last resort, in which cases, proceed to question C2.

Select ‘7- Not applicable’, if the respondent XXXXXXXXXX

Male guardian: refers to a male person who was most like a father to the <<Country Name>> Literacy Survey Interviewer’s Manual

respondent. This can be a biological father, adoptive father, stepfather, a male family member or a court-appointed male guardian.

Highest Level of Schooling C6

What was the highest level of education that your father/ male guardian every completed? (MARK ONE ONLY).

Highest level of education: This refers to the highest level of education the male parent has attained (see A4).

Main JobC7

What was your father’s/ male guardian’s main job when you were 16 years old? (e.g., school teacher, mason, farmer).Please write in the job title



Job DescriptionC8

What did your father/ male guardian do in his main job? (e.g. taught primary school students, mason on a construction site, banana farmer).Please describe the kind of work he did in that job.

Job description: get a full description what the parent did in their job. Descriptions must always reflect the most important activities or duties of the job. For example, stocking shelves, keeping track of costs and payments, looking after sick animals, caring for sick people, fixing sore teeth, building roads, and bridges, etc.

Female/male guardian: refers to the person who was most like a mother or father respectively to the respondent. This can be a biological parent, adoptive parent, stepmother/stepfather, a family member or a court-appointed guardian.



Section C: Parental Information, Continued

Main Job, continued




Section D: Labour Force Activities

Introduction Whether you have a job that pays well and promotes your skills is often related to the skills you possess. The types of jobs you do and the stability of your employment is an important factor in measuring the economic impact of skills.

Employment Status

D1 I would now like to talk about your employment status. What is your current work situation? Are you now … (MARK ONE ONLY). Answer categories should be read.

Employed – Refer to ‘Working at a job or business’ on the opposite page for a definition of employed.

Self-employed: a person who works directly for himself/herself. A self, employed person may or may not have a business, a farm or professional practice. Examples of self-employed persons with a business could include a man with his own beauty parlour, a woman with her medical practice. Examples of self-employed persons without a business would be a cleaning person working for a number of people in their homes, a freelance writer, a paper carrier, general handyman and a babysitter who works for a number of people

Other (specify) includes the following;

Long-term illness or disability, On layoff, On sabbatical Doing volunteer work, People who are living on investment income.

Before entering this category, probe to ensure that the answer really belongs here. Answers such as “taking it easy” may turn out to be situations that should be marked “unemployed” or “retired”.



Section D: Labour Force Activities, Continued

Work at a Job or Business

D2 Did you work at a job or business at any time in the last 12 months; that is from <month and year> to <month and year> (regardless of the number of hours per week)? PLEASE INCLUDE AS WORK TIME OFF FOR VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE, STRIKES AND LOCKOUTS.

‘Working at a job or business’ means any activity carried out by the respondent for pay or profit and includes ‘payment in kind’ (payment in goods or services rather than money).

INCLUDE: Time spent in ‘on-the-job’ training if the person is receiving pay from the employee in exchange for the goods or services produced in the course of training (e.g. apprentices, articling students of law, interns, etc.)

Time spent by an unpaid respondent in any activity that contributes directly to the operation of the business, farm or professional practice owned or operated by a member of the family.

Maternity/paternity leave. This includes people who are receiving maternity benefits.

On strike or lockout. Short term (non permanent) sick leave and time off for

vacations.

EXCLUDE: Time spent in ‘on-the-job’ training when the financial compensation received is not related to the goods or services produced, but is simply an allowance to enable the person to take the training (e.g. student nurses, armed forces reserves).

Time spent in government-sponsored adult training programs (e.g. programs designed to enable adults to qualify for jobs) if this training is conducted solely in a classroom setting and the person is not working at a job or business.

Volunteer work without pay for organizations such as the Red Cross, local hospital, etc.




Work at a Job or Business, continued

For Self-employed respondents:

INCLUDE: Time spent actively looking for potential clients, preparing estimates, quotes or tenders, etc.

Time spent operating a business, professional practice, or farm even if no sales were made, no professional services were rendered or nothing was actually produced.

Time spent on activities related to establishing a new business, farm or professional practice.

Time spent by a person who owns and manages his/her business or farm even though he/she is physically unable to do the work.

D3 When did you last work at a job or business?

Work in a month D4

D5

D6

During the last 12 months: that is, from <month and year> to <month and year> did you work in every month (at least 8 hours in each month)? REMEMBER TO INCLUDE AS WORK TIME OFF FOR VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE, STRIKES AND LOCKOUTS.

In which months did you work (at least 8 hours in each month)? REMEMBER TO INCLUDE AS WORK TIME OFF FOR VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE, STRIKES AND LOCKOUTS.

In which months did you work the whole month, that is, at least 8 hours every week and in which months did you work part of the month?




Full-time and Part-time work

D7 During the last 12 months, did you work mostly full-time, that is 35 hours per week or more or part-time, that is less than 35 hours per week?

Full-time: defined as 35 hours or more of work per week.

Part-time: defined as 34 hours or less of work per week.

If the respondent worked full-time and part-time at the same time, enter ‘full-time’.

If the respondent worked 35 weeks part-time and 15 weeks full-time, enter ‘part-time’.

Without Work D9

D10

Were you ever without work for a week or more at any time during the last 12 months because you changed employers?

In which month(s) were you without work for a week or more because you were changing employers?

Temporary Lay-off

D11

D12

Were you ever away from work for a week or more at any time during the last 12 months because you were on temporary layoff?

In which month(s) were you on temporary layoff?

Temporary lay-off: the respondent was temporarily released by an employer because production has fallen off, was temporarily suspended or was laid off because business declined. Neither the employer nor the respondent necessarily knows how long the layoff will last, but the respondent must have some expectation of returning to work. Examples include: a computer salesman who was laid off because of an equipment breakdown in the production plant; a hotel maid who was without work due to a strike in another part of the industry.




Looking for Work D13

D14

Did you look for work at anytime during the last 12 months; that is, look for a new or different job?

In which month(s) did you look for work?

Looking for work: one or more job search methods used to find a new job or to change jobs. For example: looking at job ads, checking with employers or a public employment agency, checking with friends or relatives, searching on the Internet. Self-employed persons seeking work contracts are not considered as looking for work in this context. .

Main Job D18

D19

D20

D21

D23

D24

The next questions are about the last job or business you worked at. We will refer to this as your main job.

The next questions are about the job or business at which you worked THE MOST HOURS during the last 12 months. We will refer to this as your main job.

The next questions are about the job or business at which you now work THE MOST HOURS per week. We will refer to this as your main job.

When did you start working at this job or business?

Are you still working at this job or business?

When did you last work at this job or business?

Main job: the job at which the respondent worked the most hours in the last 12 months. Main job has nothing to do with which job yields the highest income, which job involves the most weeks per year or which job was held the longest.




Name of Employer D25 For whom did/do you work (NAME OF BUSINESS, GOVERNMENT DEPARTMENT, OR PERSON)

For whom did you work: Enter the full and exact name of the company, business, government department or agency, professional practitioner, farm or private household employer for whom the respondent worked.Company name: enter the full and exact name of the company, not the name of the supervisor, foreman or owner. If the respondent worked for an employer such as a dentist, lawyer or construction contractor who did not have a company name, record the name of the owner. Government employee: report the specific department for which the respondent worked.Self-employed: enter the name of the business if there was one (such as Elgin Barber Shop, Capital Construction or the respondent’s own name (e.g. John Smith: Accountant)). Do not enter ‘self’ or ‘self-employed’. More than one employer: enter the name of the employer for the main job.

If the respondent is not currently working then the respondent should report the main job while he or she was working. If the respondent has had more than one job in the past 12 months then the main job should be reported.

Kind of Business, Industry or Service

D26 What kind of business, industry or service was/is this? (Give full description, e.g. fish storage plan, vehicle repair shop, local government).

Kind of business, industry or service: Describe specifically the kind of business, industry or service where the respondent worked. Do not repeat the name of the employer. Give an exact description of the industry, indicating both a general and specific function for the employer. For example: copper mine, fountain pen manufacturer, wholesale grocery supplier, retail bookstore, road construction and shoe repair service.




Kind of Work D27 What kind of work were/are you doing at this job? (Give full description or occupational title, e.g. office clerk, primary school teacher, pediatric nurse.)

Kind of work: refers to the duties or tasks performed by the respondent. The response must provide more than just the job title. Avoid occupational titles such as manager, clerk, or farmer. Descriptions must always reflect the respondent’s most important duties. For example, accountant would be certified industrial accountant, clerk would be sales clerk, farmer would be dairy farmer, and manager would be regional sales manager.

Most important Activities or Duties

D28 What were/are your most important activities or duties? (Give full description e.g. filling documents.)

Most important activities or duties: descriptions must always reflect the respondent’s most important activities or duties. For example, stocking shelves, keeping track of costs and payments, looking after sick animals, caring for sick people, fixing sore teeth, building roads and bridges.

Status at job D29 What was/is your status at this job or business? Were are/you …

Location employment

D30

D31

D33

About how many persons were/are employed at the location where you work (ed)? Would it be less than 20, 20 to 99, 100 to 499, 500 to 999 or 1000 and over?

Did/Does your employer operate at more than one location in <<Country Name>>?

In total, about how many persons were/are employed at all locations? Would it be less than 20, 20 to 99, 100 to 499, 500 to 999, 1000 or over?




Number of Hours Worked

D34

D35

D36

D37

How many months in a year did/do you usually work at this job or business? REMEMBER TO INCLUDE AS WORK TIME OFF OR VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE, STRIKES AND LOCKOUTS.

Did/do you usually work every week of the month at this job or business? REMEMBER TO INCLUDE AS WORK TIME OFF FOR VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE, STRIKES AND LOCKOUTS.

On average, how many weeks in a month did/do you usually work at this job or business?

On average, how many hours per week did/do you usually work at this job or business?

In some jobs the number of hours worked each week may vary depending on the time of year. In these cases, try to determine the paid or unpaid hours average over the year.

Wages and Salaries

D39

D40

D41

D42

D43

What is the easiest way for you to tell us your usual wage or salary for this job? Would it be hourly, weekly, monthly or on some other basis?

How may days per week did/do you usually work at this job or business?

What was/is your (fill text as indicated in D39, e.g. hourly, weekly, etc.) wage or salary before taxes and all other deductions at this job? Including tips and commissions?

Approximately how much were/are you paid per month at this job? Including tips and commissions and before taxes and deductions?

What was/is your annual personal net income before taxes and deductions from this business – that is, after all business expenses?




Wages and Salaries, continued

Wages or salary: we are asking for wages before taxes and other deductions. The respondent may choose any reporting period that makes it easier for him/her to give accurate data. If it is not possible for the respondent to provide earnings before taxes and deductions we will accept net earnings but this is to be entered in question D43.

Exclude gambling games, lottery winnings, money inherited during the year in a lump sum, loan payments, income tax refunds, rebates received from property taxes, pension contributions refunds, strike and sick pay from trade unions, etc.

Bonuses: in some situations wages are paid in the form of both regular pay cheques and periodic bonuses based on work performance. In these cases, the bonus should be averaged over the period for which it applies and included with the wages or salary reported.

Tips and commissions: some respondents may be unsure of how to include tips, bonuses and commissions in their salary. Any tips, bonuses or commissions should be averaged over the period for which they apply and included with the wages or salary reported;

Example:Andy is a waiter; he gets paid every two weeks. His tips vary from week to week. To obtain the correct response, add his tips for each two-week period. Add this amount to his regular pay to obtain the total bi-weekly wage.

Note: This applies to weekly, bi-weekly, semi-monthly, monthly and yearly wages.

Yearly: the earnings must correspond to the last 12 months, even if the respondent has not worked for the full 12 months, (e.g. a respondent started a job a few months ago). The amount entered should reflect what the respondent would normally earn, had he/she worked the full 12 months.



Purpose The questions in this section are about skill practices at work and outside of work or school – specifically literacy and numeracy practices.

Some jobs demand more skills, some less. The type of reading and numeracy tasks that you do daily as part of your job can have a deep impact on how you develop your skills. In fact, as you grow older, it is your job practices that work to maintain the skills you acquired in your youth at school.

The following questions are about your reading, writing and mathematics activities at your main job – whether these activities are done on paper or on computer.

Literacy and Numeracy Practices at Work

E1How often do/did you read or use information from each of the following as part of your main job? Would you say at least once a week, less than once a week, rarely or never.

E2How often do/did you write or fill out each of the following as part of your main job? Would you say at least once a week, less than once a week, rarely or never.

a) Letters, memos or e-mailsb) Reports, articles, magazines, or journalsc) Manuals or reference books including cataloguesd) Diagrams or schematicse) Directions or instructionsf) Bills, invoices, spreadsheets or budget tables.




Literacy and Numeracy Practices or at Work, continued

E3 How often do/did you do each of the following as part of your main job? Would you say at least once a week, less than once a week, rarely or never.

a) Measure or estimate the size of objectsb) Calculate prices, costs, or budgetsc) Count or read numbers to keep track of thingsd) Manage time or prepare timetablese) Give or follow directions or use maps or street signsf) Use statistical data to reach conclusions

E4 Please tell me whether you strongly agree, agree, disagree, or strongly disagree with the following statements:

a) You have the reading skills in English you need to do your main job well. b) You have the writing skills in English you need to do your main job well.c) You have the math skills in English you need to do your main job well.


Section F: Participation in Education and Learning

Purpose Participation in education and learning activities is a factor that enhances skills and/or maintains skills. Participation in education and learning is clearly an indicator of access to skill learning opportunities.

Another way of maintaining your skills is to take courses throughout your adult life. This section attempts to get details on your adult education and includes questions on who provided the education, who supported it and why you took it.

Training or Education

F1 The following questions are about your participation in education and learning activities during the last 12 months that is from <month and year> to <month and year>.

During this time, did you take/ participate in any education or training? This education or training would include programmes, courses, private lessons, correspondence courses, workshops, on-the-job-training, apprenticeship training, arts, crafts, recreation courses, or any other training or education.

Ensure that you read the entire question to respondents, even if they say ‘yes’ before you have finished. By mentioning a variety of different types of training or education, respondents will be prompted to remember all the training they have received throughout the year.

Any training or education: includes courses, private lessons, correspondence courses, workshops, on-the-job training, apprenticeship training, arts, crafts, creation courses, or any other training or education.

Conferences, seminars and workshops whose primary activity is considered as training or education, are also included.



Section F: Participation in Education and Learning, Continued

Program of Studies F2 A programme of studies is a collection of courses that leads to a specific certificate, diploma or degree.

During the last 12 months, that is from <month and year> to <month and year> did you take any courses as part of a PROGRAMME of studies toward a certificate, diploma or degree? Examples would include UWIDITE, Continuing Education programmes at SALCC, National Skills Development Center (NSDC) programmes, First year UWI at SALCC; a diploma granted from a programme of studies at a private school; a university certificate, diploma or degree?

School, college or university

F3 Was this programme of studies given by a school, college or university (includes private schools)?

Type of Certificate, Degree or Diploma

F4 What type of certificate, degree or diploma were you taking this education or training towards? If there was more than one, tell me about the most recent programme.

Attend F5 In which month(s) did you attend school, college or university?

Months will correspond to the last 12 months before the interview.

Attend: means more than simply being registered at a school, college or university – it refers to participation in a program – this can, however, be through distance education.




Full-time/Part-time

F6

F7

F8

F9

F10

F11

F12

Were you mostly a full-time or part-time student?

Would it be best to describe the total time you spent in this programme of studies in terms of weeks, days or hours?

From <month and year> to <month and year> how many weeks did you spend in this programme of studies?

On average, how many hours per week was that?

From <month and year> to <month and year>, in total, how many days did you spend in this programme of studies?

On average, how many hours per day was that?

From <month and year> to <month and year>, how many hours in total was this programme of studies?

Full-time/Part-time student: Being enrolled full-time or part-time is not necessarily related to the number of hours of schooling undertaken each week. All schools classify their students based on the number of courses they have enrolled in. Therefore, whether a person is entered as full-time or part-time depends on how she/she is classified by the school, college or university that he/she attended. Definitions and requirements may vary from institution to institution. Assume that the respondent is aware of his/her student status according to the institution attended.

Main Reason took this Programme of Studies

F13 What was the main reason you took this programme of studies? Was it for (MARK ONE ONLY.)

‘For job or career reasons’ means the purpose of the training/education is to learn new skills for a current or future job; increase earnings; improve job opportunities in current or another field, improve opportunities for advancement/promotion, etc.

‘For personal interest’ means programs that are taken for a reason not related to an individual’s job or career This would include courses or programs designed to improve social skills and courses taken for reasons of personal development.




Contributed towards expenses

F14 Who contributed towards the direct expenses of this programme of studies, that is, expenses for tuition, course materials, travel, accommodation and so forth? (MARK ALL THAT APPLY).

Not part of programme of studies

F15

F16

During the last 12 months, did you participate in any courses that were NOT PART OF YOUR PROGRAMME OF STUDIES?

During the last 12 months, did you participate in any courses that were NOT PART OF A PROGRAMME OF STUDIES?

Time spent F17

F18

I am going to ask you some questions about the amount of time you spent taking courses that were NOT PART OF YOUR PROGRAMME OF STUDIES from <month and year> to <month and year>. I will be gathering information on a maximum of two courses. If you have taken more than two courses, please just tell me about the two(three) most recent courses.

I am going to ask you some questions about the amount of time you spent taking courses from <month and year> to <month and year>. I will ask you about a maximum of three courses. Please just tell me about the three most recent courses.

Duration of education or training: We are looking for the duration of respondent’s actual participation in the program or course in terms of weeks/days and hours per day so that we can determine the total number of hours spent participating in the instruction portion of a program or a course. We are not interested in time spent outside of instruction time on studying, homework, etc.




Time spent, continued

For example, if a respondent took a 1 day course that lasted 8 hours, the interviewer would record that the respondent took this course for 1 week. 1 day out of that week, and 8 hours during that day – the total number of hours being 8.

If a respondent took a 6-week course, full-time each day of the work week for 6 hours per day the response would be 6 weeks, 5 days per week, 6 hours per day – the total number of hours then being 180.

If a respondent took a 4 day course at 7 hours each day that was spread over 4 months (e.g. 1 day per month for 4 months) the response should be recorded as follows: 4 weeks, 1 day per week, and 7 hours per day for a total of 28 hours.

A program taken during the academic session of September – April, part-time (2 courses) at 2 days per week and 3 hours per day would likely be answered close to what follows (although the weeks are likely to vary somewhat to account for school holidays): 32 weeks (8 months), 2 days per week, 3 hours per day for a total of 192 hours.

It is important that the information recorded allows the number of hours of actual participation in a course or program to be derived correctly.

F18A/B/C

F19A/B/C

F20A/B/C

F21A/B/C

F22A/B/C

F23A/B/C

Would it be best to describe the total time you spent in this course in terms of weeks, days or hours?

From <<mm/yyyy>> to <<mm/yyyy>> how many weeks did you spend in this course?


From <<mm/yyyy>> to <<mm/yyyy>>, in total, how many days did you spend in this course?


From <<mm/yyyy>> to <<mm/yyyy>>, how many hours in total was this course?




The following few questions are about the course at which you spent the most time during the last 12 months (if the time is the same for all courses, pick the most recent one).

Most time spent F24What was the main reason you took this course? Was it for

1 Job or career-related reasons2 Personal interest such as hobby/leisure, volunteer activities, to improve some general skills (reading, writing) or for general education.

If the time is the same for all courses, pick the most recent one.

‘For job or career-related reasons’ means the purpose of the training/education is to learn new skills for a current or future job; increase earnings; improve job opportunities in current or another field, improve opportunities for advancement/promotion, etc.

‘For personal interest such as hobbies/leisure … means programs that are taken for a reason not related to an individual’s job or career This would include courses or programs designed to improve social skills and courses taken for reasons of personal development.

Contribution towards expenses

F25 Who contributed towards the direct expenses of this course, that is, expenses for tuition, course materials, travel, accommodation and so forth? (MARK ALL THAT APPLY).

Learning activities that are NOT part of a formal learning activity

F26 We are interested in the many ways that people acquire skills and knowledge. Now I will ask you some questions about your involvement in learning activities that were NOT part of a formal learning activity such as a course or a programme of study.

During the last 12 months, that is, from <<mm/yyyy>> to <<mm/yyyy>> did you do any of the following learning activities?




Learning activities that are NOT part of a formal learning activity, continued

F27

F28

F30

During the last 12 months, was there any training or education that you wanted to take for career or job-related reasons but did not?

During the last 12 months, was there any other training or education that you wanted to take but did not, such as hobby, recreational, or personal interest courses?

The following is a list of reasons why some people do NOT take the education or training they want to take.

Which of these reasons, if any, apply to you?

a) Time constraints (too busy, no time to study).b) Courses available did not match your needs or interests.c) Lack of confidence or preparedness (e.g. felt unprepared, not confident of my learning ability).d) Taking courses was not a high personal priority at the time.e) Couldn’t afford the costs/courses too expensive.f) Personal or family responsibilities (childcare, elder care).g) Personal health.h) Any other reason, specify ____________-

‘Hobby or recreational courses’ are courses taken for the purposes of learning a hobby; physical, social, or psychological development; or personal interest in a particular subject-area.



Section G: Literacy and Numeracy Practices Generally, Social Capital and Well Being

Purpose The questions in this section are about skill practices in daily life – specifically literacy and numeracy practices.

Respondents will be asked questions about their social association with family and friends as well as their participation in formal volunteer activities.

Respondents will be asked questions on social returns such as health and general well-being to literacy skills.

Three dimensions of well-being can be considered:

quality of life (sometimes referred to as ‘happiness’ or general affect); physical well-being; and mental well-being.

Practices at work are fine, but if you aren’t working, your personal literacy and numeracy practices are important factors in the maintenance of your skills.

How you feel both physically and mentally is often seen as an important outcome of higher skills. This section attempts to measure the link between health and literacy and also looks at how much work you participate in your community.

Activities outside of work

G1 The following questions are about your activities outside of work or school.

About how often do you do the following activities whether these activities are done in person or on computer? Would that be weekly, monthly, several times during the year, once or twice during the year or never?

a) use a library?b) visit a bookstore?

G2 How much time do you usually spend each day watching television or videos?

Option 5- includes other VCR and other video players



Section G: Literacy and Numeracy Practices Generally, Social Capital and Well Being, Continued

Activities outside of work, continued

G3 How often do you read or use information from each of the following sources as part of your daily life?

Please don’t include time spent as part of your job or schooling. Would you say at least once a week, less than once a week, rarely or never?

a) How often do you read or use information from newspapers?b) How often do you use or read information from magazines or articles?c) How often do you read or use information from books-fiction or non-fiction?d) How often do you read or use information from letters, notes, e-mails?

Newspaper G5 I am now going to read you a list of some different parts of a newspaper. Please tell me which parts you generally read when looking at a newspaper.

Books G6 How many books do you have in your household? Do not include magazines

G7 Please tell me whether you strongly agree, agree, disagree, or strongly disagree with the following statements:

a) You are good with numbers and calculationsb) You feel anxious when figuring such amounts as discounts, sales tax or tipsc) You read only when you have tod) Reading is one of your favourite activitiese) You enjoy talking about what you have read with other people



Section G: Literacy and Numeracy Practices Generally, Social Capital and Well Being, ContinuedVolunteer work

The following questions are about your volunteer work and the organization in which you participate.

G8During the last 12 months did you participate in any of the following groups or organizations?

a) A political organizationb) A sports or recreation organization (e.g. Football Club, Tennis Club, etc.)c) A cultural, education or hobby group (e.g. Theatre Group, Book Club, Dance Club, etc.)d) A service club (e.g. Kiwanis, Rotary, Lions)e) A neighborhood, civic or community association or a school group (e.g. Parent/Teachers Association, your neighborhood community association, Mothers an Father Group)f) A group associated with a community of worship (e.g. a youth group associated with a church)g) Any other group or organization

Volunteer work G9 In the last 12 months did you do any of the following activities as an UNPAID VOLUNTEER through a group or organization?

a) Fundraisingb) Serving as an unpaid member of a boardc) Coaching, teaching or counselingd) Collecting food or other goods for charitye) Any other activities such as (organizating/supervising events; office work or providing information on behalf of an organization)



Section G: Literacy and Numeracy Practices Generally, Social Capital and Well Being, ContinuedHealth and general well-being The next few questions are about your health and general well-being.

G10On the whole, how do you feel about your life over the past 12 months? Would you say that you are extremely satisfied, satisfied, neither satisfied nor dissatisfied, unsatisfied or extremely unsatisfied?

G11 In general, would you say your health is?

1 Excellent2 Very Good3 Good4 Fair5 Poor

G12 The following questions are about activities you might do during a typical day. Does your health now limit you in these activities? If so, how much – would that be limited a lot, or limited a little? … or not limited at all.

a) Moderate activities, such as moving a table, pushing a vacuum cleaner, cricket or playing footballb) Climbing several flights of stairs

G13 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of your physical health?

a) Accomplished less than you would likeb) Were limited in the kind of work or other activities



Section G: Literacy and Numeracy Practices Generally, Social Capital and Well Being, Continued

Health and general well-being

G14 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of any emotional problems (such as feeling depressed or anxious)?

a) Accomplished less than you would likeb) Didn’t do work or other activities as carefully as usual

G15 During the past 4 weeks, how much did pain interfere with your normal work (including both work outside the home and housework)? Was that …

G16 These questions are about how you feel and how things have been with you during the past 4 weeks. For each question, please give the one answer that comes closest to the way you have been feeling.

How much of the time during the past 4 weeks …

a) Have you felt calm and peaceful? Would that be …b) Did you have a lot of energy? Would that be …c) Have you felt downhearted and depressed? Would that be ...

G17 During the past 4 weeks, how much of the time has your physical health or emotional problems interfered with your social activities (like visiting friends, relatives, etc.)? Was it …


Section H: ICTL (Information and Communication Technology Literacy)

Purpose The intent of this section is to efficiently document a range of Information and Communication Technology Literacy (ICTL) uses and skills with the general adult population of participating nations. The content items cover key dimensions of ICTL: general use of communication technology; computer and internet use in specific contexts; computer use in a work context; development of computer skills; benefits of computer use; and receptivity to computer use among non-users.

Computers are increasingly becoming important to individuals living in modern societies. While it is difficult to measure proficiency, this section is trying to look at your comfort level with this type of technology.

Typical Month H1 The next few questions deal with your personal use of various technologies whether it is at home, at work or somewhere else?

In a typical month, how often did you use each of the following?

(Typical month refers to a month that is not out of the ordinary for you; a month representative of your last 12 months)

a) A cellular phoneb) Calculator (even via your cellular phone)c) A fax machine (i.e., a stand alone fax machine, not fax software on a computer.)d) A touch-tone/ cell phone phone to buy something, pay a bill, financial transactionse) An automated banking machine (e.g., ATM, Bankomat, …)

Typical month: refers to a month that is not out of the ordinary for you (the respondent); a month representative of your (the respondent) last 12 months. Example, In January, Lucy took a 4-week vacation. She usually works 5 days a week. For her, January would not be considered a ‘typical’ month. To obtain a response, you would ask her to think about when she uses the Internet in a usual or ordinary month.

Automated banking machine (e.g. ATM, Bankomat): Electronic banking allows access to banking services such as deposits, transfers, bills or mortgage payments through the Internet.


Section H: ICTL (Information and Communication Technology Literacy), Continued

Computer Use H2 These next questions ask you about your computer use (e.g. personal, desktop and portable, networked).

Have you ever used a computer?

Computer Use H3 In a typical month, how often did you use a computer for the following purposes?

a) Writing or editing textb) Accounts, spreadsheets or statistical analysisc) Creating graphics, designs, pictures, or presentationsd) Programming or writing computer codee) Keeping a schedule or calendarf) Reading information on a CD-ROM, DVD or any other storage deviceg) Playing gamesh) Other purposes, specify: _______________

Internet H4 Have you ever used the Internet?

Internet: is a global network connecting millions of computers to exchange information like data, news, opinions. The Internet can be accessed through telephone or cable lines with the use of a computer (monitor and processing unit) and modem or it can be accessed through the cable line with simply the television as the monitor and a modem, but no processing unit. Examples of telephone Internet providers include: Cable and Wireless and Karibe Cable Other means of Internet access include satellite technology and digital (wireless) telephones.




Participate in Chat Groups or Other On-line Discussions

H5 In a typical month, how often did you use the Internet for the following purposes?

a) Electronic mail (e-mail)b) Participate in chat groups or other on-line discussionsc) Shopping (including browsing for products or services but not necessarily buying)d) Bankinge) Formal education or training (part of a formal learning activity such as a course or a program of study)f) Obtain or save musicg) Read about news and current eventsh) Search for employment opportunitiesi) Search for health-related informationj) Search for weather related informationk) Search for government informationl) Playing games with othersm) General browsingn) Other purposes, specify:

… Electronic mail (e-mail): e-mail includes all types of electronic mail services. E-mail is an electronic message sent from one computer to another. You can send or receive a variety of information including pictures, computer programs and formatted documents. To send e-mail, you need an Internet connection and access to a mail servicer. E-mail is the most frequently used application of the Internet. In fact, many people use the Internet only to send and receive e-mail.

… Chat groups or other on-line discussions: Chat groups are groups where people can ‘chat’ to each other, usually in ‘real time’. ‘Real time’ refers to written or phone conversation, that is, interactive (that is, one person will see what the other is writing or saying as he or she is writing or saying it). A person needs to register in such groups. Include Bulleting Board Services (BBS), Newsgroups and videoconferences in this concept.

… Shopping: People can order a variety of goods and services such as flowers, equipment, jewelry and cars through the Internet.




Participate in Chat Groups or Other On-line Discussions, continued

… Banking: Electronic banking allows access to banking services such as deposits, transfers, bills or mortgage payments through the Internet.

… Formal education or training: Formal education or training applies only to courses taken at a school, college, trade institution, and university or distance education. Training must be structured with a beginning and an end.

… Obtain or save music: For example, downloading popular music such as MP3 files. This does not include sound cards.

… General browsing: General browsing means that the users access different sites with no specific motives (that is, not looking for any site or information in particular).

Computers in Your Job

H7 In the last 12 months, did you use a computer in your job? (If you have more than one job, tell us about the one at which you work the most hours)

Computer Software

H8 In the last 12 months, in your job, have you started using any new computer software (e.g. Windows, Windows XP, Firefox, etc …, including upgrades)?

Computer software: is the program that tells a computer what to do. Examples: Microsoft Office, Corel Draw, Windows 98, WordPerfect, Excel.

Computer Hardware

H9 In the last 12 months in your job, have you started using any new computer hardware (e.g. a new computer, upgraded components, peripherals such as a scanner or printer)?




Technologies H10 In a typical month, did you use any of the following technologies in your job?

a) Cell phone

b) Calculator, even via a cellular phonec) Fax machined) Electronic personal organizer

Computer outside work

H11 The next few questions are about your use of a computer outside work.

Do you have personal access to a computer in your home (including a laptop you bring home from your work?)

Internet Connection

H12 Is the home computer you usually use connected to the Internet (e.g. via a modem, high-speed cable, or other physical connection?)

Internet connections: refers to having a physical hook-up that permits access to the Internet in the dwelling. This physical access may be through a telephone line or cable connections.

Typical Month H13 In a typical month, how many hours did you use a computer at home?




Typical Month, continued

H14 In a typical month, did you use a computer at …

a) A friend’s homeb) A relative’s homec) A public library (excluding the library catalogue)d) An internet cafée) A community resource centre (e.g. employment centre)f) A school, educational or training instituteg) Some other location, specify:

General H15 Please tell me whether you strongly agree, agree, disagree, or strongly disagree with each of the following statements:

a) Your level of computer skills meets your present needsb) You feel comfortable installing or upgrading computer softwarec) Computers have made it possible for you to get more done in less time. d) Computers have made it easier for you to get useful information. e) Computers have helped me to learn new skills other than computerf) Computers have helped you to communicate with people. g) Computers have helped you reach your occupational (career) goals.

Interested in starting to use a computer

H16 Are you interested in starting to use a computer?

Next 12 months H17 Do you expect to use a computer in the next 12 months, either at home, at work, at school, at a friend’s or relative’s place or at a public place?


Section K: Household Information and Income

Purpose This section asks for general household information.

Standard demographic information is collected on household size, the presence of dependent children and the existence of more than one person responsible for the children. Past analysis has indicated that literacy is strongly related to income in some countries and moderately related in others.

If there is a link between economic well being and skills, this section is indispensable. The better the detail here, the more accurate the analysis will be.

General Household Information

The following questions ask for general household information.

K1 Including yourself, how many people live in your household?

Dependent Children

K2 Do you have any dependent children living with you in your household?

(Children for whom you are financially responsible and/or have sole or joint custody).

K3 What is the age of the youngest child in your household?

Anyone else K4 Is there anyone else living in your household who shares financial or custodial responsibility for these children?



Section K: Household Information and Income, Continued

Income K5 During <yyyy>, Did you receive any income from …

a) Wages or salaries including commissions, tips and bonuses?b) Self-employment including farm self-employment and non-farm self-employment (including business, professional, commission, fishing, and net income from roomers and boarders)?c) Interest, dividends, capital gains or other investment income such as net rental income, etc.?d) National Insurance Corporation, Guaranteed Income Supplement or Spouses Allowance?e) Employment Insurance Benefits?f) Social assistance and provincial supplements?g) Other government sources such as Child Tax Benefit?

Wages or Salaries including Commissions, Tips and Bonuses

Income from wages or salaries including commissions, tips and bonuses: Include all earnings from tips, commissions, gratuities as well as all earnings from any type of casual work such as paper delivering, babysitting, house cleaning, etc. Any pay received as a member of a reserve unit is included as income.

Note: This applies to weekly, bi-weekly, semi-monthly, monthly and yearly wages.

Bonuses: in some situations, wages are paid in the form of both regular pay cheques and periodic bonuses based on work performance.

Self-employment Self-employment: for persons who owned and operated an unincorporated business or professional practice during the past 12 months, either alone or in partnership. For self-employed fishermen, trappers and hunters, for persons who babysit in their own home, operate a direct distributorship such as selling and delivering cosmetics, newspapers, or obtain contracts or agreements to do odd jobs.

NIC, GIS or Spouses Allowance

National Insurance Corporation, Guaranteed Income Supplement or Spouses Allowance: benefits received under these government plans such as retirement pensions, survivors’ benefits and disability pensions?




Employment Insurance Benefits

Employment insurance Benefits: benefits received from Employment insurance. Include benefits for sickness, maternity/paternity leave, work sharing and retraining.

Social assistance and provincial supplements

Social assistance and provincial supplements: are made to persons by the Ministry of Social Transformation of the Government of <<Country Name>>. Benefits include assistance to mothers/fathers with dependent children, elderly individuals, the blind and the disabled. Include cash benefits covering basic needs (e.g. food, fuel, shelter and clothing).

Other Government Sources

Workers’ Compensation is income received for injuries sustained at work. This payment is usually made by the National Insurance Cooperation.

Retirement pensions

RRSP – Registered Retirement Savings Plan, annuities or withdrawals. RRIF – Registered Retirement Investment Fund.

Private pensions are pensions received from a company that the respondent worked for.

Include any capital gains, income from RRSPs (RIFS) interest on bonds, dividends, cash dividends from life insurance policies, corporate stocks, royalties on books, oil wells and rental income.

Any other income Any other income such as alimony, money from persons outside the household to help pay living expenses, scholarships, research grants, retiring allowance, lottery winnings, etc. any other money/income NOT in items a) to h) above, such as maintenance payments and support payments from a former spouse, non-refundable scholarships, income from outside <<Country Name>>, severance pay, etc.




Personal Income K6

K7

What is your best estimate of your personal income in <yyyy> from all sources, including those just mentioned, before taxes and deductions?

Then, could you estimate whether your total personal income was less than $20,000 or was it $20,000 or more?

This is the total personal income for the selected respondent only. Report the total amount from all jobs before deductions for income tax, pension contributions, health insurance, Savings Bonds, etc.

EXCLUDE: gambling gains, lottery winnings, money inherited during the year in a lump sum, income tax refunds, loan payments, lump sum settlements of insurance policies, rebates received from property taxes, pension contribution refunds, strike and sick pay from trade unions, etc.

If the respondent hesitates, remind them that this information is strictly confidential.

If the respondent reports income in foreign currency, ask him/her to covert the amount into <<Country Name>>n dollars (to the best of his/her ability) or indicate which currency.

Total Income K11

K12

What is your best estimate of the total income of all household members (including yourself) from all sources in <yyyy> before taxes and deductions?

Then, could you estimate whether the total income of all persons in your household was less than $40,000 or was it $40,000 or more?

Here we are asking for the total gross income, which is before taxes and deductions, for all members of the household together. This may be difficult to collect in households that include boarders and unrelated members. Urge the respondent to give his/her best estimate from all sources.

If the amount given is <0> (no income), the interviewer should probe in this case to verify, especially if personal income has been reported in the previous question.


Chapter 7

Description of the Booklets

Introduction to the Filter, Locator and Main Booklet

In order to measure the literacy skills levels, it is necessary to develop a series of questions which will assess the respondent’s reading levels along the two literacy dimensions of prose and document literacy. Three booklets have been designed to accomplish this goal – the Filter, Locator and Main Booklet.

The Filter Booklet will be administered to all respondents.

The Locator Booklet will be administered to respondents who score 06 to 15 on the Filter Booklet.

The Main Booklet will be administered to respondents who score 16 or more on the Filter Booklet.

The Booklets are a series of questions to stimulate those things to which people are exposed to in the course of their daily activities. The Main Booklet is more complex and diverse in complexity and subject matter. All three booklets are designed to provide an understanding of the literacy skills of the general adult population.

There is no time limit for completing the Filter, Locator or Main Booklet. Allow the respondent all the time required. You may encounter cases where it is obvious that the respondent cannot answer the question but is reluctant to give up. In such cases it is appropriate to suggest that the respondent try another question and return to the one which is causing difficulty later in the interview.

The document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’ contains all the instructions for administering the Filter, Locator or Main Booklets and instructions to be read to the respondent.


How to React in Different Situations

Sensitivity Adults with low literacy abilities often feel powerless because they must depend on others to help them with many of the duties we assume as adults. These include such activities as banking, filing in forms, reading dosage information on medicine bottles and signing a lease for a house of apartment.

Because society tends to place a high value on literacy, some adults with literacy problems find it uncomfortable to identify themselves and develop a number of defense strategies to prevent discovery. It will be your exercise to convince these individuals to take part in the survey.

Unlike other surveys, the respondent may perceive that there are “right” and “wrong” answers.

It is important that you present yourself as non-threatening and non-judgmental, and that the respondent realizes that they are in control of the situation.

Respondent Reactions

During the interview, the two most frequent incidences which you should be prepared for are:

respondents ask about the questions respondents want to stop working on the questions before they have

finished all the items.

A basic rule for reacting to questions is as follows:

Answers to questions should not include any explanation of the questions, content or the means of solution. If the question refers to the meaning of a word or phrase, tell the respondent to re-read the question and respond to the best of their knowledge. Always answer questions regarding the instructions.

Interruption during the Interview

If the interview is interrupted during the Filter, Locator or Main Booklet and you must leave the respondent’s home, you cannot return to continue the interview.



How to React in Different Situations, Continued

Activities not done by respondent

Some respondents may say they are never called upon to do certain activities that are included in the survey and see no need to do them now. If this situation arises, explain to the respondent the survey is intended to provide an overall picture of the reading skills of all <<Country Name>> and, while not all items will seem important to each individual, they combine to form a more complete profile of the literacy levels of <<Country Name>>ns. For this reason, you would appreciate their co-operation in completing the items.

Respondent is nervous

If a respondent is showing signs of nervousness, take a moment to establish a non-stressful environment. Comments such as “that’s fine” or “you’re doing okay” or “take your time” may be appropriate.

Unwilling/Unable to complete an item

If the respondent is unwilling or unable to complete an item, ask them if they would like to go on to the next item. Respondents should be told that they may return to any skipped item.

I don’t understand what I’m supposed to do?

Ask respondent to calmly re-read the question, or read the question to them aloud (Filter Booklet only). If this does not help, you can suggest that they go on to the remaining questions and return to this question later. Remind them that they do not have to know the solution to this question in order to solve the next one. Ex plain that you are not permitted to provide them with concrete help as it could lead to incorrect results.

What is meant by …?

If the respondent’s questions refer to the meaning of a word or phrase, tell them to think about what is most likely meant by the passage they do not understand. Explain to them that you are not permitted to provide any concrete help as it could lead to incorrect results.

How many alternatives am I supposed to select?

Ask respondents to re-read the question (including the information specifying how to answer the question) or read the question (Filter Booklet only) to them aloud. Tell them that the questions indicate how many alternatives should be selected or how the answer should be given. Explain that you are not permitted to provide any concrete help as it could lead to incorrect results.

My solution is not among the options/- I have several solutions but only one is expected/ - The exercise is impossible to solve

Ask respondents to consider which of the given options would be the best in their option and to mark it accordingly. Also suggest to them to write down their original solution, multiple solution or “no solution” in the booklet near the answer section. Explain that you are not permitted to provide any concrete help as it could lead to incorrect results.


Refusal or Failure to Take/Complete Task

Refusal to Continue with Question

Begin by asking the respondent what is wrong, and why they do not want to go on with the question. Depending on the reason stated, try to motivate the respondent to continue with the question.

Comprehension Problems of the Respondent

If the respondent has comprehension problems, try to find out specifically where these problems lie (e.g. questions instruction, failure to understand certain words, the problem to be solved in the question, etc.) and help the respondent in the manner described above under reacting to respondent’s questions.

Concentration Problems of the Respondent

If the respondent has concentration problems, try to motivate him/her to continue working on the question without putting too much pressure on him/her. Suggest he/she take a short break for five minutes or so, and try again after relaxing. Suggest reclining in his/her seat and closing his/her eyes. The respondent should not, however, understand this as an opportunity to leave the area or start doing something unrelated to the question (e.g., using the telephone, reading the paper, watching T.V. etc.).

Task to Difficult for Respondent

If the respondent finds the question too difficult, encourage him/her to take a look at the other questions that he/she may find easier to solve. Tell him/her that he/she may return to unsolved questions later on. Remind the respondent that his/her results will be evaluated anonymously and that performance will have absolutely no negative consequences for him/her. On the contrary, results of this kind are very important for the study.

No Interest in Subject for Respondent

If the respondent has no interest in the subject, ex plain to him/her that the subject is only an example of possible everyday events and problems, and that the real challenge of the questions is to combine the given information and to solve the question logically. Explain to him/her that it is not necessary to be interested in the topic of the question or to be experienced with similar situations to complete the question successfully.

Refusal to Continue after Intervention

If the respondent is still unwilling to continue working on the questions after these interventions, stop the interview. Be sure to make a note on the Interview Observation Note when the respondent stopped working on the question (i.e., specify the item, part of the question and booklet, and for what reason).


Chapter 8

The Filter Booklet

The Filter Booklet The Filter Booklet is administered to all selected respondents once the Background Questionnaire is complete.

There are twenty one (21) questions to be completed by the respondents.

Administering the Filter Booklet


Difficulty completing the Core Booklet

If a respondent finds a question difficult, encourage him/her to try the next one.

Scoring the Filter Booklet

A scoring guide for each question is provided in Administration Guide for Interviewers.

Record the respondent’s score on the Filter Scoring Sheet as each question is answered.

You should be seated at an angle that allows you to see the respondent’s answers, yet does not allow the respondent to see you scoring. Scoring must be transparent to the respondent.

Example of question Question 9. Library Card

Turn to page 11. Look at the library card on the opposite page. Use it to answer the questions below. Sign your name on the line that reads “signature”.

Scoring Guide Question 9 Scoring Guide

1: Signs name on library card7: Any other response0: Question refused / not done



The Filter Booklet, Continued

Filter Scoring INTERVIEWER: Did the respondent sign his/her name?

If the respondent signed his/her name on the line that reads “signature”, the respondent receives a 1(correct). Mark an “X” in the on the Filter Scoring Sheet.

If the respondent does not want to provide a signature for privacy reasons, tell the respondent that All of the answers will be kept confidential.

If the respondent still does not want to provide the signature for privacy reasons, ask the respondent to Show me where you would sign and provide a signature on another pager. In this situation, score the respondent a “1” and make a note on the scoring sheet that the respondent signed his name correctly on another piece of paper.

Next Step Respondents who scored 05 or less on the Filter Booklet proceed to the Reading Exercises.

Respondents who scored 06 to 15 on the Filter Booklet proceed to the Reading Exercises.

Respondents who scored 16 or more on the Filter Booklet proceed to the Exit.


Chapter 9

The Locator or Main Booklet

The Locator or Main Booklet

The Locator Booklet will be administered to respondents who scored 06 to 15 in the Filter Booklet. There are 49 questions in this booklet.

The Main Booklet will be administered to respondents who scored 16 or more on the Filter Booklet. There are 48 questions in this booklet.

The Locator and Main Booklets will not be administered to respondents who scored 05 or less in the Filter Booklet.

Administering the Locator or Main Booklet


Scoring the Locator or Main Booklet

Scoring the Locator or Main Booklet is done at <<Survey Executing Office>>.

Difficulty Completing the Locator or Main Booklet

If the respondent finds a question difficult, encourage him/her to try the next one. The questions within each booklet vary in degree of difficulty.



The Locator or Main Booklet, Continued

Locator or Main Booklet Instructions

The next part of the survey is an exercise booklet for you to complete. It contains xx questions. The exercises require you to read and answer questions about different topics that involve real life situations.

What do you have to do?

Use the information provided about each topic to answer the question or questions in the exercise booklet.

There might be some questions for which you have the choice of using a calculator to find the answer. If so, you will be provided with a calculator to use if you wish.

If a question requires a numerical answer, you should estimate or round your answer using the same level of accuracy as you would in real life. You may do calculations in the open space anywhere on the page.

Please provide your answer in the exercise booklet on the lines that are provided or according to the instructions that are given for each question. You may be asked to:o write your answer in the space provided,o circle information, or o underline information.

You should complete the questions in the order they appear. If you can’t answer a particular question, just move on to the next one.

You may find some questions easy and some more difficult. It’s all right if you can’t do all of them, but it’s important that you try each one.

Note: The introduction is the same for the Locator or Main Booklet, except for the number of questions. The Locator Booklet has 49 questions while the Main Booklet has 48 questions

Example of Locator Booklet

Turn to pages 5 of the Locator Booklet and answer Questions 1 through 3.

Respondent is to answer Questions 1 through 3 - Preschool Rules.



The Locator or Main Booklet, Continued

Example of Main Booklet

Turn to page 5 and answer Questions 1 through 5.

Respondent is to answer Question 1 through 5 – Blood alcohol level.

Next Step Respondents who scored 05 or less on the Filter Booklet proceed to the Reading Exercises.

Respondents who scored 06 to 15 on the Filter Booklet proceed to the Reading Exercises.

Respondents who scored 16 or more on the Filter Booklet proceed to the Exit.


Chapter 10

The Reading Exercises

The Reading Exercise

The Reading Exercises are administered to respondents who have scored 05 or less on the Filter Booklet; as well as respondents who have scored 06 to 15.

There are 5 Reading Exercises: They are designed to measure various reading and reading-related skills.

1. Peabody Picture Vocabulary (PPVT) - shortened version2. Rapid Automatized Naming (RAN)3. Test of Word Reading Efficiency (TOWRE)4. Digit Span Forward and Backward5. Spelling

The PPVT Shortened Version and the Spelling Exercise will be administered in PAPI format.

The RAN and TOWRE are administered using a tape recorder and timer.

The Digit Span Forward and Backward Exercises are administered using a tape recorder, timer and paper form.

Administering the Reading Exercises


Room Set-up You will need a quiet room with a table and two seats.

Inform the respondent that you will be using a tape recorder and timer for some of the exercises.

Reading Exercises - PAPI

1. PPVT Shortened Version – Four different pictures are presented to the respondent on each page of the PPVT Notebook – Shortened Version. As you show one page you will read a word that describes one of the pictures. The respondent must indicate which picture matches the word. You will record the respondent’s responses on the PPVT – Interviewer’s Recording Sheet.

2. Spelling Exercise – You will read a word to the respondent, read a sentence containing the word, repeat the word and then ask the respondent to record his/her response on the Spelling Answer Sheet.



The Reading Exercises, Continued

Reading Exercises – Tape Recorded and Timed

1. Rapid Automatized Naming (RAN) – The respondent is asked to read, as rapidly as possible, two lists of alphabet letters.

2. Test of Word Reading Efficiency (TOWRE) – The respondent is asked to read a list, as rapidly as possible, of real words and then read a list of non-words.

3. Digit Span – Sets of numbers are read to the respondent and the respondent is asked to repeat the numbers, either in the same order or in reversed order. You will record the respondent’s answers on the Digit Span Forward /Backward – Interviewer’s Recording Sheet.


Chapter 11

Outcome Codes

Introduction There is a need in all surveys to know the status of any case in particular and the progress of the survey in general as it is being conducted. To this end, a generic set of codes were developed. These codes are called Outcome Codes.

The case status in any survey will be indicated by the Outcome Code. These codes together will denote the result of the last action taken, and the action that must be taken next (if any). When viewed overall, the codes will show the survey progress and, eventually, the history of a particular unit.

Outcome Code An Outcome Code is a two-digit code that indicates the result of a contact or attempted contact with a respondent during the conduct of a survey. This includes, for example, the result of a personal visit to a selected respondent.

The Interviewer assigns an Outcome Code directly from a descriptive list of results (e.g. vacant dwelling, refusal, language barrier).

‘In-Progress’ and ‘Final’ categories

Outcome Codes can appear on an In-Progress list or a Final list or both. (A few can only appear on only one of the lists). Before selecting an Outcome Code, the Interviewer must determine whether the case is ‘In-Progress’ or ‘Final’.

For example, a case could be a refusal at the first contact by the Interviewer, and be refusal at the end of the survey period. The difference would be that at the first contact, the Interviewer selects In-Progress because there are further steps to be taken to convince the respondent to complete the survey; at the end of the survey period, he/she will select Final before selecting the code because no further action can be taken.

Section Level codes These codes are used at the questionnaire/exercise level to describe a case that is not fully completed.

Exit This is where you assign an outcome code, either an in-progress code or a final code to the case. If the final code is a ‘non-interview’, enter the reason on the Non-Interview Report.


In-Progress Codes

In-progress codes Following are the In-Progress codes for the <<Country Name>> Literacy Survey.

Outcome Code

Description

00 Not startedContact information invalid

18 Interview prevented due to weather conditionsContact Made

22 Language barrier

23 Interview suspended/interrupted

24 Soft appointment; call back required

25 Hard appointment; call back required

28 Request for interview by another InterviewerData Collected

71 Partially completedRefusal

80 RefusalOther Non-Interview

90 Unusual/Special circumstances

91 Threat to safety

95 Technical difficulty


Final Outcome Codes

Final Outcomes Following are the final outcome codes for the Literacy <<Country Name>> Survey.

Outcome Code

Description

No Contact

10 No contact

18 Interview prevented due to weather conditionsContact made

20 Absent for duration of survey

22 Language barrierOut of scope – sample unit

40 Outside of sample (Senior only)Out of scope - residents

51 Dwelling Demolished

55 Seasonal/secondary dwelling

56 Residents not eligible

63 Already interviewed for this surveyData Collection

70 Full completed

71 Partially completedRefusal

80 RefusedOther non-interview

90 Unusual/special circumstances

91 Threat to safety

92 Interview prevented due to respondent’s mental or physical condition

95 Technical difficulty (tape recorder)


Section Level Codes

Section Level Codes for <<Country Name>> Literacy Survey

Following are the section level codes for <<Country Name>> Literacy Survey. These codes are used to more fully describe a case that is not fully completed.

Outcome Code

Description

No Contact

01 Reading and writing difficulties

02 Mental/emotional condition

04 Hearing impairment

05 Physical disability

06 Learning disability

07 Vision impairment

08 Speech impairment

09 Other disabilities


Final and In-Progress Outcome Code Descriptions

Code 00 Not startedThe case was not started by the Interviewer.

Code 18 Interview prevented due to weather conditionsThe Interviewer cannot contact the respondent because weather prevents it, for example, the dwelling is under water during the entire collection period, no phone service during the entire collection period due to a storm, etc.

Code 20 Absent for duration of surveyContact has been made with the respondent, but the interview has not taken place and the respondent is absent for the survey period, e.g. gone on vacation.

Code 22 Language barrier (not official language)The interview cannot take place because the respondent does not speak the official language and the Interviewer cannot communicate in the language of the respondent.

Code 23 Suspended/interruptedThe interview was started and then interrupted for some reason, and the Interviewer must make a call-back to the respondent.

Code 24 Soft appointment; call-back requiredThe Interviewer contacts the respondent but the respondent is unavailable at the time to do the interview and asks the Interviewer to call back OR the Interviewer makes contact with someone other than the selected respondent and that person asks the Interviewer to all back. The call back time is an approximate or general period of time rather than a firm appointment time.

Code 25 Hard appointment; call-back requiredThe Interviewer contacts the respondent but the respondent is unavailable at the time to do the interview and asks the Interviewer to call-back at a specific time. The time is exact and is a firm appointment.

Code 28 Request for interview by another InterviewerThe respondent request that another Interviewer be sent to interview them because they know the Interviewer or prefer that they be interviewed by someone else e.g., someone older, a man, etc.



Final and In-Progress Outcome Code Descriptions, Continued

Code 40 Outside of sampleThis is a general code and is used for any case that falls outside of the sample criteria when a more specific code is not required or when the reason is not covered by the specific codes in this category.

Code 56 Residents not eligibleThis is a general code to be used when the residents of a dwelling do not satisfy the conditions for inclusion in the survey and a more specific code is not required or the specific codes below do not apply.

Code 63 Already interviewed for this surveyThis code will be used for such cases as: residents of dwelling with two different addresses and both are selected

for the survey.

Code 70 Full completedThis code is assigned by the interviewer when an interview or section has been fully completed.

Code 71 Partially completedThis code is assigned when an interview or section was not fully completed.

Code 76 Not eligible for a questionnaireIt is possible that due to the requirements of the survey and the constraints on the selection process, a respondent could be deemed out of scope and no interview will be conducted.

Code 80 RefusedThe respondent has refused to provide information about the household.

Code 90 Unusual/special circumstancesUnforeseen circumstances such as illness or death of a household member/employee, recovery from a fire or flood, quarantined households, etc. prevent you from conducting an interview.



Final and In-Progress Outcome Code Descriptions, Continued

Code 91 Threat to safetyA dangerous situation is encountered where there is a threat to safety such as a vicious dog or other animal, violent neighborhood (gangs, drug pusher).

Code 92 Interview prevented due to respondent’s mental or physical conditionThe respondent is unable to take part in the interview because he/she is disabled e.g. Alzheimer’s disease, Down’s Syndrome, Attention Deficit Disorder, hearing impairment, etc.

Code 95 Technical difficultThe Interviewer is unable to proceed due to technical difficulties with the equipment.

For <<Country Name>> Literacy Survey this code will be used if the equipment malfunctions.


Chapter 12

Maintaining Response

Attempt to contact all selected respondents

Ideally, all selected respondents for the sample should be interviewed, but this may not always be possible. While keeping the expenditure of time and travel to a minimum, try to obtain interviews with the largest possible number of selected respondents in your assignment.

Completes, Partials and Non-Interview

A fully completed interview (Code 70)

A fully completed case will include: Contact and Exit (Household Questionnaire) complete; Background Questionnaire (BQ) completed, Filter Booklet completed; Locator or Main Booklet (an attempt at all questions), and Reading Exercises complete.

A partial interview (Code 71)

Anything less than fully completed.

A non-interview (Various Codes)

No questions answered, you did not contact the selected respondent, or you contacted the selected respondent but obtained no interview for any of a number of reasons.

Non-Interviews Non-interviews fall into one of two categories:

In the first category, non-interviews where nothing can be done includes: 40 – Outside of sample 56 – Residents not eligible 63 – Already interviewed for this survey

Second category, cases you must try to minimize are: 71 - Partially completed 80 – Refusals.

These are the codes that we wish to focus on as they can be reduced, thereby increasing the response rate.


Maintaining Response, Continued<<Country Name>> Literacy Survey Interviewer’s Manual

General The success of a survey such as <<Country Name>> Literacy Survey depends on the number of respondents who provide information. Our objective is a response rate of 85%. Therefore, obtaining the lowest possible non-response rate should be the ultimate goal of everyone in collection data.

Contact selected respondents in the first week

Interviewers are encouraged to contact as many selected respondents as possible in the first week of collection so that they can identify any possible non-response cases. Supervisors should ensure that the contact rate for each interviewer is as close to 60% as possible, after the first week of data collection.

Non-Response & Refusals

Once all selected respondent have been contacted at least once and the bulk of work is completed for the collection period, you may begin working on converting refusals, and other non-response cases. It is very important to convert these cases in order to obtain the expected final response rate for the survey.


Minimizing Refusals & Other Non-Response

Minimize Non-response

To ensure that follow-up of non-response is effective, everyone should be prepared to provide information that will sell the survey. All interviewers should be familiar with the survey objectives, contents, users, etc.

The “Exercise to Minimize non-Response” for <<Country Name>> Literacy Survey has been prepared for Interviewers. The purpose of this exercise is to practice convincing reluctant respondents to participate in the survey. It will give interviewers the opportunity to use their skills and experience in a context specific to the Survey.

It is important that every Interviewer become familiar with the valuable information provided in this exercise. You must take the time to read the Exercise to Minimize Non-Response.

Following are some general guidelines for minimizing non-response.

Minimizing Code 80 Refusal

Suggestions for minimizing refusals are:

Be sure that the selected respondent has reference material, such as the <<Country Name>> Literacy Survey introductory letter that explains the survey;

If the respondent states that he/she is too busy or cannot give out information, do not consider these as refusals.

The failure to obtain interviews from such persons can have a serious effect on the quality of the data. People who are seldom at home or who resist interviews may differ in some way from those who are readily interviewed.

Refer the case to your Supervisor, giving him/her all the details about the case. Your Supervisor will contact the household and try to convert the refusal.



Minimizing Refusals & Other Non-Response, Continued

Make Notes Record the reason for all non-interviews on the Non-Interview Report. The following are typical entries for this Report.

Code Example from “Notes’ section:

18 Interview prevented due to weather conditions

“the selected respondent lives in an area accessible by a single road which is now under flood waters”

20 Absent for duration of survey

“Selected respondent is on vacation (out of the country) and won’t be back for 3 months”

22 Language barrier “Respondent speaks only Spanish, no translators available”

80 Refused “Respondent refuses to participate in the survey. Says if we both him again he’ll write the authorities.

90 Unusual/special Mother dying of cancer, respondent not able to complete interview, but said come back next month.

91 Threat to safety “Respondent threatened to sic dog on me if I returned”.

Routing Cases that have been finalized by the Interviewer will be sent to <<Survey Executing Office>> weekly.

Refusal and other non-interview cases will be routed to the Supervisor for follow-up.

At the end of collection all remaining cases, ie. refusals and non-response will be sent to <<Survey Executing Office>>.


Chapter 13

Reports


Assignment Control List (ACL)

The Assignment Control List (ACL) is a report created to manage all the cases. It will be one of the most important tools available to the Interviewers and the Supervisors.

Update the ACL as cases are completed during data collection to reflect the following:

Interviewer name and assignment number, Supervisor’s name and assignment number, CON – Contact Outcome codes, FIN – Final outcome codes, Date of shipment to SI/<<Survey Executing Office>>, Unusual circumstances or notes.

Note: The ACL contain confidential information. Once collection is completed, you MUST return the ACL to your <<Survey Executing Office>>.

Non-Interview Report

When an Interviewer encounters a non-response case, a Non-interview Report must be completed immediately after leaving the respondent’s home. This will ensure that the facts are recorded accurately, and will enable the Supervisor to decide on the best course of action.

The Non-Interview Report should indicate very clearly at what stage the non-interview took place. The objective is to record any action taken to complete the interview.

The Interviewer should enter the following information on the Non-Interview Report:

the number of attempts to contact the respondent, the applicable non-interview code, the reason for the non-interview, in sufficient detail to evaluate the

possibility of converting the non-interview, your name and the date that the Supervisor was informed, date sent to <<Survey Executing Office>>.

Progress and Cost Report

This report is used to monitor collection progress and costs.

Transmittal Form This form controls the movement of survey documents. A Transmittal Form has been created specifically for <<Country Name>> Literacy Survey.


Chapter 14

Reporting and Monitoring Cost and Progress

Introduction The Progress and Cost reporting system begins at the Interviewer level with the Interviewer’s Progress and Cost Report. This form is to be used each week by Interviewers to summarize progress and any costs associated with the collection of information.

This information will be forwarded to your Supervisor, then to <<Survey Executing Office>> in order to produce a summary progress report that will be released on a weekly basis.

Where do I get this information?

The Interviewer’s Progress and Cost Report is a summary of the Interviewer’s Assignment Control List (ACL).

The interviewer must update their ACL on a regular basis. You are encouraged to update this information each evening, while the day’s activities are still fresh.

When is this information reported?

Each Monday morning Interviewers must contact their Supervisor and report the information they have recorded on their Progress and Cost Report.

Instructions for completing the Progress and Cost Report

Follow these steps to record the progress and costs for each case. Review the information carefully. If any of the expenses seem out of line with the work accomplished provide a reason.

The Progress and Cost Report should be completed each day starting with the first day of training.



Reporting and Monitoring Cost and Progress, Continued

Column/Line

Description

Header Information

Enter the following information on each report, Interviewer’s name, telephone number, Supervisor’s name and telephone number

A Report Date – Dates for reporting Progress and Cost

B Cases Assigned – Enter the number of cases you have been assigned. It should be the same number each week.

C IN – Enter the number of cases transferred to you since the beginning of the survey. This column is cumulative.

D Out – Enter the number of cases transferred to the Supervisor or another Interviewer since the beginning of the survey. This column is cumulative.

E Total – This is the sum of figures in Columns B and C minus the number in column D. (B+C)-D=E

F,G,H,I,J Final Outcome Codes – These columns represent all the possible Final Outcome Codes. Each week, Interviewers are to go through their ACL and count the number of times each code appears.

K,L In-Progress Outcome Codes – The columns represent all the possible In-Progress Outcome Codes. Each week, Interviewers are to go through their ACL and count the number of times each code appears.

M,N,O Hours worked – Report hours worked to the nearest quarter hour. Entries should be recorded with two decimals.KM – Kilometres will be reported in whole numbers. Interviewers who have vehicles with odometer readings in miles should have multiplied the distance traveled by 1.5 in order to report in kilometers. Other Expenses – Other expenses should be reported in dollars and cents, meaning all entries should be recorded with two decimals.


Chapter 15

Delivery of Survey Documents and Supplies

Introduction As this is a paper and pencil survey, several forms and reports will be used to manage the survey. It is therefore very important to take every precaution when delivering sensitive information to Supervisors/and or <<Survey Executing Office>>.

General You are responsible for delivering all completed survey documents assigned to you for data collection to your Supervisor and/or <<Survey Executing Office>>. Completed survey documents must be securely packaged to comply with the confidentiality requirements of the Statistics Act.

Transmittal Form All deliveries of completed survey documents are to be accompanied by the <<Country Name>> Literacy Survey Transmittal Form. This form must follow the shipment until it gets to <<Survey Executing Office>>.

Delivery of Paper Questionnaires from interviewers to Supervisor/<<Survey Executing Office>>

Interviewers must deliver completed survey documents to <<Survey Executing Office>> every Monday during data collection. The first five cases will be delivered to your Supervisor for quality control purposes.

Before sending to Supervisor/<<Survey Executing Office>>

Before delivering the survey documents to your Supervisor/and or <<Survey Executing Office>> proceed as follows: Ensure that all documents recorded on the ‘Respondent Envelope

Checklist’ are enclosed in the Respondent Envelope, Check that there is a Respondent Envelope for each Case

Envelope/Respondent ID listed on the Transmittal Form, Deliver the Respondent Envelope along with the Transmittal Form to

<<Survey Executing Office>> every Monday during data collection to the attention of:


Immediately prior to delivery of the shipment notify your Supervisor that completed survey documents are ready to be delivered and will be delivered along with a Transmittal Form.

Interviewers must ensure that their ACL is updated to indicate which completed survey documents are completed and delivered.

The Transmittal Form<<Country Name>> Literacy Survey Interviewer’s Manual

Completing the Transmittal Form

You will be provided with a <<Country Name>> Literacy Survey Transmittal Form. This Transmittal Form is to be used to list the Respondent’s IDs of completed survey documents.

Follow these steps:

Box/Column Action

Transmittal Form No. Assign a number to each of your transmittals.

<<Survey Executing Office>>:

Place (√)

To: Name and Telephone Number:

Enter your name and telephone number. Place a (√) beside Interviewer, Supervisor or <<Survey Executing Office>> as applicable.

Date sent: Enter the date of delivery.

Assignment: Enter the Interviewer’s Assignment number at the top of this column.

Respondent ID: Enter the Respondent ID (EDNUMBER, HOUSEHOLDNO, PERNO) for each case envelope being shipped.

Case Envelope Final Outcome Code:

Enter the Final Outcome Code for each case.

Received: <<Survey Executing Office>> will place a (√) beside each Respondent Envelope received.



Disposal of Documents

Disposal of Documents

Once data collection is complete, return/dispose of material as follows:

Deliver to <<Survey Executing Office>> Destroy

Unused Respondent Envelopes containingo Background Questionnaireo Change of Address Formo Digit Span Forward – Interviewer’s

Recording Sheeto Digit Span Backward –

Interviewer’s Recording Sheeto Filter Bookleto Filter Scoring Sheeto Household Questionnaireo Interview Observation Noteo Locator Bookleto Main Bookleto Non-Interview Reporto PPVT – Interviewer’s Recording

Sheeto Spelling Answer Sheet

Administration Guide for Interviewers Background Questionnaire (BQ) Interviewer Bag Personal Selection Grid PPVT Notebook – Shortened Version Reading Exercise Cards (6) Response Card Tape recorder, Cassettes, Labels for

Cassettes, and Timer

Exercise to Minimize Non-Response

Interviewer’s Manual Introduction Letter Notice of Visit Review

Exercise

Send survey documents at the end of data collection to:



Chapter 16

Debriefing

Introduction Following every survey, <<Survey Executing Office>> staff is required to take part in the debriefing of the survey.

Interviewer’s Debriefing Questionnaire

Interviewer’s Debriefing questionnaires will be distributed to all Interviewers, Supervisors and <<Survey Executing Office>> staff.

Complete the Interviewer’s Debriefing Questionnaire before, during and after collection and deliver the completed Interviewer’s Debriefing Questionnaire to <<Survey Executing Office>> << Collection end date + 1 week >>.


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