1 Background

1.1 Introduction

The lack of thorough, trustworthy, and timely statistics to support the design and monitoring of development policies and programmes on the living conditions has been a persistent challenge facing many developing countries. The Living Standards Measurement Study (LSMS) was initiated in 1980 by the Policy Research Division of the World Bank to explore ways of improving household data on living conditions collected by National Statistical Offices (NSOs) in developing countries.

Ghana adopted the LSMS initiative and conducted the first Ghana Living Standards Survey (GLSS) in 1987 to address this data need. The GLSS is a nationally representative household survey that provides statistics on living conditions and indicators for examining the socioeconomic conditions of households. This information is relevant for estimating progress toward the goals embedded in national and international development frameworks. Seven GLSS rounds have been conducted since its inception with the latest being GLSS 7 in 2016/17. The eighth round (GLSS 8) will be conducted in 2024/25.

In addition to providing information on the different dimensions that measure living conditions, the GLSS has also provided monetary poverty data (Figure 1.1) that have been used for policy decision-making in the country over the last three decades.

Figure 1.1 : Monetary poverty trends in Ghana, 1987 - 2017

* Ghana Household Budget Survey

1.2 Definition of Concepts

Poverty

Refers to the lack of access to basic needs including food, clothing, and shelter. The lack of access may be due to no or insufficient money, non-available or inadequate public services and support. Poverty can be measured in monetary or non-monetary terms.

Living Conditions

This refers to the circumstances in which people live and encompasses factors such as shelter, food, clothing, access to clean water, education, employment, and safety.

Living Standards

This refers to internationally acceptable benchmarks for measuring living conditions. Examples of such benchmarks include having three square meals in a day or access to improved drinking water.

1.3 GLSS 8 and its Scope

The GLSS 8 will provide information to measure living conditions and evaluate both monetary and non-monetary poverty levels of households in all 16 regions to inform policy decision-making. It is a multitopic survey that will collect information in the following modules:

1. Demographics

2. Education and literacy

3. Health and well-being

4. Economic activity

5. Migration and remittances

6. ICT

7. Mortality

8. Housing

9. Household agriculture

10. Household income, consumption, and expenditure

11. Household food and water security

12. Non-farm enterprises

13. Savings, assets, credit, insurance and investment

14. Governance peace and security

15. Gender and assets ownership

Figure 1.2: GLSS 8 Questionnaire Structure

1.4 Objectives of GLSS 8

Generally, the GLSS seeks to provide data for examining the socio-economic conditions of households and, monitoring and estimating progress towards the achievement of national development goals, the Agenda 2063 and the Sustainable Development Goals (SDGs).

The specific objectives of GLSS are to:

a. Estimate monetary and non-monetary poverty;

b. Identify new weights of consumer items to re-base consumer price index;

c. Estimate national accounts using households’ final consumption expenditure;

d. Assess health status, literacy levels, living conditions, employment (including child work) and governance and security; and

e. Track knowledge and outcomes of specific policy interventions especially in education.

1.5 Tracking Ghana’s Development Programme

The GLSS 8 will provide statistics to measure and track progress of Ghana’s Coordinated Programme of Economic and Social Development under the following pillars:

a. revitalising the economy;

b. transforming agriculture and industry;

c. strengthening social protection and inclusion;

d. revamping economic and social infrastructure; and

e. reforming public service institutions.

1.6 Tracking Agenda 2063 Goals

The GLSS 8 will provide statistics to measure and track five of the 20 Agenda 2063 goals. There are:

Goal 1: a high standard of living, quality of life and well-being for all citizens;

Goal 2: well, educated citizens and skills revolution underpinned by science, technology, and innovation;

Goal 3: healthy and well-nourished citizens;

Goal 17: full gender equality in all spheres of life; and

Goal 18: engaged and empowered youth and children.

1.7 Tracking the Sustainable Development Goals (SDGs)

GLSS 8 will generate statistics to measure and track progress towards achieving 10 of the 17 SDGs (1 – 8, 10, 16), namely;

a) Goal 1: no poverty;

b) Goal 2: zero hunger;

c) Goal 3: good health and well-being;

d) Goal 4: quality education;

e) Goal 5: gender equality;

f) Goal 6: clean water and sanitation;

g) Goal 7: affordable and clean energy;

h) Goal 8: decent work and economic growth;

i) Goal 10: reduced inequality; and

j) Goal 16: peace, justice, and strong institutions.

1.8 Stages of GLSS 8 Implementation

Three broad stages of GLSS are identified for implementation: the preparatory, main household data collection and post-data collection phases. The main training represents the primary mode of preparing field officers for the second phase of implementation activities.

Figure 1.3: GLSS 8 Stages of Implementation

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1.9 What is new in the GLSS 8?

GSS has integrated eight new approaches into the conduct of the GLSS 8 to improve the quality of the data collected. These are:

a. using Geographic Positioning System (GPS) coordinates to develop interactive maps to trace the locations of selected households;

b. applying geo-fencing (virtual boundaries) to sampled EAs to guide field officers during data collection;

c. using a dashboard for real-time monitoring of data collected during the listing exercise and main data collection;

d. using data quality monitors for data validation for daily identification of data errors and inconsistencies;

e. introducing literacy and education as the thematic focus;

f. benchmarking the statistics generated from GLSS8 with that of the 2021 Population and Housing Census (PHC), Annual Household Income and Expenditure Survey (AHIES), Domestic and Outbound Tourism Survey (DOTS) and Demographic and Health Survey (DHS) for added data quality assurance;

g. Comparative analysis of poverty estimates and household consumption and expenditure recall using 5-day interval recall period for GLSS 8 and 3 day interval recall period for AHIES.

1.10 The Project Directorate

The Project Directorate is made up of the following:

1. The overall management of the conduct of GLSS 8 is under the Government Statistician who is also the National Project Director.

2. The Deputy Government Statistician reports to the National Project Director and is the Project Technical Director responsible for:

· the administration of the survey;

· implementation of its broad guidelines;

· direction of the work of the Directorate;

· authorising expenditures; and

· making the necessary contacts for the smooth running of the project.

3. The Project Implementation Team (PIT) lead by the Coordinator will assist the Project Technical Director in the conduct of the survey.

4. The team will train interviewers, keep in touch with the survey teams and see to it that instructions for completing the questionnaires are followed.

5. The PIT must be ready to give prompt and appropriate solutions to any technical or other problems that may arise in the field.

6. The PIT is also responsible for the design of the CAPI applications and data processing programs.

7. The team will ensure that all supervisors, senior interviewer and interviewers follow instructions for running the programs and for the efficient use of the tablets and accessories.

8. GLSS 8 Secretariat staff will assist the PIC in performing their duties.

Figure 1.4: GLSS 8 Organogram

1.11 Mode of Fieldwork

The GLSS 8 fieldwork will adopt a face-to-face data collection approach and will ran for 12 months (360 days) which will be made up of 10 cycles with each cycle lasting for 35 days and 1 day for travelling. There will be 38 teams to work across the 16 regions. There will be five interviewers in each of the 38 teams and will be assigned to work in a particular cluster during the 35 days cycle of the 10 cycles. During each cycle, each interviewer will interview 15 households seven times each, visiting three households each day at 5 days interval. The team composition, interviewer workload and the team’s leave schedule has been presented below.

Team Composition: Each team will be made up of the following:

Team

-------------------------------------------------------------

Supervisor … 1

Interviewers … 5

Senior Interviewer/Editor … 1

Driver … 1

Total … 8

Interviewer Workload: The batches of households that will be interviewed on each visit is presented in the Table below.

Table 1.1: Cluster level Interviewer Workload

	Visit 1					Visit 2
	Day 1	Day 2	Day 3	Day 4	Day 5	Day 6	Day 7	Day 8	Day 9	Day 10
Household 1:	1	4	7	10	13	1	4	7	10	13
Household 2:	2	5	8	11	14	2	5	8	11	14
Household 3:	3	6	9	12	15	3	6	9	12	15
	Visit 3					Visit 4
	Day 11	Day 12	Day 13	Day 14	Day 15	Day 16	Day 17	Day 18	Day 19	Day 20
Household 1:	1	4	7	10	13	1	4	7	10	13
Household 2:	2	5	8	11	14	2	5	8	11	14
Household 3:	3	6	9	12	15	3	6	9	12	15
	Visit 5					Visit 6
	Day 21	Day 22	Day 23	Day 24	Day 25	Day 26	Day 27	Day 28	Day 29	Day 30
Household 1:	1	4	7	10	13	1	4	7	10	13
Household 2:	2	5	8	11	14	2	5	8	11	14
Household 3:	3	6	9	12	15	3	6	9	12	15
	Visit 7
	Day 31	Day 32	Day 33	Day 34	Day 35
Household 1:	1	4	7	10	13
Household 2:	2	5	8	11	14
Household 3:	3	6	9	12	15

NOTE: The 36^thday of each cycle will be used for travelling to the next EA.

Table 1.2: Teams Leave Schedule

Number of EAs to be Completed per Team per Cycle
Team No.	Cycle 1	Cycle 2	Cycle 3	Cycle 4	Cycle 5	Cycle 6	Cycle 7	Cycle 8	Cycle 9	Cycle 10	Total Clusters
1	Leave	5	5	5	5	5	5	5	5	5	45
2	Leave	5	5	5	5	5	5	5	5	5	45
3	Leave	5	5	5	5	5	5	5	5	5	45
4	5	Leave	5	5	5	5	5	5	5	5	45
5	5	Leave	5	5	5	5	5	5	5	5	45
6	5	Leave	5	5	5	5	5	5	5	5	45
7	5	5	Leave	5	5	5	5	5	5	5	45
8	5	5	Leave	5	5	5	5	5	5	5	45
9	5	5	Leave	5	5	5	5	5	5	5	45
10	5	5	Leave	5	5	5	5	5	5	5	45
11	5	5	5	Leave	5	5	5	5	5	5	45
12	5	5	5	Leave	5	5	5	5	5	5	45
13	5	5	5	Leave	5	5	5	5	5	5	45
14	5	5	5	Leave	5	5	5	5	5	5	45
15	5	5	5	5	Leave	5	5	5	5	5	45
16	5	5	5	5	Leave	5	5	5	5	5	45
17	5	5	5	5	Leave	5	5	5	5	5	45
18	5	5	5	5	Leave	5	5	5	5	5	45
19	5	5	5	5	5	Leave	5	5	5	5	45
20	5	5	5	5	5	Leave	5	5	5	5	45
21	5	5	5	5	5	Leave	5	5	5	5	45
22	5	5	5	5	5	Leave	5	5	5	5	45
23	5	5	5	5	5	5	Leave	5	5	5	45
24	5	5	5	5	5	5	Leave	5	5	5	45
25	5	5	5	5	5	5	Leave	5	5	5	45
26	5	5	5	5	5	5	Leave	5	5	5	45
27	5	5	5	5	5	5	5	Leave	5	5	45
28	5	5	5	5	5	5	5	Leave	5	5	45
29	5	5	5	5	5	5	5	Leave	5	5	45
30	5	5	5	5	5	5	5	Leave	5	5	45
31	5	5	5	5	5	5	5	5	Leave	5	45
32	5	5	5	5	5	5	5	5	Leave	5	45
33	5	5	5	5	5	5	5	5	Leave	5	45
34	5	5	5	5	5	5	5	5	Leave	5	45
35	5	5	5	5	5	5	5	5	5	Leave	45
36	5	5	5	5	5	5	5	5	5	Leave	45
37	5	5	5	5	5	5	5	5	5	Leave	45
38	5	5	5	5	5	5	5	5	5	Leave	45
Total Clusters	175	175	170	170	170	170	170	170	170	170	1710

CHAPTER TWO

2 Legal Authority and Confidentiality of the Information

2.1 Introduction

The Ghana Living Standards Survey Round 8 (GLSS 8) will be conducted in accordance with the Statistical Service Act, 2019 (Act 1003). The law allows GLSS 8 field officers to have access to any premises, compound, house, or structure solely for the purpose of the survey. It allows field officers to only ask questions required for the completion of the survey questionnaire or check entries already made. The Act forbids field officers from going outside this scope of activities. It particularly stresses maintaining the confidentiality of the information collected from individuals. Penalties are specified for both members of the public and field officers who contravene the Act.

2.2 Legal Authority for the Survey

The Legal Authority for conducting GLSS 8 is the Statistical Service Act 2019 (Act 1003) which empowers the Government Statistician to conduct statistical surveys and censuses in Ghana.

2.3 Legal Right to Enter Premises to Conduct the Survey

Any person authorised by the Government Statistician in writing is empowered to enter any premises within reasonable hours (i.e., between 6 a.m. and 6 p.m.) to administer the household questionnaire. This does not mean that you must work only within these hours. It may be necessary for you to work outside these hours depending on the respondent’s time schedule and consent. Any person who hinders or obstructs any Survey Official in the execution of his/her duties is guilty of an offense with the penalty of a fine or a term of imprisonment or both (Section 54c of the Statistical Service Act 2019, Act 1003).

2.4 The Act Requires the Public to Respond to Survey Enquiries

The Act also prescribes penalties for failure to furnish information and for making false statements. The penalty is a fine or a term of imprisonment or both (Section 54b of the Statistical Service Act, 2019, Act 1003).

2.5 The Act Requires Survey Officials to be Truthful

Field officers who falsify information will be punished. The penalty is a fine or a term of imprisonment or both (Section 54a of the Statistical Service Act, 2019, Act 1003).

2.6 The Act Demands Careful Handling of Documents and Logistics

There is a penalty for the destruction, defacing, or mutilation of forms or other documents and logistics for the GLSS 8. The relevant section of the Statistical Service Act 2019, Act 1003 reads as follows:

“Any person, who, without lawful authority, destroys, defaces or mutilates any schedule, form or other document containing particulars obtained in pursuance of the provisions of this Act shall be guilty of an offense and liable on summary conviction to a fine or to imprisonment for a term not exceeding twelve months or to both fine and imprisonment”.

2.7 Confidentiality of Survey Information

The information you obtain is CONFIDENTIAL and shall only be used to compile statistics. The law places a restriction on publishing particulars of individuals and requires that all data are published as numerical tables, summaries, and general conclusions. Field officers are prohibited from disclosing any information to anyone who is not an authorised officer (GLSS 8 team) or leaving information where others may have access to it. Disclosure of any information obtained in this survey without lawful authority is an offence liable to a fine or a term of imprisonment or both (Statistical Service Act 2019, Act 1003). You will administer the Survey Questionnaire using the CAPI. On no account should you allow any unauthorised person(s) to use your tablet or any of the Survey forms.

2.8 Taking of Oath of Secrecy

To ensure confidentiality, field officers are required to take an oath of secrecy (see Appendix 7). In the oath-taking, you will promise to fulfil your duties as a Field officer faithfully and honestly and you will promise not to disclose any information which comes to your knowledge because of your engagement as an interviewer or supervisor. This oath is prescribed by the law and is administered to all the staff of the Statistical Service as well as all other persons engaged to perform a duty under the Statistical Service Law. If you violate the oath, you will be guilty of an offense and liable to punishment, which is either a fine or a term of imprisonment, or both (Statistical Service Act 2019, Act 1003). Any person who fails to take the oath will not be allowed to work as a Field officer for the Survey.

CHAPTER THREE

3 Conduct, Role and Responsibilities of Field Officers

3.1 Your Behaviour is Important

The success of the GLSS 8 depends largely on how well respondents cooperate in giving the needed information. You will work in teams consisting of five (5) Interviewers and one Supervisor. The Interviewers are required to interview all the selected households assigned to them by the Supervisors and record accurate responses.

By the time you approach the people, every effort would have been made already to publicize the GLSS 8 through all the important publicity and education channels such as the Press, Television, Radio, Community Information Centres, Chiefs, Assembly and Unit Committee Members to obtain the cooperation of the people. Nevertheless, your success as a field officer depends greatly upon your approach.

3.2 How to Approach People

Whenever you are about to enter a house for an interview, remember that you are a stranger and must, therefore, observe all the following rules and customs governing visits to other people’s houses:

a. knock or ring the bell and wait for a response to usher you in;

b. greet and exchange customary courtesies;

c. look cheerful;

d. ask for an elder of the house and briefly explain the reasons for your visit; and

e. answer every question that you will be asked about the exercise truthfully and politely.

Example of a Prescribed Greeting:

“Good morning, Sir/Madam, I work with Ghana Statistical Service which is currently conducting the Ghana Living Standards Survey Round 8 nationwide. I am a Field officer (SHOW YOUR ID CARD) assigned to this area. My work is to identify all selected households and ask questions about your living conditions. This information collected from this survey will be used to guide policy and planning for Ghana’s development. The information you give me will be strictly confidential and will not be disclosed to anybody.”

Many of the people you will visit may already be aware of the nature of the work you are engaged in. If a respondent does not know about the survey, you must proceed to briefly explain the nature of the GLSS 8 operations to them. You must desist from promising any developmental projects or other rewards in cash or kind to respondents. You must also explain that GLSS 8 has nothing to do with taxation and deportation of non-Ghanaians. Explain that the information provided is confidential because the Statistical Service Act (2019) forbids the disclosure of any personal/ individual information obtained to any organisation for taxation or deportation of non-Ghanaians.

Immediately after the introduction and your brief explanation:

a. Proceed to obtain the information required. Do not waste time with any person or group of persons as this may delay your work during the survey period.

b. Do not be aggressive nor overly sociable but maintain a pleasant and business-like composure.

c. When leaving the household, remember to thank the respondent, the head (if applicable) and any other member for their cooperation.

3.3 Language of the Interview

You must as much as possible, conduct your interview in a language that is understood by the person who is answering the questions. Occasionally, you will meet individuals who do not understand any of the languages you speak. In such cases, you must ask the respondent to a household member or neighbour that he/she trusts to translate the questions as well as the responses. The interpreter person must be told that he/she must not add anything to the questions you have asked, nor volunteer any explanations to the responses. During the interview, if the respondent raises any objection to the actions of this interpreter, ask the respondent to replace him/her.

If members of any of the 15 selected households in your Cluster do not understand your language, you must, with the knowledge of your Field Supervisor, engage an interpreter. For individual interviews, when there is a language gap, allow the respondent to select an interpreter that he/she is most comfortable with.

3.4 What You Wear Matters

Every Field officer will be given a GLSS 8 jacket, T-shirt and ID Card. Always wear these outfits during the survey period. Put on simple but decent clothes that are welcoming, and culturally acceptable in the locality. Do not wear anything to frighten, intimidate or offend any person or the people whose co-operation you are seeking. Do not wear clothes that resemble uniforms of a police officer, a soldier, a scout, fire, prison, customs, or immigration officer, or use paraphernalia of any political party. Avoid clothes that indecently expose parts of your body.

NOTE: ALWAYS WEAR YOUR GLSS 8 JACKET or T-SHIRT AND ID CARD.

Choose comfortable footwear that covers the whole foot to facilitate movement during the survey period and protect your feet.

The golden rule: dress to blend into the environment of the interview.

Recommended attire and footwear.

Examples of inappropriate attire.

3.5 Patience and Tact are Needed

You must always be courteous and friendly. You must remain patient and tactful even in cases where respondents are being difficult or provoking. This is very necessary to obtain the cooperation of all kinds of people. You must not, under any circumstance, lose your temper because this can disrupt the entire survey exercise and make it difficult for you to proceed further, and again affect the main data collection.

The success of the Survey largely depends upon the public’s willing cooperation, and it is your job to obtain this by being polite, tactful, and patient always.

3.6 Role and Responsibilities of the Interviewer

As an Interviewer, you play an important role in the GLSS 8 operation. You are in a team of 190 Field officers with the common goal of obtaining accurate and complete information about all households and all living quarters which qualify to be interviewed in the country. Your job is to ask questions about the selected households and the dwellings they occupy in your assigned clusters correctly and record the answers accurately. It is the single most important job in the Survey. The quality of the survey data will depend largely on the effort you make and the thoroughness with which you and your fellow field officers carry out your tasks.

The information you collect becomes the foundation upon which the GLSS 8 results will be based. You must make thus every effort to obtain complete and accurate answers and to record them carefully and correctly. The GLSS 8 results cannot be better than the data you obtain. Incorrect data collected by field officers could potentially lead to bad decisions, policies, and development plans based on the incorrect published data and reputational damage to GSS.

3.6.1 You must work through to the end of the survey data collection exercise

You are expected to work conscientiously to complete work in the area assigned to you in the stipulated time. You should not abandon the work before the end of the exercise except for the reason of sickness. In case you become ill or incapacitated while working on the Survey, you must report this immediately to your Field Supervisor or, in his/her absence, to the secretariat to arrange for your replacement.

3.6.2 You must work as a full-time field officer during the data collection period

Note that your work as a GLSS 8 field officer is full-time. You are forbidden to engage in any other activity such as teaching, petty trading, political or religious activities during the period of the survey exercise.

3.6.3 You must work without the assistance of unauthorised persons

You must not permit anybody, not even members of your family or household, to help you with your work. Note that punitive action would be taken against you if found culpable.

3.6.4 You must be a team player

A successful data collection exercise requires teamwork. You must therefore be a responsive and reliable team member. The survey data collection is not complete until work in all assigned clusters is completed. As such, your supervisor can send you to assist a member of your team to complete a day’s work, if necessary.

3.6.5 Checking the Completed Questionnaire

After finishing each interview, you must verify that all the sections have been filled out correctly. You must make sure that all required information for the entire household members indicated in each section has been recorded correctly. This must be done immediately after the interview before data is transmitted to the supervisor and, most importantly, before leaving the Enumeration Area.

You must never under any circumstance make any other changes in the completed questionnaire without asking the respondent the same questions again. Errors detected must be corrected during your next visit to the households.

3.7 Interviewing Skills

Field officers must master the following interviewing skills which involve knowing how to:

a) establish a good rapport with the respondent;

b) obtain respondents’ consent before starting an interview;

c) be attentive and listen to responses provided by the respondent;

d) ask questions without changing the meaning or sequence;

e) probe and ask follow-up questions to elicit the right responses;

f) record information accurately;

g) maintain neutrality throughout the interview period;

h) refrain from suggesting answers to the respondents;

i) be courteous, patient, and tactful;

j) handle difficult or reluctant respondents;

k) patiently go through the interview with the respondent;

l) answer questions from the respondent frankly; and

m) position yourself (sitting or standing) appropriately during interviews.

3.8 How to Deal with Difficult Respondents

Occasionally, you may come across people with a suspicious or uncooperative attitude. In such cases:

a) you may obtain help from neighbours whom you have already interviewed. You should try to find another person known to the uncooperative respondents to help you to explain the purpose of your visit. This may help you obtain a favourable response;

b) if he/she still refuses to cooperate, take note and report the matter to your Field Supervisor who will also engage this respondent. The Supervisor must explain to the uncooperative person that all the information you are collecting is confidential and will not be disclosed to anyone;

c) if the Supervisor is unsuccessful, he/she should seek assistance from opinion leaders in the community. [This is one of the reasons why you are always required to pay a courtesy call on the Chief or Headman or Assemblyman/woman of any town, village, or hamlet you visit before you start your work so you can request their assistance]; and

d) if the respondent is still uncooperative, then the Supervisor should notify the Regional Statistician and subsequently the GLSS 8 secretariat.

3.9 Things You Must DO

a) Study your Manual thoroughly in order to adhere to the survey field procedures and do your work efficiently;

b) Carry your Identity Card, introductory letter, tablet and Field officer’s Manual with you at all times while working;

c) Interview only adults;

d) Always conduct the interview in such a way that the respondents are always assured of “confidentiality”;

e) Sync with your Supervisor after each day’s work;

f) Be patient, tolerant, and courteous at all times when dealing with respondents;

g) Keep to appointed times with your respondents;

h) As far as possible, visit again and again, households where interviews have not been completed; and

i) Discuss all your problems and uncertainties with your Field Supervisor.

3.10 Things You Must NOT DO

a) Do not interview people in a group except when they are members of the same household;

b) Do not permit any unauthorised person to accompany you on your visits. If, in an exceptional case, you have to depend on a guide to locate a hamlet or house, ask them to excuse you before you start the interview;

c) Do not keep your respondents waiting after you schedule an appointment with them;

d) Do not argue with your respondents;

e) Do not enter any fictitious information on your Tablet. You will be found out and charged with fraud. In some cases, respondents themselves will tell you “to provide the answers for them”. You should patiently explain to them that the Survey regulation does not allow you to provide information for respondents and that you would be charged with fraud if you did that.

f) Do not discuss politics or religion, or involve yourself in any controversial arguments;

g) Do not disclose to anyone, except to GLSS 8 officials, any of the information you receive in the course of your duties as an Interviewer;

h) Do not permit any unauthorised person, not even a member of your family, to see the information entered on the tablet;

i) Do not delegate your work as an Interviewer to another person; and

j) Do not combine your work with any other activity (economic, personal, religious, political selling of items or any other commercial or organisational interest).

3.11 The Success of GLSS 8 Depends on You

The success of the GLSS 8 depends on how well you carry out your tasks as an Interviewer. Among other things, you must be conscientious and honest. Do not hesitate to bring to the notice of your Field Supervisor anything which strikes you as being doubtful. Note that your entries will be carefully checked during and after data collection is completed in a cluster, and you will be asked to go back to the field and correct all your mistakes at your own cost.

3.12 Role and Responsibilities of Field Supervisor

The Field Supervisor is responsible for all clusters assigned to him/her. He/She has specific roles before, during and end of fieldwork.

Before fieldwork

a) Collect all necessary materials including the maps of the clusters allocated to the team;

b) Develop an itinerary for the team and present it to the GLSS 8 Secretariat before leaving for the field;

c) Arrange to meet community leaders and/or traditional authorities to inform them about the objectives of the Survey, and solicit their cooperation; and

d) Identify the boundaries of the assigned clusters.

During fieldwork

a) Assign selected households to interviewers in your team before work commences.

b) Ensure that interviewers have correctly identified all households assigned to them;

c) Ensure that interviewers have asked the appropriate questions to all the identified household members as well as the dwellings they occupy;

d) Check and assist interviewers to address challenges that may be encountered during the interviewing;

e) Review the interviewers' work by carrying out checks on the answers to various questions, parts and sections of the questionnaire;

f) Report unresolved issues to the Regional Statistician or the GLSS 8 Secretariat;

g) Sync with interviewers daily and review their work for errors and inconsistencies;

h) Check for partial save cases and ensure that you revisit these households for corrections and completeness;

i) Sync with interviewers anytime there is a CAPI update;

j) Conduct re-interviews;

k) Sync to HQ daily. [Note: No Sync, No Sleep (NSNS)];

l) Act on feedback from Data Quality Monitors (DQMs) on data-related errors;

m) Report to the Data Quality Monitoring Team (DQMT) and request support where necessary;

n) Notify DQM when a cluster is completed and closed; and

o) Report to the Secretariat all vehicle-related issues.

End of fieldwork

a) Account for all structures in the assigned clusters and make sure they reflect in the database;

b) Account for the total number of localities expected for each Type 3 EAs;

c) Ensure that data for the clusters assigned to the team have no duplicates, gaps, or partial saves;

d) Resolve all inconsistencies and errors identified in each cluster assigned to your team;

e) Reconcile data on tablets with DQM;

f) Collect all returnable materials and logistics and submit them to the Secretariat;

g) Return signed Assets and Material Return Forms; and

h) Submit all financial returns to the Secretariat.

3.13 Relations With the Supervisor

Interviewers should always follow the advice given to him/her by the supervisor who is the representative of the GLSS 8 Secretariate at the regional level. He/she will assign each interviewer to work at the beginning of each cycle of the survey. To certify that your work is up to standard, the supervisor will carry out the following checks in the field.

a) He/she will examine in detail all questionnaires filled out by each interviewer to verify that each interview was conducted completely and properly.

b) He/she will make random visits to some of the households that each interviewer has already interviewed to make sure that you went to the correct addresses.

c) He/she will observe three or more of your interviews in a cycle to evaluate your method of asking questions. Interviewers will not be informed in advance.

d) Each day he/she will discuss your work with you and make regular reports to the Project Directorate on your performance in the field.

Your supervisor is the link between you and the survey organisation. Just as you will receive instructions from him/her, you must inform him/her of any difficulties or problems that you encounter. For instance, if you do not understand a procedure or the meaning of a question in the questionnaire, you should ask your supervisor for an explanation.

3.14 Roles of the Senior Interviewer

1. edits all completed questionnaires in the cluster;

2. sits and observes interviews;

3. assists Supervisor in the administration of the community and prices questionnaires;

4. reviews performance with interviewers;

5. relieves each interviewer 3 days of the 35-day cycle; and

6. also steps in as an interviewer in emergency situations.

3.15 Child Protection and Field Ethics

Child protection

The GLSS 8 Field Officers will come into contact with different categories of persons irrespective of their sex, age, race, ethnic background, and religious affiliation. Field Officers are therefore to ensure the protection of the rights of their respondents (ensuring informed consent, privacy, confidentiality, anonymity, non-discrimination and dignity). One of such categories of persons that require utmost attention are children. The available legislations and policy frameworks define a child as any person below the age of 18 years.

Child Protection is the prevention of, and response to, exploitation, abuse, neglect, harmful practices and violence against children. As part of a broader concept of children's rights, all children have the right to be protected from all forms of child abuse, neglect, exploitation and violence. Ghana’s 1992 Fourth Republican Constitution establishes the rights of the child and provided the framework for the enactment of appropriate legislation to protect the rights of children. Similarly, The Children’s Act, 1998 (Act 560) provides for the rights of the child.

The GLSS 8 acknowledges that child protection issues are paramount, particularly, during specific sessions, and parts of the questionnaire administration - functional literacy, apprenticeship, child work, anthropometry measures, measure of upper arm circumference (MUAC), waist and hip measurements, where children will be engaged directly.

Field ethics and rules

To ensure that all Field Officers engage in acts consistent with the child protection policy of Ghana, Field Officers must ADHERE to these instructions:

1. Treat every child with the utmost dignity and respect.

2. Interview only children who have been pre-selected for GLSS 8.

3. Seek the consent of the parent/guardian of the selected child as well as the consent of the child before commencing every interview. Note that, the consent of the child is as paramount as that of the parent/guardian. If the parent/guardian agrees that the child should be interviewed, but the child declines after several attempts to convince her/him, respect the decision of the child.

4. Put on a smiling face before, during, and after the interview to make the child comfortable around you.

5. Accept any courtesy that will be provided to you during the interview of a child in the household.

In addition, Field Officers must AVOID the following:

1. Avoid any form of stigma, and discrimination against any child (whether selected or not selected for interview) in the community you will be working.

2. Do not promise any child before, during, and after the interview, any gift including food aside what GLSS 8 will provide.

3. Do not carry any child – on the lap, chest or at the back. This could be misinterpreted by some members of the community, or can endanger the child if something goes wrong while handling the child.

4. Avoid posing leading information or questions to the child as this will put the child in an expectant mood – example, have you eaten or are you hungry? Such a question may make the child feel that you will provide her/him with food.

5. Do not wear, hold or possess any outfit, item or object, respectively, that has the potential of putting fear and panic in the selected child and other children in the community you will be working.

6. Do not make any commentary on a child or her/her household no matter how the child or the household looks.

7. Do not take pictures/videos of any child and post on any of the social media platforms.

CHAPTER FOUR

4 Sexual Harassment

4.1 Introduction

One of the indicators of development is the freedom to express oneself in terms of speech and actions. What needs to be emphasised, however, is that these freedoms, rights or expressions must be situated within the confines of the legal framework (e.g., the 1992 Constitution of Ghana), policy (e.g., the Sexual Harassment Policy of GSS) and regulations (e.g., survey manual for GLSS). Ghana Statistical Service is a multicultural workplace and working relationships between persons at our offices and on the field (for research) must take account of how people express themselves. Within the context of this multicultural environment, all officials are expected to observe the highest possible standards of behaviour, respecting the dignity and personal integrity of their colleagues and any person they interact with.

The GLSS 8 presents domains of activities including training of trainees, and fieldwork. This provides an avenue for people to interact with persons with varied demographic characteristics. In all these activities, every officer that will be engaged must adhere to all principles, policy dictates and legal positions regarding harassment in general, and sexual harassment in particular. Therefore, all officials are expected to take responsibility for their own actions and to conduct themselves in accordance with this policy.

4.2 Definition of Sexual Harassment

GLSS 8 field data collection adopts the definition in the Sexual Harassment Policy of Ghana Statistical Service as follows:

Sexual harassment is the uninvited and unwelcome sexual advances (usually repeated or persistent), requests for sexual favours, and other verbal or physical conduct of a sexual nature, in the workplace or in connection with work, when:

a) agreement to such conduct is made either explicitly or implicitly a term or condition of an individual's employment, promotion, or satisfactory evaluation; or

b) acceptance to or rejection of such conduct by an individual is used as a basis for employment decisions affecting such individual; or

c) such conduct has the purpose or effect of unreasonably interfering with an individual's work performance or creating an intimidating, hostile, or offensive working environment.

Not all forms of sexual harassment are intentional. There are situations where certain behaviours may be unwelcome, but unintentional on the part of the one engaging in that behaviour. Nonetheless this still constitutes sexual harassment.

4.3 Objectives of the GSS Sexual Harassment Policy

The main objective is to avoid and prevent sexual harassment during the GLSS 8 training and fieldwork. Specifically, the objectives are to:

a) create and reinforce awareness of officers about sexual harassment;

b) inform and deepen the knowledge of officers on issues relating to sexual harassment;

c) build the capacities of officers (especially females) to identify cues of sexual harassment;

d) develop the skills of officers to avoid and prevent sexual harassment;

e) develop the ability and confidence of officers to report any hint of sexual harassment; and

f) educate officers on sanctions against perpetrators and provide psycho-social therapy and support for victims.

4.4 Forms and Acts of Sexual Harassment

The three main forms of sexual harassment are explained below (see Table 5.1 for examples).

Verbal sexual harassment

Verbal forms of sexually harassing behaviour are those that are spoken and unwelcome. Verbal sexual harassment includes sexual innuendo (suggestion or intimidation) or other suggestive comments, sexual jokes, sexual propositions or advances, and threats and insults. One does not necessarily need to have physical contact in order to have evidence and/or a valid case to report or make a complaint for sexual harassment.

Non-verbal sexual harassment

Non-verbal forms of sexual harassment are those that are visualised but not spoken. For instance, if someone sends you sexually explicit messages or pictures, which one deems inappropriate and unwelcome, it is sexual harassment.

Physical sexual harassment

Physical forms of sexual violence include the intentional touching of one's own body, the unwelcome touching of another person's body, and the inappropriate display of a body part. Examples of unwelcome touching are brushing up against someone, touching, leaning onto someone, hugging and more. Physical forms of sexually harassing behaviour are easy to see or feel.

Table 4.1: Forms and Acts of Sexual Harassment

Verbal

Non-Verbal

Physical

 Referring to an adult in demeaning terms such as a girl, hunk, doll, babe, or honey.

 Unwanted communication for sexual favours.
Whistling or catcalling.
 Making sexual comments about a person’s clothing, anatomy, look, or rating their sexuality.
 Making offensive or derogatory sexual comments or innuendos.
 Turning work discussions to sexual topics.
 Unwanted sexual teasing, epithets, slurs, jokes, remarks, or questions.
 Asking personal questions about social or sexual life – sexual fantasies, preferences, or history.
 Unwanted and repeated pressure for dates from an individual who is not interested.
 Making kissing sounds, howling, and smacking lips
 Telling lies or spreading rumours about a person's sex life.
 Unwanted telephone calls, or voice messages of a sexual nature.
 Recounting one’s sexual exploits in front of other people.
 Soliciting or pressuring someone to sit on your lap.

 Looking a person up and down (elevator eyes).
 Following, stalking, hanging around a person, invading one’s personal life.
 Giving unwelcome personal gifts.
 Displaying sexually suggestive visuals – sexually graphic magazines, calendars, posters,
drawings, pictures, wallpapers, screensavers, and explicit films.
 Playing sexually suggestive music.
 Making sexually suggestive signals, and gestures with hands or through body movements.
 Making facial expressions such as winking, throwing kisses, or licking lips.
 Unwanted sexual looks - leering, ogling or “undressing a person with your eyes”.
 Use or display of sex toys.
 Inappropriate behaviour in or near washrooms.
 Revealing parts of one’s body in violation of common decency.
 Written forms - sending love notes or letters, suggestive comments on memos, drawings (sometimes anonymous).

 Actual or attempted rape or sexual assault.
 Giving a massage around the neck or shoulders.
 Hugging, kissing, fondling, patting, or stroking.
 Touching or rubbing oneself sexually around another person.
 Touching an employee's clothing, hair, or body.
 Standing close or brushing up against another person.
 Unwanted deliberate touching, leaning over, cornering, or pinching.
 Impeding or blocking movement.

Any GLSS 8 official who engages in any of these acts without the consent of the recipient commits sexual harassment.

It is important to note that any individual who makes a false claim of sexual harassment will similarly be penalised.

4.5 Cues of Sexual Harassment

There are various cues that could mean or lead to sexual harassment. What you must know is that the activity must be an unwelcome behaviour to the recipient.

4.5.1 Comment on physical appearance

Complimenting the physical appearance or outfit of a person is often expected to be supported with good intentions. For instance, ‘you look good’, is a compliment. However, if the compliment has evidence of sexual nature, is inappropriate and makes a person feel uncomfortable, intimidated or objectified, it is sexual harassment. For example, “You dressed well today. Got a ‘special meeting’ with your super boss?”. If the recipient feels uncomfortable about it, then it is sexual harassment.

4.5.2 Stalking through digital media

Sending inappropriate messages, images and videos, making offensive comments, etc. via online/social media that are unwelcome by the recipient is sexual harassment. During training or fieldwork, a person may contact a colleague at odd hours (on WhatsApp, Instagram, Facebook, etc.) with the excuse to discuss training or work-related issues, and then take advantage to continue with sex-related chat after the discussion about work is over. However, when it is done without the consent of the other person or in the absence of a positive response from the other end, then it becomes sexual harassment.

4.5.3 Physical harassment that is not sexual

Not all unwelcome physical contacts have to be sexual in nature for it to be sexual harassment. As long as a recipient of the touch feels uncomfortable, it can be classified as sexual harassment. For instance, patting on a person’s back, rubbing someone’s shoulder, putting a hand over the shoulder, subtly brushing against another person’s body, physically blocking a person’s movement, or even leaning closer to a person are some subtle forms of sexual harassment. Some of these may look unintentional, but if the person at the receiving end finds it uncomfortable, and the behaviour continues, it can be considered sexual harassment.

4.5.4 Persistent proposal without consent

It is not uncommon for a person to propose a date, friendship, or even sexual activity to another. If the recipient turns the request down, the proposer must respect the response and dignity of the recipient and maintain professionalism. If you continuously make such romantic advances at a person when he/she had already turned the proposal down is sexual harassment.

4.5.5 Advances and threats

When romantic relationships end, may be unwilling to let go. Persistently requesting the former partner to get back using threats to reveal past secrets, expose sexual pictures or videos, etc. constitutes sexual harassment.

4.5.6 Unwelcome conversation and jokes with sexual nature

There are times friends, or colleagues engage in conversations about a person’s sex life. Such unwelcome conversations constitute sexual harassment. Similarly, unwanted jokes that are sexual in nature is considered sexual harassment.

4.5.7 Peer pressure

Peer pressure occurs when individuals are influenced by their peers (people of similar age, status, or interests) to engage in certain behaviours, whether those behaviours are beneficial or detrimental.

4.5.8 Victim of revenge

There are situations where the rejection of sexual advances could lead to sexual harassment via retaliation. An example is rejecting the romantic proposal of your superior only to be dismissed or intimidated by your employer as revenge for the rejection of the romantic proposal.

4.6 Prevention of Sexual Harassment

The following strategies can help prevent sexual harassment during the GLSS 8 training and fieldwork.

i. Be mentally stable and focused:

a) don’t blame yourself;

b) say No clearly and firmly;

c) don’t be surprised about the behaviours of others; and

d) be bold and give yourself credit for your actions – for example, reporting sexual harassment case(s).

ii. Take appropriation actions:

a) find a way to speak out;

b) document every incident in detail and keep every evidence;

c) make use of internal and external grievance systems to file a complaint; and

d) report to the Police if necessary.

An individual who believes that she or he has been or is being harassed, should do the following:

make personal written notes of relevant events, as soon as possible after the incident(s) has (have) occurred, noting date(s), place(s).

a short description of what happened and the names of any witnesses and/or of any third parties to whom the incident might have been mentioned.

4.7 How to React to Sexual Harassment

If you become a victim of sexual harassment during the training and fieldwork, follow the steps below:

Formal approach

1. speak to the Coordinator (Abena Asamoabea Osei-Akoto – 0244471327) or any member of the GSS sexual harassment committee member (Gloria Akoto – Bamfo – 0244610766, Elizabeth Baffoe-Bonnie – 0266117177, Kwadwo Asante – Mensah – 0244614276).

Informal approach

2. speak firmly to the harasser about the behaviour and draw his/her attention that such behaviour is unwelcome and inappropriate, and you detest it;

3. speak to his/her friends and colleagues to inform him/her about the unwelcome behaviour;

4. get a trusted person to mediate on the issue and it the act does not stop, report to the Project Coordinator as directed; or

5. report the unwelcome behaviour to any of the trainers or supervisors you trust.

4.8 Sanctions for Sexual Harassment

1. Proven cases of sexual harassment will be subject to any one of the following sanctions: warning, reprimand, censure, temporary or indefinite suspension, discharge and summary dismissal

2. Any participant who reports a sexual harassment will be protected from any form of reprisal.

3. In view of the seriousness with which the GSS views sexual harassment in the workplace, special procedures have been set forth for the handling of such cases.

4.9 Procedures for Reporting Harassment and Effect

1. Record cases and send to the Project coordinator who would then refer to an investigation committee.

2. It is a serious offence if you initiate the process to blackmail

4.10 Discussion of Intent vs Impact

How do you know if your comments or actions are unwanted or unwelcome? Test yourself by asking these questions:

1. Is there equal power between me and the person I’m interacting with?

2. Is there equal initiation and participation between me and the person I’m interacting with?

3. Would I behave the same way if the person I’m in a relationship with were standing next to me?

CHAPTER FIVE

5 Preliminary Operations Before Field Data Collection

5.1 Training Programme for all Field officers

Field officers would be trained comprehensively on all aspects of the GLSS 8. Primarily, the training includes concepts and definitions of the survey as well as how to carry out the fieldwork. The training also covers the duties of a Field officer before, during and after fieldwork.

The participant-centred approach is adopted for the training. It will be interactive with group work, presentations and discussions, mock interviews, class assessments, field practice, and small group discussions (using English and local languages). The objective is to ensure that concepts, definitions and procedures for collecting data are well understood. Trainees are encouraged to participate and contribute to all activities during training. At the end of the training, it is expected that each participant would be able to interpret and use an Enumeration Area Map, identify the selected households, and complete the Survey Questionnaire using the CAPI system.

Field officers would be selected for fieldwork (i.e. the main data collection) based on the following criteria:

a) Performance on assessments;

b) Contributions made during training sessions;

c) Performance during field practice;

d) Fluency in one or more local language(s) spoken in the district;

e) General appearance, attitude, and behaviour; and

f) Punctuality and attendance.

5.2 Documents and Materials to Receive After Training

For the successful execution of your duties as a Field officer, you will be provided with the following documents and materials;

a) Tablet and Charger

b) SD Card

c) SIM Card

d) Tablet Case

e) Power Bank

f) Enumeration Area (EA) Map

g) Field Bag

h) GLSS 8 Jacket

i) GLSS 8 Cap

j) Identity Card

k) Field officer’s Materials Receipt Form (Photocopy)

l) Raincoat

Some of the items are returnable after the field data collection. These are the tablets, power banks, EA maps, and ID cards. The GLSS 8 Secretariat would make this information known before the start of the exercise. You need to take note of this information because failure to submit a returnable item will attract a penalty.

5.3 Field officers’ Materials Receipt Form

Interviewers should complete the appropriate part of the Field officer's Materials Receipt Form (refer to Appendix 4) whenever they receive any document or material from the Field Supervisor. The Supervisor should equally do the same whenever an Interviewer hand over any document or materials to him/her.

5.4 Community Entry and Household Entry

5.4.1 Introduction

Securing and sustaining the community/household members’ interest is critical during the survey. This is because the support and cooperation of communities and households will ensure the successful collection of complete and accurate data. Effective community entry and household entry are therefore critical. Opinion Leaders provide the Field officers the opportunity to make the right contacts; engage with the right people or leadership of the community; clarify the purpose of the visit; specify the support expected from the leadership of the community. The community and household entry will enable the Field officers to determine challenges, know who and where to contact them if they are faced with any challenge, and how to develop appropriate measures to prevent or minimise these challenges.

5.4.2 Community

This refers to an area holding a group of people with a defined location, name and/or organised hierarchy of leadership. As defined, communities are residential spaces or settlements which are also referred to as towns, localities, estates, suburbs, villages, hamlets and cottages.

A community as defined above includes residential spaces or settlements (e.g., refugee camps, estates), Traditional Areas (e.g., Paramountcy, Division, village/town), public administration offices (e.g. District Assemblies, Zonal Councils), places of worship (e.g., churches, mosques, shrines), market centres and lorry parks. Community entry is required to successfully list all structures and households in each community.

5.4.3 Community Leadership

The leadership could either be traditional, political (Assemblymen, unit committee members) or opinion/focal persons (religious, educationists, elites, health workers). This leadership varies across communities.

5.4.4 Community entry

Community entry refers to recognising the locality, its leadership and its people, and adopting the most appropriate process in meeting, interacting, and working with them to enhance the cooperation of the community members to participate in the survey. An effective community approach will potentially enable the Field officers to initiate, nurture, and sustain a desirable relationship to secure the cooperation of members of a locality in all aspects of the survey.

In both rural and urban areas, it is necessary to contact the Leadership or opinion leaders such as Assemblymen/women and Unit Committee members to inform them of your mission before you start your fieldwork. Briefly explain to them the objectives of the GLSS 8 and mention that the GLSS 8 will provide the basic data required for the planning of economic and social services, such as the provision of water, health services, schools, housing and feeder roads. In organising such meetings:

a) teams should, as much as possible, visit all localities within their clusters and meet with the leadership of the community (chiefs, elders, assemblymen /women, etc.);

b) talk about the importance of the exercise; and

c) communicate the need to encourage their subjects and residents to make themselves available and provide accurate data.

There will be no need to meet the entire membership of the community, but when the opinion leaders request such a gathering, the Supervisor should not hesitate to speak on the subject to the entire community. Field officers must be tactful in this regard and be prepared to answer all questions accurately in order not to create any doubts in the minds of the people.

5.4.5 Guidelines for community entry

The team will arrive in the community a day before the start of the fieldwork. Accompanied by the interviewers the supervisor will visit the opinion leaders. The Team must contact the community leaders of all localities to:

a. Introduce the team members;

b. explain the purpose of your visit, the GLSS 8, and the benefits the community could derive;

c. seek any support the team may require from the community to accomplish their tasks;

d. request their cooperation and full participation; and

e. ask for any new localities they know about in your cluster, and the directions to these localities.

5.5 How to Locate Selected Households

1. As part of the community entry, mention the 15 selected households to the opinion leaders for assistance in locating your respondents.

2. Use the GPS coordinates, structures numbers, house numbers and other basic information which were taken during the household listing exercise as a guide to locate the structures where selected households reside.

3. Ensure that identified households have the same information as those assigned to you. This is to ensure that the right households are interviewed.

4. Use the structure number, name of head of household including popular name, contact number, and the household size to guide in the location of the right household.

5. Where a selected household has moved out of the dwelling unit, interview the new household.

6. There will be 5 extra households available for replacement.

7. Consult your supervisor for replacement where a selected household is unavailable for the first 5 days of the cycle or has moved out of the dwelling unit and it is vacant.

8. The supervisor must contact the coordinator/secretariat before any replacement.

5.5.1 Finding the address

First, you should look for the address written on the first page of the questionnaire and make sure that it is the household of the head indicated on the sample household sheet. Sometimes you will have difficulties in finding a household for the following reasons:

a) The dwelling at the address may be abandoned, or the household moved without being replaced by another,

b) The household head whose name is on the sheet may have left and another household member might have assumed headship or responsibility of the household.

c) The structure may have collapsed.

If any of these happens, you should ask for advice from your supervisor.

5.5.2 Household entry (contacting the households)

Household entry is the process of accurately identifying households that occupy a dwelling unit. This process starts with the community entry, properly locating structures where people live and correctly identifying households within the structures. Refer to Section 5.1.1 for the description of the concept of a household.

You should contact each of the heads of households to be interviewed a day before the interview. The purpose of this is to introduce yourself, explain the purpose of the survey, and confirm that the interview will take place the next day. At the same time, you will be able to find out whether an interpreter will be needed or not and make the necessary arrangements.

Whenever you are about to enter a house for an interview, remember that you are a stranger to the house and must, therefore, observe all the rules and customs governing visits to other people’s houses.

Ensure that the necessary people will be present on the date set for the first interview. During each visit, you must constantly remind respondents of the need to be present on each scheduled visit.

5.5.3 Guidelines for household entry

It is important that Field officers observe all the rules and customs governing visits to other people’s homes on each visit. These rules and customs include the following:

a) Knock, ring the bell and/or announce your presence (with agoo, gafara, etc.) and wait for a response to usher you in.

b) Cheerfully greet the people in a customary way and introduce yourself: Good Morning/Afternoon/Evening Sir/Madam. My name is ……… I am the Field officer (SHOW YOUR ID CARD) assigned to interview selected household in this structure. I am sure you have already heard about the GLSS 8 which is now taking place in most parts of the country. The information you provide is strictly confidential. The GLSS 8 data will be used to support national development planning and general decision-making.

c) Briefly explain the purpose of your visit.

d) Always seek to speak with an adult.

e) Do not engage in any controversial acts or argument during fieldwork and do not engage in any conversation that is not relevant to your work.

f) Emphasise confidentiality to the household. Explain that the Law prohibits disclosure of any personal information provided by the respondent to a third party (individuals or institutions). Mention that any official who breaches the Law shall be punished accordingly.

g) Emphasise the benefits of GLSS 8 to the communities and households (refer to Chapter One on the importance of GLSS 8).

h) Immediately after your explanation, read out the confidentiality statement, ask if the respondent have a question before proceeding with the interview.

i) Alert the household re-visit.

j) Remember to thank the household for their assistance and cooperation at the end of the interview.

You must explain that:

a. The communities and the households that will be interviewed have been randomly selected. Not all communities and households have been selected for the exercise.

b. The survey is not connected in any way with taxes, and all the information recorded will be regarded as confidential and covered by the obligation of statistical secrecy.

c. The questionnaire will be administered in stages with each interview conducted at 5-day intervals for a period of 35-days. Daily visits will be required when there is no literate person in the household who can record daily purchases in the diary of consumption and expenditures.

You should frequently remind the respondent of the purpose of the survey and of the fact that the data obtained would be kept confidential. This is very important at the beginning of each visit. As several people are interviewed on each visit, these reminders must be given to each of them in turn. You must also ensure that the interpreters understand the confidential nature of the interviews. If a supervisor or a member of the Project Directorate accompanies you, you should introduce him/her at the beginning of each interview. Provide information and communicating well engender the cooperativeness of respondents.

Note: An effective community and household entry would require you to make a good first impression which includes dressing appropriately, exhibiting good manners and appropriate behaviour (Refer to Chapter 3 for more information on the conduct, role and responsibilities of Field officers).

5.6 Basic Security, Health, and Safety Guidelines for Field officers

5.6.1 Introduction

As a Field officer, you may be required to collect the data within complex, hazardous, remote, and dynamic socio-political contexts. The quality of data collected, and the security of the Field officers and logistics are critical to the success of the entire survey. This section provides a set of guidelines to equip all GLSS 8 officials (including Field officers, Monitors, Supervisors, Interviewers, etc.), with the requisite knowledge in identifying hazards, assessing threats or situations and mitigating or de-escalating, as needed, to ensure the safety of their lives as well as all logistics in their possession.

5.6.2 Definition of Concepts

Security: This refers to being free from danger or threat

Health: This refers to the state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

Safety: This refer to the condition of being safe from undergoing or causing hurt, injury, or loss.

5.6.3 Identifying hazards and assessing the risk

The Field officer is expected to identify all possible threats to his/her safety and logistics in his/her custody at all times. Potential hazards include diseases/illnesses; attacks by animals including snake bites; theft, harassment (i.e. sexual and verbal); assault; etc. For each of the hazards identified, the Field officer should be able to determine the likelihood of the event happening and its consequences on his/her life or the safety of the survey logistics. The assessment should be done using personal judgment or perception.

5.6.4 Mitigating potential risk

As a Field officer, you need to decide quickly what action is needed to better manage a suspected risk. It is important to note that you should avoid panicking in whatever situation you find yourself as that could scale up the identified risk. To mitigate the identified risk, it is important to emphasise that apart from ensuring your own safety, you are also responsible for whatever equipment is in your custody. The under-listed guidelines are to prepare Field officers to prevent or effectively handle such security risks or threats. These guidelines, though not exhaustive, if adhered to, could limit significantly, the risks in the field.

a) Always keep a clean and filled water bottle on you to reduce the risk of dehydration.

b) Always keep some amount of money (physical cash and momo) on you before stepping out for work.

c) Keep all equipment and gadgets (i.e. tablets, power banks, etc.) inside your bag always except when administering a questionnaire.

d) Avoid shortcuts, dark routes, and suspicious neighbourhoods.

e) Avoid arguments with persons that you meet.

f) Avoid going to the field with expensive articles such as jewellery.

g) If possible, avoid working during at night and before dawn.

h) Always let your supervisor know the exact location you are working.

i) Identify multiple safe points (open spaces) within the EA to converge with your Supervisor. Try as much as possible to meet at different points/locations.

j) Ensure that your luggage has a good lock to keep items safe after relocating into communities.

k) If you become suspicious, consider changing the ‘key cylinder’ in the lock on the door of your room.

l) Where necessary, report any incidents to the Police.

5.6.5 Health Guidelines

Communicable diseases are spread when one’s fingers (or hands) touch infected surfaces such as door handles, tables and fabrics, and the infected fingers touch the mouth, eyes, or nose. Diseases can also be transmitted through the air or from animals to humans. Symptoms may include fever, cough, running nose, sore throat, headaches, diarrhoea, body temperature above 37.5^oC, shortness of breath, loss of taste and/or smell.

To reduce these infections and threats:

a) use an alcohol-based hand sanitiser with at least 70% alcohol.

b) always wash your hands first with soap and water if your hands are visibly dirty, after using the washroom, before eating, and after blowing your nose, coughing, or sneezing.

c) avoid touching your eyes, nose, and mouth.

d) cover your nose and mouth with disposable tissue when coughing or sneezing, and then properly dispose of the tissue.

e) clean and disinfect frequently touched objects and surfaces using regular household cleaning spray or wipe.

f) avoid contact with people who are sick.

g) if you are on medication, take your medicines regularly and always carry them with you.

h) stay at home if you are sick and notify your supervisor.

5.7 Planning your itinerary

Before you commencing work, the Team led by the Supervisor must draw up an itinerary. An itinerary is a schedule of events relating to planned travel. Generally, it includes the destinations to be visited at specified times and means of transportation to move from one destination to the other. The purpose of the itinerary is to fix the approximate date the Team is expected to visit each cluster/ locality or area. The Team is the best judge of how to list all structures and households, but if the Team goes ahead of schedule, the better it is.

CHAPTER SIX

6 Identifying Enumeration Area Maps

6.1 Introduction

Maps are essential for achieving complete coverage and accurate enumeration. Field officers must be able to use maps to accurately identify enumeration areas. In the case of GLSS 8, Enumeration Areas (EAs) are the basis for the effective administration of questionnaires in the assigned area. The maps help teams to identify the boundaries of their assigned area, identify all localities, and administer the questionnaires to the selected households assigned. There is an interactive map generated with the GPS coordinates of households collected during the listing exercise to facilitate in the location of households.

6.2 Definition of Concepts

Map: A map is a visual representation or graphic depiction of the Earth's surface or a specific geographic area. It provides a scaled-down view of the physical features, spatial relationships, and other relevant information about a particular region or location. It can be created using various techniques, including cartography (the science and art of mapmaking) and Geographic Information Systems (GIS) technology. They are used for a wide range of purposes, such as navigation, planning, analysis, education, and communication.

Enumeration Area: An Enumeration Area (EA) is a designated geographic unit used for the purpose of data collection during a census or survey. It is a defined area that is assigned to an Interviewer or field officer to work within during data collection.

The size and boundaries of an EA can vary depending on certain requirements of the survey. It may be defined based on administrative boundaries such as neighbourhoods, villages, or city blocks, or it could be created using natural features like rivers or roads as the boundaries. The purpose of creating enumeration areas is to divide the entire population into smaller, manageable units for data collection and analysis.

Enumeration Area (EA) Map: An enumeration area map is a graphical representation of an area mainly created to aid fieldwork. Usually, an EA map has a clearly defined and enclosed boundary within which the data collection exercise takes place.

The boundaries are usually defined using natural features such as rivers, streams or landmarks such as streets, buildings, churches, mosques, footpaths etc., with a legend/key to aid in tracing the area and boundaries of such EAs.

Always refer to the legend for proper identification of features. It helps to ensure that the data collection process is conducted systematically, efficiently, and with accurate coverage of the designated areas. Details of how to use maps are explained in Chapter Seven.

Locality: A locality is defined as an inhabited geographical area with a distinct name and defined boundaries. It could be a hamlet, mining camp, ranch, farm, village, town, city or part of a town or city. A locality may contain one or multiple EAs (refer to Chapter 5 for the definition of a locality).

Cluster Number: This is a unique 4-digit serial number assigned to each of the selected EAs.

Household Number: This is also a unique serial number assigned to a selected household in a cluster. A household number ranges from 1 to 20 in a cluster.

6.3 Types of Maps

Maps may be drawn to scale or not depending on what the map attempts to represent. Maps can display political boundaries, population, physical features, natural resources, roads, climate, economic activities, etc. However, for the Ghana Living Standards Survey 8 (GLSS 8), only Enumeration Area (EA) Map will be used.

6.3.1 Type 1 Enumeration Area (EA) map

Type 1 EAs represent an entire locality. This type of enumeration area is formed out of one locality (i.e. One Locality = One EA). This type of EA is normally referred to as an island and is found in a rural area. This type of EA is shown on a composite map with adjacent localities to allow for easy identification.

Figure 6.1: Example of Type 1 EA (EA numbers 057)

6.3.2 Type 2 Enumeration Area map

Type 2 EAs represent a part of a locality. Here, one locality is divided into two or more EAs (i.e. two or more EAs in one locality). The Type 2 EA map below (Figure 7.2) shows names of points of interest including Pentecost Church, Presby Church, Lorry Station, etc. In Type 2 EAs, boundaries are mostly formed by features like streets, buildings, lanes, drains, railway lines, etc.

Figure 6.2: Example of Type 2 EA (EA number 058),

6.3.3 Type 3 Enumeration Area map

Type 3 EAs represent two or more localities put together to form one EA (one EA for many localities).

These EAs are the rural localities. A type 3 EA is usually made up of two or more localities and its boundaries are marked mostly by natural and artificial features such as streams, rivers, mountains, roads, and footpaths (See Figure 7.3).

Figure 6.3: Example of Type 3 EA (EA number 080)

A picture containing map, text, atlas, diagram

Description automatically generated

6.3.4 EA Boundary description (PHC 2)

The boundary description of each EA assigned to you will be attached to your map and is called EA Boundary Description (also referred to as PHC 2). The following details are provided on all the EA maps:

a) Name of region Region code

b) Name of district District code

c) District type District type code

d) Sub-district Sub-district code

e) Base locality name base locality code

f) Locality type locality code

g) 2010 EA number 2021 EA number (provisional)

h) Ghana post digital address

i) EA name

j) Other settlements in the EA, their estimated population and code

k) Boundary description

6.3.5 General steps for reading EA map

a) Understand and acquaint yourself with the map symbols;

b) Use the EA description alongside the landmarks/localities on the map as a guide to locate the assigned EA;

c) Locate the EA name (base) for Type 2 EA and Type 3 EA, and look for the base locality

d) Orient your map correctly with the help of the north arrow symbol on the map;

e) Identify the starting point of the EA as indicated on the PHC 2.

f) With the aid of the PHC 2, use the map to trace the EA boundary;

g) Canvass the EA for Types 1 & 2 by systematically moving within and around the entire EA segment by segment;

h) For Type 3 EAs, canvass the base locality and systematically move from one locality to the other based on proximity;

i) Familiarise yourself with the EA and identify key features that will help facilitate the process of identifying households.

6.3.6 How to read Type 1 EA and locate Type 1 EA map

Type 1 EA map represents the entire locality. This means that the team is supposed to cover the whole locality including the outskirts. The Team must:

a) check the PHC2/ Description form to ensure that it matches the map.

b) locate the EA with the help of the locality name on the map and other information on PHC2 (see Figure 7.4).

c) canvass (move within and around) the EA to identify the boundary, major landmarks, and positioning of structures.

d) Start locating the selected households whiles you ensure that you work within the boundaries of the selected EA.

Figure 6.4: Example of PHC 2 - Description Form for Type 1 EA (057)

6.3.7 How to read Type 2 EA and locate Type 2 EA map

The locality consists of two or more EAs. This means that the team is supposed to cover the assigned EA which is a segment of the locality by following the steps below:

a) To locate a type 2 EA, the map user must first locate the EA Name. The EA has been named after a prominent feature within the EA such as Churches, Mosques, Schools, Police Stations, Chief’s Palaces, etc., called the EA Name. In a few instances where no such prominent features could be found in the area, house numbers (which may come with the owners’ name) are used as the EA Name.

b) The first step is to lay/hold the map flat so that the features on the map and those on the ground are visible and in alignment (map orientation). It is usually preferable to begin the orientation at a major street or road intersection as this can be easily located both on the map and the ground.

c) The map should be held in such a way that major features are lined up (or oriented) parallel with the ground features, and then the map and ground features will be in their correct relative positions.

d) The other nearby features such as houses, churches, railways, roads, rivers and other physical features should be checked against the symbols shown on the map. Take note of the fact that certain man-made features might have sprung up or no longer exist. Despite any such changes, the map should still be useful.

e) Canvass the EA (move along the boundaries of the EA) to familiarize yourself with the features within the EA. Trace the EA boundaries using features provided on the map. Do this activity using the description form (PHC 2) attached to the EA Map (see Figure 7.5).

f) Start locating the selected households whiles you ensure that you work within the boundaries of the selected EA.

Figure 6.5: Example of PHC 2 - Description Form for Type 2 EA (060)

6.3.8 How to read Type 3 EA and locate Type 3 EA map

Several localities constitute the EA. This means that the team is supposed to cover all the localities that make up the EA by following the steps below:

a) Because of the large area usually covered by Type 3 EAs, tracing the boundary can be challenging. And so it is not advisable to canvass this type of EA.

b) Identify the EA boundary on the map using the landmarks such as streams, footpaths, roads, localities, etc.

c) Check the number of localities constituting the EA on the PHC 2 (see Figure 7.6).

d) Visit all localities.

e) Additional information can be obtained from the local people.

f) Start locating the selected households by moving from one locality to another while you ensure that you work within the boundaries of the selected EA.

Figure 6.6: Example of PHC 2 - Description Form for Type 3 EA (080)

Table

Description automatically generated with medium confidence

Table

Description automatically generated

Note: Special EAs have their codes beginning with a ‘9’. They are designated as special EAs because of the presence of either one or more of any of the following: military camps (including training schools), police barracks (including training schools), hospitals, prisons, immigration, fire academy, correctional homes, forest reserves/camps, hotels, boarding schools (public and private at all levels), prayer camps, mining camps, children’s homes, witch camps, orphanage homes, etc. Working in such areas will require permission for entry and require prior arrangements with the authorities in charge.

6.3.9 Deserted Localities

If a selected household in a locality listed on the PHC 2 is deserted or collapsed, confirm with the neighbouring localities if indeed the locality is deserted and then report to your supervisor who will also report to the GLSS 8 Secretariat for further direction.

6.4 How to Locate a Cluster

1. Field Officers need to be conversant with the procedures for using maps to accurately identify the cluster.

2. Maps and EnumPro navigator are essential for knowing the boundaries of the selected cluster.

3. The maps help the survey teams to identify the boundaries of their assigned area, identify all localities, and administer the questionnaires to the selected households.

4. In the case of the GLSS 8, a cluster serves as the basis to plan for the effective administration of questionnaires.

CHAPTER SEVEN

7 Basics of Tablet and Use of CAPI

7.1 Introduction

The availability of information and communication technology offers direct data entry and data transfer of Censuses and Surveys interviews via handheld devices such as Personal Digital Assistants (PDAs), Tablets, Mobile Phones Smartpens etc. Since 2014 GSS has been collecting field data using tablets and GLSS 8 will not be an exception.

The immense benefits of leveraging handheld devices in data collection by implementing skip patterns, consistency checks, and near-real-time data transmission have proved to reduce the lag in data processing time and release of survey reports. This approach also minimizes errors at the point of data collection. This contrasts with the traditional way of conducting paper and pencil interviewing (PAPI) which lacks near real-time data transmission and data quality control.

This section is in two parts: tablet handling and safety and the use of the CAPI Application.

7.2 General Overview of a Tablet

7.2.1 What is a tablet?

A tablet (see Figure 9.1) is a wireless portable personal computer with a touchscreen as a primary input/output interface. It is typically smaller than a notebook computer, but larger than a smartphone. Tablets use android, windows, or mac (IOS) operating systems. The GLSS 8 tablets use the Android operating system.

Figure 7.1: Features of a tablet

7.2.2 Tablet Accessories

These are items that are added to the tablets to aid its functionality. E.g. SD card, charger, power bank and android cable.

· Android charger: It is an accessory that is attached to the tablet to enable you to recharge the tablet’s battery whenever the battery life is low or exhausted.

· SD card (Secure Digital card): It is a type of memory card slotted into the tablet purposely for backups.

· Power bank: It is a portable power storage device designed for recharging the battery of mobile phones, tablets and other such electronic gadgets.

7.3 Key functions of the tablet required for GLSS 8 CAPI application

The three (3) key functions of the tablet that the Field officers would be using throughout the field exercise are; a) Location (for GPS taking), b) Bluetooth (for syncing data between Field officers) and c) Mobile Data or Hotspot (for syncing data to HQ).

Location (for GPS taking): Global Positioning System (GPS): is a satellite-based navigation system that provides precise location and time information to users anywhere on Earth. It consists of a network of satellites in orbit around the Earth, ground-based control stations, and GPS receivers or devices. They are usually expressed as a combination of Latitude, Longitude, Altitude and Accuracy levels. GPS Accuracy level refers to how close a device’s calculated position is from the actual, expressed as a radius. The lower the value, the higher the accuracy. For the purposes of GLSS 8 the acceptable accuracy level is 5 meters or less. Turn on the Mobile Data for the internet to enhance the accuracy of the GPS coordinates taken.

To take the GPS coordinates with the CAPI, turn on the location function on the tablet to enable it to read the GPS coordinates of every structure during fieldwork. CAPI will prompt you if the location function on the tablet is off when taking the GPS coordinates of a structure.

How to turn on Location (GPS):

Swipe down from the top of the Tablet Home Screen to view the status bar
Tap on the Location icon to activate it. The icon will change colour when activated.

Picking accurate GPS Coordinates

· Do not pick GPS coordinates under cloudy/dark weather

· Do not move the tablet whiles GPS is reading

· Always stand in the middle or in front of the structure to pick the GPS coordinate

· Never pick GPS coordinates under a shade, shed or roof

· Stretch out the tablet with the screen fully exposed to the sky when taking the GPS

Location Accuracy Settings

· Open your device’s Settings

· Tap on Location.

· Tap on Advanced >> Google Location Accuracy.

· Turn on Improve Location Accuracy on

Bluetooth: Bluetooth is a wireless communication technology that allows devices to connect and exchange data over short distances (10m). This function allows first level data transmission (synchronization) between the Interviewer and Supervisor. It is also used to sync assigned EA from the Supervisor’s tablet to the Interviewer’s tablet.

Using Bluetooth to pair your Tablet

· Use the status bar to turn your device’s Bluetooth on. From the Home screen, swipe down from the top to access the status bar.

· Tap on the Bluetooth Icon to turn it on.

· Firstly, it scans for nearby Bluetooth devices and displays them for pairing.

· Make sure the target device is discoverable on the tablet.

· Tap on the name of the target device when displayed in the Bluetooth devices section on the tablet. The tablet automatically tries to pair with the target device.

· The Bluetooth communication range is approximately 30 feet (about 10 metres).

· Both the sender and the receiver should be ready concurrently.

· Without pairing the two devices, Bluetooth data transfer from Interviewer to Supervisor will not be successful .

Mobile data: Mobile data is an internal internet content delivered to the tablet over a SIM Card inserted into the tablet. This enables the field officer to connect to the internet for syncing data to the Central Server at HQ.

How to turn on mobile data

· From the Home screen, swipe down the status bar to display the notification panel.

· Tap on the Mobile Data Icon to turn it on. Note that a SIM card is required to have an internet connection. Check if you have enough internet data bundled (use *124# on all networks to check). Always check the strength of the network service signals (e.g. Edge, 2G, 3G, 4G). Network signal strength of 3G or 4G is appropriate to enable you send the data.

· The strength of the internet connection varies depending on the type of network service available to the tablet.

Wi-Fi /Mobile Hotspot: The Wi-Fi function allows computers, smartphones, or tablets to connect to the internet being broadcasted within a particular area i.e. a facility that allows the tablet to connect to an external internet source.

Mobile Hotspot is a function that allows tablets or mobile phones to share internet with other devices (laptop, tablets, and mobile (smart) phones).

To access internet that is being shared by another mobile phone or tablet, turn on the Wi-Fi function, identify and tap on the name of the mobile phone or tablet sharing the internet. Request for the password from the one sharing the internet if required.

How to turn on/off Wi-Fi

1. From a Home screen, swipe down the status bar to display the notification panel

2. Tap on the Wi-Fi icon to turn it on and identify available networks to connect to.

Troubleshooting Samsung/Huawei Tablet Internet Connection:

1. Samsung Tablet

· From Settings >> Connections >> tap on the Wi-Fi to turn it on. Or

· Swipe the Status bar down to display the notification panel.

· Tap on Wi-Fi to turn it on Wi‑Fi.

When Wi-Fi is turned on, the tablet automatically scans for available network (internet sources) and displays them.

i. Tap on the network you want to connect to.

When you select an open network, you are automatically connected to the network. Otherwise, enter a password to connect

Date and time: The date and time of interviews are automatically recorded. All age and other computations are linked to the system date and time. The Date and time can be checked from the logout screen, Home Screen or at the Top right of the screen.

Setting the correct date and time

Setting the correct date and time on the tablet is related to complete and accurate data collection. Follow the steps below on how to accurately set the date and time.

Samsung Tablet:

a) From a Home screen, tap on Settings >> General Management

b) Switch automatic time zone off or uncheck

c) Select Date & Time >> Switch off Automatic Date & Time

d) Select Set Date >> Set the date on the Calendar that pops up.

e) Select Set Time >> Set the time on the clock that pops up.

f) Select Region >> set time zone to Ghana (GMT) / Azores

Recharging tablet battery: Battery Power/Life is measured by the amount of power stored in the battery at a point in time. How long the tablets battery lasts depends on the amount of power stored in the battery. Field officers should ensure that the tablets are fully charged before work starts.

Levels of battery charge

· Unplug the charger from the electric socket when it is fully charged

· Use the AC power supply defined in the specifications of the charger (220 Volts).

· Do not use damaged or faulty power cable or charger head to recharge the tablet.

· Do not leave your tablet plugged all the time or throughout the night.

How to Save the Tablet Battery Life

The following are ways to improve the tablet battery performance.

· Fully charging your tablet each evening will improve battery performance during the workday.

· Put tablet into sleep mode or turn it off when not in use.

· You can also reduce the screen brightness to save battery life.

· Switch off Bluetooth, Wi-Fi, Mobile Data and Hotspot when not in use.

Navigation Icons: The following icons are commonly used on the home screen or other application screens. Touch the icons to perform the following operations.

7.4 Rules Governing Tablet Use

Field officers must adhere to GSS acceptable tablet use policy.

a) The Tablet and its accessories are properties of GSS, and you are responsible for taking care of them.

b) The purpose of the tablet is for GLSS 8 field data collection only. Using the tablet for any other purpose is strictly prohibited.

c) Each tablet has been prepared for one Interviewer only and should be used by that Interviewer alone. Sharing the tablet with unauthorized persons is strictly prohibited.

d) Never create a password to lock the tablet screen.

e) Do not attempt to upgrade, update, or download/install any application on the tablet.

f) Field officers are not allowed to repair or authorize repair of a damaged tablet.

g) Do not delete any folder or file from the tablet.

h) Keep the tablet away from children.

i) Promptly report lost or stolen tablet or any of its accessories to the supervisor or District Data Quality Management Team (DDQMT).

j) Do not copy data off the device since it is a breach of the Data Protection Law.

7.5 Tablet and Accessories Care and Use

When handling tablet and accessories, do not:

a) Expose the tablet to any liquid substance, e.g. water, cooking oil, petrol and kerosene. If any liquid enters the tablet, stop using it immediately, turn it off, remove all cables connected to it and contact the supervisor and the DIT.

b) Place the tablet on the floor to avoid stepping on it.

c) Place the tablet on a bed to avoid lying on it.

d) Place the tablet on a chair to avoid sitting on it.

e) Expose the tablet to dust or dirt which may damage it.

f) Place heavy objects on the tablet to avoid breaking the screen.

g) Expose the tablet to excessive heat (above 40oC).

h) Throw or slide the tablet when putting it down.

i) Place or slide the tablet on rough surfaces to avoid scratching the screen.

j) Use the tablet where there are inflammables or explosives to prevent the tablet from catching fire. E.g. In a gas stations, fuel pumps, or chemical plant.

k) During thunderstorms, put off the tablet and disconnect the charger from the socket if charging to prevent it from getting damaged.

7.6 Basic Troubleshooting

Possible Problem 1:

Tablet’s screen turns blank.

What to do:

a. the tablet may be in “Sleep Mode”; Press on the Power Button to wake it up.

b. press on the power button for about 5 seconds to on the tablet to find out if the battery has not run out. Charge the battery and turn on the tablet again.

c. increase the brightness of the tablet if the screen is dimmed.

d. If problem persists, consult the GLSS 8 Secretariat.

Possible Problem 2:

Tablet not turning on (or not booting) after pressing power button (once or many times)

What to do:

a. the battery may not be charged. Plug the adapter to a power outlet and charge it for about 10 mins.

b. turn on the tablet again.

c. if the tablet still does not start, charge it for a few minutes more and try again.

If the problem persists, consult the GLSS 8 Secretariat.

7.7 Issuance and Receipt of IT Assets

To account for all IT Assets allocated, Field officers will complete an Issuance Form when they take delivery of assets and a Receipt Form when they return them. These forms (Issuance and Receipt) will be signed by each Field officer for purposes of accountability and payment.

Table 7.1: Issuance and Receipt of IT Assets Forms

Issuing of Tablets:

a. The IT Unit will issue the tablets to GLSS 8 Secretariat.

b. The GLSS 8 Secretariat will physically cross-check items received with records provided by IT and certify.

c. The GLSS 8 Secretariat will issue the tablets to the supervisors and interviewers using the Tablet Issuance Form. Each team will be given a form. The supervisor and interviewers in the team will complete the form and return it to the GLSS 8 Secretariat before CAPI training and main fieldwork start.

Receipt of Tablets:

a. When fieldwork is finalised, each team will complete the Tablet Receipt Form and submit it together with the tablets and accessories to the GLSS 8 Secretariat.

b. The GLSS 8 Secretariat will check that all accessories are returned with the tablets before the team is certified for final payment.

c. The IT team will check the functionality of all assigned tablets and accessories before final payment.

d. The GLSS 8 Secretariat will finally send the tablets to HQ IT. The HQ IT will also cross-check the items with the records and certify them.

7.8 Introduction to CAPI

7.8.1 What is CAPI?

CAPI (Computer-Assisted-Personal-Interviewing) is a technology that uses mobile devices (personal digital assistants, laptops, tablets, and smartphones) and internet or cellular networks to enable Field officers to collect data on the field. Interview Data is collected using electronic questionnaires on mobile devices and transmitted to a central server (Database) for real-time quality control and analysis. CAPI also offers active data collection management tools such as progress reports, which allow project managers to monitor and organize fieldwork efficiently.

The CAPI system for the GLSS is made up of two Applications: the GSSNav and the CSENTRY.

The GSSNav is a geospatial tool that set a geo-fence around the EA/households assigned to a Field officer. This ensures that the Field officer in within the EA assigned when collecting data and prevents collecting data into the wrong EA.

The CSEntry is the data collection form application that allows the field officer to pick the attributes of the households.

NB. Ensure these two applications must be installed and configured on your tablet.

You would not be able to access the Interviewers form on the CS entry without the EnumPro.

7.8.2 Why use CAPI in GLSS 8 data collection?

Use of CAPI eliminates several operational and data processing steps in traditional face-to-face paper interview data production (such as printing, data entry and physical management of the questionnaires). This reduces the time lag between data collection and analysis. Overall data quality is improved because the use of electronic questionnaires enables automatic skip patterns to check entry quality during the interviews. Data validation can be done during data collection, as the information is ready for statistical analysis as soon as an interview is completed.

7.8.3 Benefits of CAPI over paper questionnaire for data collection

A. Quality

Computes skip & codes automatically.
Incorporates Multimedia.
Enables use of GPS functionality.
Survey progress monitoring in real-time for quality control and analysis.
Automatic filters and range checks.
Real-time prompts for errors made.

B. Timeliness

Reduces the time lag between data collection and publication of results.
Reduces data entry time.
Enables real-time data access.
Enables real-time monitoring of coverage

C. Cost

Space for Data Entry Office resolved
Saves paper cost
Eliminates data entry cost
Save the cost of storage for paper questionnaire

7.9 Data Flow in GLSS 8 CAPI Application Operations

There are three ways in which data will be transmitted to HQ (Servers)

a) The first level is between the Interviewer and Supervisor, where the data is transmitted (synced) via Bluetooth connectivity to the Supervisor’s tablet for review.

b) The second level is where the Supervisor sends the Team’s Data to HQ (GLSS 8 Main Server)

Figure 7.2: Data flow in the GLSS 8 application

Legend:

	Data is transmitted from interviewers to supervisors and then from supervisors to HQ Server Data is transmitted from the interviewer to a separate Server at HQ.
	Clean Data transmitted by DP to GSS Head Office Separate Server
	Raw data from Server to Data Monitors/Data Processing team/HQ Redundant Server Data downloaded by data processing unit/data monitors from the HQ Server
	Message/Feedback/Assignment

7.10 Structure of GLSS 8 CAPI Menu System

7.10.1 Introduction

The GLSS 8 will engage Supervisors Senior Interviewers and Interviewers to conduct the fieldwork. These Field officers will play unique roles which were factored into the development of the GLSS 8 CAPI application. The role and operations expected of a supervisor is organised under the “Supervisor Menu”, “Senior Interviewer” and that of the Interviewer is organised under the “Interviewers Menu”.

7.10.2 To use the CSentry

From the EnumPro – “CONTINUE ON CSENTRY” the CSEntry main menu opens. This menu is the “KEY” used to access or launch all other actions of the CAPI Application and questionnaire. It organizes the operations of the Interviewers and Supervisors. It also simplifies the work and sets up identifiers for the data through the login ID of the Supervisor or Interviewer.

The login ID is a unique identification number of a Field officer that refers to the Enumeration Area number (for Interviewer only) and CLUSTER number. It is made up of 4 digits. The composition of the login ID is explained in the following section.

7.10.3 Login ID composition

In GLSS 8 application usage, login is required to get access to the main system or application.

Supervisor Login ID

Every Supervisor is assigned a unique login ID, a 3-digit code which is required before proceeding to use the CAPI Application. This is to control the actions of the Supervisor in a designated cluster and ensure accountability.

The composition of the Supervisor ID is made up of:

Team Number = 02

Status = 0

NOTE: All together make the Supervisor’s login ID.

Check for name to know if logged in with right code

Interviewer Login ID

The GLSS 8 field data collection will deploy 5 interviewers per team. The first Interviewer is 1, the second is 2, the third is 3, the fourth is 4 and fifth is 5.

Every Interviewer is assigned a unique ID, a 3-digit code which enables the Interviewer to use the CAPI Application. This is to control the actions of the Interviewer in a designated Enumeration Area (EA) and ensure accountability.

The composition of the ID is:

Team Number = 02

Status = 1

Check for name to know if logged in with right code

7.10.4 Supervisors’ main menu

The Supervisor logs in with the ID to access the Main Menu. An example of a supervisor’s login ID is 0200. There are six broad options in the supervisors’ main menu. These are “Open EA/Community Observation Form”, “Review Questionnaire”, “Receive Data”, “View Report”, “Sync HQ”, and “Delete Training Data” as indicated in Figure 1. Each broad group has submenu options.

Figure 7.4: Supervisors’ Main Menu

The items on the Supervisor Main Menu are:

Open EA/Community Observation Form: Allows the Supervisor all questionnaires of team.

Assign: Allows the Supervisor to assign clusters and households to team.

Review Questionnaire: Allows supervisor to edit filled questionnaires.

Receive Data: Allows the Supervisor to sync with Interviewer to transmit assignments to the Interviewer or receive data from the Interviewer.

View Report: Allow to view a report on the completion rate of EAs.

Sync HQ: Allows the Supervisor to sync data to HQ.

Delete Training Data: Allows the Supervisor to delete training data from the tablet.

Supervisors Menu: Open EA/Community Observation Form

Supervisors Menu: assigning household

Sync with Supervisor : This allows the Supervisor to transmit cluster assigned to the respective Interviewers’ tablet. It is also used to receive data from the Interviewers’ tablets.

The Supervisor selects “Sync with Supervisor” in login menu or main menu. The Interviewer also selects sync with supervisor on their main menu and then selects Supervisor’s tablet among list of bluetooth devices . These actions on both tablets activate the Bluetooth pairing to pair both tablets. As a result, the cluster assigned will be transmitted to the interviewer’s tablets or the data on the Interviewer’s tablets will be transmitted to the Supervisor’s tablet.

Supervisor Syncing with Interviewer via Bluetooth

Sync Assigned Households: This allows the Supervisor to transmit shared households to Interviewers for data collection.

7.10.5 Supervisor’s menu: view report

“Select View Reports” to have access to the following materials.

Completion: This gives the Supervisor access to all completed interviews by the Interviewer.

a) Duplicates Report: This gives an overview of the duplicates in collected data.

b) Gaps in Structure Numbering: This is reports o the sequencing of structure numbering.

c) Close Cluster: This gives the supervisor the option to close the current cluster and select a new cluster.

d) Exist Application: This allows the supervisor to exit the cs entry application.

7.10.6 Supervisor’s menu: Sync to HQ

Allows the Supervisor to sync data to HQ.

· Sync with HQ: This allows the Supervisor to sync data to HQ server as in Figure 1.5. This data serves as a backup for both Supervisor and Interviewer. Hence Field officers must sync data to HQ each day after the close of work or early morning before work starts. Data syncing can also be done occasionally during the day, after some interviews have been conducted to secure the data collected.

Figure 7.3: Supervisor and Interviewer syncing data to HQ via the internet.

Update Setup Files: This allows the Supervisor to update the CAPI Application files where necessary so that syncing with the Interviewers for data will also update the CAPI Application files on their tablets.

7.10.7 Supervisor’s menu: Deleting training data

Allows the Supervisor to delete training data from the tablet.

7.10.8 Interviewer’s menu

The Interviewer’s Main Menu is accessed through the login ID. An example of such login ID is 2001. There are six broad options under the Interviewer’s main menu. These are “Open Questionnaire”, “Review Questionnaire”, “Sync with supervisor”, “Delete Practice Data”, “Partially completed cases”, and “Logout” as indicated in Figure 9.6. Each broad group has submenu options.

Figure 7.4: Interviewer’s Main Menu

The items on the Interviewer main Menu are:

Open Questionnaire - This gives the interviewer access to the questionnaire.

Review Questionnaire – this allows the interviewer to review filled questionnaire and make corrections.

Sync with Supervisor – Allows the interviewer to sync data to supervisor.

Delete Training Data: Allows the Supervisor to delete training data from the tablet.

Partially completed cases – This allows the interviewer to view partially filled forms.

Logout – Allows interviewer to exit the CS entry.

Possible errors/challenges and how to avert them

Possible problems that will occurs both hardware and software.

Possible Causes

Averting/Solutions

1. Data transmission difficulty (internet & Bluetooth connectivity)

Poor or no internet availability

Bluetooth malfunctioning

Bluetooth not active

Improper configuration of Bluetooth settings

Call IT Officer Backup and locate strong internet connectivity and sync to HQ

Clear Bluetooth cache

Turn on or restart Bluetooth

Call IT Officer to reconfigure the Bluetooth settings

2. Tablet screen crack

Accident

Exerting pressure on tablet

Caution

Contact IT Officer for replacement

Replacement of tablet

3. Touch Screen defective

Factory Defects

Improper handling of tablet

Contact IT Officer for replacement

4. Tablet unable to take GPS

Factory Defects

GPS not calibrated

Location service may be off

GPS settings may not be correctly set

Turn on location service

Contact IT Officer

5. CAPI Application not running

Deletion by supervisor/ Interviewer

Tablet automatically reset

Interviewers should be cautioned not to access unauthorized resources/folders

Contact IT Officer

6. Faulty charging system

Improper connection of android cable into the charging port

Using wrong/defective android cable

Power surges

Properly align the cable pin into the charging port

Always ensure the right android cable is used for charging

Contact IT Officer

7. Charger heads, USB cable malfunctioning

Improper handling of charger android cable

Power surges

Factory defect

Users should be schooled on tablet use and care

Replace charger heads and cables

Procure original chargers

Contact IT Officer

8. Blank/ Blur tablets screen

Improper handling of tablet

Power surge

Screen defective from factory

Users should be schooled on tablet use and care

Contact IT Officer

9. Tablet restart intermittently

Battery power not stable

Error in operating system

Replace battery

Contact IT Officer

10. Bad battery cell

Power surge

Improper first charge

Overcharging of battery

Power deplete to zero without charging

Surge protector should be used at areas where the is rampant fluctuation

Always ensure battery power level not less than 20%

Do not charge tablet overnight or more than its prescribed hours of charging

Contact IT Officer

11. Android OS loads slowly

The tablet memory not able to hold the program and the processor speed may also be low

Error in the Operating System

Contact IT Officer

12. Application running very slow

multiple applications running on the background

Close all unused apps sessions

Contact IT Officer

13. Loss of Tablets

Due to theft either on the field or at home

Ensure real time synching

Replace tablet

Restore data file from backup

7.10.9 Terminologies

Entry Application Screen – Upon opening CSentry, all the data entry applications on the devices are displayed

Cases Interview Screen – The case interview displays all cases that have already been added to the data file.

Case Tree – The case tree displays all fields that have been entered in the data entry application.

Partial Save – Saving an interview midway to avoid data loss in case of an impromptu shutdown of the tablet

Completed Cases – Saved completed interviews (data)

Advance to End - Skipping to the end of the interview

Cases – Saved interviews (data),

Cluster/ Household Assignment – The act of tasking an Enumeration Area (EA) to an Interviewer for fieldwork.

Modify Cases – Making changes to already completed cases

CHAPTER EIGHT

8 General Instructions for Completing Questionnaires

8.1 Format/Layout of Questionnaires

There are fourteen (14) sections for the GLSS 8 Questionnaire. The CAPI application has been designed in two parts (i.e. Part A and Part B). Sections 1-7 constitute Part A and Sections 8-14 form Part B.

For some items of the questionnaire, alphabetic responses are expected, some require a combination of alphabets and numerals known as alphanumeric, while others only require numeric responses to be entered. An alphabetic response consists of alphabets (e.g. A). The alpha-numeric response is a combination of alphabets and numbers e.g. GT-331-7273. A numeric response, on the other hand, consists of only numerals (e.g. 07).

The questionnaire has sections covering various topics and the members of households are each identified by their personal ID. Each household’s member will retain his/her personal ID number throughout the interview.

For recording/entering responses the appropriate code or codes should be entered. For each person, you must accept only one response out of the alternatives given for each question (unless instructed otherwise). You should adhere strictly to the instructions for filling out the questionnaires to ensure quality data. While recording the responses, avoid missing and double entries.

8.2 Entering Responses

There are some questions with pre-coded answers, and you should take care in the process of entering the responses. You must enter in the appropriate box(es) provided, numeric and alpha-numeric responses.

8.3 Questions that Require Description and Coding of Responses

Responses to some questions require a description in addition to entering appropriate codes. Examples of these questions are Occupation, Industry, etc. In these cases, you should record the response in the space provided, then record the correct code in the next column. For example, if a former household member has emigrated to Nigeria, write Nigeria in the “Country” column and enter code 11 in the boxes corresponding to that emigrant as shown below:

8.4 Other (Specify)

Some questions such as employment status, employment sector have the response category “other (specify)” in addition to a list of response categories. You must select the “other (specify)” only when the response to the question is not in the list of the given pre-coded responses. In a situation like this, you are to enter the code for "other (specify)" in the box and then specify the appropriate response in the space provided. For CAPI, once you select the "other (specify)" category, it will open a line for you to type in the appropriate response.

8.5 Skipping

The response to some questions necessitates the skipping (leaving out) of some questions (or alternatives to some questions). In such instances, the notation '>>' is used to indicate that some subsequent questions (or alternatives to some questions) must not be asked. For example, in. there is an indication in parenthesis (>>Question number). This means that if the response to a particular question will inform you that you MUST NOT ask questions …. In some cases, the skip is indicated in a box beneath a question. This indicates a conditional skip suggesting you must not ask some of the questions irrespective of whatever response is given to the question. CAPI is programmed to automatically skip when required.

8.6 Past 12 months and Past 7 days

For all questions that have either past 12 months or past 7 days, the past 12 months should be counted excluding the particular month that the interview is being conducted. Similarly, the past 7 days will be counted excluding the day of the interview.

CHAPTER NINE

9 Completing Survey Information and Household Roster

9.1 Completing the Survey Information Sheet

The SURVEY INFORMATION SHEET covers the first two pages of the questionnaire. There are different parts, which must be filled out by different members of the team. This information will such as the cluster number, the household number, the name of the head of household, and the address of the structure will be prefilled by CAPI.

9.1.1 First Visit

When you arrive at the household, you must complete the first page. Record your name in the space provided, your code and the date of the interview. The particulars of the initially selected household will be provided beforehand by the supervisor. Write also the name of the supervisor, and in the space to the right his/her code number. If a dwelling is not found or not occupied contact your supervisor.

9.1.2 Detailed physical address of Structure

Confirm or update the address of the structure or compound that was recorded during listing fieldwork. Note that the address should be precise and easy to follow to find the location of the structure or compound on subsequent visits. Record the House Number and the street name if provided or available. E.g. C49/2 Castle Road, Adabraka. Otherwise, enter a precise description of the location of the structure or compound. For example,

a) KWAME ADOMAKO'S HOUSE ON THE MAIN STREET, DIRECTLY OPPOSITE GOD IS GREAT DRUG STORE, OR

b) MUSTAPHA BUKARI'S HOUSE, SECOND COMPOUND TO THE EAST OF THE CHIEF'S PALACE.

c) LEGON HALL, UNIVERSITY OF GHANA

d) HOUSE TWO, ASANKRAGWA SENIOR HIGH SCHOOL

e) NSAWAM FEMALE PRISON, WARD 5

f) AGOGO HOSPITAL, CHILDRENS’ WARD

Note that the address of the structure on both the listing form and the main questionnaire must be the same. However, when is necessary to correct an address on the main questionnaire to make it clearer, that should be done.

Ghana Post Digital Address and Household Contact Phone Number(s)

Ghana Post Digital Address - Record the Ghana Post Digital Address for the structure if embossed on it, otherwise obtain it from the residents. Leave it blank if the address is not available. The address has between 11 and 13 alphanumeric characters, including hyphen (-). For example, GA-398-9594 or XW-0214-2312.

9.1.3 Household Contact Phone Number(s)

Record the contact phone numbers of the household in the spaces provided. If the household has two phone numbers, record both. On the other hand, if the household has only one phone number, record it in the space provided.

9.1.4 Language for Interview

Enter the particulars of the household that is interviewed. Code the language used by the respondent in answering questions and indicate whether an interpreter was used or not.

9.1.5 The Interview

You must be careful to follow all the instructions set out in this manual the most important of which is to ask the questions exactly in the form in which they appear on the questionnaire. The questionnaire should be filled out during the interview. You must not record the answers on paper with the intention of transferring to the questionnaire in the CAPI Application later. Neither should you count on your memory for filling in the answers once you have left the household.

9.1.6 Tempo of the Interview

You must maintain the tempo of the interview; in particular, avoid long discussions of the questions with the respondents. If you are receiving irrelevant or complicated answers, do not interject, but listen to what the respondent is saying and use that to guide the discussion back to the original question. Remember it is you who are running the interview and therefore you must be always in control of the situation.

9.1.7 Objectivity of the Interviewer

It is extremely important that you should remain absolutely NEUTRAL about the subject of the interview. Most people are naturally polite, particularly with visitors, and they tend to give answers and adopt attitudes that they think will please the visitor. You must not express surprise, approval or disapproval or react in any way to the answers given by the respondent, and you must not express an opinion on their responses.

You must also avoid any preconceived ideas about the respondent's ability to answer certain questions or about the kind of answer he/she is likely to give. You are required to read the questions exactly as they are written in the questionnaire.

9.1.8 Privacy During Interview

All the data collected are strictly confidential. Any breach of confidentiality is forbidden by law. In principle, all the questions should be asked in complete privacy to ensure that the respondent's answers remain confidential. The presence of other people during the interview may cause him/her embarrassment and influence some of his/her answers.

When you get to each section, you should explain to the respondents that some questions are confidential and ask him for the best place in the house where he is least likely to be disturbed. If another adult does not understand and refuses to leave, you must persist and tactfully get them to leave using the suggested steps below:

a) Ask the respondent to persuade the other person to leave.

b) Explain as politely as possible that the interview must be conducted in private.

c) Try to satisfy the person's curiosity by reading the first few questions, and then say something like “you have heard some of the questions. Will you now excuse us for a little while?

9.1.9 Survey Schedule

It is essential to make the respondent understand that there will be repeated visits to the household and that each interview will last no longer than one hour. Inform them that it is important for them to be present at each visit so that all information about their daily consumption and expenditure could be accurately reported.

9.1.10 Date of Next Visit

Before leaving, you must thank all the members of the household who took part in the interview and inform them of the date for the next visit. This should be exactly five (5) days apart for all households. You should entreat them to keep the scheduled appointments.

9.2 Section 1: Household Roster and Demographic Characteristics

9.2.1 Purpose

This section has three main purposes:

a) It identifies every person who is considered a member of the household.

b) It provides basic demographic data, such as age, sex, and marital status of everyone who spent the night preceding the interview under the same roof, regardless of age or occupation.

c) It collects information on the educational level and occupation of the parents of household members.

9.2.2 Respondent

For the Household Roster, the respondent should preferably be the head of the household. If he/she is away or will be away, the next person who is acting as head of household should be interviewed. The person selected must be a member of the household and capable of giving all the necessary information on all household members. Other members of the household can help to answer questions by adding information or details especially when the questions are about them.

9.2.3 Definition of Concepts

Household: A household consists of a person or group of persons who are related or unrelated, live together, acknowledge one adult as the head, share the same living arrangements and are considered as one unit.

The household is a general framework within which most individuals are identified. The concept of a household is based on the arrangements made by persons, individually or in groups, for providing themselves with food or other essentials for living. A household may be either:

a. a one-person household: a person who makes provision for his or her own food or other essentials for living without combining with any other person to form part of a multi-person household or;

b. a multiple-person household: a group of two or more persons living together who make common provisions for food or other essentials for living. The persons in the group may pool their incomes and may, to a greater or lesser extent, have a common budget; they may be related or unrelated persons or constitute a combination of persons both related and unrelated.

For purposes of the GLSS 8, three important criteria should help you to identify a household. These are that the individual(s) must:

a) live alone or together and be catered for as one unit;

b) make common provisions for food and other essentials;

c) acknowledge one person as the head of the household.

The persons in the household may be related by blood or marriage, unrelated, or a combination of persons both related and unrelated. It is important to emphasize that not all related persons living in the same house or compound are necessarily members of the same household. For example, two brothers who live in the same house with their wives and children may form separate households depending on their catering arrangements. The same applies to parents and their married children. In many cases, a house or compound may be divided into separate households.

Note that households also encompass homeless people who are living without shelter e.g. in the streets, on verandas. Homeless households are excluded from GLSS 8 and data will not be collected on them.

Dividing a house into households: Dividing a house or compound into households may require a lot of probing. The following examples must guide you to identify a household:

a) In large family houses where you have more than two generations of people living in the same house, first, find out which members share common catering arrangements and regard each unit as a household. A parent may, for example, have four sons, each of whom has a separate arrangement for the preparation of food for their own "family". Each of these units must be treated as a household. If the father shares meals with one of his married children, he must be classified as part of that child’s household. An exception to the above principle is where in a house or compound, a man has several wives with each wife and her children occupying their own set of rooms in the house. The man eats successively with each of his wives. In such a case, the man, his wives, their children, etc. must be treated as one household.

b) A lodger who sleeps and eats at least one meal a day with the household must be considered a member of that household.

c) A house-help and his/her family who live in a house or an out-house on the same compound as the employer but prepare their own food and eat separately must not be considered as members of the employer's household. They must be classified as forming a separate household. However, a house-help who eats and sleeps with the family of the employer must be considered a member of the employer's household.

d) If two or more unrelated persons live together in one flat or one room, they may or may not be regarded as one household depending on the catering arrangement in place. Probe to find out.

e) Two or more friends who share accommodation but have separate catering arrangements should be classified as separate households. However, if they have common catering arrangements then they should be treated as one household. In this case, one of them should be identified as the head.

f) One person may constitute a household if that person lives alone in a house or part of a house. If the person lives with others in one room but prepares and eats his/her meals separately, he/she forms a one-member household.

Note the following in identifying different households in a structure:

a) explain the concept of a dwelling unit to the respondent and ask for assistance to identify and count the dwelling units in the structure;

b) engage this person (the respondent) to identify the number of dwelling units and households in the structure. This should be done independently of the number of dwelling units;

c) in determining who should be included in the household, emphasis should be placed on the living arrangement of the household members and not the sleeping arrangement;

d) there could be more than one household found in a dwelling unit or a structure or at an outdoor location;

e) one household could occupy more than one dwelling unit or structure; and

f) in a storey building, begin to identify the dwelling units and households within them from the topmost floor and descend to cover households on the other floors to the ground floor, which is to be covered last.

Head of a household: The head of a household is generally the person who is recognized and acknowledged by the other members of the household. The head of the household has the primary responsibility for making major decisions on the household’s living arrangements. The person (could be either a male or female), may or may not be the main income earner of the household. He/she is not necessarily the oldest person in the household. Your main guide as to who is the head is the one who will be pointed out to you as such based on the above criteria.

Household roster: comprises all usual members of the household who may be present or absent at the time of the interviewer’s visit.

Usual member of a household: A usual member of a household is a person who (whether present or absent) has spent at least the last six months with the household or intends to spend at least the next six months or more with the household.

The following, however, must also be considered as usual members of the household, even though they do not satisfy the residential requirements:

a) persons who have not spent the last six months with the household but who have the intention of staying there for at least the next six months, e.g., workers on transfer, people joining the household for the first time etc;

b) seasonal workers who return home after a season; and

c) students in boarding schools or hostels.

Note: Students who have spent six months or more outside the country and intend to stay outside the country for the next six months or more, should not be regarded as usual members.

Continuously away: Refers to a situation where someone is consistently absent or not present at a particular place with a particular group for an extended period.

Relationship to head of household: The relationship among household members can be used to determine the structure of the household and the existence of partially or completely related or unrelated persons. In identifying the members of a household, it is useful to identify first the household head and then the remaining members of the household according to their relationship to the head. After identification of the household head, each of the remaining members of the household should be distinguished in relation to that person, as appropriate, as one of the following:

a) spouse (either wife, husband or cohabiting partner);

b) child (either son or daughter);

c) parent (either mother or father);

d) parent-in-law (either father or mother of spouse);

e) son-in-law;

f) daughter-in-law;

g) grandchild;

h) great-grandchild (either great grandson or great granddaughter);

i) brother or sister;

j) step-child;

k) foster child;

l) adopted child;

m) other relative (such as uncle, auntie, cousin, etc.);

n) non-relative (such as friend, friend’s daughter, etc.);

o) house-help (persons engaged purposefully as such).

Note that the relationship must always be written as if it were defined by the head himself/herself. For example, if the person who has been identified as the household head says:

a) Akrofi is my son - write SON

b) Borketey is my brother - write BROTHER

c) Cecelia is my wife - write WIFE

d) Daniel is my father - write PARENT

On the other hand, if a member of the household other than the head is responding to the questions then, you must reverse the relationship before recording. E.g. a household member says:

a. The head is my father - write SON or DAUGHTER (as applicable)

b. The head is my mother's brother - write OTHER RELATIVE

c. The head is my son - write PARENT

d. The head is my in-law - write SON IN-LAW or DAUGHTER-IN-LAW (as applicable)

e. The head is a friend to my mother - write NON-RELATIVE

Most relationships are established either by blood (descent) or by marriage (affinal). This means that your brother and sister's son are blood relatives whilst your wife's mother or wife's sister are relatives by marriage. Interviewers must be able to distinguish between:

§ Biological, step, foster and adopted children

1. A biological child is born to the head (blood child)

2. A stepchild is the child of a spouse with a previous partner

3. Foster child is raised by the head of household and not his/her natural or adoptive parents, with no legal backing

4. An adopted child is a non-biological but legal child of the head

§ Relative child and non-relative

1. Relatives are related by blood and marriage

2. Non-relatives are persons not related to the head by blood or marriage

Note that there is a difference between a foster child and an adopted child. A foster child is raised by the head and not his/her natural or adoptive parents, with no legal backing. However, a child is adopted through a legal process.

Make sure that the blood relationships specified are true biological relationships. A son must mean the head's own biological son and not his brother's son, etc. Half-brothers, e.g. persons having one mother but different fathers, or one father but different mothers must be recorded as brothers. Similarly, half-sisters must be recorded as sisters.

Select any other relationships mentioned, e.g. parent/parent-in-law, grandchild, etc. Other household members, who are not related to the head of the household such as lodgers, guests, friends, etc. must be classified as non-relatives. Paid unrelated house help(s) must also be classified as non-relative(s).

Always remember to avoid such vague terms as nephew, cousin, uncle, etc., which do not denote exact relationships. Nephew may mean brother's son or sister's son.

Visitors: A visitor is a person who is not a usual household member but spent a few nights with the household and intends to leave soon. This person could be a relative, friend or stranger. He/she could be present or absent at the time of the interview.

Household Roster: The household roster must be completed with the very greatest attention to detail. This would ensure the quality of the data being collected. There are three steps in this process:

First Step: The respondent is asked to give you the names of all the people who normally sleep in the dwelling and take their meals together. The order in which people are to be recorded is laid down in the instructions below:

a) The first person must be the head of household, even if he or she is not the respondent and even if he or she is absent.

b) Next, come the members of his or her immediate family (wives/husband/and children) who sleep in the dwelling and take their meals together.

c) Where the respondent has more than one wife record the name of the first wife followed by her children then the next wife followed by her children in that order.

d) Other persons related to the head of household and his/her husband/wife who sleep in the dwelling and take their meals together.

e) Unrelated persons who sleep in the dwelling and take their meals with the household.

f) Last are those people who have slept under the same roof during the night preceding the interview, even if they do not normally live with the household.

Household member

Names should be arranged in order of first name, surname, and popular name. Leave the column blank if a particular member does not have a popular name or a middle name. For instance, if the respondent has no middle name, you must leave the column for middle name blank.

A typical household may have the following composition:

1. Head

2. Spouse(s)

3. Children (start from eldest child)

4. Additional members of household (parents of head, parents of spouse, other relatives, non-relatives, etc.)

List in the following order (where applicable)

For a household, you will usually have the following household pattern:

1. Head

2. Spouse

3. Children (start from eldest child)

4. Parents of head

5. Parents of spouse

6. Other relatives

7. Non-relatives

8. Visitors present a Night before the interview

9. House-help

In a household where a head has more than one wife as part of one household, the listing should be as follows for all persons who will have spent the Night before the interview:

1. Head

2. First spouse followed by all her children

3. Second spouse followed by all her children

4. Continue to list all spouses and their children until they are finished

5. Other children of the head

6. Parents

7. In-laws

8. Other relatives (niece, nephew, grandchildren etc.)

9. Non-relatives

10. Domestic workers (House-help, “maid servant”)

After listing all persons as provided by the respondent, ask whether there are any other persons who have possibly been omitted, e.g.

1. Newborn babies still living at the time of visit

2. Functionally impaired (mentally, physically challenged) persons

3. Elderly men and women

4. Domestic workers (House-help, “maid servant”) living in the household

5. You should record the relationship codes in the column provided (using the codes provided for the relationship.

Full Name: Record in the space provided in column ‘C’ of the household roster, the full names of all household members/visitors. The names you put down must be such that if a second visit is paid to the house during or after the final interview, the persons to whom the names refer can be easily identified.

Take note of the following:

a) Persons with more than one name: If a person has two names, one for official use and the other for use at home, write down the name(s) by which he/she is best known in the neighbourhood or village where he/she is being enumerated and then write his/her other name(s) in parenthesis. For example, Ato Safo (Charles Mensah).

b) Persons with identical names: You may also come across households where two or more persons have identical names. In such a case you must record also the nicknames, or any other names by which they are distinguished in the household or by neighbours and friends, e.g., Kofi Kyamba Panyin and Kofi Kyamba Kakraba. Failing this you must distinguish them by physical characteristics such as height or complexion. Thus, for instance, you can have Abongo Jato (fair coloured) or Kofi Dogo (tall).

c) Against each name you must show the sex of the person and his/her relationship to the head of household.

Birthplace: refers to the usual place of residence (town or village) of the respondent’s mother at the time of respondent’s birth.

9.2.4 Completing the Household Roster (Demographic Characteristics) Questions

Question 1: Household Member ID

All listed household members will be identified by a member ID as indicated in this column. With the CAPI Application this ID will be generated automatically starting from the first member (01) listed on the household roster. E.g., if the last person listed is number 15, then the last ID for that household will be 15.

Question 2: Sex

It is important to ask for the sex of the person when information is being given to you by a third person. Do not infer the sex from the name or names of the person because some names are unisex e.g. Kafui, Sena, Kakra, Panyin, etc. Some people also use George as a short form of Georgina and Ben for Benedicta. The response categories are Male…. 1 and Female …. 2.

Question 3: What is the relationship of [Name] to the head of household?

Record how the person listed is related to the head of the household. Be particularly careful in doing this. If the respondent is not the head of the household; make sure that you record the relationship of each person to the household head, not the relationship to the respondent. For example, if the respondent is the wife of the head of the household and she says that Nab is her brother, then Nab should be coded as OTHER RELATIVE not BROTHER OR SISTER, because Nab is a brother-in-law of the head of the household. If the head of the household is married to a woman who has a child from a previous marriage, that child’s relationship to the head of the household should be coded as ADOPTED/FOSTER/STEPCHILD.

Second Step: Questions 4 to 24

Now ask questions 4 to 24 about each household member on the list from the first question. You must get to question 24 for a member on the list before going on to the next person on the list. People who are not household members are identified in questions 24 by code 2; DO NOT DELETE THE LINES REFERRING TO THEM.

Question 4: What is [NAME's] date of birth?

Date of Birth: For date of birth, you should record day, month, and year of birth for each person listed. If after probing the respondent can only provide the month and/or the year but not the day of birth, you should enter ‘98’ for the day, then record the month and the year. In some cases, you may have to use various festive events such as Christmas, Easter, Odwira, Aboakyer, etc. to guide the respondent to determine the month and year of birth.

Questions 5: How old is [NAME]?

Age is to be recorded in completed years and months for persons aged below five (5) years. For those household members who are 5 years and older, record the age in completed years only. Completed years means the age of a person’s last birthday. If, for instance, the respondent’s eighteenth birthday will fall on the day after the interview, you must enter 17 as the answer. On the other hand, if the respondent’s fifth birthday will fall on the day after the interview, then record 4 years 11 months. If the person does not know his/her age rely on any available ID Card such as NHIS, Ghana card, or voter ID or refer to events that have taken place in his/her life or in the Community (village, town, country) or the world such as the Independence Day of Ghana, World Wars, Earthquakes etc. as shown in the Historical Events (appendix 3).

Age and exact date of birth are among the most important pieces of information for the survey. If the exact date of birth can be determined from memory recall or official documents, such as a birth certificate, affidavit of birth, national identity card or passport (Question 4), record the age as the answer to Question 4. If a person does not know the day, month, year or either, code in its place ‘98’. For example, Akua Manu says she was born in June 1980. Code ‘98’ for day and write ‘06’ for month and ‘1980’ for year. You must then ask the respondent’s age and put the reply as the answer to Question 5. CAPI will cross-check to ensure that the answers given for questions 4 and 5 agree.

What to do when a person does not know his/her age

i. For such a person, use the following method to estimate his/her age: -

a) Ask him/her to name any historical event (preferably a local one), which occurred around the time of his/her birth.

b) Ask him/her to give you an indication of how old he/she was when that event occurred or how many years elapsed before his/her birth.

c) Then use this information to work out his/her age. For example, if a respondent tells you that he/she was about 10 years when Ghana attained her independence this person must be 10 + 66 (i.e. 6^th March 1957 to October 2023) = 76 years.

ii. If this approach does not elicit the required information, then base your estimate on biological relationships. For instance, a woman who does not know her age but who has two or three children of her own is unlikely to be less than 15 years old. You may then try to work out her age by the following method:

a) Ask her, at what age she had her first child.

b) Determine the age of her oldest child.

c) Then assume that the average woman in Ghana gives birth to her first child at about 18. Without further probing, you must not base your assumption on the oldest living child. There is the likelihood that in certain cases the first child died later or that the woman had miscarriages or stillborn children before the oldest living child was born. Therefore, if the woman tells you that she had one miscarriage or stillbirth before the oldest living child was born you must make your estimation from the year of the first miscarriage, stillbirth, or live birth.

Note also that some women do not have children early in life while others have children earlier than what generally obtains in the community. Therefore, in every case, you must find out whether she had her first child, miscarriage, or stillbirth at the usual age before you assume she was 18 years at her first pregnancy.

d) Then use the information obtained by means of ‘a’ and ‘b’ above to estimate her age.

iii. If you are obtaining information about an absent person from a third person, then obviously you must rely on the information supplied by the third person in estimating the age in respect of the person who is absent. Under no circumstance must you leave the age column blank as the CAPI will not allow you to progress.

QUESTION 5a: Does [NAME] have a birth certificate?

In this question we are seeking information about whether children ages 0-17 years have a birth certificate. This is because prompt registration at birth is seen as an essential means of protecting a child's right to identity, as well as respect for other child rights. The lack of a birth certificate may prevent a child from receiving health care, nutritional supplements, and social assistance, and from being enrolled in school.

We begin by asking if the person has a birth certificate (A baptismal certificate if not issued by a government authority cannot be considered a birth certificate). If the respondent says the child does not have a birth certificate, then ask if the child's birth was ever registered with the civil authorities. Record "1' if the child has a birth certificate and has been registered. Record '2' if the child does not have a birth certificate but has been registered with the civil authorities; record ‘3’ if the child does not have a birth certificate and has not been registered and record '4' if the respondent does not know.

Question 5b: Does [NAME] have a Ghana card/number?

This question seeks to ascertain if the respondent has been registered and issued with this form of identification. If the respondent has a soft copy of the card, consider that respondent has having the card. For option 2,skip to Q5d

Question 5c: if yes, ask to see the card and record card number (15 characters)

This question request to see the card and record the card number, which typically consists of 15 digits. This step ensures the accuracy of the information provided by the respondent and helps in data verification and validation

Question 5d: Has [NAME] heard of Ghana Card at birth?

This question is inquiring whether the respondent was aware of the Ghana Card being issued to children at the time of their birth. This question aims to determine the level of awareness or familiarity the respondent has had with the Ghana Card since infancy. Persons 12 years and older.

QUESTIONS 6 TO 9 REFER TO PERSONS AGED 12 YEARS OR OLDER

Question 6: What is [NAME’S] current marital status?

PRESENT MARITAL STATUS applies to the day of the interview. To get the required response, you must read out each category to the respondent. Otherwise, he will reply for example, that he is a bachelor instead of divorced or separated. MARRIED includes all types of marriages, e.g. civil, traditional, or common law (a couple living together, several wives). A consensual union is a co-habiting sexual relationship contracted by two consenting adults without civil or traditional recognition. For options 7 to 9, skip to Question 10.

1. Informal/Consensual union/Living together: Relationship contracted by two adults who are living together without civil or traditional recognition.

2. Married (civil/ordinance): A civil marriage is a marriage contracted between two parties of the opposite sex under the Marriage Act. It could be a religious or non-religious legal marriage ceremony performed by a government official or functionary normally called a Registrar or a Gazetted Minister. Select Code ‘2’ for persons who, at the reference time have married partners whether they were staying in the same house or not.

3. Married (Customary/traditional): Customary marriage is a kind of marriage between a man and a woman, which involves performance of certain local customs. The customary rite performed differs from one ethnic group to another. However, gathering of the extended families of the couples and payment of a bride-price to the bride’s parents are common to the various ethnic groups. Marriages that fall under this category are usually registered under customary marriage and divorce registration laws (PNDCL112).

4. Married (Islamic): Is a marriage that is contracted in accordance with Islamic rules regarding marriage. It is celebrated by couples who profess the Islamic faith. The ceremony is officiated by an Imam, a Sheikh, or Kadhi.

5. Married (Other type): Any marriage type which is different from what is described above.

6. Separated - Enter code ‘6’ for all persons who because of a dispute or other reasons are no longer staying as "married partners" but whose marriage has not been declared customarily or legally dissolved. Note that the fact that the two married partners are not staying in the same house does not necessarily mean that the two are separated. Normally, a "Separated" person has his/her case before the "elders of one of the families" or before a law court. A separation need not lead to a divorce.

7. Divorced: Enter code ‘7’ for all persons who at the reference time have had their marriage formally annulled or dissolved either in court or by custom and have not remarried.

8. Widowed - Select code ‘8’ for persons who at the reference time had lost their marriage partners through death and had not remarried. If a man who is into polygamous marriage tells you that he has lost one of his wives, do not consider him as ‘widowed’, rather, he is to be considered ‘married’.

9. Never Married: Select code ‘9’ in the box for persons who have never been married.

Note: Occasionally, you may come across a respondent who has been divorced or widowed before his or her present marriage. You must record such a person as married.

Question 6a: Is this marriage/union [NAME’S] first?

This question seeks to establish whether this is the first time the respondent is in marriage/union or has been married more than once. Choose option 1 if it is the first time in marriage otherwise choose option 2.

Question 6b: Is [NAME’s] marriage/union monogamous or polygamous?

Monogamous marriage refers to marriage between one man and a woman irrespective of the type of marriage.

Polygamous marriage refers to marriage between a man and two or more women irrespective of the type of marriage.

Question 7a: IF MONOGAMOUS ASK; Does [NAME’S] partner live in this household?

Question 7b: IF POLYGAMOUS ASK; Does any of [NAME’S] partners live in this household?

These questions are for persons who indicated that they are either married or in a consensual union. The question seeks to know if the spouse of the respondent is a member of the household being interviewed. If NAME’s spouse does not live in the household choose code 2 that is no and skip to question 9.

Question 8: COPY THE I.D. CODE OF THE SPOUSE(S)

This is an instruction to the interviewer. If the name of the husband or wife or partner is listed in the household roster, enter the identification code of the husband/wife or partner for Question 8. (Check the household roster for the names and select the corresponding identification codes). Each person on the list has a unique two-digit code number that will apply to him throughout the questionnaire.

Question 9: At what age did [NAME] first get married or started living with a partner?

This refers to the age of the respondent when he/she first married or started living with a woman/man as if married. Record the AGE at FIRST marriage or started living with a partner of (NAME). Ask whether he/she has any documentation that might give the date from which you could estimate the age. As with other age questions, if he/she does not know, probe. For instance, ask how old he/she was when his/her first child was born and then ask how long before giving birth he/she began living with his/her first spouse or partner and not necessarily the current partner. Do not leave this question blank for persons 12 years or older. IF UNKNOWN CODE 98

Question 10: What is (NAME’S) religious affiliation?

You are to enter the respondent’s religious affiliation. Ask about the religious affiliation of each respondent. Do not assume that every household member, particularly the children, belongs to the same religion as the head or the head’s spouse.

Do not use respondents’ names to determine their religious affiliation. For example, Yaw Owusu may be a Muslim whilst Yakubu Fuseini may be a Catholic. It is therefore required to ask for the religious affiliation of every respondent.

Record the appropriate code corresponding to the respondent’s religious affiliation at the column for each respondent.

1. Catholic - Christians who belong to the Catholic faith.

2. Protestant - These are made up of mainly the Churches that belong to Christian Council and include; Anglican, Methodist, Presbyterian, AME Zion, Lutheran, E.P. Church, Baptist church, Seventh Day Adventist (SDA), etc.

3. Pentecostal/Charismatic - These include the Apostolic Church, Foursquare Gospel Church, Christ Apostolic Church, Assemblies of God, Church of Pentecost, International Central Gospel Church (ICGC), Action Chapel, Praise Valley Temple, Rhema Christian Centre, Word Miracle Church International, International Bible Worship Centre, Global Evangelical Church, Victory Bible Church, Jubilee International Church, Light House Chapel, Harvest Chapel Int., Perez Chapel, Salvation Army, etc.

4. Other Christian - Other Christians include members of the, Mosama Disco Christo Church, Church of Christ, Kristo Asafo, Odifo Nkansah/Awoyo, Church of Jesus Christ of Latter-Day Saints, Jehovah’s Witness, Church Universal and Triumphant, etc.

5. Islam - These are made up of people who mainly use the Holy Qur’an and the Hadith as their books of instruction. They include the following denominations: Al-Suna/Tijaniya (orthodox), Shia and other Islamic denomination. Select this option for all Islamic denominations except Ahmadis.

6. Traditional Religion - These are made of people who worship gods such as “abosom”/”tro”/”woףּ”, Africania mission and other forms of ancestral worship. Examples of some of the gods are “akonedi”, “antoa nyama”, “tigare”, etc.

7. No Religion - Some people do not have any religious beliefs and thus do not belong to any religion.

8. Other Specify - These include Eckankar, Bahai, Hinduism, Buddhism, Hare-Khrisna, Yoga and all other Transcendental Meditation. Those whose religious affiliation is unknown should also be put under this category.

Question 12: What is (NAME’S) nationality? Is name a …

You are required to differentiate between a Ghanaian by birth and a Ghanaian by naturalization as well as all other nationals. Other nationals have been grouped into ECOWAS nationals, Africans who are not from ECOWAS Countries and Non-Africans.

1. Ghanaian by birth: A person born in or outside Ghana, one of whose parents is a Ghanaian citizen.

2. Ghanaian by naturalization: For the purpose of the GLSS 8, a Ghanaian by naturalisation includes the following:

a. Adopted Child: An individual under sixteen years old, with neither parent being a Ghanaian citizen, who has been legally adopted by a Ghanaian citizen according to Ghanaian adoption laws.

b. Citizenship by Registration: A person who acquired citizenship by registration.

c. Naturalisation: A foreign individual becomes a citizen of Ghana after gaining the rights and privileges afforded to Ghanaians, typically after meeting specific residency, language, and other criteria set by Ghana's laws.

3. Dual Nationality (Ghanaian and other)

a) This relates to a citizen of Ghana who holds the citizenship of another country in addition to his/her Ghanaian citizenship.

4. Non-Ghanaian: refers to individuals without Ghanaian citizenship, including foreigners residing, working, or visiting Ghana with different nationalities or legal statuses.

For option 1skip to Q13, For option 2 skip to Q14

12a. If Q12 = 3, ASK: What is [NAME]’s other nationality?

12a. If Q12 = 4, ASK: What is [NAME]’s country of nationality?

A follow up to Question 12 responses 3 and 4 which is asked of respondents born outside Ghana or a nationality of another country. Enter the name of respondent’s country of birth and skip to Question 14. Continue to the next question (Q13) if respondent provides the name of another country.

Question 13: To which ethnic group does (NAME) belong?

This question is directed only to Ghanaians by birth and Ghanaians with dual nationalities. Ask respondent for his/her ethnic group and record the response. If respondent belongs to more than one ethnic group, probe to find out their main ethnic group and record. A list of ethnic groups in alphabetical order and their codes has been provided in the GLSS 8 code book.

Note that this question does not seek the broad categories of the ethnic groupings. If for example a respondent indicates that he/she is an Akan, probe to find out which of the Akan groupings he/she belongs, whether he/she is Akuapem, Ahanta, Nzema, Sefwi, Akwamu, etc.

Example: If the respondent is a Ga, you must enter code 201.

Question 14: Does names biological father live in this household?

Asks if the respondent's biological father lives in the household. If yes, locate his name on the list and copy out his ID as a response to Q15. Father here means biological father. If the answer is NO i.e. option 2 to 4, skip to question Q16.

Question 15: I.D. OF THE BIOLOGICAL FATHER

Indicate the I.D. of the biological father of NAME and skip to question 18.

Question 16: What is/was the highest educational level attained by [NAME'S] biological father?

The "highest educational level" means the highest level of formal schooling completed. If someone (respondent's parent) dropped out of school at a level it means he/she has not completed that level and so it should not be recorded as the highest. For instance, a drop-out from secondary school form three during the second term will have his/her highest educational level completed to be the middle school level since he could not finish secondary school.

Note: These response categories will be explained extensively when treating section 4.

Question 18: Does (NAME’S) biological mother live in this household?

Find out if the respondent's mother lives in the household. If yes, locate her name on the list and copy out her ID as a response to Q19. Mother here means biological mother, i.e. the woman who gave birth to the person in question. If any of the answer’s ranges from 2 – 4, skip to question 20.

Question 19: I.D. OF BIOLOGICAL MOTHER

Indicate the I.D. of biological mother of NAME (respondent) and skip to question 22.

Question 20: What is/was highest educational level attained by [NAME'S] biological mother?

This question seeks to elicit information on the highest level of formal school NAME’s or the respondent’s biological mother attained. Refer to detailed explanation in Q16.

Question 22: During the past 12 months, for how many months has [NAME] been continuously away from this household?

Write the exact number of months the respondent was away from the household during the past 12 months. Note that the answer to this question will be used to identify the household members in question 24. Ask respondents to be as specific as possible. If [Name] have not been away continuously from the household for a period of 1 month or more, do not ask this question. Again, if [Name] have not been away continuously from the household for more than 6 months, record the exact number of months and skip to Q24. Finally, if [Name] have been away continuously from the household for more than 6 months in the past 12 months, record the number on months and ask Q23. Note that the number of months cannot be more than 12 months.

Ask about the number of months within the 12-month period prior to the interview that the respondent has been away from the household. Away from the household here means not only away from the physical structure where he/she resides, but her home community.

Question 23: While absent, is/was [NAME] a member of another household? (Including single-person household)

For household members who have been away for more than 6 months, this question seeks to enquire whether they joined or formed new households at the current place of residence. Members who are currently away in group quarters such as boarding schools, hospital, prisons and other similar places where they do not join or form new households will answer NO to this question and be classified in Q24 as household members.

Question 23a: CHECK ROSTER, IF MEMBER IS STATUS ‘2’, END INTERVIEW.

Question 24: HOUSEHOLD MEMBER, CRITERIA FOR SELECTION OF HOUSEHOLD MEMBER

Here, listed persons who qualify as household members are identified. Refer to the answer to question 22 and use the following criteria:

a) If the answer is six (6) months or less the respondent is classified as a household member.

b) If the answer is more than six (6) months, only the following persons should be classified as household members:

i.The head of the household

ii.Children under nine months old

iii.Those who answered NO to question 23

According to the definition of household membership, children of household members aged less than three months are considered to be household members.

Consider these two examples:

a. In the first household, you come across a child aged one month who has lived and taken his meals with the household since he was born. In Question 22 the answer is 00 month, because before he/she was born he/she neither lived nor took his/her meals with the household. Nevertheless, the child is considered to be a member of the household because he/she is under six months old and is the child of a household member.

b. In the second household, you find that the wife of the head of the household has given birth to a child in her parents’ village. The child is two months old, and the mother and child are still staying with the child’s grandparents. The wife is a household member because she has been absent for only two months during the past twelve months. The child, who was absent for twelve months out of twelve, is nevertheless a member of the household because he/she is under 6 months old and the child of a household member.

And for all those identified as household members, using the above criteria, enter the appropriate code (1 or 2) in question 24 and immediately put a cross (X) against their names in column A headed MEMBER. Also, for all those with crosses (X) against their names in column A enter their respective ages in column B headed AGE. If a child is less than one (1) year old write zero for his age in column B. Leave columns A and B blank for all those listed but who are not household members. That is, only household members must have crosses and their ages entered in columns A and B respectively. Read out clearly the names of the household members and tell them that they are the people from whom information is required for the survey. Administer the rest of the questionnaire in this section, one after the other, to only those you have identified as household members.

At Question 24, PUT 1 FOR MEMBERS OF THE HOUSEHOLD, 2 FOR NON-MEMBERS. Then go to the next person on your list and ask Questions 4 to 24.

Third Step: Columns A and B

When you have completed Questions 4 to 24 for everyone on the list in Column A (on the left of the sheet) place a cross against the name of each person who received code 1 in Question 24, that is, for all household members.

Then, in Column B, copy the age in completed years of each person for whom you have placed a cross in Column ‘A’, that is, for all household members. If someone is 4 years 6 months old, write 4 years. If a child is less than one year old, write 0.

Leave Columns A and B blank for everyone who is not a member of the household in answer to Question 24. Read out the names of the respondent and explain that for the rest of the survey, it is these persons only for whom information is required when you ask about members of the household.

CHAPTER TEN

10 Section 2: Education Literacy and Apprenticeship

10.1 Introduction

Education and literacy are key drivers of social and economic development. They are essential for reducing poverty, promoting gender equality, and improving health outcomes. Education helps to acquire knowledge and skills in a structured school system while literacy focuses on the ability to read and write in any language. Apprenticeship enables one to acquire skills that are directly relevant to a particular career and gain work experience in areas such as trade, arts, and other professions. This session focuses on general education, educational career, literacy, and apprenticeship of the population.

This part covers general information related to education in the past 12 months. Questions are asked on the highest level, grade, qualifications attained, and the expenses made on education in the past 12 months. Responses to these questions are required of household members 3 years and older are required to.

10.2 Definition of Concepts

Formal Education: This refers to the process of giving and receiving a standardized systematic instruction from a recognized and accredited institution to individuals for knowledge acquisition and skill development. In this context, education is conceptualized as formal. The mode of instruction can be full-time or part-time.

School attendance: This refers to the regular attendance at an accredited educational institution at any level.

Highest level of schooling: This refers to the highest level of formal school a respondent ever attended or is attending.

Highest grade completed: This refers to the last class, form or year completed and not the present or current one being attended.

Highest educational qualification: This refers to the highest educational level completed.

Professional course: This refers to a special type of education designed to prepare persons for specific professions.

An apprentice: This refers to a person learning a trade or skill e.g., carpentry, hairdressing etc. This is different from someone who is doing an attachment in a particular discipline.

Literacy: This refers to the ability to read and write a statement with understanding in any language.

10.3 Part A: Completing the Education and Literacy Questions

Respondents: All Household Members 3 Years and Older

Question 1: Has NAME ever attended school or is [NAME] attending school now?

This question refers to full-time education in an educational institution such as kindergarten, primary, middle, JSS/JHS, vocational, commercial, technical, SSS/SHS, teacher training college, university, or any formal institution where a person spends or has spent at least 4 hours a day receiving general education in which the emphasis is not on vocational skill or trade training. It excludes night schools, trade schools such as catering schools, Motor Driving schools, adult literacy schools etc. It also excludes on-the-job training establishments like Commercial Bank training schools and Labour College. Enter the proper code and carefully note the skip pattern for those who have never been to school. FOR OPTIONS 2 AND 3,SKIP TO Q1B.

Question 1a: What is the main reason why [NAME] has never attended school?

This question seeks to find out the reason why the respondent has never attended any formal education institution. Note that for any response to Q1a, you are supposed to skip to part C.

Question 1b: What is the highest level of schooling [NAME] is attending now/attended in the past?

This question seeks to elicit information on the highest level of formal education that respondent is currently attending or attended in the past. Note that the interest here is to find the highest level of formal school respondents ever attended or are attending and NOT the level completed. If a respondent dropped out of school at a level, it means he/she has attended that level. Also, note that first degree includes undergraduates who are still in the traditional or technical universities and those who attended university but dropped out before completing the bachelor’s degree in addition to those who have completed their bachelor's degree.

Similarly, the Post Graduate category includes those who have completed a post-graduate diploma, masters’ degree, and PhD, those who are currently doing a postgraduate course and those who started a post-graduate course but dropped out before completion. Enter the code applicable to the person.

You will also come across people who go through distance, sandwich courses or adult education who have attained some level of schooling. In such cases, guide the respondent to help you identify the equivalent level of schooling and record the appropriate code. Note that a “NONE OR DON’T KNOW” response to question 1b will skip you to part C.

Question 2: What is the highest grade (form/class/year) [NAME] has completed at that level of schooling.

The HIGHEST GRADE COMPLETED is the last full grade completed, not the one attended or attending during the current school year. For instance, if the person is now in JHS2, the last grade completed will be JHS1. Note carefully that the codes also include the grades for the old school systems (middle, JSS, and sixth form).

The codes for the answers are as follows:

Grade	Code	Grade	Code	Grade	Code	Grade	Code
NONE	0	JHS1	17	SS1/SHS1	24	Year one	41
Nursery	1	JHS2	18	SS2/SHS2	25	Year two	42
KG 1	2	JHS3	19	SS3/SHS3	26	Year three	43
KG 2	3	M1	20	SS4	27	Year four	44
P1	11	M2	21	TVET 1	28	Year five	45
P2	12	M3	22	TVET 2	29	Year six and above	46
P3	13	M4	23	TVET 3	30
P4	14			S1	31
P5	15			S2	32
P6	16			S3	33
				S4	34
				S5	35
				L6	36
				U6	37

Question 3: What is the highest educational qualification that [NAME] has attained?

The HIGHEST EDUCATIONAL QUALIFICATION attained refers to the completion of an educational level or course. A student who dropped out from school would not have achieved the qualification for that level he/she dropped out.

BECE: This qualification is for all persons in the household who completed a three-year JSS/JHS.

MSLC: For all persons in the household who completed Middle School. For instance, if one dropped out in secondary Form 5 then one would probably have achieved the MSLC/JSS/JHS if he/she finished middle school or JSS/JHS before entering secondary school.

SSCE/WASSCE: This qualification is for all persons in the household who completed a three, or four-year SSS/SHS. If one dropped out in SSS3/SHS3, then the highest qualification attained will be BECE, if he did complete BECE before entering SSS/SHS

NVTI: This category of persons should have completed training programs in specific trades or skills over a three-year period, these qualifications are often recognized as evidence of practical expertise in areas such as mechanics, electrical work, carpentry, hospitality, and other vocational disciplines, suitable for employment in related industries or sectors.

O’Level: This category of persons should have completed a five-year Secondary Education.

A’ Level: This category of persons should have completed an additional two years after completion of a five-year Secondary Education. In all, they should have completed seven years to attain this qualification. If a respondent says he dropped out after completing six years, it means his highest qualification is O’Level.

Certificate: These are qualifications obtained from Vocational/Technical/Commercial educational institutes. Others are post-secondary/middle certificate (teacher training, agric., nursing, midwifery, and other certificates). Technical or Professional Certificate refers to a certificate received from such types of training institutes like technical and advanced/specialist colleges. Certificates awarded by such training institutes include the following: a state registered nurse’s certificate, teacher training certificate and others.

Diploma: Technical or Professional Diploma refers to a diploma received for the successful completion of the appropriate level of training, for example, a diploma in statistics, etc. Others are post-secondary/middle diploma (teacher training, agric., nursing, midwifery, and others). Technical or Professional diploma refers to a diploma received from such types of training institutes like technical and advanced/specialist colleges.

Note: Nursing and teacher training institutions issue both diplomas and certificates. You must probe to ensure you have recorded the correct qualification.

HND: This category of qualification is obtained from the completion of a three- year course in the Polytechnic. Note that in Ghana, the award of HND is solely done by the Polytechnics.

Bachelor’s degree: This is awarded to individuals who successfully completed a three, or four-year University Education. In some cases, a person may use two years to be awarded the bachelor’s degree and this category of persons are either coming from the Polytechnic or completed some professional course. In this case, they are referred to as top-up degree and must be coded under bachelor’s degree.

Post graduate Certificate/Diploma: This educational qualification typically obtained after completing an undergraduate degree (bachelors). It's a form of advanced study or specialized training that allows individuals to deepen their knowledge in a specific field without committing to a full master's degree program.

Master’s degree: Are awarded to persons who have completed a one, or two- year course after the award of a bachelor’s degree. Also include all postgraduate diploma holders as part of this category. In some cases, it extends beyond four years depending on the university.

PhD/Doctorate degree: This is awarded to all master’s degree holders who have completed a formal training lasting not less than three years. In some cases, it extends beyond four years depending on the university.

Question 3a: At what age did [NAME] start primary school?

State the exact age at which (NAME) started primary school. This age must be in completed years. IF Q1B= 01,02 ,SKIP TO Q4.

Question 4: During the past 12 months, did [NAME] attend school/college at any time? (If No, skip to Q29)

This question seeks to find out from the respondent whether he/she attended school in the past 12 months. This includes respondents who may be pursuing a professional course.

Question 5: Is [NAME] still in school? (If No, skip to Q12)

This question refers to current school attendance for household members who are currently in school. Thus, all household members who are in school at the time of the interview.

Question 5a: What is [NAME’s] current grade

Question 5b: How long has [NAME] been on the current grade

Question 6: Is the school [NAME] attending Public or Private? (Check If Q1b=11 to 15,Skip To Q12)

Public schools are those schools that are wholly owned by the government.

Private religious schools are those that are owned by private religious bodies. Examples of private religious schools are Central University and Methodist University.

Private non-religious schools are those that are owned by private bodies such as World Vision, individuals, cooperatives and so on. Examples of such schools are World Vision primary school, St. Martin De Pores, ADRA basic schools etc.

Question 7: By what means does [NAME] usually go to and from school?

Select from among the list how NAME goes to school and comes home. Skip to Q12 if student is in a school boarding facility.

Question 8: How much time does [NAME] spend going to and from school daily?

This question solicits information about travel time to and from school. Let the respondent estimate the average time spent in reaching the school and returning. This includes time spent to walk to the roadside, if necessary, time spent in queues to board transport. If the respondent is in boarding school code 00 for hours and minutes and skip to Q 12. Record response in hours and minutes.

Question 9: During the past 7 days, how many days did [NAME] attend school?

This is intended to capture the total number of days the respondent attended school in the week. Note that the week may vary depending on the type of school and course being pursued. Exclude days set aside for Extra Classes and weekdays. Probe for confirmation if possible. If missed all 5 days , CODE 00 and skip to 10A.

Question 10: During the past 7 days, how many days did [NAME] miss class?

This refers to the total number of days the respondent missed classes due to sickness, lateness, or punishment etc. in the past week.

Question 10a: During the past 7 days, why did [NAME] miss class? Indicate only the main reason.

This question seeks to find out the main reason why [NAME] missed classes in the past week. If more than 1 reason, code THE MAIN.

Question 11: During the past 7 days, how many homework(s) did [NAME] do?

This question captures the total number of school homework/assignments [Name] did. If no homework was done, code 00.

Questions 12a–12ab: These sets of questions are intended to cover all the expenditures made by the household members attending/attended school during the past 12 months. These expenditures may include those for the current school year and for the previous school year, provided they fall within the past 12 months.

Sometimes the respondents have difficulty in remembering expenditure made 12 months before. In that case, ask the respondent to give you approximate figures. For example, you can ask him whether the amount was between GH¢10.00 and GH¢20.00, or between GH¢5.00 and GH¢10.00, and so on. If nothing has been spent, write “0.” If the respondent only knows the total, enter it under the heading “CANNOT GIVE BREAKDOWN” on question 12aa. Put “0” under the headings where nothing has been spent and “DK” under the headings for which the respondent is unable to give an amount after probing. In situations where the respondent is not required to make an expenditure, write N/A i.e. Not applicable. For example, where a student does not spend anything on transportation because he/she stays within the school.

For example, the household does not spend anything on PTA because the school does not have one but spends GH¢8.75 on transportation to school, and nothing for accommodation at school. For the remainder (uniforms, books, school supplies and fees) the amount was GH¢30.00 but the respondent does not know how to break down the amount among the various headings and gave GH¢2.70 as an in-kind expense to NAME’s teachers and extra classes GH¢20.00. Here is what you should write:

Q12b..Tution fees and DK

Q12d..Registration fees DK

Q12g..Uniforms and including sports clothes DK

Q12j….PTA fee NA

Q12n…Books and school supplies DK

Q12o…Transportation 8.75

Q12p…Food at school 0.00

Q12q…Accommodation at school 80.0

Q12r….Extra classes 20.00

Q12x….In kind expenses 2.70

Q12z ....Other Expenses 0.00

Q12aa..CANNOT BREAK DOWN 30.00

Question 19a is not the same as question 20. Note that the question seeks to capture other educational expenses incurred in the past 12 months that have not been mentioned from Q12 to Q19. Assist the respondent to remember and estimate all other expenses incurred on education and record the amount.

However, if the respondent can break down the amount spent among Q12 to Q12x then skip Q20.

Question 13: Who paid/pays most of [NAME’s] educational expenses?

This seeks to find out who pays for the bulk of the educational expenditure for (NAME). Record the one who paid/pays most of the expenses.

Questions 14: Did [NAME] have a scholarship/bursary during the past 12 months?

‘Scholarship' is any kind of grant, bursary or sponsorship offered to (NAME). The source of the scholarship is what the question seeks to establish. If the respondent is benefiting from such scholarships, probe for the source of the scholarship and record the appropriate response. For example, if you are a staff of an institution and the office sponsored you for further studies, you choose employer also when a school sponsors a brilliant or needy student, you choose school. Free SHS is not to be included in this question as scholarship. If no scholarship, skip to question 24. IF Q22 = K,THEN CHECK IF Q1=2 and skip to Q24, IF Q1=3 skip to Q29.

Questions 15: What was the amount of [NAME’s] scholarship/bursary received for the past 12 months?

The value of the scholarship for the past 12 months may include one or two school years. If during the last academic year, the student in question received a scholarship but is not receiving one for the current year, ask how much the termly scholarship payments were, and the number of months in the past 12 months that the scholarship was received, and then calculate the total. If during the past 12 months the person had two scholarships of different amounts the total amount for each must be calculated taking into account, the number of months in each case.

For instance, you may be asking the question in March 2017 about a student enrolled in the first year of the university. You want to know the value of all scholarships received since April 2016. In this case, you need information regarding the scholarship he enjoyed in the first semester of the university and in the last term in the senior secondary school. Record responses in Ghana Cedis and Ghana Pesewas.

Ask for an official document (if any) and copy out the amount, otherwise, ask the respondent for the amount.

For Public Primary and Kindergarten Schools

School Feeding Programme: The Ghana School Feeding Programme (GSFP) is one of the most important social interventions by government to help boost enrolment in public basic schools. The Programme was initiated by government to boost the nutritional needs of basic school children. This policy was meant to provide one nutritious meal each school day for all pre-primary and primary school children (3-12 years).

Questions 24-28

Ask all pupils, 3 years and older in Public Kindergarten, Primary and Junior High schools who received free food, free school uniforms and free exercise books as part of a government programme or outreach programmes organised by corporate organisations, religious bodies and philanthropists in the past twelve months.

Question 24: Does [NAME] receive any free food at school?

Find out from the respondent if NAME receives free food from any of the organizations, programmes or benefactors listed above. If no skip to question 26

Question 25: How many times in a week does [NAME] usually receive free food at school?

Indicate the number of times in a week that NAME usually receives free food from any of the options in question 24. Record the NUMBER OF TIMES

Question 26: During the past 12 months, did [NAME] benefit from free uniforms?

Indicate if NAME benefited from free school uniform in the past 12 months from any of the options listed. Note that the emphasis is on the PAST 12 MONTHS and not the academic year

Question 27: During the past 12 months, did [NAME] benefit from free school exercise books or other educational resources?

Indicate if NAME benefited from free exercise books in the past 12 months from any of the organizations listed. If the response is NO, skip to Q29.

Question 28: How often did [NAME] receive free exercise books or other educational resources?

Indicate the frequency for which NAME received the exercise books in the past 12 months.

Question 29: Is [NAME] pursuing or has [NAME] pursued any professional course?

Professional courses Include certificates such as ACCA, ICA, CIMA, IT, CIB, etc. These are awarded by professional bodies. If [NAME] is currently pursuing a professional course, record 1, if in the past record 2 and if never, record 3. (If option 3,skip to Part 2B)

Question 30: What is the most recent professional course?

Indicate the most recent professional course that the respondent is pursuing or has pursued.

Question 31: What level has [NAME] completed?

This question seeks to elicit information on the highest level of professional course that the respondents has completed.

Question 32: How much has [NAME] spent on the professional course in the past 12 months?

Indicate the amount of money that the respondent has spent in the past 12 months on this and other professional courses. Add the amount and record the sum if respondent spent on more than one professional course.

10.4 Part B: Educational Career

This part of Section 2 seeks to know about the technical/vocational/computer and tertiary educations of Household members 12 years and older. Questions 1 – 4 ask about the technical/vocational/computer education and Questions 4 – 9 deal with tertiary education.

Respondents: All Household Members aged 12 Years and Older

Question 1: Has [NAME] ever attended/ is attending a technical/ vocational/ computer school?

This question refers to only technical or vocational education in an educational institution. Such vocational, commercial, technical, or similar type of school where a person spends or has spent at least 4 hours a day receiving vocational skill or trade training. It includes on-the-job training establishments like Commercial Bank training schools and Labour College, computer training, schools such as NIIT etc. Enter the proper code and note carefully the skip pattern for those who have not received any of such training. It excludes the education acquired in Section A Question 1. (Formal schooling).

Question 2: How many years/months has/did [NAME] complete?

This question seeks to find the number of years and months that was spent in the technical/vocational or computer school. Record the years and months completed in the appropriate place.

Question 3: What was the highest certificate [NAME] obtained?

Highest certificate obtained refers to the certificate awarded after completing the training at the technical/vocational or computer school. For instance, a person may be awarded a diploma in computer training or a certificate of completion to indicate he/she participated in the said programme. Take note of the various options provided, choose other specify if the certificate obtained is not included in the options. In case a respondent obtains two qualifications that are equivalent, record the most recent certificate acquired.

Question 4: Was/is the technical/computer/ vocational school [NAME] attended/ attending public or private?

Public schools are wholly owned by the government. Private religious schools are owned by private or religious bodies such as churches, Islamic institutions etc. Private or non-religious schools are those that are owned by private individuals or organisations such as World Vision, individuals, cooperatives and so on. Quasi government are institutions that are jointly owned by government and a private entity which could be an individual, religious institution, or cooperatives.

10.5 Part C: Literacy and Apprenticeship

In this section, you will need to administer the flash cards provided for some of the questions. For Ghanaian languages, let the respondent choose the language he/she is most proficient in. The sentences must be read correctly in full, and the correct answer given before a YES is coded. Note that only persons 6 years or older are required to answer these questions.

Literacy is one of the key socio-demographic indicators and focuses on the ability to read and write in any language with understanding.

Questions on literacy (1, 2a and 2b) are to be asked of persons 6 years or older. The purpose of these questions relates to the individual's ability to read and write in any language.

Note: a respondent is considered literate if he/she can read and write a simple statement with understanding.

Question 1: Can [NAME] read and/or write in any language with understanding?

Three (3) response categories: 1 = Yes, read and write, 2 = Yes, read only (i.e. read but can’t write) and 3 = No (Neither read nor write).

Code ‘1’ should be selected for someone who can read and write in any language and code ‘2’ for someone who can read only but cannot write in any language.

Skip to Q5 if code ‘3’ is selected. For those who answered ‘Yes’, ask 2a and 2b.

Questions 2a: In what language(s) can [NAME] read and write with understanding?

This question seeks to find out the exact language(s) that the person can READ and WRITE with understanding.

Note that the emphasis is on the ability to read and write with understanding so the two conditions must hold before selecting an option. So, if the person can read a language but cannot write then that language should not be selected for that individual. Similarly, if a person could read and write a language previously but cannot read and write with understanding at the time of the interview then that language should not be selected for this person. Probe and record up to four languages. Record the first four languages that the respondents mention.

Questions 2b: In what language(s) can [NAME] read only with understanding?

This question seeks to find out the exact language(s) that the respondent can ONLY read with understanding but cannot write. For example, if a respondent can read a simple sentence like “Ama is going to school” and understand it but cannot write it out.

The following are the categories for literacy questions 2a and 2b. Probe and record as many languages as are provided.

Akuapem Twi………………...………A

Asante Twi………………….….......…B

Fante…………………………………..C

Nzema……………….........……….….D

Ga…….………………….……………E

Dangme………………………........….F

Ewe…………………………….…......G

Dagbani……………………………….H

Gonja………………………………….I

Dagaare…………………………….....J

Kasem………………………………...K

Gruni……………………………..…..L

Hausa……………….…………..…M

English………………………….....N

French …………………………….O

Russian………………………….....P

Arabic…………………………..…Q

German............................................R

Chinese…………………………….S

Hindi…………………………..…...T

Spanish…………………………......U

Japanese…………………………....V

Swahili………………………..…....W

Other (Specify)……………….........X

None………………………………..Z

QUESTIONS 2C: In what language(s) can [NAME] read a sentence?

(USE FLASH CARD FOR ALL LANGUAGES SELECTED IN Q2A and Q2B)

If a respondent indicates the language(s) that he/she can read in Q2A, show flash card of these languages, and allow respondents about a minute to read the sentence on the flash card. If the respondent can read, select only the language(s) that he/she is able to read correctly. If a respondent selects three languages in Q2A but is able to read only one of the flash cards, select only the one that he/she is able to read correctly.

Question 5: Can [NAME] do simple calculations?

Simple calculation refers to simple arithmetic calculations like addition and subtraction. You may have to explain this to the respondents in the Ghanaian language he/she is proficient in if he/she cannot read/write in English. The right answer to the arithmetic calculation should be given for a ‘YES’ answer to this question. A flash card will be shown to ascertain if the respondent can do simple calculation.

Question 6: Has [NAME] ever attended/is attending a literacy course?

Literacy course refers to any course in English or a Ghanaian language (other than formal schooling course), which teaches simple reading and writing. Such courses are normally organized for older persons and children who do not have access to the formal school system. Skip to question 8 if response to this question is ‘Yes’.

Question 7: Why has [NAME] never attended a literacy course?

This question must be asked for those who have not attended any literacy course. Note the compulsory skip to Question 9.

Question 8: For how many months has [NAME] been attending/attended a literacy course?

Ask the number of months the respondent has attended this literacy course. Probe to find out only the months that the course took place as there may be times that lessons are rescheduled, for example during the cropping/raining seasons. Code 00 if duration is less than a month.

Question 9: Is [NAME] an apprentice or has [NAME] ever been an apprentice?

An apprentice is someone learning a trade or skill e.g. carpentry, hairdressing etc. This is different from on-the-job training. Proceed to Question 9a if [NAME] has ever been an apprentice. Skip to Question 10 if [NAME] is currently an apprentice. If [NAME] has never been an apprentice or did not complete a previous apprenticeship, skip to Question 14.

Question 9a: How long has it been since [NAME] completed the apprenticeship training?

The question is for those who have completed apprentice training in Question 9. Record the number of years since apprentice completed the training.

Question 10: What was/is the duration of [NAME’S] apprenticeship training?

Enquire from the respondent how long the apprenticeship took/will take for him/her to detach from the master/madam. Answer should be given in years and months if applicable. Record only months if the duration is less than 1 year.

Question11: What is the main trade [NAME] is learning or learnt during the apprenticeship training?

Learning a trade refers to the process of acquiring, developing and enhancing specific skills, knowledge and practical experiences within a particular trade or profession through apprenticeship. Some common examples of trades are sewing, bead making, and carpentry.

Ask the main trade learnt in the apprenticeship training in Question 10, write in the space provided and refer to the codebook for the appropriate code.

Question12: Did [NAME] pay a fee for this apprenticeship training?

Some apprentices may pay some cash for the training, others may have to pay in-kind by staying with the master/madam to do some chores as they learn or present some items such as fowls, sheep, drinks etc as a form of payment or a combination of both to start or end. These could be presented before or after the training begins. If NAME did not pay any fee whether in cash or in kind, skip to Q13a.

Probe for the appropriate response.

Question 13: How much did [NAME] pay in cash and or in kind for the apprenticeship training?

Record the amount respondent paid to the master/madam. Let the respondent quantify and give an estimate of the in-kind payments to the master/madam. This should not include tools and other equipment purchased to facilitate the skills training process.

Question 13a: Is [NAME] working/worked with the apprenticeship training acquired?

The apprenticeship training that the respondent acquired, the question is to establish if the respondent is actually using it to work.

Question 14: Has [NAME] ever attended or currently attending other short training courses lasting not more than 6 months?

A short training course refers to any programme organized for participants outside the regular work routine. For example, such courses are often organized by management, employers, or other entities for their staff. These courses could be facilitated by the government, district assembly, churches, NGOs, associations, or school authorities. Careful consideration should be given when choosing a course.

For instance, undertaking a short ICT course relevant to one's field of work is considered professional development. Conversely, engaging in a short course unrelated to one's professional field can be viewed as general ICT training for personal knowledge rather than professional practice. In both instances, the courses can be considered short training courses.

Question 15: What was the main work (Occupation) that [NAME] learned in the most recent training?

Probe and record the appropriate subject area covered in the most recent short training course reported in Question 14 and not for previous courses.

10.6 Part D: Household Learning Assessment

10.6.1 Introduction

The Ghana Living Standards Survey (GLSS) is a nationally representative household survey that provides statistics on the standards of different aspects of our living conditions such as shelter, food, clothing, access to clean water, education, employment, and safety. GLSS collects data on individuals, households, and communities. Ghana has conducted seven Ghana Living Standards Surveys since 1988 making the upcoming survey the eighth – GLSS 8. Each GLSS conducted has had a unique thematic focus. The foci of previous GLSS surveys have been labour force (GLSS 4), non-farm enterprises (GLSS 5), learner labour (GLSS 6), and financial services (GLSS 7). The thematic focus of GLSS 8 is literacy and education.

The GLSS 8 will provide information to support the implementation, monitoring and evaluation of the following goals under Ghana’s Coordinated Programme of Economic and Social Development: revitalising the economy; transforming agriculture and industry; strengthening social protection and inclusion; revamping economic and social infrastructure and; reforming public service institutions. GLSS 8 will also provide data to measure Ghana’s progress for five out of the 18 African Union Agenda 2063 (goals 1, 2, 3, 17, and 18). The survey will also provide data for tracking Ghana’s progress towards achieving 10 (i.e.,1 to 8, 10 and 16) out of the 16 Sustainable Development Goals; 74 out of the 169 targets, and 98 out of the 231 indicators.

Functional literacy and numeracy represent important correlates of individual wellbeing and economic development. A nation’s level of literacy and numeracy skills is correlated with their level of economic development as the harnessing of the first demographic dividend cannot be achieved without investments in quality education and literacy skills of the population. Understanding these connections can contribute to the development of holistic approaches to address Ghana’s complex societal challenges.

The Ghana 2021 Population and Housing Census indicated that 7.9 million persons aged 6 years and older were illiterate i.e., could not read and write with understanding. The census also indicates that the population of 15 years and older in Ghana that are illiterate increased by over a million between 2010 and 2021. The census presents self-reported information on literacy necessitating the need for direct measures of literacy to better assess the impacts of the ongoing education policies and programmes and progress towards the achievement of SDG 4.

The thematic focus on education in the GLSS 8 is predicated on the belief that education is a fundamental human right and a key driver of individual and societal progress. By examining and understanding the various dimensions of education, we can work towards creating a more inclusive, equitable, and prosperous future for all. Again, the selection of this focus is motivated by the critical role education plays in national development; recent international and national commitments to improving the quality of education; findings on literacy levels from the Ghana 2021 Population and Housing Census, and results from the national standardised tests conducted by NaCCA.

According to the World Bank, a little over half (53%) of learners in low- and middle-income countries cannot read and understand a simple story by the end of primary school. This phenomenon is characterized as the global learning crisis, a problem that the World Bank states is hindering the ability of developing countries to build their human capital and meet the SDG targets. Global and continental goals aiming to address this challenge include SDG 4 (inclusive and equitable quality education and lifelong learning for all) and Agenda 2063 including goals 2 (well-educated citizens and skills revolution underpinned by Science, Technology, and Innovation and 17 (engaged and empowered youth and learning).

The global prioritisation of education is reflected in the national context where the Government of Ghana has made substantial investments in education. Key reforms under the Cabinet-approved Education Strategic Plan (ESP 2018-2030) have been initiated to improve learning outcomes and promote equity within the sector. The end goals of these reforms are “to deliver quality education service at all levels that will equip learners in educational institutions with the skills, competencies and awareness that would make them functional citizens who can contribute to the attainment of the national development goals”. These reforms build on the existing education policies aiming to provide knowledge and skills for the individual, societal transformation, and socio-economic development such as Free Compulsory Universal Basic Education (FCUBE) policy and the Free Senior Secondary School Education programme.

The ESP 2018 – 2030 states some key policy objectives to drive the various reforms at the basic education level, such as to improve learning-assessments to support learning achievement of basic school pupils. To achieve this end, the policy proposed the use of effective strategies and assessment strategies for tracking both pupils and school to ensure that KG promote school readiness, and primary school learners develop early grade reading and math foundational skills in KG through to P3. At the secondary level, the policy requires that assessment systems are strengthened to inform teaching and learning interventions.

As part of the educational reforms, NaCCA developed a National Pre-Tertiary Curriculum Framework (NPCF) in 2018, a national policy document serving as the blueprint, detailing the priority areas for national curriculum development as well as the stipulated durations for curriculum reviews and revisions. The NPCF placed emphasis on literacy and numeracy skills as an area for learner development to improve literacy level in the curriculum.

The National Pre-Tertiary Learning Assessment Framework (NPL AF) was developed in 2020 to drive the efficient implementation of the curriculum. The NPLAF – 2020 recommended assessment strategies and techniques on what outcomes should be assessed, how to assess, where and when to assess demonstrable competencies, skills, attitudes, and values enshrined in the curriculum. It sets the benchmarks and proficiency levels for assessment at all the key phases outlines by the NPCF. Again, the NPLAF recommended learning assessment (National Standardised Test) to be organised at the lower primary, upper primary and lower secondary levels to provide Ghana adequate data to report on the SDG 4.1.1, USAID F Indicators, World Banks learning poverty and the Human Capital Index.

In summary, the GLSS 8 focus on learning will provide the country data on learning assessment to augment data from the National Large Scale Learning Assessment implemented by the Ministry of Education.

10.6.2 Purpose of the Assessment

The ability to read and understand age-appropriate text, undertake basic computations is a key foundational skill for further learning. Learners at lower grade levels learn to read and then, read to learn. Showing higher level of competencies in functional literacy and numeracy is a predictor of later academic achievement and future success in learning. This module seeks to validate the 7.9 million non–literate persons aged 6 years and older recorded from the self-reported responses in the 2021 Population and Housing Census and establish the literacy level of persons 4 – 17 years old using age-appropriate assessment instruments.

The Specific objectives are to:

· validate the literacy numbers in the 2021 PHC.

· gather evidence-based data on functional literacy and numeracy skills of age-appropriate cohorts (4-5, 6-8, 9-11, 12-14 and 15-17) in Ghana.

· identify variations in literacy skills by sex, region, and type of locality.

· make recommendations for stakeholders and policy makers to improve quality of education in Ghana.

· provide relevant indicators to guide resource allocation.

· identify variables that influence learning outcomes of literacy and numeracy in skills in Ghana.

· identify the learning gaps that need to be addressed.

· contribute to strengthen learning accountability.

· provide a platform for dialogue and evidence-based data for improving instructional techniques, remedial instructions, teacher motivation, orientation, and improved curriculum review.

· Provide national level data for reporting on the SDG 4.1.1 and 4.1.2, USAID F Indicator, World Bank Learning poverty and augment educational level data for Human Capital Index.

10.6.3 Levels of Assessment

The GLSS will feature an expanded module on literacy and numeracy that will provide detailed statistics on the literacy and numeracy level of the population. Field workers will administer a literacy and numeracy assessment to all household members aged 4 to 17 years who are currently attending school or out of school. These are the levels the assessment instruments will be administered:

1. Kindergarten - Learners aged 4 and 5 years old.

2. Lower Primary - Learners (6 to 8 years) whose highest level of education is lower primary.

3. Upper Primary - Learners (9 to 11 years) whose highest level of education is upper primary.

4. Junior High School - Learners (12 to 14 years) whose highest level of education is Junior High School; and

5. Senior High School - Learners (15 to 17 years) whose highest level of education is Senior High School students or TVET Students.

NOTE: Out-of-School Learners – Persons (4 – 17) who have dropped out of school or never enrolled in the mainstream system will be assessed using the assessment tool of the level that the leaner dropped from school.

The assessment module will provide disaggregated statistics by age group, sex, region, and type of locality on the percent of the population with functional literacy. It will also provide statistics of the proportion of learners currently attending school who are not meeting the grade level minimum proficiency.

10.6.4 Completing the Household Learning Assessment General Questions

Respondents: All Household Members 4-17 Years Old

Question 1a: Is [NAME available for assessment?

This question seeks to know the availability/readiness of the household member (4 -17 years old) for the assessment.

Partial save if the household member is not at home but will be available during the survey period.

Not available is applicable when the household member who is qualified for the assessment has travel or will not be available for the survey period. skip to Q8

Incapacitated is applicable for the household member who is qualified for the assessment but are not in good conditions to access them for the assessment. Example: serious disable/ sick household member. skip to Q8 in this situation.

Question 1: May I talk to [NAME]?

This question seeks to take permission from parent/caretaker of the household member who is qualified for the assessment and is available for the assessment.

Continue with the interview if option 1, skip to Q8 if option 2, provide the response code for question 8 and discuss result with your supervisor.

Question 3: MY NAME IS ………. I WOULD LIKE TO TELL YOU A BIT ABOUT MYSELF. INTERVIEWER, TELL THE CHILD A BIT ABOUT YOURSELF.

Could you tell me a bit about yourself?

WHEN THE CHILD IS COMFORTABLE, CONTINUE WITH THE VERBAL CONSENT, Are you ready to get started?

This question helps in ensuring that you build a rapport with the child to develop a good environment for the child to be ready and comfortable for the assessment. This involves communicating with the child by introducing yourself and telling him/her little about you. Provide opportunity for him/her to also talk a bit about him/ herself.

If response in NO, skip to question 8.

Ensure that you seek verbal consent from the child before you start the assessment.

Question 4: BEFORE YOU START WITH THE READING AND
NUMBER ACTIVITIES, ENSURE THAT: Provide response to this response categories.

YOU ARE NOT ALONE WITH THE CHILD THERE IS AN ADULT KNOWN TO THE CHILD.....................A

YOU HAVE BUILT A RAPPORT.…………………... B

THE CHILD IS SEATED COMFORTABLY, ABLE TO USE THE READING & NUMBER BOOK WITHOUT DIFFICULTY, WHILE YOU CAN SEE WHICH PAGE IS OPENED ………….…C

Question 5: First, we are going to talk about reading.

A) Do you read books at home?
B) Does someone read to you at home?

This seek to find out if the household member has reads in the home or someone reads to him/her when they are home.

Question 6: What language do you speak most of the time at home?

PROBE IF NECESSARY and REFER TO CODE BOOK FOR LANGUAGES.

Question 7: What language do your teachers use most of the time when teaching you in class?

PROBE IF NECESSARY
REFER TO CODE BOOK FOR LANGUAGES

Question 8: These are results codes for the assessment of each child aged 4 to 17 years old in the household. Choose a response code based on the assessment results. Discuss any result not completed with supervisor.

Completed.....................................01
Child not available………….........02
Mother/Caretaker refused……....03
Child refused .................................04
Partly completed...........................05
Incapacitated................................06
Other (specify)...............................96

10.6.5 Assessment Instruments Scope and Format

This section highlights key areas of literacy and numeracy content and skills needed to be assessed at each level of education.

Kindergarten (4yrs): at this level, there are 8 sub-domains or learning areas covered by literacy and 6 sub-domains for numeracy assessment instruments. Each sub-domain has been classified as sub-tests with several items. Enumerators must note that they can have breaks during the assessment administration at this level. Learners can be allowed to take breaks. Do not coerce any learner into participating. Try and seek support from parents or guardians before administering the assessment. Stop immediately if the learner shows signs of distress or gets upset. Take a break and ask if it is okay to continue. Communicate clearly in the learner’s language for understanding. Smile throughout the procedure and maintain eye contact. Treat every learner equally.

Below is the table of specification for kindergarten:

Table 10.1: Table of Specification for KG – Literacy in English

Sub-domain	Skill	Description *The learner is asked to…*	Total Number of items	Weighting (100%)
Vocabulary	Identification of pictures and names of corresponding objects or actions	… look at a group of pictures (without their names) and mention the names of the objects.	o o 10	o o 10
Letter names	Identification of letters (upper and lower cases)	… look at a group of letters and say the names of the letters.	10	10
Letter sounds (Phonics)	Knowledge of letter-sounds identification	… say the sounds of a set of letters. E. g. “a” as in “ant”.	10	10
Decoding	Use of alphabetic principle and letter sound combination	… read a group of non-words aloud.	10	15
Word reading	Use of alphabetic principle and letter sound combination	… read a group of level-appropriate words aloud.	10	10
Print concept	Assessing behaviour and skill of using print materials	… look at the picture of a book and recognise or identify different parts of the book.	3	10
Listening comprehension	Oral language comprehension and vocabulary	… listen to a level-appropriate passage read aloud to them, and then answer questions orally based on it.	3	10
Reading comprehension	Comprehension	… read a given level-appropriate passage and answer questions that follow it.	3	10
Fluency	Assesses the number of words accurately within a minute	… read sentences correctly. Maximum 5-word, 3 sentences	3	15
Total			25	100

Table 10.2: Table of Specification for KG - Numeracy

Sub-domain	Description *The learner is asked to…*	Total Number of items	Weighting (100%)
Number identification	Identify written number symbols (numerals).	o 10	o 20
Count	Count given quantities up to 10 and state the quantity.	o 3	o 15
Addition and subtraction	Use knowledge of addition to find “how many more” to make a given quantity	4	20
Comparing quantities	Compare given quantities (using numerals) to tell which has more or less.	5	25
Comparing objects	Compare given objects to tell which smaller or larger.	1	10
Identify common 2D shapes	Identify and name common 2D shapes	2	10
Total		25	100

Responses	Distinguishing factors across the responses in 4A
1. Worked for pay (cash or in-kind)	Choose this option for respondents who had been engaged by other people, and either received or would receive salaries or wages at agreed time periods. Note that respondents who worked in a household or family business/ enterprise or in enterprises and are paid salaries/wages also fall in this category.	Defined with an agreement (structured or not)	Within the reference period, payment could either have occurred or in anticipation to receive payment later.	Employer to Employees	All three sectors
2. Worked for profit on own/ family business	Choose this option for respondents who worked for themselves in non-agricultural activities. It also includes those who worked in either a household or family business and earn profit. Note that these persons do not receive salaries or wages for the work done.	Not structured	Expected	Self-employed & Work in non-agricultural household/ family business/ enterprise	Industry and Services
3. Engaged in economic activity, but received no pay/ profit	Choose this option for respondents who had been engaged in any economic activity within the reference period but received no remuneration (pay/ profit) for the work done.	Not structured	Not expected	Not applicable. Employer or the person engaging does not receive any payment/ profit. It also includes contributing family workers in non-agricultural activities	All three sectors
4. Worked in own/ family agricultural activity	Choose this option if the respondent was into his/her own agricultural holding – crop and animal production, cultivation or harvesting of trees, fish farming, bee keeping, snail rearing, etc. It excludes those who worked on other peoples’ farms.	Not structured	Expected or not expected	Self-employed in agricultural activities	Agriculture

Major group	Definition	Sub-major groups	Tasks performed and nature of work	Skills level	Borderline Cases
1 Managers	Managers plan, direct, coordinate and evaluate the overall activities of enterprises, governments, and other organizations, or of organizational units within them, and formulate and review their policies, laws, rules and regulations. Key Words - Plan, direct, - Coordinate - Review rules with respect to Finances Personnel Production	11. Chief Executives, Senior Officials and Legislators. 12. Administrative and Commercial Managers. 13.. Production and Specialized Services Managers; and 14. Hospitality, Retail and Other Services Managers.	Managers are responsible for and make decisions about the overall strategic and operational direction of a business or organizational unit in terms of budget and selection, appointment and dismissal of staff	3 + 4	Workers who are mainly engaged in Production or service provision, Are excluded. All farmers are excluded except for. those who manage enterprises with Hierarchy of managers. Those who report directly to a Managing director are also excluded. Where a worker performs both managerial and professional activities, he/she falls into the activity group whose tasks he/she is mainly engaged in. A Vice Chancellor is a manager if he/she spends little time lecturing and mostly planning and directing.
2 Professionals	Professionals increase the existing stock of knowledge, apply scientific or artistic concepts and theories, teach about the foregoing in a systematic manner or engage in any combination of these activities. Key Words: - Increase knowledge - Teach - Arts and Sciences - Research - Analysis	21. Science and Engineering Professionals; 22. Health Professionals; 23. Teaching Professionals; 24. Business and Administration Professionals; 25. Information and Communications Technology Professionals 26. Legal, Social and Cultural Professionals	Professionals conduct analysis and research, develop concepts theories and operational methods. Teach or apply existing knowledge related to health, education, business, ICT, science, legal and social services	4	A Catering Manager is a Professional Though a Chef is an associate Professional.
3 Technicians and Associate Professionals	Technicians and associate professionals perform technical and related tasks connected with research and the application of scientific or artistic concepts and operational methods, and government or business regulations. Key Words - Application of methods and regulations - Technical tasks	31. Science and Engineering Associate Professionals 32. Health Associate Professionals 33. Business and Administration Associate Professionals 34. Legal, Social, Cultural and Related Associate Professionals 35. Information and Communications Technicians	They perform mostly technical and related tasks connected with research and the application of scientific or artistic concepts and operation methods, and government or business regulations and teach at certain educational levels.	3	(3) Police officers are excluded because they maintain order and arrest offenders whiles the Police Inspector and Detective is included because they collect Information, analyse them for court Proceedings. Similarly, childcare workers teachers’ aides, and cooks are excluded, whiles Chefs create dishes and menus.
4 Clerical Support Workers	Clerical support workers are supporting staff in every office environment who perform a variety of essential day-to-day basic administrative tasks to assists in the functioning of an enterprise or business. Key Words - Clerical Support	41. General and Keyboard Clerks 42. Customer Services Clerks 43. Numerical and Material Recording Clerks 44. Other Clerical Support Workers	Clerical support workers record, store, compute and retrieve information, and perform several clerical duties in connection with money-handling operations, travel arrangements, request for information, and appointments.	2	- (4) - Money collectors are included here Though sales workers (5) are excluded, Hence Ticket issue clerks, tourist guides, Cashiers are excluded. - Medical Secretary (3) is excluded, Though a hotel receptionist (4) And a Medical office receptionist (4) Is included. (5) Excluded are the following Workers:- - Inspector General of Police (1112) - Workers in Armed Forces occupations (0110) though they provide protective service - Police Inspectors - Prisons officers - Shop managers (1420) and Sales Managers (1420) are excluded. - Technical, Medical, ICT sales Professionals (2243) are excluded. - Fast food preparers (941) are excluded. - Vendors in streets and public places of Non-food items or pre-packaged Non-perishable food items such as Confectionery e.g. nkati cake, from Pushcarts, trucks, trays etc. (9520) Though included are vendors in Street and public places of food and beverages for immediate Consumption from push carts, trucks etc. (5212). (6) - Included are workers who process their own farm produce. - Excluded are those who process food produced by others. (7) - Excluded are: - Food Machine operator (8160) eg. Corn mills, Kneating Machine operator, Weaving machine operators. - Cleaners (9112) who use hand held tools. - Construction Supervisor (3123) are Excluded because they supervise other workers. (8) - Exclude “myself” (private car) drivers, whose job Is not driving Exclude pilots who because of their Skill level, are associate professionals (3140). Excludes those who fix or repair cars, But include those who assemble Engines and gear boxes. Includes carpenters but excludes those who assemble furniture.
5 Services and Sales Workers	Services and sales workers provide personal and protective services related to travel, housekeeping, catering, personal care, protection against fire and unlawful acts; or demonstrate and sell goods in wholesale or retail shops and similar establishments, as well as at stalls and on markets. Key Words - Personal Services - Sales - Protective Services	51. Personal Services Workers 52. Sales Workers 53. Personal Care Workers 54. Protective Services Workers	organizing and providing services during travel; housekeeping; preparing and serving of food and beverages; caring for children; selling goods in wholesale or retail establishment, stalls or markets and providing of security etc.
6 Skilled Agricultural, Forestry and Fishery Workers	They grow and harvest field or tree and shrub crops; gather wild fruits and plants; breed, tend or hunt animals; produce a variety of animal husbandry products; cultivate, conserve and exploit forests; breed or catch fish; to provide food and income for themselves and their households. Key Words - Grow and harvest crops - Rear animal - Hunt - Fell grow trees - Catch fish - Exploit forests - Produce animal husbandry	61. Market-oriented Skilled Agricultural Workers 62. Market-oriented Skilled Forestry, Fishery and Hunting Workers 63. Subsistence Farmers, Fishers, Hunters and Gatherers	Preparing the soil; planting, and harvesting field crops; growing garden vegetables, breeding, raising, tending or hunting animals cultivating, conserving and exploiting forests etc.
7 Craft and Related Trades Workers	Craft and related trades workers are persons who work by hand and by hand-powered and other tools which are used to reduce the amount of physical effort and time required for specific tasks. Key Words - Trades in building - Mechanical - Electrical - Processing of wood, textiles and food. - Using hand held Or hand powered Tools.	71. Building and Related Trades Workers (excluding) 72. Metal, Machinery and Related Trades Workers 73. Handicraft and Printing Workers 74. Electrical and Electronics Trades Workers 75. Food Processing, Woodworking, Garment and Other Craft and Related Trades Workers	Apply specific technical and practical knowledge and skills to construct and maintain buildings; form metal; erect metal structures; set machine tools or make, fit, maintain and repair machinery, equipment or tools; carry out printing work; and produce or process foodstuffs, textiles, wooden, metal and other articles, including handicraft goods.
8. Plant and Machine Operators, and Assemblers	This major group includes stationary machine operators in factories, mines, timber firms, printing presses etc. as well as persons who assemble, bring or put together a machine or its parts, and skilled manual workers who drive and operate motor vehicles, trains, industrial and agricultural machinery or steer and execute deck duties on ships. Key Words - Assemble machines or furniture and their parts - Drive or operate motor vehicles/ships - Operate mobile or stationery plants.	81. Stationary Plant and Machine Operators 82. Assemblers 83. Drivers and Mobile Plant Operators	Operate and monitor industrial and agricultural machinery and equipment on the spot or by remote control; drive and operate trains, motor vehicles and mobile machinery and equipment; or assemble products from component parts according to strict specifications and procedures.
9 Elementary Occupations	Elementary occupations involve the performance of simple and routine tasks which may require the use of hand-held tools and considerable physical effort. Key Words - Do simple, routine, manual tasks - A lot of physical effort.	91. Cleaners and Helpers; 92. Agricultural, Forestry and Fishery Labourer; 93. labourers in Mining, Construction, Manufacturing and Transport; 94. Food Preparation Assistants; 95. Street and Related Sales and Services Workers; and 96. Refuse Workers and Other Elementary Workers.	Includes cleaning, digging, lifting and carrying materials by hand, sorting or assembling goods by hand, picking fruits and vegetables and provision of other farm hand services as well as operating non-motorized vehicles like animal drawn carts and bicycle-drawn carts.	1	(9) A mail carrier or postman are excluded and Classified under clerical (4412) though a Messenger is classified under Elementary occupations (9621) Because he delivers messages on foot.
10 Armed Forces Occupations	Armed forces occupations include all jobs held by members of the armed forces. Members of the armed forces are those personnel who are currently serving in the armed forces, including auxiliary services, whether on a voluntary or compulsory basis, and who are not free to accept civilian employment and are subject to military discipline. Included are regular members of the army, navy, air force and other military services, as well as conscripts enrolled for military training or other service for a specified period. Key Words Serving Member of the Armed Forces.	01. Commissioned Armed Forces Officers 02. Non-commissioned Armed Forces Officers 03. Armed Forces Occupations, Other Ranks		4 + 2 + 1	(10) - Retired Army officials who are not in active service are excluded even if service are excluded even if working as Private Security (5). - Civilian staff who work in the Ministry of Defence are excluded. - Army officers who are working As civilians are excluded if not on Secondment. - Army officers who are managing Organizations or Units within the Army are excluded (1).

Illustration

For a respondent who sold bread in the market 7 days prior to the interview, select Major Group 5: Service and sales workers.

12.4.2 Definition of Concepts for Occupational Groups

service and sale workers:

Service and sales workers provide personal and protective services related to travel, housekeeping, catering, personal care, protection against fire and unlawful acts; or demonstrate and sell goods in wholesale or retail shops and similar establishments, as well as at stalls and on markets.

Tasks of service and sale workers:

Tasks performed by services and sales workers usually include organizing and providing services during travel, housekeeping, preparing and serving food and beverages, caring for children, providing personal and basic health care at homes or institutions, hairdressing, beauty treatment, telling fortunes, embalming and arranging funerals, providing security services and protecting individuals and property, posing as models for advertising, selling goods in wholesale and retail establishment, stalls and markets and demonstrating goods for potential customers.

Each service and sales worker belongs to one of these four sub major groups of the Major group 5.

51 Personal Services workers: Provide personal service related to travel and sightseeing to ensure comfort and safety, beauty treatment to enhance appearance, prepare and serve food and beverages.

52 Sales Workers: Sell goods in wholesale or retail establishments, on street or market, door-to-door, serve food for immediate consumption at counters in the street, stack and display goods for sale, wrap or package goods sold, operate cash registers, price scanners, computers or equipment to record and accept cash payments.

53 Personal care workers: Provide care, supervision and assistance to children, patients and the elderly. They observe and report concerns to appropriate health or social service worker with skill level 2. E.g. Babysitters, nanny, child care worker, pre-school assistant, and teacher’s assistants. Also included are birth assistants, nursing aids in hospitals and clinics under direct supervision of medical, nursing or other health professionals. Their tasks do not require extensive medical knowledge or training (e.g., assist in marking preparation of materials and equipment for children’s education and recreation during and after schools and in day care centres, administer medications, clean and dress wounds).

54 Protective services workers: Rescue, protect individual and property against fire and other hazards, patrolling, directing traffic, maintain law and order and enforce laws and regulations. E.g. Firefighters (fire fighter, forest fire fighters), Police officers and Prison guards (Police constable, police officer, police patrol officer - excludes those in high ranks in position), Security guards (bodyguards, security patrolman/woman, museum guard, Others Not Elsewhere Classified (beach patrolman/woman, crossing guard, traffic warden, lifeguard)

From the definitions above, 52(sales workers) best describe the type of work done by the respondent.

The diagram below shows the structure of occupation under 52(sales workers).

Figure 12.1: Structure of occupation under 52 (sales workers).

A chart with green text and white text

Description automatically generated with medium confidence

From the diagram above,” 5211-stall and market salesperson” best describes the occupation of the respondent who sold bread in the market.

The method used above is called the cascading method of identifying occupations.

Alternatively, the search method can also be used by using an index of occupations which is a list of all occupations with their unit codes.

12.4.3 Code Lists

Code lists (print or electronic) are useful tools for identifying occupation titles and unit codes.

The extract below is from an Index of Occupations based on (ISCO-08) *.

52 Sales workers

521 Street and market salespersons Stall and market

Salespersons (not for immediate consumption)

5211 Cassava seller (market)

5211 Cloth seller

5211 Fresh fish seller (market)

5211 Fried fish seller (market)

5211 Fruit seller

5211 Kiosk salesperson (all)

5211 Koobi seller

5211 Market salesperson

5211 Market stallholder (all)

5211 Market vendor (all)

5211 Orange seller (market)

5211 Plantain seller (market)

5211 Bread seller (market)

5211 Sale of live birds

5211 Sale of livestock

5211 Sale of Units and Phone Cards

5211 Sale of secondhand clothes

5211 Sachet water seller

5211 Seller of wood products (Plywood, roughwood)

5211 Smoked fish seller (market)

5211 Street stall sales assistant (all)

5211 Tomato seller

5211 Vegetable seller

5211 Yam seller (market)

Refer to the Index of Occupations

Extract from an Alphabetical Code List*

5221	Shop keepers
5222	Shop supervisors
5223	Shop sales assistants
5230	Cashiers and ticket clerks
5241	Fashion and other models
5242	Sales demonstrators
5243	Door-to-door salespersons
5244	Contact centre salespersons
5245	Service station attendants
5246	Food service counter attendants
5249	Sales workers not elsewhere classified

12.4.4 Use of CAPI Application in Identifying Occupations

How to describe appropriately the kind of work done

In recording the occupation of the respondent, record detailed and exact description of the work the respondent actually did. The term LABOURER, for example is too vague. You should be more specific by indicating whether the person was an OFFICE CLEANER, a CONSTRUCTION LABOURER, a GARDENER, a FARM LABOURER, etc.

Example: If a respondent says he is a maize farmer, under the unit group “subsistence farmers” and “market gardeners and crop growers” you will find a maize farmer. The Interviewer needs to ascertain whether the respondent falls under either “subsistence farmers” or under “market gardeners and crop growers” since the two categories have different codes.

§ In the same way designations like BUSINESSMAN, OPERATOR, CIVIL SERVANT, TEACHER, are too vague. They cover several groups of persons occupying different grades and doing different kinds of work. For example ‘a businessman’ may be a retail trader in spare parts or textiles or office machines. An ‘operator’ may be forklift operator, crane operator, or drilling machine operator. In the same way a civil servant may be Chief Director or an Executive Officer. A teacher may be a primary school teacher, a JHS teacher or an SHS teacher.

§ For those who sell items they themselves prepare e.g. kenkey, aboloo, fried fish, etc., you should indicate this by recording “prepare and sell kenkey’’.

§ For those who sell food we would like to know whether they are street food sellers (i.e. selling food (cooked or uncooked on the street), sells waakye on the street or retail sale of cassava at the market.

Note that whenever you specify a seller or maker of a particular commodity which is only known in a few areas, you must also write in brackets whether that commodity is food, drink, etc. For instance, you may write RETAIL SALE OF AHEYI (non-alcoholic corn drink), PREPARES AND SELL TUBANI (kenkey made of beans).

It is also important to distinguish between persons who carry out their work by hand and those who operate machines which do the same type of work. The following are examples of such occupations:

· Bread maker by hand and bread production machine operator,

· Labeller by hand and labelling machine operator, and

· Launderer by hand and laundry machine operator.

These distinctions are necessary because these two belong to different major occupational groups.

For members of the Armed Forces (i.e., Army, Air Force and Navy), you must probe to find out their ranks, i.e.

a. Commissioned officers e.g. Air commodore, Air Marshal, Brigadier, Captain, Major, Officer Cadet, Navy commander, Wing Commander.

b. Non-Commissioned officers e.g. Boatswain (Navy), Flight sergeant, Sergeant (Army), Warrant officer, etc.

c. Armed Forces Occupations, other ranks such as Airman, Bombardier, Infantry/man/woman, Gunner, etc.

Note: If a respondent says he is a captain, the Interviewer should probe to find out whether the respondent is a captain in the Army, Navy or Air Force since the rank “captain” can be found in all three categories.

However, for civilians working at the Ministry of Defence or any other military installations, record in detail work done, e.g. private secretary, office cleaner, administrative officer, etc.

For officers working in the Police Service, Interviewers should also provide the rank of each policeman/woman e.g. constable, corporal, sergeant, superintendent, etc. as the various ranks are classified differently.

12.4.5 Some Probing Questions for Identifying Occupations

For someone who works in an agricultural farm or business or organisational unit, ask.

PF1: Do you have responsibility for and make decisions about the overall strategic and operational directions of the agricultural farm or business or organizational unit?

Yes, agriculture. If yes, non-agriculture or No skip to PF2

PF1x: If yes, are you into “large or medium scale” agricultural farming (crops, livestock and poultry, forestry and logging, fishing/fish farming)?

If a respondent answers yes to PF1 and PF1x, then that person is considered as a manager.

PF2: Do you lead in the performance of conducting analysis and research, develop concepts, theories, and operational methods, teach or apply existing knowledge related to health, education, business, ICT, science, legal and social services? Yes or No.

PF2x: if yes, do you lead in the performance of these technical duties? Yes or No

If a respondent answers yes to PF2 and PF2x, then that person is considered as a professional.

PF3: Do you assist professionals such as scientists, engineers, medical doctors, nurses, lawyers, pastors, Imam, etc. in performing technical or practical tasks associated with research, apply scientific or artistic concepts and operational methods? Yes or No.

PF3x: if yes, do you support in administrative, secretarial work? Yes or No.

If a respondent answers yes to PF3 and PF3x, then that person is considered as a technician and associate professionals.

PF4: Do you provide administrative/secretarial support to professionals in the office (i.e. do you mainly enter data, answer calls, sort and file documents, perform money handling tasks, do travel arrangement and request for information and appointment)? Yes or No.

If a respondent answers yes to PF4 then that person is considered as a clerical and support worker.

PF5: Do you provide personal care or protective services (police/prison officer) or sale of food or non-food items in the streets or markets or public places or a hawker. If sale of food, is it for immediate consumption or for later use? Yes or No.

If a respondent answers yes to PF5 then that person is considered as a service/sales worker.

PF6: Do you grow or harvest crops or conserve or exploit the forest or breed or catch fishes or hunt or trap animals? Yes or No.

If a respondent answers yes to PF6 then that person is considered as a skilled agricultural, forestry and fisheries worker.

PF7: Do you work by hand, hand-powered or other tools to improve the quality of products? Yes or No.

If a respondent answers yes to PF7 then that person is considered as a craft and related trades worker.

PF8: Do you drive or operate trains, motorbike, ships, mobile machinery, monitor industrial and agricultural machinery, and equipment, or assemble machines or its parts or furniture. Yes or No.

If a respondent answers yes to PF8 then that person is considered as a plant and machine operators and assembler.

PF9: Do you perform simple and routine manual and physical tasks that require limited training such as cleaning, washing cars, sweeping, or selling non-food items? Yes or No.

If a respondent answers yes to PF9 then that person is considered as elementary occupation worker.

PF10: Are you a serving member of the armed forces or are you in charge of an organization or a unit within the armed forces? Yes or No.

If a respondent answers yes to PF10 then that person is considered armed force worker.

12.5 Industry

This is a description of the goods and services that are produced in the place where the respondent works. This is different from the work that the respondent does. For example, a secretary in a firm that constructs buildings would say his occupation is “secretary” but the industry is “construction of buildings”.

The working population is engaged by different establishments of the economy that produce mainly goods or provide services. The kinds of goods produced, or services rendered by these establishments where the working population is engaged, is also known as industry. International Standard Industrial Classification of all Economic Activities (ISIC) places industry into four-level structure that are mutually exclusive to facilitate data collection, analysis, and presentation. The four-level structure comprises section, divisions, groups, and classes. To understand these categories and the engagement of industry, there is the need to describe and classify appropriately the activities of industry, and to select the appropriate ISIC description category.

Information on industry will help to analyse the socio-economic status of the population and to identify the kinds of industry in which individuals are employed. The information will also help to determine the number of persons engaged in the different industry groups and the proportion of working children in these industries. Again, it will help to determine the dominant industry in which males and females work or worked across different geographic areas.

12.5.1 The International Standard Industrial Classification (ISIC Revision 4)

It is the international reference classification of productive activities. Its main purpose is to provide a set of activity categories that can be utilized for the collection and reporting of statistics according to such activities. The International Standard Industrial Classification have been categorized using alphabets from A to U called SECTIONS. Each section of the ISIC is subdivided into three numerical codes as follows:

1. First two (digits) numerical codes forming DIVISIONS of the classification of industry.

2. Third digit forming GROUPS of the classification of industry and

3. The fourth digit is the CLASSES of the classification of industry.

ISIC Framework Sections

The following list shows the detailed list of twenty-one sections of ISIC classification grouped under corresponding sectors of the economy:

Section A: Agriculture, Forestry and Fishing:

Sections B – F: Industry

B. Mining and quarrying

C. Manufacturing

D. Electricity, gas, steam and air conditioning supply

E. Water supply; sewerage, waste management and remediation activities

F. Construction

Sections G - U Services

G. Wholesale and retail trade; repair of motor vehicles and motorcycles

H. Transportation and storage

I. Accommodation and food service activities

J. Information and communication

K. Financial and insurance activities

L. Real estate activities

M. Professional, scientific and technical activities

N. Administrative and support service activities

O. Public administration and defence; compulsory social security

P. Education

Q. Human health and social work activities

R. Arts, entertainment and recreation

S. Other service activities

T. Activities of households as employers; undifferentiated goods- and Services –Producing activities of households for own use

U. Activities of extraterritorial organizations and bodies

SECTION A: Agriculture, Forestry and Fishing

01 Crop and animal production, hunting and related service activities.

02 Forestry and logging

03 Fishing and aquaculture

SECTION B: Mining and quarrying

05 Mining of coal and lignite

06 Extraction of crude petroleum and natural gas

07 Mining of metal ores

08 Other mining and quarrying

09 Mining support service activities

SECTION C: Manufacturing

10 Manufacture of food products

11 Manufacture of beverages

12 Manufacture of tobacco products

13 Manufacture of textiles

14 Manufacture of wearing apparel

15 Manufacture of leather and related products

16 Manufacture of wood and of products of wood and cork, except furniture.

Manufacture of articles of straw and plaiting materials

17 Manufacture of paper and paper products

18 Printing and reproduction of recorded media

19 Manufacture of coke and refined petroleum products

20 Manufacture of chemicals and chemical products

21 Manufacture of basic pharmaceutical products and pharmaceutical preparation

22 Manufacture of rubber and plastics products

23 Manufacture of other non-metallic mineral products

24 Manufacture of basic metals

25 Manufacture of fabricated metal products, except machinery and equipment

26 Manufacture of computer, electronic and optical products

27 Manufacture of electrical equipment

28 Manufacture of machinery and equipment n.e.c.

29 Manufacture of motor vehicles, trailers, and semi-trailers

30 Manufacture of other transport equipment

31 Manufacture of furniture

32 Other manufacturing

33 Repair and installation of machinery and equipment

SECTION D: Electricity, gas, steam, and air conditioning supply

35 Electricity, gas, steam, and air conditioning supply

SECTION E: Water supply; sewerage, waste management and remediation activities

36 Water collection, treatment, and supply

37 Sewerage

38 Waste collection, treatment, and disposal activities; materials recovery

39 Remediation activities and other waste management services

SECTION F: Construction

41 Construction of buildings

42 Civil engineering

43 Specialized construction activities

SECTION G: Wholesale and retail trade; repair of motor vehicles and motorcycles

45 Wholesale and retail trade and repair of motor vehicles and motorcycles

46 Wholesale trade, except of motor vehicles and motorcycles

47 Retail trade, except of motor vehicles and motorcycles

SECTION H: Transportation and storage

49 Land transport and transport via pipelines

50 Water transport

51 Air transport

52 Warehousing and support activities for transportation

53 Postal and courier activities

SECTION I: Accommodation and food service activities

55 Accommodation

56 Food and beverage service activities

SECTION J: Information and communication

58 Publishing activities

59 Motion picture, video and television programme production, sound recording and music publishing activities.

60 Programming and broadcasting activities

61 Telecommunications

62 Computer programming, consultancy, and related activities

63 Information service activities

SECTION K: Financial and insurance activities

64: Financial service activities, except insurance and pension funding

65: Insurance, reinsurance, and pension funding, except compulsory social security

66: Activities auxiliary to financial service and insurance activities

SECTION L: Real estate activities

68 Real estate activities

SECTION M: Professional, scientific, and technical activities

69 Legal and accounting activities

70 Activities of head offices; management consultancy activities

71 Architectural and engineering activities; technical testing and analysis

72 Scientific research and development

73 Advertising and market research

74 Other professional, scientific, and technical activities

75 Veterinary activities

SECTION N: Administrative and support service activities

77 Rental and leasing activities

78 Employment activities

79 Travel agency, tour operator, reservation service and related activities

80 Security and investigation activities

81 Services to buildings and landscape activities

82 Office administrative, office support and other business support activities

SECTION O: Public administration and defence; compulsory social security

84 Public administration and defence; compulsory social security

SECTION P: Education

85 Education

SECTION Q: Human health and social work activities

86 Human health activities

87 Residential care activities

88 Social work activities without accommodation

SECTION R: Arts, entertainment, and recreation

90 Creative, arts and entertainment activities

91 Libraries, archives, museums, and other cultural activities

92 Gambling and betting activities

93 Sports activities and amusement and recreation activities

SECTION S: Other service activities

94 Activities of membership organizations

95 Repair of computers and personal and household goods

96 Other personal service activities

SECTION T: Activities of households as employers; undifferentiated goods and services producing activities of households for own use

97 Activities of households as employers of domestic personnel

98 Undifferentiated goods - and services-producing activities of private households for own use.

SECTION U: Activities of extraterritorial organizations and bodies

99 Activities of extraterritorial organizations and bodies

12.5.2 Definition Of Concepts

A - Agriculture, Forestry and Fishing

The agriculture, forestry and fishing industry is made of activities of growing of crops, raising and breeding of animals, harvesting of timber and other plants, animals or animal products from a farm or their natural habitats.

B - Mining and Quarrying

Mining and quarrying (M&Q) is the extraction of minerals occurring naturally as solids (Gold, diamond, bauxite, and Manganese), other minerals including (silver, iron ore, limestone, salt, kaolin), liquids (petroleum) or gases (natural gas).

Extraction can be achieved by different methods such as underground or surface mining, well operation, etc. It also includes supplementary activities aimed at preparing the crude materials for marketing, for example, crushing, and grinding, cleaning, drying, sorting, concentrating ores, liquefaction of natural gas and agglomeration of solid fuels. These operations are often carried out by the units that extracted the resource and/or others located nearby.

C - Manufacturing

The physical or chemical transformation of materials, substances, or components into new products. The materials, substances, or components transformed are raw materials that are products of agriculture, forestry, fishing, mining or quarrying as well as products of other manufacturing activities. The assembly of the component parts of manufactured products is considered manufacturing. This includes the assembly of manufactured products from either self-produced or purchased components.

Substantial alteration, renovation or reconstruction of goods is generally considered to be manufacturing. Establishments engaged in manufacturing are often described as plants, factories or mills and characteristically use power-driven machines and materials-handling equipment. However, units that transform materials or substances into new products by hand or in the worker’s home and those engaged in selling to the general public of products made on the same premises from which they are sold, such as bakeries and custom tailors, are included in this section. More so, manufacturing establishments may process materials or may contract with other units to process their materials for them. Both types of units are included in manufacturing.

The output of a manufacturing process may be finished in the sense that it is ready for utilization or consumption, or it may be semi-finished in the sense that it is to become an input for further manufacturing. For example, the output of alumina refining is the input used in the primary production of aluminium; primary aluminium is the input to aluminium wire drawing; and aluminium wire is the input for the manufacture of fabricated wire products.

D - Electricity, Gas, Steam and Air Conditioning Supply

This section includes the activity of providing electric power, natural gas, steam, hot water and the like through a permanent infrastructure (network) of lines, mains and pipes. The dimension of the network is not decisive; also included are the distribution of electricity, gas, steam, hot water and the like in industrial parks or residential buildings. This section therefore includes the operation of electric and gas utilities, which generate, control and distribute electric power or gas. Also included is the provision of steam and air-conditioning supply.

This section excludes the operation of water and sewerage utilities, see 36, 37. This section also excludes the (typically long-distance) transport of gas through pipelines.

E - Water Supply; Sewerage, Waste Management and Remediation Activities

This section includes activities related to the management (including collection, treatment and disposal) of various forms of waste, such as solid or non-solid industrial or household waste, as well as contaminated sites. The output of the waste or sewage treatment process can either be disposed of or become an input into other production processes. Activities of water supply are also grouped in this section, since they are often carried out in connection with, or by units also engaged in, the treatment of sewage.

F - Construction

This section includes general construction and specialized construction activities for buildings and civil engineering works. It includes new work, repair, additions and alterations, the erection of prefabricated buildings or structures on the site and also construction of a temporary nature.

General construction is the construction of entire dwellings, office buildings, stores and other public and utility buildings, farm buildings etc., or the construction of civil engineering works such as motorways, streets, bridges, tunnels, railways, airfields, harbours and other water projects, irrigation systems, sewerage systems, industrial facilities, pipelines and electric lines, sports facilities, etc.

The renting of construction equipment with operator is classified with the specific construction activity carried out with this equipment.

G - Wholesale and Retail Trade; Repair of Motor Vehicles and Motorcycles

This section includes wholesale and retail sale (i.e. sale without transformation) of any type of goods and the rendering of services incidental to the sale of these goods. Wholesaling and retailing are the final steps in the distribution of goods. Goods bought and sold are also referred to as merchandise. Also included in this section are the repair of motor vehicles and motorcycles. Sale without transformation is considered to include the usual operations (or manipulations) associated with trade, for example sorting, grading and assembling of goods, mixing (blending) of goods (for example sand), bottling (with or without preceding bottle cleaning), packing, breaking bulk and repacking for distribution in smaller lots, storage (whether or not frozen or chilled), cleaning and drying of agricultural products, cutting out of wood fibreboards or metal sheets as secondary activities.

H - Transport and Storage

These include the provision of passenger or freight transport, whether scheduled or not, by rail, pipeline, road, water or air and associated activities such as terminal and parking facilities, cargo handling, storage, etc. Included in this section is the renting of transport equipment with driver or operator. Postal and courier activities are also included.

Excludes maintenance and repair of motor vehicles and other transportation equipment the construction, maintenance and repair of roads, railroads, harbours, airfields as well as the renting of transport equipment without driver or operator. Examples are passenger transport by inter-urban railways, land transport of passengers by streetcar, metro mass transit, transport from town-to-airport, Other renting of private cars with driver, operation of general merchandise warehouses, operation of storage and warehouse facilities for all kinds of goods, operation of car parks or garages, bicycle parking, etc.

I - Accommodation and Food Service

These include the provision of short-stay accommodation for visitors and other travellers and the provision of complete meals and drinks fit for immediate consumption. Also included is the provision of longer-term accommodation for students, workers and similar individuals. Some units may provide only accommodation while others provide a combination of accommodation, meals and/or recreational facilities.

Food and beverage serving activities involve the provision of complete meals or drinks fit for immediate consumption, whether in traditional restaurants, self-service or take-away restaurants, whether as permanent or temporary stands with or without seating. It excludes the provision of long-term accommodation as primary residences (usual place of residence), which is classified in Real estate activities, preparation of food or drinks that are either not fit for immediate consumption or that are sold through independent distribution channels, i.e. through wholesale or retail trade activities classified under Manufacturing.

J – Publishing, Broadcasting and Content Production and Distribution

Includes the production and distribution of information and cultural products, the provision of the means to transmit or distribute these products, as well as data or communications, information technology activities and the processing of data and other information service activities. The main components are publishing activities including software publishing, motion picture and sound recording activities, radio and TV broadcasting and programming activities Telecommunications activities and information technology activities and other information service activities.

Examples: Operating of cell phone networks, provision of data entry services, application service provision, activities of studio engineers, activities of radio networks, i.e. assembling and transmitting aural programming to the facilitators or subscribers via over the air broadcasts, cable or satellite radio broadcasting activities over the internet (internet radio stations) data broadcasting integrated with radio broadcasting, etc.

K – Telecommunication, Computer Programming, Consultancy, Computing Infrastructure and Other Information Service Activities

This section includes the following activities of providing expertise in the field of information technologies: writing, modifying, testing and supporting software; planning and designing computer systems that integrate computer hardware, software and communication technologies; on-site management and operation of clients' computer systems and/or data processing facilities; and other professional and technical computer-related activities

L - Financial and Insurance Activities

This includes financial service activities, including insurance, reinsurance and pension funding activities and activities to support financial services. This also includes the activities of holding assets, such as activities of holding companies and the activities of trusts, funds and similar financial entities. Examples: commercial banks, the central bank. Credit unions, Life insurance policies, Provision of insurance services other than life insurance, funding of pension funds and plans, Activities of forex bureau, Securities brokerage activities, Management of mutual funds, microfinance, etc.

M - Real Estate Activities

This includes acting as liaisons, agents and/or brokers in one or more of the following: selling or buying real estate, renting real estate, providing other real estate services such as appraising real estate or acting as real estate escrow agents. Activities in this section may be carried out on own or leased property and may be done on a fee or contract basis. Also included is the building of structures, combined with maintaining ownership or leasing of such structures. Examples: Buying, selling, renting and operating of self-owned or leased apartment buildings and dwellings, Intermediation in buying, selling and renting of real estate on a fee or contract basis, development of building projects for own operation, i.e. for renting of space in these buildings, activities of real estate agents and brokers etc.

N - Professional, scientific and technical activities

This includes legal activities such as advice and representation in connection with labour disputes, advice and representation in criminal cases, legal representation of one party’s interest against another party, whether or not before courts or other judicial bodies by, or under supervision of, persons who are members of the bar etc. Also, accounting, bookkeeping and auditing activities; tax and management consultancy such as preparation of personal and business income tax returns, preparation or auditing of financial accounts, advisory activities and representation on behalf of clients before tax authorities, provision of advice and help to businesses and public services in planning, organization, efficiency and control, management information, provision of advice on human resource policies, public relations and communication etc.

O - Administrative and support service activities

This includes the renting and leasing of tangible and non-financial intangible assets, including a wide array of tangible goods, such as automobiles, computers, consumer goods and industrial machinery and equipment to customers in return for a periodic rental or lease payment. It also includes leasing of intellectual property and similar products, activities of employment placement agencies, travel agency and tour operator activities, Security and investigation activities, cleaning activities, Landscape care and maintenance service activities (parks and gardens), Photocopying, document preparation and other specialized office support activities, activities of call centres. Examples: Activities of on-line employment placement agencies, Private security agencies, Renting and operational leasing of passenger cars (without drivers), Renting of pleasure boats, canoes, sailboats, Renting of musical instruments etc.

P - Public Administration and Defence; Compulsory Social Security

The activities classified by ISIC Revision 4 as “Public administration and defence; compulsory social security’’ includes activities of a governmental nature, normally carried out by the public administration. This includes the enactment and judicial interpretation of laws and their pursuant regulation, as well as the administration of programmes based on them, legislative activities, taxation, national defence, public order and safety, immigration services, foreign affairs and the administration of government programmes as well as compulsory social security activities.

The legal or institutional status is not, in itself, the determining factor for an activity to belong to this section and the division. This means that activities classified elsewhere in ISIC do not fall under this section and the division, even if carried out by public entities. For example, administration of the school system (i.e. regulations, checks, curricula) falls under this section and division, but teaching itself does not (see section P), and a prison or military hospital is classified to health (see section Q). Similarly, some activities described in this section and division may be carried out by non-government units.

Q - Education

This section includes education at any level or for any profession, oral or written and other means of communication. It includes education by the different institutions in the regular school system at its different levels as well as adult education, literacy programmes etc. Also included are military schools and academies, prison schools etc. at their respective levels. The section includes public as well as private education. For each level of initial education, the classes include special education for physically or mentally handicapped pupils. Examples: Photography schools, Automobile driving schools, learning centres offering remedial courses, computer training, Performing arts schools, Technical and vocational secondary education etc.

R - Human Health and Social Work Activities

This section includes the provision of health and social work activities. Activities include a wide range of activities, starting from health care provided by trained medical professionals in hospitals and other facilities, other residential care activities that still involve a degree of health care activities to social work activities without any involvement of health care professionals. Examples: Medical, diagnostic and treatment activities, Medical, diagnostic and treatment activities of maternity hospitals, dental practice activities of a general or specialized nature, Activities of herbal medicine practitioners/centres, Activities of blood analysis laboratories, Activities of orphanages etc.

S - Arts, Entertainment and Recreation

This section includes a wide range of activities to meet varied cultural, entertainment and recreational interests of the general public, including live performances, operation of museum sites, gambling, sports and recreation activities. Broadly, it includes creative arts and entertainment activities; libraries, archives, museums and other culture activities; gambling and betting activities; sports activities and amusement and recreation activities. Example: Operation of concert and theatre halls and other arts facilities, Production of group circuses or companies, orchestras or bands, Operation of art museums, Activities of amusement parks or theme parks, Operation of nature reserves, including wildlife preservation, Lotto operators etc.

T - Other Service Activities

This section includes the activities of membership organizations, the repair of computers and personal and household goods and a variety of personal service activities not covered elsewhere in the classification. Example: Activities of chambers of commerce, guilds and similar organizations, (e.g. Ghana Chamber of Commerce), Repair and maintenance of cellular phones, Activities of churches, Activities of mosques, Repair and alteration of clothing, Hair washing and similar activities (hair dressing and barbering) for men and women, Repair of bicycles etc.

U - Activities of Households as Employers; Undifferentiated Goods - and Services

This includes activities of households as employers of domestic personnel such as maids, cooks, waiters, valets, butlers, laundresses, gardeners, gatekeepers, stable-lads, chauffeurs, caretakers, governesses, babysitters, tutors, secretaries etc. It allows the domestic personnel employed to state the activity of their employer in censuses or studies, even though the employer is an individual. The product produced by this activity is consumed by the employing household.

This excludes provision of services such as cooking, gardening etc. by independent service providers (companies or individuals), which are classified according to the type of service.

V - Activities of Extraterritorial Organizations and Bodies

This is the activities of international organizations such as the United Nations and the specialized agencies of the United Nations system, regional bodies etc., the International Monetary Fund, the World Bank, the World Customs Organization, the Organization for Economic, Co-operation and Development, the Organization of Petroleum Exporting Countries, the European Communities, the European Free Trade Association etc.

This class also includes activities of diplomatic and consular missions when being determined by the country of their location rather than by the country they represent.

Value of goods and services: This refers to their worth or economic significance, typically determined by factors such as demand, supply, utility, scarcity, and market conditions.

12.5.3 Illustration of Industry Coding Structure of Lower Levels (Group and Class)

By way of illustration, the Section G wholesale and retail trade: repair of motor vehicles and motorcycles will be the focus in explaining the structure of industry at the lower levels- groups and classes.

Wholesale and Retail Trades; Repair of Motor Vehicles and Motorcycles

12.5.4 Concepts and Definition

Trades involves the sale without transformation of any type of goods and rendering of services related to trade. Wholesaling and retailing are the final steps in the distribution of goods. An activity that involves assembling of parts of an equipment before selling it falls under manufacturing whiles one that involves only retailing of the equipment (e.g. bicycles) falls under retail trade.

i. Sale without transformation: is considered to include the usual operations (or manipulations) associated with trade, for example sorting, grading and assembling of goods, mixing (blending) of goods (for example sand), bottling (with or without preceding bottle cleaning), packing, breaking bulk and repacking for distribution in smaller lots, storage (whether or not frozen or chilled), cleaning and drying of agricultural products, cutting out of wood fibre boards or metal sheets as secondary activities.

ii. Wholesale trade except sales and repairs of motor vehicle and motorcycle is the resale (sale without transformation) of new and used goods to retailers, to industrial, commercial, institutional or professional users, or to other wholesalers, or involves acting as an agent or broker in buying goods for, or selling goods to, such persons or companies.

iii. Retail trade except of motor vehicle and motorcycle: Is the resale (sale without transformation) of new and used goods mainly to the public for personal or household consumption or utilization, by shops, department stores, stalls, mail-order houses etc. It also includes activities such as washing, polishing of vehicles, the retail sale of automotive fuel and lubricating or cooling products or the renting of motor vehicles or motorcycles.

iv. Sales and repairs of motor vehicle and motorcycle: Includes all activities (except manufacture and renting) related to motor vehicles and motorcycles, including lorries and trucks, such as the wholesale and retail sale of new and second-hand vehicles, the repair and maintenance of vehicles and the wholesale and retail sale of parts and accessories for motor vehicles and motorcycles. Also included are activities of commission agents involved in wholesale or retail sale of vehicles.

Specialized trades are trades in one type of goods e.g. food product, beverages, tobacco, and telecommunication equipment etc.

Non-specialized trades are trades in variety of goods without any specialization.

Wholesale Trade: In wholesale trade, a distinction should be made between trading in specialized and non-specialized goods. This means dealing in one type of goods e.g. textile clothing and footwear: electronic and telecommunication equipment and parts or dealing in a variety of goods without any specialization.

Retail Trade: Similarly, for Retail trade, distinction is required first by type of sale outlet i.e. retail trade in stores and retail trade not in stores. For retail trade in stores, further distinction is required between specialized (i.e. range of items sold) and non-specialized retail trade. Retail trade not in stores is classified by forms of trade. Examples, retail sale in stalls and markets, door to door, mail order, by vending machines, on the street, in front of houses, etc.

12.5.5 Structure for Section G Wholesale and Retail Trade; Repair of Motor Vehicles and Motorcycles

A screenshot of a computer

Description automatically generated A screenshot of a list of items

Description automatically generated A table of sales

Description automatically generated A screenshot of a list of retail items

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Example 1: Consider a household member who sells frozen food in a grocery shop

A household member who sells frozen food belongs to SECTION G wholesale and retail trade: repair of motor vehicles and motorcycles. Under section G there are three divisions namely

• Division 45: Wholesale and retail trade and repair of motor vehicles and motorcycles

• Division 46: Wholesale trade, except of motor vehicles and motorcycles

• Division 47: Retail trade, except of motor vehicles and motorcycles

The household member selling frozen food will fall under Division 47: Retail trade, except of motor vehicles and motorcycles. Under this Division 47: Retail trade, except of motor vehicles and motorcycles there are 9 groups namely.

• GROUP 471: Retail sale in non-specialized stores

•GROUP 472: Retail sale of food, beverages, and tobacco in specialized stores

• GROUP 473: Retail sale of automotive fuel in specialized stores

• GROUP 474: Retail sale of information and communications equipment in

specialized stores

• GROUP 475: Retail sale of other household equipment in specialized stores

• GROUP 476: Retail sale of other household equipment in specialized stores

• GROUP 477: Retail sale of other goods in specialized stores

• GROUP 478: Retail sale via stalls and markets

• GROUP 479: Retail trade not in stores, stalls, or markets

The household member belongs to GROUP 471: Retail sale in non-specialised stores. Under this group, there are two classes:

• CLASS 4711: Retail sale in non–specialised stores with food, beverages or tobacco predominating.

• CLASS 4719: Other retail sale in non-specialised stored.

From the discussion above, the description of kind of economic activity requires not only detail but the right kind of details which enables one to identify the industry, group, and class to which it belongs.

Refer to the industry manual for detailed information on the other sections.

12.6 Employment Status and Employment Sector

Economic activity provides a general pattern of participation of the population in different forms of work. These forms of work recognize that all productive activities contribute to economic output and the livelihood of households and well-being. This session provides general information on the economic activities the population is engaged in. This is to determine their mode of engagement and the type of institution in which they are engaged.

Information on employment status and sector from the GLSS 8 will produce separate sets of labour statistics on each form of work to meet different policy needs. Information collected on employment status and sector will be used to monitor and evaluate labour force intervention programmes and policies to ensure they fairly and equitably serve the needs of all population sub-groups in the country.

Employment status refers to the position of an economically active person with respect to the type of agreement that governs the employment with other persons or organizations that the person has in his/her job. The status is generally classified according to the strength of the attachment between the person and the job, and the type of authority he/she has over the establishment and other workers that the person has or will have in the job. Employment status is classified based on the:

1. Associated type of economic risk (job security)

2. Type of authority of job occupants over institutions and other workers.

3. Written or unwritten agreement (contract) of employment the person has with other persons or organizations.

The sector of employment, on the other hand, relates to the legal organization and principal functions, behaviour, and objectives of the institution or enterprise with which a person is engaged. Employment sectors are distinguished as Public (Government, Semi-Public/Parastatal, Private Formal and Private Informal, Local NGO/CSO, International NGO/CSO, Religious organization (Local), Religious organization (International), International Organization

Self-employed: A self-employed person works for himself/herself in variety of trades, professions, and occupations rather than working for an employer. The person’s remuneration from the job is wholly dependent on the profits of the business. The person’s business can have employees or that person can be working on his own without employees. Examples are traders, carpenters, lawyers, doctors, and any person who owns his/her own business.

Contributing family worker: This person working in an enterprise (farm or non-farm) owned by a family member. The person is not a partner in the business. You need to probe well to establish who a contributing family worker is in the business or enterprise. Conceptually, these are household members of any of the owners who work in the establishment without regular pay for at least one-third of the normal working period.

Apprentice: This is a person who is learning a trade or skill. Note that there are different forms of apprentice work. There are apprentices who pay their master’s to receive the training. There are apprentices receive some form of payment. There are also apprentices who receive the training for free.

Persons engaged: This is made up of paid employees, casual workers as well as unpaid workers (including working proprietors, learners and contributing family workers).

12.7 Part A: Completing Current Economic Activity Status Questions

Question 2: During the past 7 days, did [NAME] work for a wage, salary, commission, other pay (incl. in kind) for someone who is not a member of your household (e.g. an enterprise, the government, another individual), for at least an hour?

INCLUDE ‘BY DAY’ WORK

This question should be asked of all persons in the household. Two options ‘Yes’ and ‘No’ have been provided. Code 1 for all those who are 5 years and older and proceed with the subsequent questions. For respondents who are less than 5 years, Code 2 and skip to the next person. If there are no other members, skip to question 4.

Salary refers to the total amount of money an employee is paid annually or received each month.

Wage refers to a fixed regular payment earned for work or services, typically paid on daily, hourly, or weekly basis.

Commission refers to the compensation paid to an employee after completing a task of selling certain number of products or services.

Question 2a: During the past 7 days, for how many days did [NAME] work for a wage/ salary?

This question elicits information on persons who worked to receive either salary or wage. For the wage/salary work indicated in Q1, the question is asking for the number of days the respondent worked. State the number of days the respondent worked over the 7 days.

Question 3: For the …… days worked, how many hours did [NAME] work for a wage/salary in each of the days?

NOTE: EXCLUDE

I. Hours Paid for But Not Worked

Ii. Meal Break

Iii. Commuting Time

The focus of this question is to find out how many hours the respondent in total spent on the work for which salary/wage was paid in the past 7 days. Record the number of hours worked on the activity. For each day in the previous 7 days including Saturday and Sundays, calculate the total hours worked on this activity. It is important to mention that the interest is to record the hours of effective work and not the number of hours the respondent spends at the workplace. Therefore, exclude hours paid for but the respondent did not work such as meal breaks and commuting time.

As are 24 hours within a day, carefully probe to ensure that the respondent does not report spending all his/her time on engagement of economic activities or possibly reporting more than 24 hours on work within a day. For example, if on a particular day, the respondent was at the workplace at 8 a.m. in the morning and left at 5 p.m. in the evening, do not necessarily record 9 hours of work for that day. Probe to find out how many hours he/she worked on that day. It is possible to find that the respondent stayed out of work for 1 hour and 30 minutes and therefore hours of work for that day should be 7¹/₂ hours. Similarly, if a cashier sets off at 5 a.m. to her workplace and it takes 2 hours to commute to work starts, then the 2 hours will be discounted as hours of work.

Domestic Work in the Past 7 Days Questions

Question 4: During the past 7 days, did [NAME] work as a domestic worker for a wage, salary, commission, or any payment in cash or in-kind for someone who is a member of your household, for at least an hour?

INCLUDE ‘BY DAY’ WORK

This question asks about those who were engaged in domestic work. The emphasis here is on domestic work done by any member of the household for someone in the household. Two options ‘Yes’ and ‘No’ have been provided. Code 1 in the cell for all who said ‘Yes’ for those persons who worked even for one hour during the past seven days. For those who did not work, code2 for ‘No’ in the cell and skip to Q6.

Question 5: During the past 7 days, for how many days did (NAME) do domestic work?

Indicate the number of hours worked in the domestic work by household members who worked for someone in the household in the past 7 days. Again, the emphasis is on domestic work.

Question 5a: For the …… days worked, how many hours did [NAME] do domestic work in each of the days?

Indicate the number of hours and minutes worked per day in the domestic work by household members who worked for someone in the household during the past 7 days for wage/salary. Again, the emphasis is on domestic work and the number of hours and minutes devoted to this activity, discounting hours not worked (e.g. commuting time and meal breaks). In all estimations on hours worked per day, CAPI will require number of minutes such that the cumulative of these minutes are not lost in the overall hours worked. SKIP TO Q21

Farm Enterprise Work in the Past 7 Days Questions

Question 6: During the past 7 days, did [NAME] work on a farm that is owned or land rented by [NAME]a member of your household, either in cultivating crops or in other farming tasks, such as raising of livestock, fishing, etc. for at least an hour?

For household members who worked in a farm enterprise in the past 7 days, record ‘Yes’ and “No” for any member who did not work in a farm either owned or rented for any form of agricultural activity and skip to Q9.

Question 7: During the past 7 days, how many days has [NAME] worked on this farm or other agricultural activity (ies) for the household?

Record the number of days worked on own farm or any other agricultural work during the past 7 days.

Question 7a: For the ……days worked, how many hours did [NAME] work in this farm or other agricultural activity (ies) for the household in each of the days?

NOTE: EXCLUDE

I. Hours Paid for But Not Worked

Ii. Meal Break

Iii. Commuting Time

Indicate the number of hours worked per day in the respondent’s own farm or any other agricultural work for the household in the past 7 days. Remember to consider only the number of hours devoted to this activity, disregarding the hours not worked (e.g. commuting time and meal breaks).

Question 8: Are the products obtained from this activity(ies) on the farm mainly intended for sale or barter or for family use?

Note that barter is the exchange of goods or services directly for other goods or services without using money.

This question seeks to find out from persons who were into own production/service work, as to whether the intended use of the products obtained from their work or the service rendered was for only sale or batter, mainly for sale/barter but some for own/ family use, mainly for own/family use but some for sale/barter, only for own/family use.

1. Only for sale/barter - For products that were intended solely for sale or in exchange for other product(s) of similar value, select option ‘1’

2. Mainly for sale/barter but some for own/ family use – If the greater proportion of the product obtained is intended for sale or in exchange for other products of similar value but a smaller proportion is for family consumption (own/family) use, select option ‘2’

3. Mainly for own/family use but some for sale/barter – If the greater proportion of the product obtained from the person’s activity was for consumption (own/family) use but a smaller proportion is for sale or barter, select option ‘3’.

4. Only for own/family use – Select option ‘4’ for products that were intended solely for own/ family use.

Non-Farm Enterprise Work in the Past 7 Days Questions

Non-farm enterprises are all the economic activities household members engage in which are not related to farming. Examples include trading, shopkeeping, barbering, dressmaking, carpentry, and taxi driving. For household members who worked in a non-farm enterprise in the past 7 days, record 1 -Yes and 2 - No for any member who did not work in a non-farm enterprise and skip to Q12.

Question 9: During the past 7 days, did [NAME] run/manage a non-farm enterprise of any size owned by the household for at least an hour?

Examples: trader, shopkeeper, barber, dressmaker, carpenter, or taxi driver

Question 10: During the past 7 days, for how many days did [NAME] work in the non-farm enterprise?

Record the number of days worked on the non-farm enterprise by household members during the past 7 days.

This question elicits information on members of household who worked to help family members in non-farm enterprises. Record numbers of days worked for all household members who worked in a non-farm enterprise of any size owned by someone in the household, for at least one hour in the past 7 days.

Question 10a: For the ……days worked, how many hours did [NAME] work in the non-farm enterprise?

NOTE: EXCLUDE

I. Hours Paid for But Not Worked

Ii. Meal Break

Iii. Commuting Time

Record altogether the number of hours any member of the household helped or worked in the non-farm enterprise in the past 7 days. Refer to the explanation in Q3.

Question 11: Are the products/services obtained from this activity on the non-farm enterprise mainly intended for sale or barter or for use by the household? Refer to the explanation in Q8.

Family Help in Farm/Non-Farm Enterprise Work in the Past 7 Days Questions

Question 12: During the past 7 days, did [NAME] help/work in a farm/non-farm enterprise of any size owned by someone in the household/family, for at least an hour?

This question elicits information on members of the household who worked in family farm/non-farm enterprises. Answer “Yes” or “No” for all household members who worked in a farm/non-farm enterprise of any size owned by someone in the household, for at least one hour in the past 7 days and if no, skip to Q15.

Question 12a: During the past 7 days, for how many days did (NAME) help/work in the farm/non-farm enterprise?

Record altogether the number of days any member of the household helped or worked in the nonfarm enterprise during the past 7 days.

Question 13: For the …… days helped, how many hours did [NAME] help/work in the farm/non-farm enterprise?

NOTE: EXCLUDE

I. Meal Break

II. Commuting Time

Record for each day, the number of hours any member of the household helped or worked in the non-farm enterprise in the past 7 days. Remember to consider only the number of hours devoted to this activity, disregarding the hours not worked. Refer to explanation in Q3.

Question 14: Are the products/services obtained from this activity on the farm/non-farm enterprise mainly intended for sale or barter or for use by the household? Refer to explanation in Q8.

Non-Productive Agriculture Work in the Past 7 Days Questions

Question 15: During the past 7 days, did [NAME] catch fish, prawns, wildlife or collect any other food for sale or own use for at least one hour?

For household members who are engaged in non-production agricultural activities, record only one option if any member of the household caught fish, prawns, and wild animals or collect any other food in the past 7 days. This should be based on the intended purpose of the product collected. Refer to explanation in Q8. If ‘No’, select option 5 and skip to Q17.

Question 15a: During the past 7 days, for how many days did (NAME) do this activity?

Record altogether the number of days any member of the household spent on this activity in question 19 during the past 7 days.

QUESTION 16: For the ……. days worked, how many hours did [NAME] do this activity?

NOTE: EXCLUDE

I. Meal Break

II. Commuting Time

Record the number of hours per day for all members of the household who worked on this activity in question 19 in the past 7 days. Remember to consider only the number of hours devoted to this activity, disregarding the hours not worked. After recording the hours per day, skip to Q21.

Apprenticeship Work

Question 17: During the past 7 days, did [NAME] work as a trainee (apprentice) even if it was for at least one hour? (Probe)

Trainee refers to a person learning to acquire skills needed to do a particular job or activity. This refers to all those who by virtue of their training or learning a trade, are involved in the production of goods and services. For instance, one could be involved in the baking of bread as part of learning how to bake bread. Also common are trotro mates or driver mates who are involved in providing transport services as part of their training of learning how to drive a commercial vehicle.

Note that this should include apprenticeship work for pay (either in cash or in-kind), that is code ‘1’ or those who must pay to get trained, that is code ‘2’or without a receipt or making any payment, that is code ‘3’ or those who receive the training free of charge, that is code ‘4’. The emphasis is on apprentice work for at least one hour in the past 7 days.

Sustenance allowance refer to money given in advance to a new worker/trainee for necessities while awaiting a first pay.

Stipends refer to a form of compensation that is paid to certain individuals for services rendered, other work done, or they are receiving training.

Question 17a: During the past 7 days, for how many days did (NAME) work as a trainee (apprentice)?

Record the number of days any household member worked as a trainee (apprentice) during the past 7 days.

Question 18: For the …… days worked, how many hours did [NAME] work as a trainee (apprentice)?

State for each day, the number of hours any household member spent or worked as a trainee (apprentice). Unconditional skip to Q21.

Voluntary Work

Question 19: During the past 7 days, did [NAME] do any voluntary work for someone who is not a member of [NAME’s] household, without any pay for at least one hour?

Record the appropriate response if any member of the household did any voluntary work for someone who is not a member of the household, for at least one hour in the past 7 days. If the response to this question is ‘No’ skip to Q21.

Question 19a: During the past 7 days, for how many days did (NAME) do voluntary work?

Record the number of days any member of the household did any voluntary work for someone who is not a member of the household during the past 7 days.

Question 20: For the …… days worked, how many hours did [NAME] do voluntary work?

For each day worked, record the number of hours any member of the household did any voluntary work for someone who is not a member of the household in the past 7 days. Note that the number of hours is to be recorded for actual hours worked in this activity.

Time usually worked per week by temporarily absent members.

Question 21: INTERVIEWER CHECK: IS THERE A "YES" RESPONSE IN ONE OF THE FF QUESTIONS? 2,4,6,9,12,15,17 or 19

This question is not to be asked but is supposed to check for those who either worked or did not work in the past 7 days. For household members who worked in the past 7 days, skip to question Q33 and ask about the occupation and subsequent questions. On the other hand, those who did not work in the past 7 days should be asked questions 22 to 30.

Question 22-30: These questions are for household members who did not do any economic activities in the past 7 days. These questions seek to identify persons who during the reference period did not do any economic activity although they had jobs to which they could return. Thus, temporal absence questions should be asked of household members who did not undertake any form of economic activity in the past 7 days but had work to go back to.

Different works have varied weekly work hours. Some workers often work longer hours than others, and this may vary depending on specific roles and responsibilities. For example, while the standard workweek for public servants is typically 40 hours, the demands of some jobs may require additional time to meet certain needs and the effective operation of institutions. In Questions 22a, 22c, 24a, 26a, 27a, 28a, 29a and 30a, record the times that these individuals who were temporarily absent from work would typically/ normally commit to their work per week if they worked.

Note that for agricultural activities, the offseason in agriculture is not a temporary absence. It is possible to find people who even though are gainfully engaged in some economic activity but for some reason, they were unable to work during the 7 days preceding the interview. If responses in Q22 and Q22a are ‘Yes’ skip to Q31; If response Q23 is ‘No’ skip to Q25; If responses in Q24 is any of the responses skip to Q31; If responses in Q25 is ‘No’ skip to Q27; If responses in Q26 is any of the responses skip to Q31; If responses in Q27 is ‘No’ skip to Q29; If responses in Q28 is 1,2,3 and 4 skip to Q31.

Question 22: Even though [NAME] did not do any activity in the past 7 days, does [NAME] work for wage, salary, commission, or any payment in cash or in kind for someone who is not a member of [NAME’S] household that [NAME] will return to?

Question 22a: For how many hours does [NAME] usually work per week?

Question 22b: Even though [NAME] did not do any activity in the past 7 days, does [NAME] have a work as a domestic worker for a wage, salary, commission, or any payment in cash or in kind for someone who is a member of your household that [NAME] will return to? If No skip to Q31

Question 22c: For how many hours does [NAME] usually work per week?

Question 23: Even though [NAME] did not do any activity in the past 7 days, does [NAME] run/manage or help in a farm owned or rented by a member of the household, to which [NAME] will return to? If No, skip to Q25.

Question 24: Are the products obtained from this activity on the farm mainly intended for sale or barter or for use by the household?

Question 24a: For how many hours does [NAME] usually work per week?

Question 25: Even though [NAME] did not do any activity in the past seven days, does [NAME] run or help in a non-farm household enterprise to which he/she will return to? If No, skip to Q27.

Question 26: Are the products/services obtained from this activity on the non-farm enterprise mainly intended for sale or barter or for use by the household?

Question 26a: For how many hours does [NAME] usually work per week?

Question 27: Even though [NAME] did not do any activity in the past 7 days, does [NAME] do any voluntary work for someone who is not a member of [NAME’S] household that [NAME] will return to? If No, skip to Q28.

Question 27a: For how many hours does [NAME] usually work per week?

Question 28: Even though [NAME] did not do any activity in the past 7 days, does [NAME] catch fish, prawns, wildlife or collect any other food for sale or own use?

Question 28a: For how many hours does [NAME] usually work per week?

Question 29: Even though [NAME] did not do any activity in the past 7 days, does [NAME] do trainee (apprenticeship) work that [NAME] will return to?

Question 29a: For how many hours does [NAME] usually work per week?

Question 30: Does [NAME] do any involuntary work for someone who is not a member of [NAME’s] household, without any pay?

Question 30a: For how many hours does [NAME] usually work per week?

QUESTION 31: INTERVIEWER CHECK: IS THERE A "YES" RESPONSE IN ONE OF THE FF QUESTIONS? 22,22b, 23, 25, 27, 28, 29 OR 30?

This question is not to be asked but supposed to check for those who may not have worked in the past 7 days but had a job to go back to. For household members who, even though did not work in the past 7 days had a job to go back to, continue to ask question 32 about the main reason for absence and the subsequent questions. On the other hand, those who did not work in the past 7 days and did not have a job to go back to (i.e. “No” responses) should skip to PART D.

Question 32: what is the main reason [NAME] did not do this activity during the past 7 days?

Health reasons: means temporally ill but would return to a fixed job after recovery, e.g. workers on sick leave or admission at hospitals.

Strike/stay away/lock-out: Labour disputes such as strikes and lockouts but would return to a fixed job after the strike or lockout.

Problem with transport: The means of transport to commute to work was not available during the past 7 days in question. This could happen as a result of several challenges such as unmotorable road, no money to pay transportation fare, vehicle not available etc.

Bad weather: i.e. persons not working because of bad weather thus making their workplace inaccessible. For example, farmers who could not go to their farms because the paths leading to their farms were flooded; fishermen who could not go to sea because of stormy weather, masons who did not work because of bad weather, etc.

On study/training leave means the person has definite instructions to return to work after a certain period. Note that persons such as teachers, public servants and others who are on study leave and receiving full-time education in educational institutions, with or without pay must be classified as working.

Unrest (violence); i.e. persons not working because of confusion, demonstration, or some other kind of unrest either at the workplace or near the workplace and therefore interrupted work temporarily.

Temporary lay-off: Workers have definite instructions to return to work at a specific date. Such workers include permanent farm labourers or workers in various enterprises and establishments whose work has been interrupted temporarily for lack of raw materials and/or other reasons.

Seasonal work/off-season: e.g. farmers or fishermen who did not do any work because it was their off-season. Note that in certain parts of the country, particularly in the Northern, Upper East and Upper West Regions, work on the farms takes place during certain months of the year while in other months the farmers remain virtually idle. The same applies to fishermen in other parts of the country.

Other: In this context means possible responses different or distinct from the ones already mentioned above.

Question 33a: If [NAME] worked in the past 7 days, what kind of work did [NAME] mainly do?

Question 33b: If [NAME] did not work in the past 7 days, what kind of work did (NAME) mainly do before the break period?

CHECK IF RESPONSE IN Q17,Q29 IS 1, 2, 3 OR 4,THEN ASK Q33C

Question 33c: If [NAME] is a trainee in the past 7 days, what kind of work was [NAME] trained in?

For those who worked in the past 7 days, (a) you should record the work they did. For those who did not work but had a job to go back to, (b) you should indicate the job they will go back to after the period of absence, (c) you should indicate the kind of work they were trained in. Write down the work the respondent did during the past 7 days or the work the respondent will do when he/she goes back to his job. For example, if the respondent has been trained or being trained as a lorry driver but worked as a construction labourer during the 7 days, you must write down “CONSTRUCTION LABOURER”.

In recording the occupation of the respondent, record detailed and exact description of the work the respondent did. The term LABOURER, for example is too vague. You should be more specific by indicating whether the person was an OFFICE CLEANER, a CONSTRUCTION LABOURER, a GARDENER, a FARM LABOURER, etc.

In the same way, designations like BUSINESSMAN, OPERATOR, CIVIL SERVANT, TEACHER, are too vague. They cover several groups of persons occupying different grades and doing different kinds of work. For example, ‘a businessman’ may be a retail trader in spare parts or textiles or office machines. An ‘operator’ may be a forklift operator, crane operator, or drilling machine operator. In the same way, a civil servant may be Chief Director or an Executive Officer. A teacher may be a primary school teacher, a JHS teacher or an SHS teacher.

For those who sell items they themselves prepare e.g. kenkey, aboloo, fried fish, etc., you should indicate this by recording “kenkey maker and seller”.

For those who sell food we would like to know whether they are street food sellers (i.e. selling food (cooked or uncooked on the street), food seller in the market or food counter attendant.

Note that whenever you specify a seller or maker of a particular commodity which is only known in a few areas, you must also write in brackets whether that commodity is food, drink, etc. For instance, you may write SELLER OF AHEYI (non-alcoholic corn drink), MAKER OF TUBANI OR WAAKYE (FOOD).

Question 34: During the past 7 days, what kind of goods and services or industry is this work connected with?

(Describe the Main Goods and Services Produced)

Industry refers to the main economic activity of the establishment where the respondent worked. This is a description of the goods and services that are produced in the place where the respondent works. Establishment applies not only to big enterprises such as Pioneer Biscuit Factory, Ghana Commercial Bank, etc. but also to the small ones as well, e.g. Kwesi Nimo's farm, place of petty trading in market or Fati's Kiosk "under the tree." Note that it is the economic activity Fati carries on under the tree that is to be specified.

The following examples may help you understand what industry is about and what you must write or describe in the spaces which have been provided and code according to the ISIC.

a) A Carpenter who makes window frames is employed by a firm which build houses, the major economic activity you must write down is “construction of houses”, NOT “window frames”, since houses are produced by the establishment where he/she works.

b) A Carpenter gives NOVOTEL Hotel as the name of the establishment where he/she worked. You must write “hotel services” as the major economic activity of the establishment.

c) The major economic activity of all educational institutions e.g. University of Ghana, Ghana Secondary, Government Technical School, is EDUCATION even though the persons employed in these institutions may be doing different types of jobs.

d) For a craftsman who is employed by a Construction Company which is undertaking a contract with an educational institution, you must write down BUILDING CONSTRUCTION but NOT education.

e) A self-employed person who lay blocks is classified under construction.

For respondents employed by big establishments, you must record the main economic activity of the branch/department in that establishment where the respondent works.

Question 34a: How long has [NAME] been doing this work?

This question seeks to find out the duration the respondents have been doing a specific type of work. Record in years and months.

Record the number of years and months [NAME] worked in the sector selected in question 35.

Question 34b: Where does [NAME] usually do his/her main work?

There are places where people do their work, select from the list of options the one that applies to a respondent. This is about the respondent’s place of work. Indicate clearly where the respondent usually works. Nineteen pre-coded responses have been provided. Probe to find out from the respondent the physical space where he/she carries out his/her activities and code appropriately – whether in office, home, factory, river, on the street, in a shop, lorry park, market, school, hospital, etc.

Question 34c: Is [NAME'S] work permanent or temporal?

Permanent workers are employees with paid leave entitlements in jobs or work contracts of unlimited duration, including regular workers whose contracts last for 12 months and over. Permanent employees work for an employer and are paid directly by the employer. They often receive other benefits like subsidized healthcare, paid vacations, public holidays, sick time, or contributions to a retirement plan. They are generally protected from abrupt job termination by severance policies.

Permanent Employees are employees on a fixed-term contract or whose expected duration of the main job were less than one year with Seasonal/temporary/fixed contract work supplied as the reason.

‘Temporary employee’ refers to a situation where the employee is expected to leave the employer within a certain period.

Full-time workers work throughout the full length of time as agreed by the establishment.

On the other hand, part-time workers work for only a portion of the full length of time agreed by the establishment.

Question 35 In what sector is [NAME] mainly working?

This question relates to the sector of employment in which (Name) is working. The following explanations of employment sectors have been given to guide you choose the appropriate option:

1. Public (Government): This includes both the Civil Service and Public Service workers. The Civil Service is made up of establishments that are largely regulated, owned, or controlled by the central or local government and do not draw their salaries from the consolidated fund e.g. Ministries, District Assemblies, National Mobilization Programme, etc.

2. Semi-Public/Parastatal: Semi-public refers to institutions or organizations that are partly owned by the public. The government is the public because it holds everything in the country in trust of the people. Parastatals are corporations and boards that are partly owned or fully owned by the government. They do not however, depend on the consolidated fund or government funds. They normally generate their own income and have some autonomy e.g. ECG, VRA, Ghana Telecom.

3. Private Formal: These are establishments owned and controlled by private person(s). They include those that have established procedures for keeping records, recruitments, promotion, and dismissal, etc. such as Darko Farms, Japan Motors.

4. Private Informal: These are establishments owned and controlled by private person(s). They include those that do not have established procedures for keeping records, recruitments, promotion, and dismissal such as and those operating in markets and tabletops.

5. Local NGO’s/CSOs: These are non-profit making organizations owned and operated by a citizen with the aim of providing services/facilities/assistance to the government and communities.

6. International NGO’s/CSOs: These are non-profit making organizations owned and operated by foreigners with the aim of providing services/ facilities/ assistance to the government and communities.

7. Religious Organization (local):

8. Religious Organization (international):

9. International Organizations: International Organizations include the following: UNDP, UNICEF, UNHCR, FAO, UNFPA, WHO, OAU, ECA, World Bank, etc.

Question 36: What is [NAME’s] status in this job?

Eleven pre-coded responses have been provided for this question and where the answer corresponds to one of these you must indicate the appropriate code. It is important to probe, especially with women and children for their activities in order to be sure of their statuses as to whether they worked for themselves or in a household member’s enterprise.

1. Paid employee – Choose this for persons who work for a public or private employer and is paid by this employer.

2. Paid employee(domestic worker) – Refers to persons employed to perform household tasks and services, such as cooking, laundry, and caregiving, within a private home. To be classified as a paid employee, there must be a formal agreement regarding payment, including the agreed-upon amount and the scheduled payment intervals, whether daily, weekly, monthly, or otherwise. Only with this arrangement in place can the individual be considered a paid employee.

3. Casual worker - Refers to persons who are not part of the permanent workforce, and supply services on an irregular or flexible basis. These workers are usually paid on rate basis and do not get benefits such as sick or annual leave.

4. Paid apprentice - Refers to a worker who is learning a trade and who normally works under the supervision of a qualified worker and is either paid or given an allowance.

5. Unpaid apprentice - Refers to a worker who is learning a trade and who normally works under the supervision of a qualified worker and is neither given an allowance nor receive payment.

6. Non-agriculture self-employed with employees - Choose this for a person who operates his/her own enterprise directly or through another person (E.g. a manager or caretaker) and who for the operation of this enterprise HIRES ONE OR MORE EMPLOYEES. Note that the persons considered employees here exclude unpaid family workers and apprentices, whether they are given an allowance or not.

7. Non-agriculture self-employed without employees - Choose this for a person who operates his/her own enterprise (e.g., a farmer, kenkey seller, carpenter) and who DOES NOT EMPLOY anybody to work for him/her in the operation of his/her enterprise (except perhaps apprentices or members of his/her family). Note that apprentices must not be classified as employees. You must, however, make sure that the assistants of such a person are apprentices and not paid employees before classifying the respondent in this group.

8. Non-agriculture contributing family worker – Choose this for a person who helps in running an economic enterprise operated by a member of his or her household without payment of wages or salary. The person is not a partner in the business.

9. Agriculture self-employed with employees - Choose this for a person who operates his/her agricultural enterprise directly or through another person (E.g. a manager or caretaker) and who for the operation of this enterprise HIRES ONE OR MORE EMPLOYEES. Note that the persons considered employees here exclude unpaid family workers and apprentices, whether they are given an allowance or not.

10. Agriculture self-employed without employees - Choose this for a person who operates his/her agricultural enterprise (e.g., crop grower) and who DOES NOT EMPLOY anybody to work for him/her in the operation of his/her enterprise (except perhaps apprentices or members of his/her family). Note that apprentices must not be classified as employees. You must, however, make sure that the assistants of such a person are apprentices and not paid employees before classifying the respondent in this group.

11. Agriculture contributing family worker - Choose this for a person who helps in running an agriculture enterprise operated by a member of his or her household without payment of wages or salary. The person is not a partner in the business.

12. Voluntary worker – Refers to a person who offers their time and skills to support an organisation or cause without receiving financial compensation.

13. Other - To this category belong all persons who do not fall into any of the above groups. Give a description of this group of workers.

(IF 05 –10>>Q51, IF 11- 12>> NEXT PERSON

For Paid Employees, Casual Workers, And Paid Trainees (Apprentices) Only

Question 37: Does [NAME] have a contract/agreement (written or verbal) or letter of appointment for this job?

The question seeks to know if there was a mutual agreement on the terms and conditions of the work between the employer and the employee, either written or oral (verbal). It should be noted that signing ‘a written contract’ refers a letter of employment/appointment in which the respondent’s wage/salary has been specified.

Question 38a: Is [NAME] entitled to full/subsidized medical care in this job?

This question wants to know if the respondent is entitled to either full or partial health insurance from his/her employer when he/she is sick as part of the contract of engagement.

Note: that there are several forms of health insurance, and the emphasis is not only on National Health Insurance Scheme (NHIS) being operated by the government but all forms of health insurance. Examples are Medicare, Premier Mutual Health insurance, Apex Mutual Health insurance, Liberty Mutual Health insurance, NHIS, etc.

Question 39: In this job, is (NAME) entitled to paid holidays/leave?

This question seeks to find out if the respondent would be paid by his/her employer if he/she did not work on public and other holidays, as well as not working on days taken as leave. The leave periods are entitlements that are agreed between the employer and employees to be observed as such and payment will also be done to that effect. The same analogy applies to public holidays.

Question 40: Is (NAME) entitled to paid sick leave and/or maternity/paternity leave on this job?

This question seeks to find out if the respondent would be paid by his/her employer if he/she did not work because he/she was on sick leave or had given birth and had ask permission not to go to work or both.

Question 41: Is [NAME] entitled to any social security benefits in this job?

This question finds out from the respondent if he/she is entitled to any social security such as housing grants, some relief for the dependents of the respondent which is all paid by the employer. If No, skip to Q44

Question 42: What type of social security benefit will/does [NAME] benefit?

(SELECT ALL THAT APPLY)

For those who are entitled to any kind of social security benefit, find out which one(s) he/she is or will be entitled to. Multiple responses are allowed here and so choose as many as possible for those that apply.

Tier three Scheme

The Third Tier which includes all Provident Funds and all other Pension Funds outside Tiers I and II is a voluntary scheme. Individuals are not under any obligation to do this. This category includes persons who are doing their own business, government workers, etc.

Tier two Scheme

The Second Tier is defined as contributory Occupational Pension Scheme mandatory for workers with 5% contribution made on behalf of members. The fund is managed by an appointed insurance or investment company called the Fund Manager.

SSNIT scheme

The Social Security and National Insurance Trust (SSNIT) is a statutory public Trust charged under the National Pensions Act, 2008 Act 766 with the administration of Ghana’s Basic National Social Security Scheme. Its mandate is to cater for the First Tier of the Three-Tier Pension Scheme. The Trust is currently the largest non-bank financial institution in Ghana.

Cap 30

The Cap 30 Pension Scheme was meant for public servants in the civil service in Ghana who were employed before 1^st January 1972. It is managed by the Social Security and National Insurance Trust (SSNIT).

Question 44: Is [NAME] paid on a timely basis or a piece rate basis?

Find out the kind of remuneration package whether the payment was made on time basis, piece rate or some other basis.

Time basis

Payment on time basis means that the worker is compensated a certain amount of money or in-kind payment for each specific time (say one hour) he/she works.

Piece rate.

Payment on piece rate means that the worker is compensated a certain amount of money or in-kind payment for each unit of work completed. For example, in a manufacturing company, an employee receives a set amount for each item he produces regardless of how fast or slow he works.

Question 45: How much is [NAME's] payment for this job? What period of time does this payment cover?

This refers to the total amount of money the respondent has received or yet to receive for the main work he/she has performed in the past 7 days excluding bonuses and allowances. Employee income consists of direct wages and salaries, cash bonuses and gratuities, commissions and tips, directors’ fees, profit-sharing bonuses and other forms of profit-related pay, remuneration for time not worked (e.g. as sick leave or annual leave), free or subsidized goods and services from an employer. Only cash payments should be recorded here. For instance, if the respondent received GHȼ40 cash and GHȼ20 worth of rice, then the total amount of money he/she had received for the job he/she did in the past 7 days is GHȼ40. This question requires a lot of probing as respondents are likely to under declare how much they received. This under declaration of payments may be intentional or unintentional.

Probe and record the time unit this payment received is in reference to. That is, it is not enough to indicate that the respondent was paid GHȼ40 for the job he/she performed. What must be clear is whether this payment was for one week, two weeks, one month, one year or some other time period.

Question 46: Does [NAME] receive other cash payments (including bonuses, commission, allowances, tips, etc.)?

This question enquires about any other payments and subsidies received, for work done either in cash or in-kind. In-kind can be in terms of food, other physical items and services rendered and if the response to this question is ‘No’ skip to Q48.

Question 47: How much is [NAME's] other cash payments (including bonuses, commission, allowances, tips, etc.) for this job?

For those who indicate in Question 46 that they receive other payments including bonuses, commission, allowances, tips, gratuities, etc. or work done either in cash or in-kind, the question seeks to know the value of the goods and services should they be quantified in monetary value. Remember to indicate the time unit, whether these payments are done daily, weekly, forthrightly, monthly, quarterly, or yearly.

Question 48: Does [NAME] receive any payment in-kind?

Question 48 finds out from the respondent whether he/she receives payment in-kind, i.e. any payment that is not in the form of cash. For example, a worker may be receiving a bag of rice every month for the work he/she does. If response to this is ‘No’, skip to Q50.

Question 49: What is the value of goods and services [NAME] received?

For those who indicated in Question 48 that they received payments and subsidies received, for work done either in cash or in-kind, the question seeks to know the value of the goods and services should they be quantified in the monetary value. For instance, if the respondent received GHȼ40 cash and GHȼ20 wealth of rice, then the total value of goods and services he/she had received for the job he/she did in the past 7 days is GHȼ20. Remember to indicate the time unit, whether these payments are done daily, weekly, fortnightly, monthly, quarterly, or yearly.

Question 50: Who in [NAME’S] household mainly decides on the use of these payments?

Enter the respondent ID number of the household member who decides.

Question 51 – 53 seeks information on the legal structure, registration and record keeping of the respondent’s business. This information will help classify the respondent’s business into formal and informal sector.

QUESTION 51: Is [NAME’S] business incorporated (e.g., as a limited company or partnership)?

For household members who have business, this question aims to determine the legal structure of the respondent's business, such as whether it is a sole proprietorship, limited liability company, or partnership.

Incorporation is the formal, legal process by which a business entity is formed and registered. Once a business is incorporated, it becomes a separate legal identity. It can sue and be sued.

If the business is formally incorporated under any of these structures, the answer should be "Yes"; otherwise, it should be "No."

QUESTION 52: Is [NAME’S] business registered with Registrar General’s Department?

This question seeks to find out if the respondent's business is officially registered with the Registrar General’s Department. The Registrar General’s Department is the government agency mandated for the administration of entities including the registration of businesses, industrial property, marriages, administration of estates, and public trustees.

If the business is registered, the answer should be "Yes"; otherwise, it should be "No."

QUESTION 53: What kind of accounts or records does [NAME’S] business keep?

This question helps in understanding the level of formalization of the business's financial records. There are three possible responses:

Formal accounts/records: The business maintains a set of accounts required by law and subject to auditing. A business keeps formal records if it follows professional procedures in managing its records, has records that can be traced and keeps routine records either electronically or manually.

Informal accounts/records: The business keeps some form of accounts but not required by law or subject to auditing. A business keeps informal records if it does not follow professional procedures in keeping records, the documentation is done haphazardly and the documentation is not done routinely.

No accounts/records: The business exist and operate but does not maintain any financial records.

Question 54-56 is designed to identify dependent contractors, who, despite not being classified as employees, provide goods or services under contractual agreements with another entity. These workers rely on the entity for organizing and executing their work, income, or market access. They are essentially employed for profit and are subject to control by the contracting entity.

(a) Their dependency may be operational in nature, through the organization of the work and/or of an economic nature such as through control over access to the market, the price for the goods produced or services provided, or access to raw materials or capital items.

(b) The economic units on which they depend may be market or non-market units and include corporations, governments and non-profit institutions that benefit from a share in the proceeds of sales of goods or services produced by the dependent contractor.

(c) The activity of the dependent contractor would potentially be at risk in the event of termination of the contractual relationship with that economic unit.

QUESTION 54: Does [NAME’S] business get customers or buyers through someone else, for example from another company, intermediary or person?

This question aims to determine if the respondent's business relies on intermediaries or other entities to obtain customers or buyers. If the answer is "Yes," then further clarification is required on the nature of these arrangements (Q 55 and 56). If No, skip to Part B of the Economic Activity section.

QUESTION 55: Does this company / intermediary / person set the price of the products or services that you offer?

This question seeks to understand if the company, intermediary, or person mentioned in the previous question has control over pricing of the services or goods that is produced by the respondent. If the answer is "Yes," it indicates a level of dependency on external entities for pricing decisions.

QUESTION 56: Does this company / intermediary / person decide on where, when or how you should carry out your work?

This question explores the extent to which the respondent's business activities are dictated by external entities if the company decides on raw materials or equipment to be used and or what place or at what time the work is carried. If the answer is "Yes," it suggests a significant degree of control over the respondent's business operations by another party.

If the response to this question is not a member of this household, record code 99.

12.8 Part A1: Completing Work by Children 5 To 17 Years Questions

A child is a person below the age of 18.

Child labour refers to work for which children are either too young or that may be physically or psychologically injurious to their health and well-being. It affects children’s health and personal development and interferes with their schooling.

These questions are to be administered to children between the ages of 5 to 17 years old who responded that they worked in the past 7 days preceding the interview.

Instructions for Interviewer: ASK QUESTIONS 1a TO 16 ONLY IF CHILD IS WORKING, (THAT IS IF PART A QUESTIONS 2, 4, 6, 9, 12, 15,17, 19, 22, 22b,23,25,27,28, 29, 30 is “YES”)

Question 1a: When does [NAME] perform the work?

The purpose of the question is to find out the working period of the respondent. This question is a multiple response question. Select all the times mentioned as the time that the identified child does his/her work.

Question 1b: Under whose supervision does [NAME] mainly perform the work?

Who supervises the respondent during their time of work must be selected. Select the appropriate response among the eight response options provided.

Supervision: refers to the action or process of watching and directing what someone does or how something is done.

Guardian: refers someone responsible for overseeing, managing, and making decision about someone’s healthcare, housing, property and assets.

Mastercraft person: is a person who creates or provides services skilfully using their hand.

Questions 1 to 16 focuses on the various types of work the child might have been engaged in during the past 7 days. The essence of attaching the examples to each question is to broaden the picture of the question in the mind’s eye of the child to increase response spontaneity and accuracy. It is therefore crucial to painstakingly explain these attached examples when each question is asked since some child respondents tend to be shy and might not be as spontaneous compared to adults.

NOTE that, the interviewer should continue to remain as neutral as possible while administering this part of the questionnaire. It is important not to react or make any comments when the child is involved in hazardous activities. This could lead to biased responses subsequently!

12.8.1 Definition of concepts

Child: This refers to a person aged 5-17 years.

Working children: This refers to children who were engaged in some form of work (whether economic or non-economic) in the past 7 days.

Working indoors: This refers to performing work duties within enclosed structures such as offices, factories, warehouses, retail stores, hospitals, schools, and other indoor facilities.

Working outdoors: This refers to performing work duties in open-air environments, such as fields, construction sites, parks, forests, agricultural areas, and transportation facilities.

Heavy Load: For purposes of GLSS 8, if a child is unable to lift the object to the waist level without any assistance, it is considered heavy load. However, if the child can lift the object to the waist level but carry for more than 2 miles or 3 kilometers, it is also considered heavy load.

Preamble to questions 1 to 16

Now I want you to think about work that [NAME] did during the past 7 days. Did [NAME] do any of these things at work?

Question 1: Carry heavy loads?

Examples: firewood or water, crops, bricks, rubbish/waste, rocks or cement, other heavy items.

Question 2: Climb high off the floor/ground, from where if [NAME] falls, [NAME] might be injured?

Examples: ladders taller than you, high up on trees, scaffolding, construction platforms, animal/horse trainer or horse breaker.

Question 3: Use powered tools (electric or gas)?

Examples: drills, saws, chain/table saws, electric sanders, jackhammers.

Question 4: Use sharp tools?

Examples: axes, knifes, machetes.

Question 5: Use big or heavy machines, or drive/ride vehicles/motor?

Examples: machines that are bigger than you such as assembly machines, tractors, forklifts, cranes, trucks, motorcycles.

Question 6: Work with fire, ovens or very hot machines or tools, or unsafe electric wires/cables, where [NAME] might get burned?

Examples: fires ovens, irons, welding tools, hot metal surfaces, burners, electric wires/cables, brick kilns.

Question 7: Work in a very noisy place, so that [NAME] had to shout to be heard?

Examples: noise from sources such as: very loud noisy machines, loud traffic, block factory, clubs.

Question 8: Work indoors or outdoors where dust, sand, smoke, or fumes make it hard to breathe or see clearly?

Examples: construction and mining sites, night clubs, scrap dealers, poor ventilation building.

Question 9: Work in a place that is very cold, or working outdoors in very rainy or wet weather?

Examples: in cold stores/fridges, working in rain/storms.

Question 10: Work long hours in the hot sun without a break?

Examples: logging, pasturing, hawking, head potters, by-day, weeding.

Question 11: Work below the ground in mining wells or tunnels or other very small spaces?

Examples: going down into mines to bring out rocks/stones/coal, cutting rocks/stones/coal below the ground.

Question 12: Work underwater?

Examples: diving for shells, untangling nets in seas, lakes, rivers.

Question 13: Work with or around agricultural chemicals or helps someone to do this.

Examples: spraying or spreading fertilizers to help crops/plants grow, spraying or spreading pesticides/herbicides to kill bugs or weeds, cleaning pesticide containers. This includes cleaning products, oil or gas, paints, glues, bleach, disinfectants, dyes, solvents, batteries, mercury, or other chemicals.

Question 14: Work with liquids or powders that irritate your skin, burn easily, give off vapours that smell bad or can explode?

Examples: the use of acids, mercury, pesticides/weedicides/herbicides, DDT.

Question 16: Work in contact with large domestic animals (e.g., camels or cattle or pigs), wild animals?

Examples: snakes, insects or around animal manure (e.g., manure pits, cleaning stalls.

12.9 Part B: Completing Current Economic Activity Status of Secondary Questions

Current economic activity status and characteristics of secondary job in the past seven (7) days for all household members 5 years or older.

This part follows a similar pattern as in Part A of Section 4: secondary job of a worker (i.e. any task or economic activity that the respondent performed in addition to his/her main employment within the reference period (PAST 7 DAYS). This may be overtime in certain assignments, running projects or having businesses of their own alongside their main employment. The interviewer needs to constantly draw the attention of the respondent that questions in this section relates to any secondary activity done within the past seven days.

Care should be taken such that the MEMBER ID of eligible household members are not mixed up when making entries in the questionnaire.

Now, I would like to ask about your secondary activity you have undertaken over the past 7 days, that is, since ………

Question 1: During the past 7 days, how many jobs did [NAME] do/have altogether?

IF DID NOT WORK IN PAST 7 DAYS, ASK: How many jobs did [NAME] do previously in his/her work/business?

The focus of this question is on number of jobs the respondent did altogether. Ask of jobs respondent did if he/she did not work in the past 7 days but might have done previously and record appropriately. However, if respondent mentions that he/she was engaged with only one job, skip to next person.

Question 2: During the past 7 days, what were the main tasks and duties in the secondary job [NAME] spent most of the time on?

i.e. describe the secondary job/task [NAME] was performing e.g. carrying bricks; mixing baking flour; harvesting maize; etc. IF DID NOT WORK IN PAST 7 DAYS, ASK: What kind of work did [NAME] do previously in his/her work/business?

IMPORTANT NOTE:

Answer Questions 2 To 19 In the same way as were in Part A: Main Job in the Past 7 Days.

Describing the main tasks and duties in the secondary job of the respondent is paramount towards obtaining an accurate ISCO code. Extensive and careful probing to safely arrive at an accurate ISCO code is extremely crucial. If respondent did not work in the past 7 days, ask the kind of work he/she did in his/her previous work. Describe and code appropriately in the spaces provided.

Question 3: What kind of goods and services or industry is this work connected with?

The kind of goods and/or services produced/provided, or industry of the job will be linked to an appropriate ISIC code. It is important to solicit the right products or services and describe effectively to code correctly.

Question 4: During the past 7 days, how many days did [NAME] do on this second job?

IF DID NOT WORK IN PAST 7 DAYS, ASK: How many days does [NAME] usually devote to this activity per week?

This question focuses on the number of days respondent worked on the second job. Note that, it is important not to assume respondent worked every day of the 7 days.

Ask the number of days usually devoted for this secondary job per week if respondent says he/she did not work in the past 7 days.

Question 5: For the ……. days worked, how many hours did [NAME] work in this second job? IF DID NOT WORK IN PAST 7 DAYS, ASK:

How many hours does [NAME] usually devote to this activity per week?

Note that, respondents could have worked for different hours on each of the days under consideration hence it is critical to probe for number of hours on day-on-day basis. Ask respondent for the number of hours he/she usually devotes to this second job per week and record.

NOTE: EXCLUDE the number of hours respondent was paid but did not work.

Exclude time spent for meal break and commuting to and from work.

Question 6: In what sector is [NAME] mainly working?

This question seeks to determine mode of engagement and the type of institution in which respondents are engaged. Refer to this manual for in-depth explanation of each of the codes provided to aid accurate coding.

Question 7: What is [NAME’s] status in this job?

This question seeks to obtain the position of the respondent in this job with respect to the type of agreement that governs their employment with other persons or organizations. Codes for responses are provided. If response falls within codes 05 to 10, skip to Q20. If 11 to 12, skip to the next person. Refer to this manual for in-depth explanation of each code.

Question 8: Is [NAME] paid on a time basis or a piece rate basis?

To be paid on time basis is when a worker is compensated with a specified amount of money for a specific time worked. To be paid on piece rate basis is when a worker is compensated with a specified amount of money for each unit of work successfully completed. In a production unit for example, an employee may receive a specified amount for each item he produces regardless of time spent in the production process. If payment is made other than the basis mentioned, kindly specify and record code 1 if the respondent paid on time basis and code 2 if he/she is paid on piece basis.

Question 9: How much is [NAME's] payment for this secondary job?

IF NAME HAS NOT YET BEEN PAID ASK: How much is [NAME] expecting?

What period does this payment cover? (MOST RECENT)

This question seeks to obtain the total amount of money (in Ghana cedis) the respondent has received or yet to receive for the secondary work he/she has performed in the past 7 days including bonuses and allowances. Only cash payments are to be recorded. If the respondent received GHȼ100 cash and GHȼ50 worth of cooking oil for example, the total amount of money he/she received for the secondary job in the past 7 days is GHȼ100. Probe extensively to prevent responses being under-declared. Probe to find out the period the most recent payment received is referenced to. If respondent has however not been paid, ask how much he/she is expecting to be paid.

Question 10: Does [NAME] receive any payment for this work in the form of goods or services?

This question focuses on other in-kind payments received for work done. This can be in terms of food, physical items or services rendered to the respondent. Skip to Q12 if response to this question is NO.

Question 11: What is the value of the goods or services [NAME] received?

The respondent is to quantify the monetary value (in Ghana cedis) of the goods and services received in terms of the corresponding unit of time worked. That is, was the quantified monetary value of goods and services on daily, weekly, fortnightly, monthly, quarterly, or yearly basis? For example, a respondent says he/she receives 2 tins of milk every week. The 2 tins of milk should be quantified in monetary terms (in Ghana cedis). The corresponding time unit will then be weekly in this case.

Question 12: Does [NAME] have a contract/agreement (written/verbal) or letter of appointment for this job?

The focus of this question is to know if there exists a mutual agreement on the terms and conditions of work between the employer and employee and if respondent was given an appointment letter for this secondary job. There is no documentation in a verbal agreement.

Question 13: In this job, is [NAME] entitled to paid holidays/leave?

This is a ‘Yes’ or ‘No’ question which seeks to know whether respondent is entitled to paid holidays or leave in this secondary job.

Question 14: Is [NAME] entitled to paid sick leave and/or maternity leave on this job?

This question seeks to know whether respondent is entitled to paid sick leave and/or maternity leave in this secondary job.

Question 15: Is [NAME] entitled to social security benefits in this job?

This question is designed to solicit information on the status of respondents with respect to any entitlements to social security benefits in this secondary job. Skip to Q17 if response to this question is NO.

Question 16: What type of pension benefit(s), will/does [NAME] receive from this job?

Respondents who answered YES in Q15 are asked the type of pension benefit(s) they will receive or do receive from the job. This question allows for multiple responses hence code all that are mentioned and specify any other response not listed in the

Question 17: Is [NAME] entitled to full/subsidized medical care in this job?

Some jobs offer full medical care while others subsidize. Ask if respondent such benefits and record the appropriate code.

Question 18: Where does [NAME] usually do the secondary work?

This question focuses on the location or actual place where respondents usually do the secondary job. Options 01 to 19 are provided for coding. If the respondent mentions any other apart from the listed options, specify and assign to code 20.

Question 19: Is the work [NAME] does a permanent or temporary job?

Some individuals work on permanent while others do so on temporary basis either full-time or part-time. Ask respondents the category they fall under and code appropriately. Refer to explanation in Q34c Part A.

Question 20: Is [NAME’S] business incorporated (e.g., as a limited company or partnership)?

Question 21: Is [NAME’S] business registered with Registrar General’s Department?

Question 22: What kind of accounts or records does [NAME’S] business keep?

Question 23: Does [NAME’S] business get customers or buyers through someone else, for example from another company, intermediary or person?

Question 24: Does this company / intermediary / person set the price of the products or services that you offer?

Question 25: Does this company / intermediary / person decide on where, when or how you should carry out your work?

12.10 Part C: Completing Time-Related Underemployment in The Past 7 Days Questions

Underemployment is a measure of employment and labour utilization in the economy that looks at how well the labour force is being used in terms of skills, experience, and availability to work. It refers to a situation in which individuals are forced to work in low-paying or low-skill jobs.

Time-related underemployment exists when the hours of work of an employed person is insufficient in relation to an alternative employment situation in which the person is willing and available to engage more hours.

It also reflects the underutilisation of the productive capacity of the employed population. This section provides information on respondents regarding the total number of hours of work, willingness to change work situation, efforts made to change work situation and meeting the requirements to change job or work additional hours during the reference period, etc.

Respondents: Household Members 15 Years or Older Who Worked

Question 1: TOTAL HOURS WORKED DURING THE PAST 7 DAYS

The purpose of question 1 is to find out the total number of hours the respondent worked during the reference period. You are not supposed to ask this question. Refer to questions 3, 5a, 7a, 10a, 13, 16, 18 or 20 or in part B Q5. Remember that this is the total number of hours of work performed in the main activities.

Question 3: During the past 7 days, was [NAME] available for additional hours of work?

The question finds out from the respondent whether he/she was ready to do additional hours of work in the past 7 days if he/she had the opportunity.

Question 4: During the past 7 days, was [NAME] willing to work for additional hours?

This question seeks to ascertain if the respondent wanted to work for additional hours in the past 7 days. Note that availability to work for additional hours is different from the willingness to work additional hours. Skip to Q6 if the respondent indicates that he/she was not willing to work for additional hours.

Question 5: During the past 7 days, how many hours would [NAME] have liked to work?

This question is for those respondents who indicated that they would have liked to work during the past week. Find out the number of hours they would have liked to work and record the response.

Question 6: Did [NAME] wish to change job(s) or to have another job in addition to [NAME’s] present one(s)?

This question seeks to know if the respondent wished to change the current job(s) or to have an additional job to the present job(s). Skip to PART D if the response is NO.

Question 7, Did [NAME] seek to change job in the past 7 days ?

Respondent might have sought to change job in the past 7 days. If response to this question is NO, skip to PART D.

Question 8: What was the most important reason that made [NAME] seek to do that?

The question is asking the respondent to provide the most important reason for taking a decision to change his/her job situation. You are to use the response provided by the respondent to select the appropriate option.

Question 9: What step did [NAME] take to change [NAMEs] work situation or increase earnings?

This question is asking the respondent to provide information on steps taken to change his/her work situation or increase earnings. Carefully listen to answers provided by the respondent to enable you to record the correct response(s) from the options given.

Prospective employer is person of organization to whom one has applied for employment.

Question 10: is [NAME] ready and have the requirements to change his/her work situation during the next 7 days or within the next 30 days?

The purpose of this question is to find out from the respondent if he/she is ready and has the requirements to change the work situation. Requirements needed to change job will include having the needed educational qualification, skill, or experience.

12.11 Part C1: Completing Time-Related Underemployment Questions for Temporary Absent Persons

Responding to Part C1 Questions (Time-related underemployment for temporarily absent members)

For persons who were temporarily absent from work, this set of questions should be in reference to the main work performed in the last 7 days before the temporal absence. Note that these persons may have been absent for week(s) or month(s) depending on the situation on the ground and therefore, the last 7 days worked could be within weeks or months.

Question 1: TOTAL HOURS USUALLY WORKED

INTERVIEWER: You are to check the total hours of work in PART A Questions 22a, 22c, 24a, 26a, 27a, 28a, 29a or 30a OR in PART B Q5). If the total number of hours is less than 40, record ‘1’ and continue with the remaining questions otherwise record ‘2’ and skip to Question 5.

Question 3: During the last 7 days [NAME] worked, was [NAME] available for additional hours of work?

The purpose of this question is to find out from the respondent if he/she was available for additional hours of work in the last 7 days he/she worked. In other words, was the respondent ready to take up any additional hours of work if one was available? ‘Yes’ and ‘No’ responses are provided for the question. Choose the one corresponding to the respondent’s answer.

Question 4: During the last 7 days [NAME] worked, was [NAME] willing to work for additional hours?

The purpose of this question is to find out from the respondent if he/she was willing to do additional hours of work if one was offered in the last 7 days he/she worked. ‘Yes’ and ‘No’ responses are provided for the question. Choose the one corresponding to the respondent’s answer.

Question 5: During the last 7 days [NAME] worked, how many hours would [NAME] have liked to work?

The purpose of this question is to find out from the respondent the hours of work he/she would have liked to work in the last 7 days he/she worked. Record the number of hours he/she would have liked to work in the space provided. As you probe, be mindful that there are 24 hours within a day that one could work and carry out other non-economic activities.

Question 6: Did [NAME] wish to change job(s) or to have another job in addition to [NAME’s] present one(s)?

The purpose of this question is to find out from the respondent if he/she wished to change jobs or have another job in addition to what he/she had in the last 7 days he/she worked. There could be several reasons why individuals might change jobs or take on additional jobs, which generally align with broader labour market trends and personal motivations. These may include career development, job security, financial necessity, mobility, etc. Four response options are provided. ‘Yes, wanted to change jobs’ means that the respondent wished to change his/her last job to another. ‘Yes wanted another job in addition to the present one(s)’ means that the respondent wished to engage in another work or job in addition to what his/her was doing as the last job. ‘Yes, wanted changes in the current job/activity’ means that the respondent wished to remain in his/her last job, but make adjustments or modifications to the employment situation. These changes may involve changes in the tasks or duties performed, shift in the work location, changes due to organizational restructuring, improve work conditions, etc. No, did not wish to change job’ means the respondent did not wish to change jobs or have another job in addition to what he/she had in the last 7 days he/she worked. Note that this response will skip you to the next person.

Question 7: During the last 7 days [NAME] worked, did [NAME] seek to change jobs?

The purpose of this question is to find out from the respondent if in the last 7 days he/she worked, he/she sought to change jobs. ‘Yes’ and ‘No’ responses are provided for the question. Choose the one corresponding to the respondent’s answer. Note that a ‘No’ response skips to the next person.

Question 8: What was the most important reason that made [NAME] seek to do that?

The purpose of this question is to find out from the respondent the main reason that made name sought to change jobs in the last 7 days he/she worked. There are seven pre-coded response options. Choose the one corresponding to the respondent’s answer. If the answer provided is not found in the pre-coded response categories, choose ‘Other’ and describe the response. Note that the respondent is supposed to choose the most important reason out of the reasons listed.

Question 9: What step did [NAME] take to change [NAME'S] work situation or increase earnings? (MOST IMPORTANT ONLY)

The purpose of this question is to find out from the respondent the specific steps he/she took to change his/her work situation or to increase his/her earnings during the period. There are eight pre-coded response options. Choose the one corresponding to the respondent’s answer. If the answer provided is not found in the pre-coded response categories, choose ‘Other’ and describe the response. Note that there could be several of steps but you are to select the most important reason from the list.

Question 10: Is [NAME] ready and has the requirements to change his/her work situation during the next 7 days or within the next 30 days?

The purpose of this question is to find out from the respondent if he/she is ready and has all the requirements to change his/her work situation during the next 7 days or within the next 30 days. Three response options are provided for the respondent to select from; ‘Yes, next 7 days’, ‘Yes, but within the next 30 days’ and ‘No’. Choose the one corresponding to the respondent’s answer.

12.11 Part D: Completing the Usual Economic Activity Questions

These questions are asked to persons aged 5 years and older.

This section focused on the usual economic activity of household member(s) 5 years and older engaged in economic activity as employed or unemployed to produce goods or services for the past 12 months.

Question 1: During the past 12 months, did [NAME] work for pay, profit, or household gain?

The purpose of this question is to find out whether, during the past 12 months, member(s) of the household aged 15 years and above worked for pay, profit, or family gain. Record the response given by the respondent.

Work for pay, profit, or household gain, refers to any work performed during the past 12 months that contributes to economic production of goods and services. Examples are selling in a market/street, working in an enterprise/business or for the government, working on one’s own farm or enterprise, working on a household member’s farm, selling roasted plantain, operating mobile money transfer, etc. Thus, work could be done in small establishments like Abena Pokua’s bakery, Eric’s bicycle repair point, Baba’s Koko Joint, etc. or in bigger establishments like Ejura farms, Juaben Rural Bank, Ghana Statistical Service, Kongo Primary School, etc. Take note that the interest is in productive activities which excludes activities such as self-care activities and begging.

"Household gain" refers to any income or profit that contributes to the financial well-being or benefit of a household.

“Profit “refers to financial gain, especially the difference between the amount earned and the amount spent in buying, operating, or producing something.

It is important to note that persons in employment can sometimes work in more than one job in the reference period. In such cases, information about the main/usual job should be provided. For purposes of the GLSS8, the main/usual job is defined as the job with the longest hours usually worked even if the employed person was not at work in the reference period. Job-related characteristics are generally collected in reference to the main job for persons in employment and may also be collected in reference to the last main job (if any) for persons not in employment. Once the (last) main job is identified, it is essential that all subsequent questions refer to the same job, even if the respondent was not at work in the reference period. It is important to use the main job even if the person was temporarily absent from his/her main job during the reference period. There may also be situations where a person was occupied temporarily with a job during the reference period without performing his main job. Note that the focus here is on the main/usual job and not on the temporal job that he/she performed within the reference period. Two (2) options have been provided; choose the option that best describes the response.

1. Yes, worked for pay, profit, or household gain. This category includes all those who worked for pay or profit or household gain. The pay does not necessarily mean that the person has received the pay but if the person worked and is expecting pay later, then the person should be classified under this category. Included in this category are people who sell and get profits or commissions on what they sell. Note that people who are learning a trade (apprentices) and receive pay should also be classified under this category. Record ‘1’ if only the person worked for pay, profit, or household gain for the reference period.

2. No, those who had not worked for pay, profit, or household gain for the reference period. If No record ‘2’ and skip to section 4 E.

Note: secondary activity is a supplementary or part-time job/work that a person takes on in addition to their primary source of income or occupation. Secondary work can be undertaken for various reasons, such as earning extra income, gaining experience in a different field, or pursuing a personal interest or hobby that generates income on the side. It is work that is separate from an individual's main/usual employment and is typically part-time or intermittent in nature. For example, Kofi’s main activity is teaching but works as a taxi driver after school. Ernest works full-time as a statistician with GSS but works as a Yango driver during the weekends. Teaching and statistical activity become the primary work and taxi, or Yango work becomes secondary activity.

Question 2: During the months that [NAME] worked, was it the same as [NAME’s] main or secondary activity in the past 7 days?

This question seeks to find out if persons who worked in the reference period (past 12 months) both for primary and secondary activity worked in the same job or different jobs.

There are five (5) response options explained below:

1. Yes, same as current main job- This means that the work respondent performed in the past months is same to their primary job within the most recent seven days. In other words, their recent primary job matches the work they've been doing over a more extended period. For this record ‘1’ and skip to Part F

2. Yes, same as current secondary job- This indicates that the work respondent did in the past months corresponds to their secondary job in the most recent seven days. Their recent secondary job aligns with their longer-term work. Indicate ‘2’ for this response and skip to part F

3. Yes, same as both main and secondary job- This means that the work respondent performed in the past months is same as their primary job and their secondary job within the most recent seven days.

(>> PART F)

4. No, different job- If the respondent did different work in the past months compared to their main or secondary activity in the past seven days, they would choose this response. It indicates that there is a difference between their recent work and their primary or secondary job within the past week. For this response record code ‘3’.

5. No, did not work past 7 days- If the respondent did not work at all during the past seven days, regardless of their work in previous months, this option is chosen. It indicates that they had no employment or work activities in the most recent week. Record code ‘4’ for this response.

6. Other (specify) If the response provided is not part of the above categories indicate ‘5’ and specify.

Question 3: During the past 12 months, what was the main task and duty in the job [NAME] spent most of [NAME's] time on? (i.e., describe the main job/task [NAME] was performing e.g., carrying bricks, mixing baking flour, harvesting maize, etc.).

This question is to identify the occupation of each person that worked within the reference period, through the main duty (role) and task in their job that they spent most of the time on. e.g., carrying bricks, mixing baking flour, harvesting maize, etc.).

DESCRIBE THE OCCUPATION IN DETAIL. SEARCH FOR THE DESCRIPTION IN THE ISCO CODES IN THE CAPI AND SELECT THE DESCRIPTION THAT MATCHES THE RESPONDENT'S OCCUPATION.

Question 4: During the past 12 months, what kind of goods, services, or industry is this work connected with?

Ask the respondent to indicate for each person who worked within the household the goods and services that are produced in the place where the respondent worked.

DESCRIBE THE MAIN GOODS AND SERVICES PRODUCED. SEARCH FOR THE DESCRIPTION IN THE ISIC CODES IN THE CAPI AND SELECT THE DESCRIPTION THAT MATCHES THE DESCRIPTION OF THE MAIN GOODS AND SERVICES PRODUCED BY THE INDUSTRY ASSOCIATED WITH THE WORK OF THE RESPONDENTS.

Question 5: What was [NAME’s] status in this job?

This question seeks to understand the job status or position held by [NAME] in their employment.

Twelve pre-coded responses have been provided for this question and where the answer corresponds to one of these you must indicate the appropriate code. It is important to probe, especially with women and children for their activities to be sure of their statuses as to whether they worked for themselves or in a household member’s enterprise. Refer to explanations in Part A Q36.

Question 6: In what sector was [NAME] mainly engaged?

This question relates to the sector of employment in which (Name) is working. The following explanations of employment sectors have been given to guide you in choosing the appropriate nine (9) option: Refer to explanations in Q35 Part A.

Question 7: Did [NAME] receive any payment for this work in the form of cash, in-kind goods, or services in the past 12 months?

This is meant to collect information on all payments received by respondents who indicated that they worked in the past 12 months. This could be cash, goods or services received by the respondent. Four (4) responses are provided.

1. Yes, cash: This is a cash payment for work done by the respondent.

2. Yes, in kind: Any form of payment received which is not made in cash is termed as payment in kind.

3. This can be in the form of foodstuffs, cooked food, drinks, clothing, accommodation, services, etc.

4. Yes, cash and in-kind: This combines both cash and in-kind payment.

5. Yes, profit: This is a financial gain, especially the difference between the amount earned and the amount spent in buying, operating, or producing something.

12.12 Part E: Completing the Unemployment Questions

Unemployment: Refers to a situation where an individual is not working, but available for work and actively looking for work.

This part will be used to elicit information to help identify unemployed persons within the reference period. It is important to probe and get the right responses from the respondents to accurately classify the household members.

Question 1: was [NAME] available for work during the past 7 days, if there had been an opportunity to work?

This question seeks to find the availability of the respondent during the reference period if there had been an opportunity. Availability for work means the respondent is ready and prepared to work whenever there is work for him/her.

Question 2: has [NAME] made any effort during the past 7 days, to find work or start own business?

Find out from the respondent if he/she did something specifically to either find work or start a business. For those who mention that something was done, probe to find out when this was done and whether it was in the past 7 days. You are to record the appropriate response. Seeking work means the person should be doing either one or a combination of the following or some related activity during the reference period:

• Active steps to seek work in paid employment.

- Registration at an employment exchange

- Application to employers

- Checking at work sites, farms, factory gates, etc.

- Placing or answering advertisements

- Seeking assistance of friends or relatives

• Active steps to seek work in self-employment

- Looking for land, building, machinery, or equipment to establish own enterprise

- Arranging for financial resources

- Applying for permits and licenses

• Job search period - Within the past 7 days

1. Yes, if “Yes” enter 1 and skip to Q4.

2. No, if “No” assign code 2.

Question 3: Why has [NAME] not made any effort to find work or start a business (MOST IMPORTANT ONLY)?

The purpose of this question is to find out why the respondent has not made any effort to find work or start a business. Note that only one response (the most important reason) is to be provided. There are 16 response categories.

1. Believe that there is no work/ jobs available - Assign code 01 for persons who indicate that there is no work available for them to apply.

2. Do not have any qualification/ skills – Record code 02 for those who indicate that they do not have any qualification or skills that will help them apply for any available job.

3. Unable to find work requiring NAME's skills - Record 03 for respondents who might possess specific skills but have been unsuccessful in finding work that matches their skills.

4. Discouraged (Lost hope of finding any kind of work) - Enter 04 for those who indicated that they have lost hope in their search for any kind of work. It could be that they are frustrated and discouraged finding any kind of work.

5. Lacks necessary schooling, training, skills, or experience- These are persons who indicate that they do not have the requisite qualifications, skills, or experience to apply for work. Assign code ‘05’ for such persons.

6. Employers think I am too young to work-Record code ‘06’ Age-related factors (too young) might be affecting the respondent’s job search.

7. Employers think I am too old to work-Record code ‘07’ Age-related factors (too old) might be affecting the respondent’s job search.

8. Awaiting the seasons for work-Enter 08 if [NAME] could be in an occupation that is seasonal, and work opportunities are dependent on specific times of the year.

9. Waiting to be recalled to the former job -Assign 09 if the respondent is waiting for a call-back from a previous employer.

10. Transportation problems–Record 10 if the respondents indicates that transportation challenges are the reasons why he or she is not making efforts to search for a job.

11. Awaiting result for recruitment to the public/ private service-Enter 11 IF NAME respond that he or she is waiting to response to an earlier application process.

12. Wage/salary not attractive- This category is for those who will state that they did not work and not seeking for work because the wage offered for work available is too low or not attractive. Assign code ‘12’ for such persons.

13. Off-season-Example farmers or fishermen who did not do any work because it was their off-season. Note that in certain parts of the country; particularly in the five regions of the North (Northern, Upper East, Upper West, North East, and Savannah), farming takes place during certain months of the year while in other months the farmers remain virtually idle. The same applies to fishing activities in other parts of the country. Assign code ‘13’ for such persons.

14. Temporary lay-off- With definite instructions to return to work at a specific date. Such workers include permanent farm labourers, or workers in various enterprises and establishments whose work has been interrupted temporarily for reasons such as lack of raw materials, breakdown of equipment, and high cost of production. Assign code ‘14’ for such persons.

15. Temporary crisis- This refers to a situation or period of difficulty or disruption in the workplace that is expected to be short-lived or temporary in nature. For example, natural disasters like floods, health issues like the bird flu pandemic, project delays, etc. Record code ‘15’ for such responses.

Note that if a person traded one full working day in the seven days before the survey, or worked regularly some hours daily or engaged in some other economic enterprise (e.g. worked on a farm or in a bar), or did any part-time work e.g. typing, dressmaking for which the person was paid or did any work on the family farm or business for one hour or more without pay, the person must be classified as having worked. You must not assume that any married female who did not do any work during the reference period is necessarily a homemaker. You should probe further to ascertain her correct status.

Question 4: What did [NAME] do in this period to find work or start a business?

This question seeks to find out the efforts made by the respondents in finding work. Note that this question does not permit multiple responses. Indicate what the respondent mainly did. (RESPONDENT SHOULD RESPOND TO MOST IMPORTANT ONLY)

Question 5: Will [NAME] be willing to take up a job even if it is part time?

This question is to ascertain whether the respondent is prepared to work even if it is on a part-time basis. The part-time nature of the job will help measure people’s level of interest in getting jobs.

Question 6: During this period what type of employment was [NAME] mainly seeking and available for?

This question seeks to find out the type of employment the respondent is mainly seeking (i.e., government, a large private firm, small/medium scale enterprise, self-employment, or any job).

Question 6a: During this period, what sector of employment was [NAME] mainly seeking and available for?

The purpose of this question is to find out the sector the respondent is seeking and available for employment.

Question 7: How long has [NAME] been seeking and available for work?

This question asks the respondent how long he/she has spent seeking and/or has been available for work. Use the information provided by the respondent to select the appropriate option stated and indicate the year and month appropriately.

Question 8a: What kind of work did [NAME] do in his/her past job? (i.e. what was your main task or duties).

This concerns the tasks performed by the respondent the last time before he/she became unemployed. For those who have never worked before (first-time job seekers), indicate “NEVER WORKED” in the description of occupation and code “0000” as ISCO.

Question 8b: What kind of goods and services (industry) is this work connected with?

This question is asking about the specific industry to which the goods and services are related. Probe well to identify and indicate the appropriate industry and ISIC code.

Question 9: What is the lowest wage for which [NAME] is willing to work for someone?

This question is for persons seeking paid employment with regards to the lowest/minimum wage for which the respondent is willing to work. It seeks to find out the least amount for which the respondent would work for someone else. Note that the question is also seeking the corresponding time unit or period for the wage. For example, the wage quoted by the respondent, is it for a week, a month, etc. If the respondent was seeking for self-employment work, code ‘0’.

Question 10: Why was [NAME] not available for work during the past 7 days?

This question is to be answered by respondents who indicated in Q1 that he/she was not available for work in the past 7 days. It seeks to find the main reason why the respondent was not available for work during the reference period.

1. In full time education /student/training-Record code ‘01’ for a person who is pursuing full-time education in an educational institution for which reason the person did not engage in any economic activity in the reference period. Excluded from this category are persons who were combining schooling and work as these persons would be classified as having worked.

2. Did home duties (homemaker)-Record code ‘02’ for a person of either sex who was wholly engaged in household duties and was not paid for this work. Note that if a person traded one full working day in the seven days before survey, or worked regularly some hours daily, or engaged in some other economic enterprise (e.g. worked on a farm or in a bar), or did any part-time work e.g. typing, dressmaking for which the person was paid or did any work on the family farm or business for one hour or more without pay, such person must NOT be classified as homemaker BUT must be classified as having worked. You must not assume that any married female who did not do any work during the reference period is necessarily a homemaker. You should probe further to ascertain her correct status.

3. Too old/Aged-Record code ‘03’ for any person who did not work during the 7 days preceding survey and stated that he/she is too old to work. It is the respondent who should indicate that he/she is too old and not you as an Interviewer.

4. Sick/injured and unable to work-Record code ‘04’ for any person who did not work during the 7 days preceding the survey and mentioned that he/she was too sick to work. For example, a person who is suffering from a ‘stroke’ and has no idea of when he/she will recover.

5. Disabled and unable to work -Record code ‘05’ for any person who did not work during the 7 days preceding the survey and mentioned that he/she has a disability. A person with a disability is one whose impairment inhibits his/her ability to work, participate in or perform an activity in a manner or within the range considered normal. Impairment refers to any physical, functional, or psychological defect, which results from illness, injury, or congenital malformation (people who are born with a disability). If a person with some form of disability worked within the reference period, then he/she should be excluded from this category.

6. Pensioner/Retired-Record code ‘06’ for any person who did not work during the seven days preceding the interview and indicated that he/she is retired or on pension. Such persons may either receive pension or Social Security payments or not. It is worth noting that some people engage in work, either for pay or not after their retirement and such persons should not be included in this category.

7. Pregnancy/ delivery- Record code ‘07’ for females who indicate that they did not work because they were pregnant or had recently delivered. Note that men cannot choose this option as only women get pregnant.

8. Too young- Record code ‘08’ for any person who did not work during the seven days preceding survey and stated he/she is too young to work. It is the respondent who should indicate that he/she is too young and not you as an Interviewer.

9. No need/desire to work- Record code ‘09’ for any person who does not work or desire to work during the seven days preceding the survey.

10. Childcare problems – Record code ‘10’ if [NAME] has difficulty finding suitable childcare to enable them to work.

11. Undergoing training to help find work- Enter ‘11’ if respondent [NAME] is actively engaged in training programme(s) to improve employability.

12. Legal restriction (convict and others restricted by law)-Record ‘12’ for respondents who indicate legal constraints or criminal records are what is hindering his/her ability to find work.

13. Do not want to work - Record code ‘13’ for any person who does not want to work during the seven days preceding the survey or has chosen not to seek work for personal reasons.

14. Other (specify)-Any option, which does not fall into any of the above categories must be recorded as ‘Other’ (code 96) in the appropriate box and write the response given.

Question 11: Under which conditions, if any, would [NAME] become available for work?

The purpose of this question is to find out the conditions under which the respondent would be prepared to work. Use the information provided by the respondent to choose from the responses.

1. Not interested in working- Assign code ‘1’ if the respondent is not interested in pursuing employment and has no intention of seeking a job.

2. High-income potential- Record code ‘2’ if the respondent will consider working if the job offers the potential for high income or earnings.

3. Availability of training possibilities- Indicate code ‘3’ if the respondent would become available for work if there are opportunities for training and skill development associated with the job.

4. Well-defined earnings secured-Indicate code ‘4’ if the respondent says he/she will consider working if the job provides a clear and guaranteed source of income.

5. Within easy reach of residence-Record code ‘5’ if the respondent says he/she would be available for work if the job is conveniently located and easily accessible from their place of residence.

6. Join spouse- Record code ‘6’ if the respondent says he/she will become available for work if it allows them to join their spouse or partner who is already working or residing in a specific location.

7. After completing school- Enter ‘7’ if the respondent intends to become available for work after completing their education or schooling.

8. Other (specify). Assign code ‘8’ if the response is not within the above categories.

9. 9.None- Assign code ‘9’ if the respondent does not have any specific conditions or circumstances that would lead him/her to become available for work. They may not be seeking employment under any conditions.

Question 12: Has [NAME] ever refused a job that was offered to him/her?

This question seeks to find out whether the respondent has ever refused a job offered to him/her. Some people sometimes are not willing to do jobs that are below their skills or jobs that do not pay much, or the payments offered are below their expectations. If the respondent has refused multiple job offers, concentrate on the most recent one. There are two responses, Yes and No. IF NO, SKIP TO Q14.

Question 13: Why did [NAME] refuse the job?

For those who indicate in Q12 that they had ever refused a job offer, the purpose of this question is to find out the main reason why the respondent refused those jobs offered to them. Twelve response categories are explained below:

01. Wages offered were too low-Record code ‘1’, refused the job because the salary or wages offered were not acceptable or did not meet their financial expectations or needs.

02. Work was not interesting- Record code ‘02’, The job did not align with respondent’s interests or career goals, making it unappealing to them.

03. Location was not convenient- Enter code ‘03’, found the job location to be inconvenient or too far from their residence, making the commute challenging.

04. Work did not match my qualifications- Assign code ‘04’ [NAME] believed that the job did not match their qualifications, skills, or expertise, making them unsuitable for the position.

05. Required too many hours of work-Assign code ’05 if the job required an excessive number of working hours, which [NAME] was unwilling or unable to commit to.

06. Required too few hours of work- Record code ‘06’, Conversely, the job offered too few working hours, which might not have provided respondent with the income or job security they needed.

07. Family did not approve of the job offered- Record code ‘07’ if the respondent's family or close relatives did not support their decision to accept the job, leading to their refusal.

08. Waiting for a better job offer- Record code ‘08’ if the respondent declines the job offer in anticipation of receiving a more attractive or better-paying job offer soon.

09. There was no defined contract period- Enter code ‘09’, The job did not come with a clear and specified contract period or duration, leading the respondent to refuse it due to uncertainty.

10. Contract period was too short- Record code ‘10’Conversely, the contract period offered was too brief, and the respondent might have sought a more stable or long-term employment opportunity.

11. Saw no possibilities for advancement-Enter code ‘15’ if the respondent says he/she did not see any potential for career growth or advancement in the offered position, leading to their rejection of the job.

12. Other (specify)-Assign code ‘96’ if the responses are not in the above responses and specify.

Question 14: What is the main reason [NAME] is not getting a job?

This question seeks the opinion of respondents on whether they feel that they do not have the proper training/educational qualifications for the jobs they seek. The five responses are below.

1. Training and educational qualification not in demand- Assign code ‘1’ if the respondent says his/her training and educational qualifications do not align with the skills or qualifications currently in demand in the job market. This means that the job market may not have a need for individuals with their specific training.

2. Inadequate training/qualification- Assign code ‘2’ if the respondent says he/she may have training or qualifications, but they are not considered sufficient or suitable for the types of jobs they are seeking. In other words, their qualifications may not meet the requirements of the positions they are applying for.

3. Jobs not available- Enter code ‘3’ if the respondent says he/she is actively seeking employment, but they are facing the challenge of a lack of job opportunities. This suggests that the job market in their area or field of interest is currently limited or competitive.

4. In school- Record code ‘4’ if the respondent says he/she is currently enrolled in school or pursuing further education. Their primary focus is on their education, and they are not actively seeking employment now.

5. Not Applicable- Assign code ‘5’. This response indicates that none of the above reasons apply to respondent. They may have other reasons for not currently having a job, which are not covered by the provided options.

12.13 Part F: Completing the Health and Safety Questions

NOTE: For household members who did not work, skip this part and go to section 5.

Health and safety issues (5 years and older) in the past 12 months continued

This section delves into aspects of employment, time allocation, and health and safety concerns among individuals aged 5 years and older over the past 12 months.

Occupational safety and health are core aspects of decent work. All workers should be safe in their workplaces, reassured that they are not exposed to undue risks and hazards. The physical conditions and mental demands of the workplace, and the work environment in general, have a strong impact on workers’ well-being and living conditions. Occupational accidents and diseases have a significant human, social and economic cost, and should be eliminated to ensure that workplaces are safe. It significantly impacts the quality of employment and is linked to broader social and economic dimensions such as economic performance, productivity, consumption and expenditure. Thus, the degree to which occupational safety and health is secured has an impact on labour market outcomes at the macro and microeconomic levels.

Given the importance of occupational safety and health on workers’ well-being, living conditions, labour market performance, and economic outcomes, it is crucial to have reliable and timely data to assess the extent of occupational risks and hazards. Statistics on occupational safety and health provide information to assess the state of workers’ safety and health and the identification of areas of particular concern, pointing to the need for research, regulation, improvements, or targeted campaigns. By knowing the risks associated with their work and workplaces, employers, employers’ organizations, workers, and workers’ organizations can take an active part in their safety.

The health and safety questions should be answered by persons 5 years and older who are either currently working or have done any work in the past 12 months.

Question 1: During the past 12 months did [NAME] have/suffer from ...........at work?

The purpose of this question is to find out from the respondent if he/she has ever had an occupational injury in the past 12 months. ‘Yes’ and ‘No’ responses are given to each of the 12 questions relating to the type of injuries. If the respondent indicates that he/she sustained any injuries that are not found in the 12 already listed, record it as ‘other’ and describe. Draw the attention of the respondent that these injuries referred to are those that were sustained while at work. Therefore, a ‘No’ response should be provided if the respondent indicates that he/she sustained an injury within the reference period, but it was not when he/she was working.

A-Superficial injuries or open wounds: This includes minor cuts, scratches, or wounds that are not deep or serious.

B-Fractures: Refers to broken bones, which can result from accidents or traumatic incidents at work.

C-Dislocations, sprains, or strains: This refers to injuries involving the twisting or stretching of the bones, muscles, and tissues.

D-Burns, corrosions or scalds: This covers injuries to the skin, or tissues caused by heat or chemicals.

E-Breathing problems: Refers to issues related to respiratory health, which can be due to exposure to harmful substances or poor air quality at work.

F-Eye problems: Includes any vision or eye-related issues resulting from work-related factors.

G-Skin problems: Covers skin conditions or irritations that may have developed because of workplace exposures or activities.

H-Stomach problems/diarrhoea: Involves gastrointestinal issues or digestive problems, which may be linked to workplace factors like food or water quality.

I-Fever: Refers to elevated body temperature, which could be due to infections or other factors related to the workplace.

J-Extreme fatigue: Indicates excessive tiredness or exhaustion, which may result from long working hours or demanding work conditions.

K-Snake bite: Refers to being bitten by a snake, which can occur in certain work environments, especially in outdoor or rural settings.

L-Insect bite: Includes bites from insects, which may be relevant for individuals working in outdoor or insect-prone areas.

M- Ear problem: (e.g. Ear pain, hearing problem)

N-Waist problem: Refers to pain or discomfort in the lower back or waist area.

O-Spinal problem: Refers to any condition or disorder that affects the spine, the column of bones (vertebrae) that protects the spinal cord and supports the body.

P-Other (specify): This option allows respondents to describe any other health conditions or injuries they may have experienced due to their work that are not covered by the previous options.

Question 2: Think about [NAME’S] most serious illness/injury, how did this affect [NAME’S] work?

The purpose of this question is to find out about the seriousness of the injury sustained by the respondent. Find out from the respondent whether it was a minor injury and therefore did not affect work activity or because of the seriousness of the injury, the respondent incurred some loss of days of work.

There are four (4) response categories. Select the appropriate response:

1- Did not suffer illness or injury: Record ‘1’ if respondent did not suffer any form of illness or injury which affect his/her work and skip to Q5.

2- Not serious-did not stop work: Record code ‘2’ if the illness or injury the person experienced did not have a significant impact on their work’’. They were able to continue their work without any major disruptions.

3- Serious – did not stop work: indicate code ‘3’ if the illness or injury did not prevent the person from attending work even though, illness or injury were severe.

4- Serious-stopped work for some time: indicate code ‘4’ if the illness or injury temporarily prevented the person from attending work. However, the interruption was relatively brief, and they were able to resume their normal activities after a short period of time. If option 4, skip to Q3a.

5- Serious - Stopped work completely: Enter code ‘5’ if the illness or injury was severe enough to entirely disrupt the person's work or school attendance. It implies a more extended absence or inability to participate in work due to the condition. If option 5, skip to Q4

Question 3: Why did [NAME] not stop work as a result of this illness/injury?

1. Feared losing job: Record code ‘1’ refused to stop work because the employer might lay him/her off.

2. Feared losing income: Record code ‘2’ refused to stop work because the respondent will not meet their financial expectations or needs.

3. Feared losing customers: Record code ‘3’ refused to stop work because the respondent might not meet their regular customers when he/she returns.

4. Feared losing position: Record code ‘4’ refused to stop work because the respondent might not be at his/her regular post when he/she returns.

5. Feared not meeting deadline: Record code ‘5’ refused to stop work because the respondent might not be able to finish the work assigned to him/her on time.

6. Other (specify): Record code ‘96’ refused to stop work because of any reason aside those mentioned above.

Question 3a:For how many days did [NAME] stay out of work due to this illness/injury?

Question 4: Think about [NAME’S] most recent illness/injury, did [NAME] visit any health facility as a result of this illness/injury?

This is a ‘Yes’ or ‘No’ question which seek to inquires whether the respondent visited health facility due to his/her illness or injury.

Question 5: Does [NAME] operate any tool/machinery/heavy equipment at work?

The question seeks to determine if the respondent’s work involves the operation of tools, machinery, or heavy equipment. Tool/machinery/heavy equipment can be hand tools, power tools, industrial machinery, and heavy equipment like forklifts, cranes, or construction machinery. There are two possible response categories.

Indicate code ‘1’-Yes if the respondent operates any tool/machinery/heavy equipment at work. Indicate code ‘2’- No, if the respondents did not operate any tool/machinery/heavy equipment at work in the past 12 months and skip to Q7.

Question 6: What type of tool/machinery/heavy equipment does [NAME] use at work?

The question identifies the type of tool, machinery or equipment use at work. Write down the codes of two of the most used tools, machinery, or equipment.

(Write down codes for two mostly used, check codes in the code book).

Question 7: Was [NAME] exposed to any of the following at work?

(READ EACH OF THE FOLLOWING AND CHOOSE THE APPOPRIATE OPTION)

The purpose of this question is to find out from the respondent if he/she is exposed to any of the 14 identified occupational hazards at the workplace. ‘Yes’ and ‘No’ responses are given to each of the questions relating to the type of hazards. If the respondent indicates that he/she was exposed to any hazards that are not already listed, describe, and record it as ‘other’. Draw the attention of the respondent that these hazards refer to those that are at the workplace or work environment. Therefore, a ‘No’ response will be provided if the respondent indicates that he/she is exposed to a hazard which is not at the workplace or work environment.

(READ EACH OF THE FOLLOWING AND CHOOSE THE APPROPRIATE OPTION)

a) Dust, Fumes: This refers to the presence of tiny solid particles or airborne particles in the workplace, which can be inhaled or meet the skin. Fumes are often produced when certain materials are heated or vaporized, and they can also pose a respiratory hazard.

b) Fire, Gas, Flames: This condition includes the risk of fires, the presence of flammable gases, or exposure to open flames in the workplace. These hazards can lead to burns, explosions, and other fire-related injuries.

c) Loud Noise or Vibration: This condition pertains to excessive noise levels or strong vibrations in the workplace. Prolonged exposure to loud noise or frequent vibrations can lead to hearing loss or musculoskeletal disorders.

d) Extreme cold: Extreme temperatures, either very cold can be detrimental to health or safety. Exposure to extreme cold can lead to hypothermia, frostbite, and related issues.

e) Extreme heat: Extreme temperatures, very hot, can be detrimental to health and safety. Exposure to extreme heat can cause heat-related illnesses like heatstroke.

f) Work Underground: Working underground, such as in mines or tunnels, comes with specific safety challenges. It involves potential risks like cave-ins, exposure to toxic gases, and limited escape routes.

g) Work at Heights: This condition relates to tasks performed at elevated locations, such as working on roofs, scaffolds, or high-rise buildings. Falls from heights can result in severe injuries or fatalities.

h) Work in Water/Lake/Pond/River: Jobs involving work in or near water bodies may present risks like drowning, cold water exposure, and other water-related accidents.

i) Workspace in workplace too dark: Inadequate light in the workspace can lead to poor vision, which may result in accident such as collision.

j) Workspace in workplace too confined (e.g. Work in a small space without free movement): Inadequate space in the workplace can lead inefficiency since workers cannot move freely about the workspace and can cause injury such as falling of tools.

l) Insufficient Ventilation: Inadequate ventilation in the workplace can lead to poor air quality, which may result in respiratory problems, exposure to harmful substances, and a generally uncomfortable or unsafe working environment.

m) Chemicals (Pesticides, Glues, etc.): This condition involves exposure to various chemical substances used in the workplace, such as pesticides, adhesives, and other potentially toxic or hazardous chemicals. Chemical exposure can lead to health issues.

n) Explosives: Working with explosives involves handling and detonating materials that are highly volatile and can cause severe injury or death if not managed safely.

o) Narcotic Drugs: This refers to the presence or use of narcotic drugs in the workplace, which can pose serious health and safety risks, including impairment and addiction issues among employees.

p) Arms (Guns): Working with firearms or guns in certain job roles can carry inherent safety risks if not properly managed, including accidental discharge and related injuries.

q) Other Things, Processes, or Conditions Bad for Your Health or Safety (Specify): This option allows respondents to mention any additional hazards or unsafe conditions not covered by the previous categories.

Question 8: Has [NAME] ever been subject to the following at work?

(READ EACH OF THE FOLLOWING AND CHOOSE THE APPOPRIATE OPTION)

Read each of the options and respond appropriately.

The purpose of this question is to find out from the respondent if he/she is subjected to any of the identified occupational abuses at the workplace. ‘Yes’ and ‘No’ responses are given to each of the questions relating to the type of abuse. If the respondent indicates that he/she was subjected to any abuses that are not already listed, describe and record it as ‘other’. Draw the attention of the respondent that these abuses refer to those that are at the workplace or work environment. Therefore, a ‘No’ response will be provided if the respondent indicates that he/she was subjected to abuse which is not at the workplace or work environment.

A-Constantly shouted at: This refers to experiencing a situation where someone at work raises their voice in an aggressive or intimidating manner towards the respondent on a regular basis.

B- Repeatedly insulted: This pertains to being subjected to ongoing and frequent verbal insults or offensive comments while at work.

C-Beaten/physically hurt: This condition involves experiencing physical violence or harm in the workplace, such as physical assaults or attacks by co-workers or superiors.

D-Sexually harassed (touched or done things to you that you did not want): This refers to unwanted and inappropriate sexual advances, touching, or actions that constitute sexual harassment in the workplace.

E-Other (specify): This option allows respondents to describe any other forms of mistreatment or harassment that they may have experienced at work, which are not covered by the previous options.

12.14 Part H: Completing The Time Use in Housekeeping Activities Questions

This part is applicable to all household members who are 5 years and older.

This part of the section seeks to capture the time in the past 7 days that the household member(s) 5 years or older spent on any of the range of household tasks such as collecting firewood, fetching water, washing clothes, ironing, cleaning, cooking, shopping, running errands, washing dishes/pots, taking care of children, taking care of elderly, taking care of the sick, collecting food from the garden and helping children with school work. Note Enter ‘00’ for hours and/or minutes if none, where the respondent did not perform the mentioned activity.

12.14.1 Definition of concepts

Housekeeping refers to the management and organisation of household chores and tasks within the household. It encompasses a wide range of activities aimed at maintaining a clean, orderly, and functional home environment. Housekeeping involves various responsibilities and duties.

Cleaning the household refers to the process of tidying up, sanitizing, and organizing the living spaces and items within a home to maintain cleanliness and hygiene.

Running errands for the household entails completing various tasks or chores outside the home on behalf of the household excluding grocery shopping but such as picking up items, paying bills, or performing other necessary responsibilities to maintain the household's functioning.

Helping children with schoolwork involves aiding and supporting students in their academic endeavours. This can include activities such as explaining concepts, answering questions, providing guidance on homework assignments, and offering tutoring or educational support to help children succeed in their studies.

Preamble Question: How much time on a typical day did [NAME] spend ……... for the household?

Question 1: Collecting firewood

This refers to a single round trip made by household member(s), involving going to collect firewood and returning. Please inquire and assist the respondent in estimating the typical time spent by household members on this round trip. If a respondent mentions that their firewood source is within the house, just behind the house, or on the compound, please record '00' for hours and minutes, respectively. However, if the single round trip takes one hour and thirty minutes, please indicate '01' for hours and '30' for minutes accordingly.

Question 2: Fetching water

This refers to a single round trip made by household members to access water. Please inquire and assist the respondent in estimating the typical time spent by household members for various activities related to water collection, including going to the water source, waiting in line (queuing) for water, filling the container or receptacle, and returning home. If a respondent mentions that their source of drinking water is a borehole, rainwater, or a protected/unprotected well, probe further to determine its location. If the water source is within the yard or compound, please record '00' for both hours and minutes.

Question 3: Washing clothes

This question aims to determine the amount of time the respondent spends washing clothes for the household. This duration encompasses the time from when washing begins until it is completed. Please do not include the time that the cloths stay on the dry line or any resting periods in your estimate. Indicate the hours and minutes accurately.

Question 4: Ironing

The purpose of this question is to determine the amount of time the respondent spends ironing clothes for the household. This duration encompasses the time from when ironing begins until it is completed. Please exclude any resting periods from your estimate. Indicate the hours and minutes accurately.

Question 5: Cleaning

The purpose of this question is to determine the duration of time the respondent spends cleaning the household's living space or compound. This duration should cover the time from the start of cleaning until it is completed. Please do not include time spent on washing dishes or any resting periods in your estimate. Indicate the hours and minutes spent accurately.

Question 6: Cooking

This question aims to determine the time the respondent spends cooking for the household. This duration should encompass the time from when cooking begins until it is completed. If the respondent spent two hours cooking two different soups simultaneously, please record '02' for hours and '00' for minutes accordingly. Similarly, if the respondent spent two hours preparing soup and then spent forty-five minutes preparing stew, record '02' for hours and '45' minutes as the time spent.

Question 7: Shopping

This question seeks to find out the time household members spend shopping for the household. This time includes time traveling or walking time to the shop, shopping, and retuning home. Anytime unrelated to the shopping for the household is excluded. Interviewers are to probe and enter responses appropriately.

Question 8: Running errands

The aim of this question is to find out the time the respondent spends running errands excluding shopping for the household. Seek the right response and record appropriately.

Question 9: Washing dishes/pots

The purpose of the question is to find out the time the respondent spends washing dishes for the household in the past seven (7) days. Seek the right response and record appropriately.

Question 10: Taking care of children

The question seeks to find out how many hours and minutes the respondent spends taking care of children belonging to the same household.

Question 11: Taking care of the elderly

The question seeks to find out how many hours and minutes the respondent spends taking care of elderly persons belonging to the same household.

Question 12: Taking care of the sick?

The question seeks to find out how many minutes the respondent spends taking care of a sick member of the household.

Question 13: Collecting foodstuff for the garden

This question aims to determine the amount of time the respondent spends collecting food items for the household, including the time it takes to travel to the garden or farm, collect the food items, and return.

Question 14: Helping children with schoolwork(homework)?

The purpose of this question is to determine the time household members spend assisting children in the household with their schoolwork, such as helping them with their artwork at home. Please only record the time spent by household members and exclude any time spent by private tutors working with the children in the household for their schoolwork.

QUESTION 15: Studying and doing homework.

The purpose of this question is to determine the time spend by children in the household for studying and doing homework. Please only record the time spent by household members and exclude any time spent by private tutors working with the children in the household for their schoolwork.

QUESTION 16: Sleeping

This question aims to determine the amount of time the respondent spends sleeping.

CHAPTER THIRTEEN

13 Section 5: Migration ICT and Mortality

13.1 Part A: Introduction to Migration and Returned Migrant.

Migration occurs for a variety of reasons including economic, social, political and environmental factors. Migration is time-bound and requires that the person who migrates must have lived at the present place of residence continuously for a period of one year or more or intends to stay beyond a year. Migration affects places of origin and destination. It is one of the three components of changes in population size and composition.

The following information will be collected on migrants:

• place of birth;

• length of stay at place of destination;

• main reason for migrating;

• economic activity at place of origin.

Respondents: all households’ members 5 years and older must respond to the question in this part.

13.1.1 Definition of Concepts

Migration

Migration refers to a change in usual place of residence, which involves movement of persons across administrative boundaries. A migrant must have lived at the present place of residence continuously for a period of at least one year or more or if less than one year, intends to live there for at least one year.

Returned migrant

Persons who had moved out and lived outside the administrative boundaries of their current or previous place of residence but have returned and staying in the locality where the survey is being conducted.

13.1.2 Completing the Migration and Returned Migrant Questions.

Questions 1: Was [NAME] born in this village or town?

The purpose of this question is to find out the place of birth of the respondent. In this survey, town, or village (locality) of birth of a person is the usual residence (town or village) of the respondent’s mother at the time of respondent’s birth.

If, however, the mother’s length of stay outside her locality of usual residence is six months or more or the mother has the intention of staying in the new place for six months or more the “actual town/village of physical birth” is considered as the birthplace of the person in question.

For example, Akua Mansa who normally resides with her husband at New Tafo (Eastern Region) went to Accra (Greater Accra) to deliver her child in her mother’s house. In such a case, the place of birth of her child will be New Tafo and not Accra. If, however, she stays in Accra after her child’s birth for six months or intends to stay there for six months or more then the birthplace of her child will be Accra and not New Tafo.

The following should not be regarded as birthplace of respondent (a) a hospital or maternity home outside the usual place of residence of the mother; (b) the hometown of the mother's mother; or (c) some other locality where the mother had gone for a short visit and given birth.

Questions 2: In which district/country was [NAME] born?

This question is for persons who indicated in Q1 that they were not born in the locality. You are to ask the respondent’s district/country of birth. Record the appropriate response and skip to Q4. Take note that as explained in Q1, the district or country of birth is the usual place of residence of respondent’s mother at the time of the respondent’s birth and not where the birth took place.

Questions 3: Has [NAME] been continuously living in this town/village since birth?

You should ask this question only of those persons who answered ‘Yes’ in Q1 (i.e. born in this town or village). You should note that persons who have temporarily been absent from their place of birth or who are normally absent for periods less than one year (e.g. seasonal workers who return after a season and students in boarding schools elsewhere or traders absent for short periods) should be regarded as having lived in this town or village since birth. When a person answers ‘No’, you should probe further to get the right response. If the response is ‘YES’, you are to skip to SECTION 5B. Proceed to ask the next question if the response is ‘NO’.

Questions 4: For how long has [NAME] been continuously living in this town/village?

•Continuously living refers to a person's uninterrupted stay in a particular place over a period of six months or more.

This question should only be asked of persons who answer ‘No’ in Q1 of this section (i.e. not born in this town or village where survey is taking place) and also those who answer ‘No’ in Q3 (i.e. not lived in this town or village since birth). Note that breaks in duration of residence lasting less than 12 months should be disregarded. Also, note that for persons who have made multiple movements of 1 year or more, you should consider the last duration of stay as the number of years lived in the town or village.

Questions 5: In what district or country was [NAME’s]usual place of residence 5 years ago.

PERSONS 5 YEARS AND OLDER

REFER TO THE CODE BOOK FOR DISTRICT AND COUNTRY CODE’S LIST

The purpose of this question is to find out the region or country where the respondent was living before moving to the current place of residence.

•Usual place of residence refers to the location where an individual typically resides or lives on a regular basis or intends to live for six months or more.

Refer To Interviewer’s Manual for District and Country Code’s List

Questions 6a: How long did (NAME) live continuously in this [NAME OF PLACE FROM Q6]? State the number of years the respondent lived in the place mentioned in

question 6. Code 00 if the respondent lived there for less than one year.

Questions 7: What was [NAME’s] main reason for moving to this village/town?

People migrate for various reasons. Some people choose to migrate for example, to another country to enhance his/her career opportunities. Some people are forced to migrate because of war and famine. This question seeks to know the main reason that pushed or pulled (NAME) to come and stay at his/her current place of residence.

The question on main reason for migration captures what reason was given just before the move was made, whether it was for employment, family reunification, settlement, education/training, asylum/refugee, conflict, disaster, or some other reason. It is possible that reasons why people migrate could change when they get to the destination. For instance, someone who migrate with the intention to go to school may decide to work when he/she gets to the destination. In that case the main reason for travelling should be Education/Training. Seven possible causes have been provided. Choose the most appropriate reason.

1. Employment: This category refers to people who moved to their current place for work-related purposes. For example, people who moved in search of work, transfer, or secondment, establish their own business, etc. Note that for parents who moved for employment reasons, an accompanying child would be an accompanying child and should have code 3 as an option for this question.

2. Settlement (Long-term /permanent stay): People who had moved from their previous place of residence to settle either permanently or temporary at the current place.

3. Marriage: This refers to when two people marry and choose to live together in one location, causing one person to relocate from their usual place of residence to their spouse’s town or village.

4. Family Reunification: Accompanying child and other family related issues: These include people sharing family ties, joining people who are either migrating or have previously migrated (i.e. people who have moved to reunite with their family or separated from their spouse/ family. In cases where children moved with their parents/family for whatever reasons, enter code “3” as reason for movement to current location.

5. Retirement: This category refers to retirees who have moved from one community to another with lower cost of living or move closer to family members, such as children and grandchildren to spend more time with them etc.

6. Education/Training: This category refers to people who have moved for education and training purposes. This includes apprentices who have moved to learn a trade.

7. Socio-political displacement (Asylum seekers, refugees, war, ethnic conflict, political etc.): These are people who have moved from one community to another because of conflict in their previous community. It also includes persons who have moved into Ghana because of conflict, fear of persecution, etc. in their country.

Refugee: a person who has been forced to leave their country to escape war, persecution, or natural disaster

Asylum seekers: An asylum-seeker is a person who has fled his/her country of origin and formally applied for asylum in another country but whose claim has not yet been concluded.

8. Natural disaster displacement (flood, drought, earthquake, wildfire etc.): These are people who have moved into a different locality/country due to flood, famine, drought etc.

9. Health: This is when a person moves for heath reason such as seeking medical attention, see a herbalist, etc.

10. Other (specify): This refers to the category of people whose reasons for moving do not fall into any of the categories described above.

11. Don’t Know

Questions 8: What was [NAME’s] main economic activity in previous place of residence?

DESCRIBE THE OCCUPATION CODE APPROPRIATELY USING ISCO

This question seeks to find out the main economic activity of the respondent in his/her previous place of residence. In other words, you are to ask the respondent to describe his/her main occupation. If the respondent is into full time education, record code 9996. However, if the respondent is in full time education but did any economic activity, ask him/her to describe the occupation.

Questions 10: Who was [NAME] working for?

This question is seeking to find out whether the respondent worked for government, private company, NGO, International organisation, etc.

13.2 Part C: Information Communication Technology

The use of ICT in today’s world has become an integral part of our everyday activities.

One of the key aspects of the GLSS 8 is the module on Information and Communication Technology (ICT). ICT is an umbrella term that includes any communication device or application such as radio, television, cellular phones, computer network, hardware and software, satellite systems, as well as the various services and applications associated with them such as video conferencing, distance learning, and virtual engagements. The intention is to obtain information on ownership and usage of ICT devices, use of the internet in the past three months among the household members six years older, and use of a mobile phone for money transfer and other financial transactions. The three pillars of sustainable development: economic development, social inclusion, and environmental protection, need ICT as a key catalyst for achieving all 17 SDGs.

Note that ICT excludes the use of devices solely for playing games, calculating, or other such activities that do not provide information.

To the GLSS 8, ICT will cover the use of electronics/digital devices and the means of accessing information and services towards improving personal livelihoods and wellbeing. These devices are technologies that provide access to information through telecommunications, including the internet, wireless networks, computers, cell phones, and other communication media that enable users to access, store, transmit, and manage information.

This module will elicit information on the population 6 years and older that could be used to generate national development and SDG indicators to inform policy and monitor progress towards universal access to ICT services. This information is important because universal access to ICT services will enhance international cooperation for development and enable measurement of SDG indicators including goals 4, 5, 9 and 17.

Indicators to be generated from the data on ICT include the proportion of the population six years and older who: own mobile phones, use mobile phones, who use internet by place of residence, and the population who use mobile phones for mobile money transfer and other financial transactions.

1.1 Concepts and Definitions

a) ICT Devices: This includes all electronic equipment and other systems to allow people and organisations to interact in the digital world. E.g., TV sets, mobile phones, laptops, radio sets, etc.

b) Functional ICT device: Refers to a device that is operational and able to perform at least basic functions for which the device was designed.

c) Use of an ICT device: Refers to the productive use of any of the ICT devices listed, irrespective of the ownership during the last three (3) months prior to the data collection. “Usage” here is the consumption of the services or functions of the devices, irrespective of ownership or ability to operate the device.

d) Ownership of ICT device: Refers to the bona fide possession of an ICT device.

e) The internet: The internet is a network of global exchanges (including private, public, business, academic, and government networks) connected by guided, wireless and fibre optic technologies. There are several services available instantly over the internet.

f) ICT skills: This refers to the individual’s ability to operate, at least, one of the functions of an ICT device.

13.2.1 Types of ICT devices

Mobile phone (Smart): This refers to a phone that performs many of the functions of a computer, typically having a touchscreen interface, internet access, and an operating system capable of running downloaded apps. It allows the user to browse the internet and to download and use applications such as Facebook, WhatsApp, or YouTube. It has a large touchscreen display and functions with operating systems such as Android, Apple iOS, Blackberry OS, or Windows Mobile.

Mobile phone (Non-smart): also known as GSM device is a basic or feature phone that performs basic functions such as make/receive calls and send/receive text messages. Usually, it has a small screen and a keyboard and does not allow you to browse websites or use mobile applications (apps) such as Facebook, WhatsApp, OR YouTube. A non-smart phone may offer web browsing and email, but generally cannot download apps from an online marketplace. It usually allows the user to browse websites or use social media applications such as Facebook, when pre-installed by the manufacturer and has limited functionalities. This type of phone is popularly known as ‘Yam’ locally.

A row of old cell phones

Description automatically generated

Cordless telephone: It is a wireless landline telephone that is not fixed to a desk or a wall, and it transmits to and receives signals by radio waves rather than a long cable within a range of a couple of hundred feet/metre. The cordless telephone can be as portable as a mobile phone, but it is mobile within a certain distance from the base.

A close-up of a cordless phone

Description automatically generated

Fixed telephone: This is a corded landline telephone which usually sits on a desk or fixed to a wall or a particular location. It transmits and receives signals by the cable to it.

Laptop: This is a personal computer designed for portability and powered by a battery.

A computer with a screen on

Description automatically generated with medium confidence

Desktop Computer: A desktop computer is a personal computer designed for regular use at a single location, on a desk or table due to its size and power requirements. It is not portable and does not have an in-built power source.

A computer monitor and keyboard

Description automatically generated

Tablet: is a wireless touch screen personal computer (PC) that is smaller than a laptop which is also referred to as a notebook but larger than a smartphone. It also uses the touchscreen as its input device (digital input) unlike the laptop that has both touch screen and a keyboard as its input device (physical input).

It has in-built wireless Internet and a variety of software applications, including business applications, Web browsers, and games aside from the basic mobile phone functionality.

A group of different electronic devices

Description automatically generated

Radio: A radio is an electronic device that receives radio waves and converts them into a usable form (audio). It is used with an antenna. This is also known as a radio receiver or wireless set.

Digital Analog

A black radio with a yellow display

Description automatically generated A close-up of a radio

Description automatically generated

10.Digital Television

•TV: A TV set capable of receiving the transmission of television audiovisual signals using digital encoding, in contrast to the earlier analog television technology which used analog signals.

A television with a mountain and river

Description automatically generated

11. Smart Television: A television set with integrated Internet and interactive Web 2.0 features which allows users to stream music and videos, browse the internet, and view photos.

A close-up of a smart tv

Description automatically generated

13.2.2 Completing the ICT Questions

NOTE THAT QUESTIONS ON ICT ARE POSED TO INDIVIDUALS 6 YEARS OR OLDER

Question 1: Does [NAME] own a functional …?

NOTE THAT MULTIPLE RESPONSES ARE ALLOWED. The purpose of this question is to collect data on the number of persons aged 6 years and over who own ICT devices that are functional, whether it is used or not. This refers to the bona fide possession of an ICT device. Functional here means it should be operational and able to perform basic functions at least for which the device was designed. Note that usage is not the same as ownership. The use of an item in question 1 does not mean ownership. You are to ask the question on each device to all eligible household members. The question should be posed as follows: ‘Does Ama own a functional laptop?’ If the response is ‘Yes’, tick the corresponding checkbox otherwise leave it blank. This should be repeated for all the listed devices.

Note that all ‘atikopo’ TVs are analogue and all flat screen TVs are digital.

The emphasis here is on the use of the device from any location in the past three months and NOT OWNERSHIP as in Question 1. The use of an item does not necessarily mean you own it. Take note of the reference period, the PAST THREE MONTHS.

Question 1a: IF [NAME] ANSWERED YES TO 'A’ OR ‘B’ IN Q1, ASK: During the past 3 months (i.e., from.......... to .........), how many mobile phones (include GSM device) does [NAME] own?

This question seeks to find out the number of functional mobile phones that the respondent owns within the last 3 months prior to the survey. Indicate the number of functional mobile phones NAME owns in the past three months. Functional means working or in good condition and being used. If a respondent has five phones and only two are being used in the past three months, it means he/she has only two functional phones.

Question 2: During the past 3 months (i.e. from........... to ..........), has [NAME] used ...?

This question seeks to measure the number of persons 6 years and older who used any of the ICT devices listed, irrespective of the owner, in the last three (3) months. The “Use” here is the consumption of the services or functions of the devices, and it is not limited to the ability to operate the device.

A tablet may be owned by one member of the household but may be used by all the members in that household. In this case, each member of the household uses a tablet. Note that there may be people who own a particular device but are not necessarily using it. For such people, a ‘No’ response, should be recorded.

You should ask the question for each device to all eligible members. For example, if you want to find out if Kofi uses a smart mobile phone, then the question should be posed like this, ‘Does Kofi use a smart mobile phone?’ If the response is ‘Yes’ tick the corresponding respond.

Question 3: During the past 3 months (i.e. from............ to ............), did [NAME] use internet through …………….?

This question seeks to find out whether eligible household members accessed the internet through the listed ICT devices during the past 3 months. Interviewer should mention the various gadgets listed. Select ‘Yes or No depending on the respondent answer.

Note that if a respondent uses either of the listed devices at least once in the past 3 months, he/she should be considered as having used the internet. In this case, tick the corresponding box. If the respondent has used the device to access the internet in the past 3 months, tick the corresponding check box from A-X, otherwise leave it blank.

Question 4: During the past 3 months (i.e. from............ to ............), has [NAME] used internet from any location?

This question asks for usage of the internet in the last three (3) months through the listed devices regardless of the owner of the device. SELECT ALL THAT APPLY.

The internet is the most cost-effective communications method, in which the following services are instantly available:

· Email

· Web-enabled audio/video conferencing services

· Online movies and gaming

· Data transfer/file-sharing, often through File Transfer Protocol (FTP)

· Instant messaging

· Internet forums

· Social networking

· Online shopping

· Financial services

Question 5: During the past 3 months (i.e. from............ to ............), why did [NAME] not use internet facility? NOTE THAT MULTIPLE RESPONSES ARE ALLOWED

This question seeks to provide reasons why the respondent did not use the internet in the past three months. Select all the possible responses given by the respondent.

Question 6: During the past 3 months (i.e. from............ to ............), which mobile cellular networks did [NAME] subscribed to for telecom services? (MULTIPLE RESPONSE)

This question seeks to find out which mobile cellular networks an individual has subscribed to in the past three months. If the respondent subscribed to AirtelTigo, MTN, Telcel (formerly Vodafone), etc. in the past three months, record ‘B’, ‘A’ and ‘C’ in the cell corresponding to that respondent. Note the subscribed services include voice, data and text messaging.

Question 7: During the past 3 months (i.e. from............ to ............), did [NAME] use mobile phone for mobile money or other financial transaction?

Financial transactions here are activities such as depositing money into a bank account, borrowing money from a lender, and buying or selling goods or properties. It has also become a common practice where people send or receive money via mobile phones. The purpose of this question is to find out the number of people who used mobile phones for any of such financial transactions, even if once in the last 3 months. Note that if the person has used someone’s phone for any financial transaction within the reference period, it should be considered as having used a mobile phone for mobile money or for financial transaction. In this instance, the user may not have operated the device himself/herself for the transaction but should still considered as having used. You should then probe to find out if the person has used it for mobile money only or other financial transactions as well.

If for mobile money only, tick the box corresponding to option ‘A’, and if for other financial transactions only tick option ‘B’ but if for both mobile and other transactions tick both ‘A’ and ‘B’. If the respondent did not use a mobile phone for any mobile money transfer or other financial transactions at all within the reference period (past 3 months) then tick the box corresponding to ‘Z’. Also tick the box corresponding to ‘Z’, if the respondent performed financial transactions with a mobile phone but not in the last three (3) months.

Question 8. Does [NAME] have any ICT skills?

This question seeks to find out if eligible members had any ICT skills.

Indicate if the respondent has any skills in ICT. Skills means being able to use the computer, the internet and so on to some extent.

Basic ICT skills cover the most common uses of a computer, including a most or all of the following: understanding the basic notions of computer manipulation; managing computer files, word processing, using spreadsheets and databases; creating presentations; finding information and communicating using computers.

If the response is ‘NO’, then skip to NEXT PERSON.

Question 9. Does [NAME] have the necessary skills to retrieve information from any online system?

This question aims to assess perceived competency in using online systems to gather information. Skills may include navigating websites, using search engines effectively, and understanding how to access and retrieve information online.

Question 10. During the past 7 days, has [NAME] retrieved any information online?

Retrieval of information, acquiring data, knowledge, or content from the internet or other online sources. It involves the use of various online platforms, websites, search engines, and digital tools to gather information on a wide range of topics.

Question 11. Does [NAME] easily trust information retrieved online?

This question explores the individual's inclination to trust the information they find online. It touches on the aspect of trustworthiness perception, shedding light on the person's confidence in the accuracy and reliability of online information.

Question 12. What is the main reason [NAME] trusts/distrusts information retrieved online?

Probe for the main reason for respondent trusting information online information and record the appropriate response mentioned.

This list appears to represent different reasons someone might trust or distrust information found online. Here's a breakdown of each category:

Authority

Refers to the source of the information. If the information comes from a reputable, recognized, or authoritative source (such as government websites, academic journals, or well-established organizations), the person may trust it more.

Reliability

Pertains to how dependable or consistent the information has been over time. If a source consistently provides accurate and well-supported information, it is likely to be trusted.

Currency

Relates to how up to date the information is. If the information is current or regularly updated, it’s more likely to be trusted. Outdated information can lead to distrust.

Instincts

Refers to a person’s gut feeling or intuition. Some people rely on their instincts when determining whether to trust or distrust information.

Functionality

Concerns how easy or practical it is to use the information. If the information is difficult to navigate or use, the person may distrust it, while a well-functioning source might inspire trust.

Relevancy

Deals with whether the information is relevant to the topic or question at hand. If the information is highly relevant, trust is likely to increase, while irrelevant content may cause distrust.

Purpose

Refers to why the information was created. If the person feels the content has a clear, unbiased, or transparent purpose (e.g., education vs. marketing), they may trust it more. Hidden agendas can lead to distrust.

Accuracy

Involves how correct or factual the information is. If the information is fact-checked, well-supported by evidence, or aligns with known facts, it will inspire trust. Inaccurate information breeds distrust.

Objectivity

Pertains to the neutrality of the information. If the content appears to be objective and free from bias, it is more likely to be trusted. Information with strong biases or agendas may be distrusted.

Other, (specify)

Allows for any other reasons not listed here. This could include personal experiences, peer recommendations, or other specific factors that influence someone's trust in online information.

These categories help to understand the multiple factors that can influence someone's perception of online content.

Question 13. During the past 3 months, which of the following computer-related activities have you carried out?

NOTE THAT MULTIPLE RESPONSES ARE ALLOWED. Indicate as many computer-related activities as possible that the respondent has carried out in the past 3 months such as:

a. Copying or moving files or folders

b. Using copy and paste tools to duplicate or move information within a document.

c. Sending e-mails with attached files (e.g. document, picture, video, etc.)

d. Using basic arithmetic formulae in a spreadsheet

e. Connecting and installing new devices (e.g. modem, camera, printer)

f. Finding, downloading, installing, and configuring software

g. Creating electronic presentations with presentation software (incl. text, images, sound, video, or charts.

h. Transferring files between a computer and other devices

i. Writing a computer program using a specialized programming language

Question 14: Has [NAME] heard of AI (i.e., Artificial Intelligence)?

This question seeks to know if NAME is familiar with the term "AI" or if I know what it refers to. AI stands for Artificial Intelligence, which refers to the development of computer systems that can perform tasks that typically require human intelligence, such as learning, problem-solving, decision-making, and perception. In essence, AI is a broad field that encompasses various technologies, including machine learning, natural language processing, computer vision, and robotics, aimed at creating intelligent machines that can assist and augment human capabilities.

Question 15: What knowledge does [NAME] have on AI?

This question asks about the scope and depth of my understanding and information related to Artificial Intelligence (AI).

Note: If the response chooses code E (technology) probe to know if the respondent is trying to mean any of the other options (i.e., from code A to D)

Question 16: What does [NAME] think are the benefits of AI?

This question refers to the advantages and positive impacts that Artificial Intelligence (AI) can bring to various aspects of our lives, societies, and economies.

Question 17: Does [NAME] think AI will replace human jobs in the future?

This question seek to know the potential impact of Artificial Intelligence (AI) on the job market and the possibility of AI replacing certain human jobs.

Question 18: What is [NAME] doing to prepare for the world of AI?

This is to know the actions and strategies NAME is taking to adapt and thrive in a world where Artificial Intelligence (AI) is increasingly prevalent.

13.3 Part D: Introduction to the Mortality

This section seeks to ascertain ALL deaths to household members and the cause of death occurring during the 12 months period preceding the interview. For deaths occurring to women aged 12-54 years, it goes further to identify whether the TIMING of the death was related to pregnancy or maternal causes. The information collected will be used to estimate the current levels and patterns of mortality in Ghana. Mortality levels and patterns are indicators of a country’s level of socio-economic development.
Data on household deaths are used to generate mortality indicators that are essential for supporting the implementation of national and global development goals. Indicators include Crude death rate (number of deaths in the total population and usually calculated per 1,000 persons), Age and sex-specific death rates (proportion of deaths at a particular age by sex). Maternal mortality ratio (Maternal deaths per 100,000 live births), Life expectancy (Estimated average years lived under the prevailing mortality conditions)

Information to be collected includes:

a) Household members who have died within the past 12 months.

b) Characteristics of the deceased (name, sex and age at death).

For the timing of deaths occurring to women aged 12-54 years, the focus is on pregnancy- and maternal-related causes: the death should have occurred while pregnant, during childbirth, or within six (6) weeks of the end of a pregnancy or after childbirth.

Mortality levels and patterns vary significantly with age and sex. Therefore, the enumerator must strive to elicit the most complete and accurate information on the age at death as well as the sex of the deceased to avoid distortions in mortality patterns. Equally, maternal, or pregnancy-related mortality is a sensitive yet important indicator of socio-economic development on multiple levels. Therefore, field officers must take care to ensure that the timing of deaths is well-considered before recording them.

Mortality questions are very sensitive so they must be asked tactfully. Deaths of loved ones elicit sad emotions, and many people would rather not be reminded of the event. Also, note that some deaths are tragic and painful to talk about. Therefore, field officers must adequately prepare (psych up) the respondents; they will require understanding and patience, assure the respondents of confidentiality, and generally be TACTFUL to obtain the required information. The enumerator may proceed as follows:

“Death of loved ones is difficult to discuss because they bring back painful memories. The information on death is very essential too because it is useful for national planning and development. I appreciate this may be uncomfortable, but because of its importance, please permit me to ask a few questions about deaths of household members within the past 12 months”.

13.3.1 Definition of Concepts

Household deaths: All deaths to members of the household during the 12-month period immediately preceding the GLSS 8 regardless of the place of occurrence.

Pregnancy-related deaths:

Deaths during pregnancy refers to deaths of females aged 12-54 years during pregnancy irrespective of the duration of the pregnancy.

Deaths during delivery refers to deaths of females aged 12-54 years during delivery irrespective of place of delivery.

Deaths within 6 weeks after the end of a pregnancy or childbirth: refers to deaths of females aged 12-54 years within six weeks after the termination of a pregnancy (regardless of how it ended) or within 6 weeks after childbirth.

Deaths due to non-natural causes:

Accident-related deaths refer deaths that occur unexpectedly due to harm or injury to an individual e.g. motor crash, animal attack, drowning, collapsing of building, taking of wrong medication, fire, intoxication, etc.

Violence-related deaths refer to deaths resulting from behaviour involving physical force e.g. wars, terrorist attacks, street fighting or civil unrest.

Homicide: refers to deaths resulting from the killing of one person by another.

Suicide: refers to deaths resulting from the intentional taking of one’s own life.

Illness: refers to a disease or period of sickness affecting the body or mind e.g., malaria, hypertension, cancer, stroke, etc.

Sudden death: refers to an unexpected death that occurs soon after the onset of symptoms and often without warning. (e.g., cardiac arrest).

Unintentional poisoning: Occurs when the individual exposed to a substance does not intend to cause harm to him/herself.

Intoxication: refers to when someone consumes a substance such as drugs, alcohol or other toxic materials that affects their physical or mental state.

Wrong medication: administering incorrect medication or dose for a particular patient or condition.

13.3.2 Completing the Mortality (Household Deaths) Questions

Question 1: Did any member of this household die in the past 12 months?

There are two response categories, ‘Yes’ and ‘No’. Choose the appropriate response. A ‘Yes’ response is to be selected if there was at least one death in the household within the past 12 months. If a ‘No’ response is recorded skip to Section 6.

Question 1a: What was the name of deceased?

The term "deceased" refers to someone who has died, and the question is seeking to identify the person being referred to.

Question 2: What was the sex of deceased?

The question is seeking to confirm the gender of the person who has passed away, and the answer would be either "male" or "female

Question 3: How old was the deceased at death? (AGE IN COMPLETED YEARS)

This question seeks to know about the age of the person who has passed away at the time of their death. The question seeks to determine the number of years the person lived, from their birthdate to their date of death.

Question 4: What was the cause of death? Accident, Illness,

If the response to question 1 is ‘YES’, then the information should be sought for each household member who has died in the past 12-months. For each deceased person reported, record the name, sex, age at death, and the cause of death i.e., accident, illness, maternal death (pregnancy related), homicide (killed by another person), suicide, violence, sudden death and all other (specify). Care should be taken to clearly specify the reference period to the respondent to avoid errors in capturing deaths that occurred in the past 12 months. Note that age at death should be recorded in completed years. For children less than one year at the time of death, record 000.

Babies not named before dying - For babies who were born in the past 12 months period and were not named before passing on, write down only the day name (e.g. Kwame, Akua, Abla, etc.) of the baby together with the mother's name. For example, if the newly born baby's day name was Kwame and the mother's name is Akua Mansa, the name you must put down is Baby Kwame, Akua Mansa's son. In areas where day names are not used, assign a letter of the alphabet such as A, B or C to the baby. If the mother’s name is Afi, then the name should be ‘Baby A, Afi’s daughter’ or ‘Baby B, Biika’s son’, etc.

Question 5: What type of accident?

The response categories for this question includes Motor/Vehicular, Animal Attack, Drowning, collapsing of building, Wrong medication, Fire, Intoxication, Unintentional poisoning and Other (Specify). Record any response provided in relation to an accidental death by any household member in the past 12 months.

An unintentional poisoning occurs when the individual exposed to the substance does not intend to cause harm to him/herself.

Question 6: What type of illness/diseases?
Record the illness that the respondent will indicate, malaria, hypertension, chronic respiratory disease, cancer, stroke, kidney failure, heart failure and diabetes are the illnesses identified. Record Other and specify for any illness mentioned that is not part of the illnesses stated.

Question 7: (PREGNANCY, DELIVERY AND 42 DAYS AFTER TERMINATION OF PREGNANCY QUESTIONS) If deceased was a female 12-54, at the time of death, was she?

Pregnant or Giving birth or Within 42 days after the end of a pregnancy?

Record yes for if any of these is mentioned as the occurrence at the time of death.

For deceased females 12–54 years, it seeks to collect data on pregnancy-related deaths in the household in the past 12 months period. Maternal death is the death of a woman while pregnant or during delivery or within 6 weeks (42 days) after termination of pregnancy, irrespective of the cause. Interviewers should find out whether at the time of death, the deceased was pregnant, giving birth, or died within 6 weeks (42 days) following childbirth or the termination of the pregnancy.

If the deceased died while pregnant, ‘Giving birth’ or ‘Within six (6) weeks after the end of a pregnancy or after childbirth’ record ‘1’ or ‘2’ based on the cause of death indicated by the respondent.

CHAPTER FOURTEEN

14 Identification of Respondents for Section 8, 9 and Section 10

14.1 Introduction

Purpose

The purpose of this section is to collect data on the household to know whether any member of the household owns, operates farms, fishery etc. or engages in activities such as farming, keeping of livestock, tree planting, and fishing in the past 12 months.

Respondent

The respondent is the head of the household, or any responsible adult member of the household as identified in section 6 of module A .

14.1.1 Definition and Concepts

Farming: An economically viable enterprise (production of food crops, vegetables, livestock, fish farming, fishing, and tree planting) that generates income to take care of the household.

Household purchases: Any household income spent on food, clothing, utilities, and basic services.

Enterprise: This is an institutional unit in its capacity as a producer of goods and services. It’s an economic transactor with autonomy in respect of financial and investment decision making as well as authority and responsibility for allocating resources to produce goods and services. It may be engaged in one or more productive activities.

Holder: Agricultural holder (Farm owner) is a person who takes the major decisions regarding resource use and exercises management control over the holding.

Note: This person may or may not be the owner of the land.

Own agricultural land: an agricultural land owned by an individual who has the right to sell without consulting anyone. It includes lands that are co-owned with either a household member or not.

Operates agricultural land (farm): refers to the situation where a person only operates a farmland which is not owned by the operator of the farm.

Responsible person: A responsible person is someone who takes ownership, makes informed decisions, and ensures tasks are completed efficiently and effectively. To GLSS 8, a responsible person is a household member who oversees a farm, household purchases and household non-farm enterprises.

Farming Activities: (Production of Food Crops, Vegetables, Livestock, Fishing and Tree Planting).

14.1.2 Completing the Questions to Identify Respondents for Sections 8, 9 and 10

Question 1: During the past 12 months has the household owned, operated or have use right of any land?

This question seeks to find out if any member of the household owned, operated or had the right to use any land irrespective of the purpose of the land. This is a Yes or No response. If No, skip to SECTION 7.

Question 2: LOCATION/NAME OF LAND

Uniquely identify and list all parcel(s) of land by name of location or any name provided by the respondent. The need to identify all parcels of land owned or used by the household or the household having right to use any land. The parcels of land must be identified with the name and location. The roster of all parcels of land must be compiled uniquely before the interview commences. The roster of parcels should contain all parcels for which any household member holds use rights or owns at the time of the interview.

The first parcel listed should be the parcel on which the household resides if it is owned, or the household has the right to use it. The parcel name must be unique to each parcel, as it will be used to refer to the specific parcel throughout the remaining modules. In the individual-level land module each adult in the household must be able to clearly understand the parcel under discussion. Probe further to get the exact location of where land is located in the case where various plots of lands are in the same location (unique) e.g. I own two plots of land in Adenta probe further to know the location within which both are location with that same area. Then name as plot

Question 3: Is this land owned/ operated/have use right?

This includes parcel of land used by this household or another household, irrespective of the use of the parcel that includes dwelling/residential, agricultural, pastoral, forest, and business/commercial purposes.

This is a screening question to determine whether any member of the household uses, owns or has use rights to any parcel. Four response categories have been provided for this question as follows:

Yes, own only: if any member of the household owns land but has not operated in the past 12 months.

Yes, operated only: for households that did not own agricultural land but operated on agricultural land in the past 12 months.

Yes, own and operate: for households that own agricultural land and operate it as well in the past 12 months.

Yes, have use right: if any member of the household has the legal right to use a particular parcel of land for a specific purpose in the past 12 months.

Question 4: Which household member(s) own/operate/have use right?

This question is asking to identify specific person(s) within the household who holds legal right, manages or works on the parcel of land. Record name and ID of identified persons.

Question 5: What is the size of the land owned/operated by [NAME]?

The question seeks to find out the area or size of the parcel of the land. Ask the respondent to estimate the area of the agricultural parcel. Record the response in the unit that they provide to you. If the household member owns three acres of agricultural land, record 3 in the area column, and 1 in the unit column.

Question 6: Is this the piece of land on which this dwelling is located?

This question seeks to find out whether the land being discussed is the same land where the household’s name is situated.

Question 7a: IF YES IN Q6 ASK; Are there other structures, buildings, or houses on this land?

This question seeks to find out whether, in addition to the main dwelling, there are any additional constructions located on the same parcel of land e.g. other residential buildings such as guest house, rental units or homes for other family members etc.

IF NO IN Q6 ASK; Are there any structures, buildings, or houses on this land?

This question seeks to find out if there are any physical constructions present on the piece of land being referred to.

Question 7b: Under which land system is this land?

There are 6 response categories to this question.

Private land: refers to land that is owned by individuals, corporations, or non-governmental entities. the assignment of rights to a private party who may be an individual, a married couple, a group of people, or a corporate body such as a commercial entity or non-profit organization. For example, within a community, individual families may have exclusive rights to residential parcels, agricultural parcels, and certain trees. Other members of the community can be excluded from using these resources without the consent of those who hold the rights.

State land refers to land that is owned and managed by the government at various levels (local, regional, or national). property rights are assigned to some authority in the public sector. For example, in some countries, forest lands may fall under the mandate of the state, whether at a central or decentralised level of government.

Family land: refers to refers to property that is owned and managed by members of a family.

Stool land refers to land under the jurisdiction of the chief or traditional leader.

Community land: refers to land that is collectively owned, managed, and utilized by a group of individuals within a community.

Other (specify): indicate other forms of land ownership other than responses 1 to 5.

Question 7c: How was this land acquired?

The question seeks to enquire the source of the land. Seven response categories have been provided for this question.

Question 7d: What is the intended use of this land?

Record the intended use of land as provided by the respondent. Eleven response categories have been provided for this question.

Residential Building (A): The land is intended to be used for constructing homes or housing, where people will live.

Farming/Plantation (B): The land will be used for growing crops or establishing plantations, such as for fruits, vegetables, or other agricultural produce.

Livestock & Poultry (C): The land is intended for raising animals, such as cattle, sheep, goats, or poultry like chickens and ducks.

Fish Farming (D): The land will be used for breeding and raising fish in controlled environments, typically in ponds or tanks.

Capture Fishing (E): The land is associated with natural water bodies where fishing is done to catch wild fish.

Aquaculture (F): The land will support the farming of aquatic organisms like fish, shellfish, or aquatic plants, often in controlled water environments.

Pastoral (G): The land is intended for grazing livestock, such as cattle, sheep, or goats, education

Forest (H): The land is designated for maintaining or cultivating forests, which might be for conservation, timber, or other forest resources.

Business/Commercial (I): The land will be used for commercial activities, such as setting up shops, offices, factories, or other business-related structures.

Processing of Fish/Crop for Consumption/Sale (J): The land is intended for facilities where fish or crops are processed, either for personal consumption or for sale. This could involve drying, smoking, milling, or packaging.

Other (Specify) (X): If the intended use of the land does not fit into the listed categories, this option allows for specifying another purpose.

Question 7e: Currently, what is the primary use of this land?

Primary use of the land refers to the main function or purpose for which the land structure is designed or constructed. Record the current use of land as provided by the respondent. Twelve response categories have been provided for this question. REFER TO QUESTION 7d for responses. If not in use skip to SECTION 8A.

Question 7f: Is there a secondary current use of this land?

This question seeks to find out whether the land is being used for an additional purpose besides its primary use. There are Yes or No responses.

Question 7g: Currently, what is the secondary use of this land?

Secondary use of the land refers to an additional or alternative purpose that a land or structure may serve beyond its primary intended function. REFER TO QUESTION 7d for responses.

Question 7h: CHECK AND TRANSFER TO

IF Q3=1 OR 3 & Q7e/Q7g=02 -08/B-H >>SECTION 8 PART A.

IF Q3=2 & Q7e/Q7g=02-08 /B-H >>SECTION 8 PART A Q19

IF Q3=2 & Q7e/Q7g=02, 04 08 /B, D-H >>SECTION 8 PART A Q31

IF Q7e/Q7g = 10 OR J ONLY, >> SECTION 8 PART G

Question 8: CHECK THE FOLLOWING: IF Q.36 IN SECTION 4 PART A IS 6 OR 7, THEN COPY THE IDs OF ALL MEMBERS WHO ANSWERED.

IF Q.7 IN SECTION 4 PART B IS 6 OR 7, COPY THE IDs OF ALL MEMBERS WHO ANSWERED IF Q.5 IN SECTION 4 PART D IS 6 OR 7, THEN COPY THE IDs OF ALL MEMBERS WHO ANSWERED.

IF Q25 IN SECTION 4 PART A IS 1 IN ADDITION, COPY THE ACTIVITY TYPE AND THE CORRESPONDING ISIC CODE.

Question 8a:ID of member

Record the unique ID of member responsible for answering these questions.

Question 8b: Name of member

Record the name of member

Question 8c: ENTERPRISE/BUSINESS [CHECK SECTION 4 PART A (Q.34) OR SECTION 4 PART B (Q.3) OR SECTION 4 PART D (Q.4) AND COPY THE ACTIVITY TYPE] SECTION 4 PART A Q.9

Question 8d: ISIC CODE

Provide the ISIC code that corresponds to the kind of enterprise/business.

Question 8f: Where is the business/enterprise located?

This question seeks to find out the specific physical location or setting where the business operates.

Question 8f1: What is the enterprise’s main mode of doing business / how do you carry out your business?

This question seeks to find out the primary method or setup that a business uses to operate and interact with customers. This could refer to the physical means or location from which the business is run. The options provided indicate different ways businesses might operate:

Cart/Truck/Wheelbarrow/Bicycle (01): This refers to businesses that are mobile, using a cart, truck, wheelbarrow, or bicycle to sell goods or provide services. Common examples include street vendors or delivery services.

Vehicle (Car, Bus, etc.) (02): This indicates businesses that operate out of a vehicle, such as food trucks, mobile shops, or transport services where the vehicle is the main location of the business.

Open Space (Including Market/On the Street) (03): This option is for businesses conducted in open areas, such as selling goods at a market stall, on the street, or in any other outdoor space without a permanent structure.

Tabletop (04): This refers to businesses that operate from a small setup, typically a table or booth, often seen in markets or street fairs where goods are displayed on a table.

Structure within Household Premises (Kiosk, Container, etc.) (05): This describes businesses that operate from a structure located within the household’s property, such as a small shop, kiosk, or container that is part of the home premises.

Structure Outside Household Premises (Kiosk, Container, etc.) (06): This indicates businesses that are based in a structure located outside the household property, like a standalone kiosk, container, or shop situated in a different location.

Question G: Does [NAME] keep any form of accounting record on the business/enterprise?

This question seeks to find out whether the individual named maintains financial records for their business, and if so, what type of records they keep. The options provided indicate different levels of financial record-keeping:

Yes, Audited (1): This means that the business maintains formal accounting records, and these records are reviewed and verified by an independent auditor. Audited records are typically detailed and comply with certain standards, providing a high level of financial transparency and accuracy.

Yes, Unaudited (2): This indicates that the business keeps financial records, but these records have not been formally reviewed or verified by an independent auditor. While these records are still maintained, they may be less formal and might not undergo external scrutiny.

No Account (3): This means that the business does not keep any financial records at all. Without accounting records, it can be challenging to track income, expenses, profits, and overall financial health.

CHAPTER FIFTEEN

15 Housing Conditions and Sanitation

15.1 Introduction

This module collects information on all housing/dwelling units and ownership of household assets. The Information to be collected on housing includes the type of dwelling unit, main construction materials for walls, floor, and roof, holding/tenure arrangement, ownership type, type of lighting, source of water supply, bathing facilities, and ownership of household assets. Access to improved water and sanitation for households are drivers of household health and wellbeing. Information on sanitation facilities includes the type of toilet facilities and waste disposal (both liquid and solid). The housing conditions module thus seeks to collect information on the characteristics of dwelling units and the occupants thereof. Obtaining information on housing conditions helps to link the population to their living conditions.

The inclusion of housing conditions in the survey makes it possible to appraise the quality of housing (conditions); determine the housing ownership status (tenure); assess basic drinking water services; critically assess ownership of household assets; critically assess the household amenities (utilities, assets) and help to link population and space e.g. for disaster response and identification of vulnerable populations. Key indicators from the housing questions include housing stock, the proportion of households by type of dwelling unit, main construction materials for dwelling units (outer walls, roof, and floor), room occupancy, and tenure and holding arrangements (status of tenure). Information on these variables provide measures to assess national and sub-national policy interventions as well as global goals. The housing conditions section in GLSS 8 seeks to collect information on characteristics of housing and expenses, as well as household water, sanitation, and hygiene.

Purpose

This section aims at measuring the quality of housing occupied by the household. In this regard, it seeks information on the type of dwelling, occupancy status of the dwelling, housing expenses, utilities, and amenities as well as the physical characteristics of the dwelling. This section is in five parts: A, B, C, D and E.

Respondents

The main respondent is the head of the household or any responsible adult member of the household.

15.1.1 Definition of Concepts

Dwelling: This includes all types of structures occupied by members of a household. These may consist of a room inside a house, a group of houses, a multi-storeyed house, and a hut or group of huts. It can also be a room(s) occupied by a household as a separate and independent place of abode.

The dwelling is the structure or group of structures (rooms or buildings), separate or contiguous, occupied by the members of the household. It can be:

a) A single-family house/hut,

b) A flat/apartment (self-contained);

c) Rooms (compound house);

d) Several huts/buildings (same compound);

e) Several huts/buildings (different compounds).

Housing refers to the physical structures that provide shelter and accommodation for households.

Sanitation refers to the safe management and disposal of faeces, solid waste, and wastewater.

Tenant is someone who pays for board and/or lodging.

15.2 Part A: Completing the Housing Conditions and Expenses Questions

Question 1: In what type of dwelling does the household live? (OBSERVE DWELLING)

The question seeks to find out the type of dwelling in which the household lives (living quarters) i.e. the space occupied by the household. A dwelling unit is a structurally separate and independent place of abode. It could be a whole building, part of a building or some form of space or shelter arranged for human habitation (e.g. a hut or group of huts). Take note that a dwelling unit may contain one or more households. The essential features of a dwelling unit are separateness and independence. A dwelling unit is a room, or rooms occupied by a household.

Twelve response categories have been provided for this question. You should select the appropriate response code for each dwelling.

01. Separate House: Refers to a building, which consists of a single detached (stand-alone) housing unit (two or one-storey) or a single detached housing unit. “Self-Contained” is an example of single detached housing unit.	02. Semi-detached House: Refers to a single housing unit that is attached to another single housing unit horizontally. The adjoining housing units would usually have a common dividing wall which extends from the ground to the roof. This could be a single or storey building.
03. Flat/Apartment: It is a dwelling/living quarters located in a building, which contains several sets of housing units. The Flat/Apartment building usually consists of several floors. The housing units are accessed by a common stairway.	04. Compound house: A compound house refers to multiple dwelling units that are in the same yard/plot. These dwelling units usually have shared toilet(s) and bath(s) and cooking either takes place outside, on the porch or in an enclosed area. The compound may or may not be surrounded by a fence wall or hedge.
05. Hut: Huts refers to dwelling units made up of a group of huts or located on the same compound which are used as the place of abode by one or more households.	06. Tent: A moveable shelter made of cloth, plastic, or polythene, supported by a framework of poles and ropes. This is used especially by campers, Red Cross men/women or refugees, security personnel, etc.
07. Metal Container: A structure, with an external wall of constructed with metal sheets and is used as a dwelling unit. They are normally moveable.	08. Kiosk/ Poly Kiosk: A makeshift structure which is built of plywood or plastic sheets and is used as a dwelling unit.
09. Wooden structure: A structure which is mainly built of wood and is used as a dwelling unit. The foundation may be constructed with blocks or concrete.	10. Living Quarters attached to office/shop (Infirmaries and Dormitories): This category comprises housing units that are in buildings that have not been built/constructed for human habitation, but which are being used as dwelling units. They include housing units attached to corn milling structures, warehouses, offices, shops, etc. Premises that have been converted for human habitation, although not initially designed/constructed for this purpose must not be included in this category e.g. an old school block or cocoa shed which later is converted into dwelling unit, etc. This should be classified as other.
11. Uncompleted building: This is a building or structure that has not been completed but may provide shelter for some. households.	96. Other (Specify): If a type of dwelling does not fall into any of the above categories. You must specify it in the space provided for Other (Specify).

Question 2: How many rooms does this household occupy?

(COUNT ONLY LIVING ROOMS, DINING ROOMS, BEDROOMS. DO NOT INCLUDE BATHROOMS, TOILETS, STOREROOMS AND KITCHEN)

The purpose of this question is to find out the number of rooms a household occupies. Information on rooms occupied by households provides an indication of overcrowding and adequacy of the dwelling stock. It also reflects the socio-economic condition of the household. You should count living rooms, dining rooms, bedrooms but not bathrooms, toilets, storerooms nor kitchens, and record the number in 2 digits.

Note: If a big room has a kitchen, dining, and living room combined, count it as one room

Question 3: How many of the rooms are used for sleeping?

Only rooms used for sleeping must be counted unless the room/place has been specifically converted for sleeping. Conversion here means a change of its original use. For instance, if a kitchen, garage, or study room is converted to a sleeping place, it must be counted among sleeping rooms. Record in two digits, the number of rooms used for sleeping by the household.

Sleeping rooms must exclude the kitchen, dining room, study, rooms used for professional or business purposes (e.g. stores or garages) unless these are used as sleeping places. Bathrooms, toilet rooms, passageways, veranda, and lobbies should also not be counted as sleeping rooms.

Question 4: Do other households share this room with you?

Find out from the respondent if the sleeping room identified in Q3 is shared with other households. If the household does not share the room with other households, skip to Part B

Question 5: How many households, including your household, share this sleeping room(s)?

For those who responded ‘yes’ in Q4, guide the respondent to identify the total number of households that share this sleeping room.

15.3 Part B: Completing Occupancy Status of the Dwelling Questions

Tenure refers to the arrangements under which the household occupies all or part of the dwelling units (i.e. housing unit or compound).

Question 1: What is the present holding/tenancy arrangement of the dwelling?

Holding/Tenancy arrangement: This refers to the arrangement under which the household occupies all or part of the dwelling unit. This deals with present occupancy status of respondent (e.g. whether respondent is a tenant, house owner, etc).

Seven responses categories have been provided for this question (owner-occupied, renting, rent-free, perching, squatting, caretaker and other). You should select the appropriate code.

1. Owner-occupied (Owning) - If the household or a member of the household owns the dwelling unit (housing unit or compound), it should be classified under this category.

2. Renting - This category refers to an arrangement where money/in-kind payment is made periodically (weekly, monthly, yearly, etc.) for the space occupied by the household. Payment may be in cash or in-kind. If the household or a member of the household does any work or activity in any form in return to compensate the owner as a means of payment under the agreement, this arrangement falls under this category and should NOT be considered rent-free. It includes situations where:

i. Members of the household rent all or part of the housing unit/compound as the main tenant or

ii. A member of the household rents part of the housing unit/compound as a sub-tenant.

3. Rent-Free - This category refers to a situation where the household is permitted by the owner of the building to occupy the dwelling unit without paying rent. This category also includes households that reside in family houses and do NOT pay rent.

4. Perching - Perching generally refers to an arrangement where a person/household moves in to join another person/household in their dwelling units; usually for a short term (on a temporary basis) while he/she makes the necessary arrangements to relocate. Such arrangement usually creates inconvenience for the main occupant(s) of the structure.

5. Squatting - This category refers to a situation where the household occupies a premise without permission from the owner.

6. Caretaker - This category refers to a situation where the owner of the structure does not reside in it and has given it to someone to take care of the building. The person can be a relative or non-relative.

7. Other (specify) - All other types of holding/tenancy arrangements of living quarters that do not fall into the categories indicated above must be specified in the space provided.

If the dwelling is owned by the household, you should skip to Part C Q7 (question 7)

Question 2: Who owns this dwelling?

This question refers to the type of ownership of the dwelling units themselves and not the land on which they have been constructed. Type of ownership must not be confused with tenure, which is discussed in the first paragraph under Part B. Type of ownership is classified as follows:

1. Estate developer- This refers to households occupying housing units that have been developed and still owned by estate developers. Examples, TRASSACO, REGIMANUEL, GREDA, etc. note that if the estate has been purchased fully by the household, then it is owned by a household member and not the developer.

2. Family owned: This refers to the situation where the dwelling unit belongs to a family and is being occupied by a household of which all or a member of the household belongs. E.g. If Aboagye is part of the Bempah’s family and he occupies a dwelling unit that belongs to the family, then the dwelling unit belongs to a family of which Aboagye is not a member.

3. Relative not a household member- This refers to living quarters owned by a person who is not a member of the household but related to the household member(s).

4. Other private individual - This category refers to the dwelling units (housing units/compound) which are owned by persons not related to the occupants.

5. Private Employer - This refers to a dwelling unit (housing unit) that has been provided by the employer (private employer) for the household. The private employer may or may not own the housing unit.

6. Other Private Agency - This refers to living quarters (housing units) that are privately owned by other private agencies, corporations, cooperatives, housing associations, etc.

7. Public/Government Ownership - Included in this category are living quarters owned by the public sector, such as the central government, local government, (district assemblies) public boards, and corporations.

8. Other (Specify) - All other types of ownership of living quarters that do not fall into the categories indicated above must be specified in the space provided.

15.4 Part C: Completing the Housing Expenses Questions

This refers to expenses that households incur on the dwelling unit, whether renting or owning such as how much a household pays for a dwelling whether in cash or in-kind? Who pays for the dwelling? How much is paid?

Housing expenses are the expenses one incurs on the dwelling of residence. Whether you rent or own, there are regular expenses, including some you may not be aware of. Examples of housing expenses include:

a) Mortgage payment (applicable to household dwelling with a mortgage arrangement)

b) Rent (can be monthly or yearly depending on the rental arrangement)

c) Utilities (i.e. electricity, trash removal, water)

d) Insurance (i.e. homeowners or renters)

e) Property tax or rate (It is a levy on buildings. It is estimated by multiplying assessed value of your dwelling by the state or country levy on properties)

f) General maintenance and repairs (i.e. lawn mowing, additions, improvements, repairs on dwelling and utilities)

g) Ground rent (applicable to households who are living in kiosks, metal containers, tents and are renting the space in which their dwellings are on)

h) Security services

i) Homeowners Association (HOA) dues

j) Real estate agency fees

It is very important to realize that, not all the above examples of housing expenses may apply to every household dwelling situation, so the interviewer must mention and explain all examples of housing expenses to the head of the household for easy calculation of housing expenses by household.

There are some questions in this part whose answers need skipping to a different question without proceeding to the next question following. Examples of this type of questions are as follows:

Question 1. How much does the household pay in cash towards the rent?

(IF FREE, RECORD ‘00’ FOR AMOUNT AND THE TIME UNIT)

Note: The time unit varies, and the options are listed in the rectangular box above. Select the option based on the response of the head or member of the household.

Question 2a. Does your household supply goods and/or services in exchange for use of this dwelling?

This question seeks to find out whether the household pays in kind for the use of their dwelling. If No skip to question 4 to estimate the value paid in kind given the amount and the time unit.

Question 2b. What goods and or services does your household supply?

This question seeks to find out the kind of goods or services provided in return for the rent. If response to Q2a is yes, record all if more than one goods or services provided to pay for the rent.

Question 3. What is the approximate value of these goods and/or services provided by your household?

If the response is ‘Yes’ in question 2a, then estimate the value paid in kind given the amount and the time unit.

Question 4. Is part or all the rent paid by someone who is not a member of your household?

This question seeks to identify the one in charge of paying the rent for the household. If all or part of the rent is paid by someone who is not a member of the household, select option 1 “Yes All” or option 2, “Yes Part” is paid by someone who is not a member of the household. If No, skip to Q7.

Question 5. Who mainly pays for the rent?

Select from the four responses the one who pays for the rent of the household.

This question is asking about the primary person responsible for paying the rent for this particular residence or property.

Question 6. How much did.............. pay?

State the amount paid for the rent.

Question 6a: Imputed Rent (Estimate how much it would have cost if you were paying) IF PART B Q1 =1

This question seeks to estimate rent for rent-free, owners or any household residing in a dwelling without payment. In this situation, the respondent is asked if he or she is to pay for the dwelling, how much would he/she paid. Enquiries can also be done by the interviewer in the locality to find out the amount charged for that type of dwelling in that area. From this one can reduce the total amount that would charge for rent for that dwelling and the unit time.

Question 7. During the past 12 months, have you built or made improvements or additions to this dwelling or any other dwelling?

This question seeks to elicit information on new buildings which have been put up by households from their income or improvements made to the dwelling such as changing the roof, addition of inner toilet by making it self-contained, etc.

Question 8a: During the past 12 months, how much did your household spend on this dwelling for construction, renovation, painting and beautification and provision of utilities?

Columns A, B, C and D have been provided to record the amount spent on each of the cost items identified. State the amount paid for construction, renovation, painting and beautification and provision of utilities.

Question 8b: During the past 12 months, how much did your household spend on other dwelling for; construction, renovation, painting and beautification and provision of utilities?

Question 9. During the past 12 months, what additions or improvements were made? (MULTIPLE RESPONSE)

Probe for additions made to respondents dwelling or any other building over the past 3 months from the household income. Note that the time reference is very important in administering this question.

Question 10. what was the total cost of the construction, improvements or additions made to this dwelling or any other dwelling in the past 12 months, In the past 12 months, In the past 12 months, In the past 12 months, In the past 12 months, In the past 12 months, In the past 12 months?

State the total cost of the construction, improvements or additions made on the dwelling in the past 12 months. The time reference is very crucial in calculating the total cost of the construction, improvements or additions made on the dwelling.

15.5 Part D: Completing the Utilities and Amenities Questions

Question 1. What is the main source of drinking water supply for the household?

The purpose of this question is to assess the type of water source used by households for drinking. Sixteen responses categories have been provided and you are to select the appropriate source for the household based on the response.

01. Pipe-borne water inside dwelling, also called a HOUSE CONNECTION, is defined as water service connected by pipe with in-house plumbing to one or more taps, for example, in the kitchen and/or bathroom. This source comes from Ghana Water Company. Wells and boreholes that are connected to the dwelling unit through pipes do NOT fall under this category.

02. Pipe-borne water outside dwelling but on compound - also called a yard connection, is defined as a piped water connection to a tap located inside the compound, yard or plot - households that use water from a standpipe located on the compound of the dwelling must be classified in this category. This source comes from Ghana Water Company. Note that, wells and boreholes that are connected to the dwelling unit through pipes do NOT fall under this category.

03. Pipe-borne water outside dwelling but from neighbour’s house - this refers to a situation where the household obtain water from a neighbour’s house connection or yard connection. Households that get piped borne water from a neighbour’s house must be classified in this category. This source comes from Ghana Water Company. Wells and boreholes that are connected to the dwelling unit through pipes do NOT fall under this category.

04. Public Tap/Standpipe - This source comes from Ghana Water Company. This is a water point from which the public may collect their water. A standpipe may also be known as a public tap or drinking water fountain. Public standpipes are typically located on a street corner or other public space. They can have one or more taps and are typically made of brickwork, masonry, or concrete.

05. Bore-hole/Tube well - A tube-well / borehole is a deep hole that has been driven, bored or drilled with the purpose of reaching groundwater. Boreholes/tube-wells are constructed with casing, or pipes, which prevent the small-diameter hole from caving in and provide protection against infiltration of surface water run-off. Water is typically delivered from a tube-well through a pump that may be powered by humans, animals, wind, electricity, diesel fuel or solar energy. Note that this may either be within or outside the dwelling. This may be either within or outside the compound. This may be connected to the dwelling unit through pipes.

06. Protected Well - This category refers to a dug well that is protected from surface water run-off through a well lining or casing that is raised above ground level and a platform or apron that diverts spilled water away from the well. Additionally, a protected dug well is covered so that humans, animals, bird droppings and other harmful substances cannot fall into the well.

07. Rainwater - This category refers to rainwater collected during rainfall into a container for use by the household.

08. Protected spring - Spring is where water gushes out from underground water sources or flows down slopes along rock or cliff surfaces with a wall constructed (cement or similar) around it to regulate access to and protect the source. A spring is typically protected by a ‘spring box’ that is constructed of brick, masonry or concrete and is built around the spring so that water flows directly out of the box into a pipe without exposing the source to surface water run-off and/or contamination by humans or animals.

09. Bottled water - This refers to water sold in small or large bottles. Note that this option applies only to bottled water that is commercially available. Sometimes household members may store water from other sources in used bottles; – this should NOT be considered as bottled water.

10. Sachet water/packaged water - Sachet water/packaged water is similar to bottled water, but it is supplied in a plastic package rather than a bottle.

11. Tanker Supply/vendor-provided - This category refers to water supplied by tankers. Thus, a service provider transports and distributes/sells water to households/communities by means of a tanker truck.

12. Unprotected well - is a dug well for which one or both of the following are true: the well is not protected from surface water run-off; the well is not covered.

13. Unprotected spring - is a spring where the source is exposed to surface water run-off and/or contamination by humans and animals. Unprotected springs typically do not have a ‘spring box’ as described above.

14. River/Stream - This refers to water flowing from its source downstream towards a specific direction.

15. Dugout/Pond/Lake/Dam/canal - This category refers to a surface area dug for collection of rainwater or hole in the ground with water or a large sheet of water with land all round it or wall / bank built to keep back the water.

16. Other (Specify) - Any other source of water supply that is not listed above must be specified under Option 16.

Question 1a: How far is this source of water from your dwelling?

(N/A IF ANSWER IN Q1 is 01,02,09,10, or 11 >> Q2b)

Record the distance in the appropriate box provided for both the drinking water and water for general use.

Question 1b: How long (in minutes) does it take to go to the water source, get drinking water and come back? (N/A IF ANSWER IN Q1 and Q2a is 01,02,09,10 or 11>> Q2b)

State the number of minutes it takes to go to the drinking water source, get water and come back. This refers to a single in-and-out trip made by household members. Probe and help the respondent to estimate the time usually spent by household members to go to the water source, queue (waiting time) for the water, and the time spent on the return trip. If a respondent tells you that his/her source of drinking water is a borehole, rainwater, or protected/unprotected well, probe to find out where it is located. If the water source is in the yard/compound, record 000.

Question 2a: How far is your drinking water source from the nearest latrine?

(CODE N/A IF ANSWER IN PART D Q1 =1,2,3,9,10 &11)

Record the distance and unit code in the appropriate box provided for both the drinking water and water for general use.

Question 2b: How does your household mainly store drinking water?

The purpose for this question is to understand whether households store their drinking water in a hygienic way.

Question 2c: (ASK PERMISSION TO OBSERVE)

This is to observe how drinking water is stored and record based on the responses provided.

Question 2d: Do you think your drinking water has any quality problems?

CHOOSE ALL THAT APPLY

This is multiple response question. The question seeks to determine whether respondents have quality issues with the water they drink.

Question 2e: What do you usually do to make the water safer to drink?

The purpose for this question is to find out whether respondents who thought there was something wrong with the water they drink do anything to improve the quality, and if they do the question seeks to understand exactly what they do.

01. Boil: Heat the water to kill any germ or bacteria that could be harmful when ingested.

02. Add bleach/chlorine: Bleach/chlorine is a chemical use to disinfect water for drinking.

03. Strain it through a cloth: It’s a method of using clean cloth to separate particle from the drinking water.

04. Use water filter (ceramic, sand, composite, etc.): It’s a method of using stone and sand to filter water for drinking.

05. Solar disinfection :

06. Let it stand and settle: Natural way of allowing particles in the water to settle down the bottom of the container by gravity.

Question 2f: What quantity of water does your household use for drinking in a day?
Record the quantity of water used and indicate the unit of water the respondent reports in. The unit of measure includes litre, gallon, bucket (NO.28), bucket (NO.34). Indicate the quantity and unit of water used by the household on daily.

Question 2g: What quantity of water does your household require for drinking in a day?

This question seeks to find out the expected quantity of water the household needs for drinking daily. Record the quantity and the unit respectively.

Question 3a: How regular is your source of drinking water supply?

This question seeks to find out whether the water is available throughout the year or not. The regularity is in relation to the number of times the source of the drinking water is available based on the chosen regularities provided the period code i.e., daily, weekly, monthly, quarterly, half yearly and yearly. If the source is available daily, record 00 for the number times.

Question 3b: When was the last time the water facility broke down?

CHECK (IF Q1 =6,7,8,9,10,12,13,14 and 15 then skip to 3d.

Record the last time the water facility broke down as provided by the respondent. Record either during past 7 days, one month ago, two months ago, three months ago, more than 3 months ago or never broke down, N/A if (07,13 and 14) in Q1a.

Question 3c: The last time the water facility broke down, how long did it take to have it fixed and working again?

Record how long it took for the water facility to start working again. Indicate if less than 7 days, one week, within a month, more than one month or not fixed yet. This question seeks to find out how quickly the facility is fixed when it breaks down.

Question 3d: Does the household use this same water supply for other domestic purposes such as cooking and washing?

This question is asking whether the same water source that the household uses for drinking (or another primary purpose) is also used for other everyday activities like cooking and washing. If YES skip to Q4a.

Question 3e: What is the main source of water used by your household for other domestic purposes such as cooking and washing? REFER TO QUESTION 1

Question 3f: How far is this source of water from your dwelling? REFER TO QUESTION 1a

Question 3g: How long (in Minutes) does it take to go to the water source, get water and come back? REFER TO QUESTION 1b

Question 4a: What quantity of water does your household use for other domestic purposes in a day? REFER TO QUESTION 2f

Question 4b: What quantity of water does your household require for other domestic purposes in a day? REFER TO QUESTION 2g

Question 4c: How regular is your source of water supply for domestic purpose? REFER TO QUESTION 3a

Question 4d: When was the last time the water facility broke down? REFER TO QUESTION 3c

Question 4e: The last time the water broke down, how long did it take to have it fixed and working again? REFER TO QUESTION 3c

Question 5: Who usually goes to this source to collect the water for your household?

This question seeks to know who bears the responsibility of ensuring the household has access to water.

(CODE N/A IF ANSWER IN PART D Q1a and Q2=01)

Question 5a: Which organisation provided/ facilitated the provision of your source of drinking water?

The purpose of this question is to find out the institution supplying the drinking water to the household. Record the institution that the respondent will mention as indicated in the response categories provided with code 1 to 6.

Question 5b: Which organisation provided/ facilitated the provision of your source of water for domestic use?

The purpose of this question is to find out the institution supplying the water for domestic use to the household. Record the institution that the respondent will mention as indicated in the response categories provided with code 1 to 6.

Question 6: Does the household pay a regular bill for this water supply system?

Find out if the household pays for water on regular basis and record ‘Yes’ otherwise then record ‘No’. Guide the household to state only their part of the bill if it is a joint meter or shared bill and record the amount provided.

NB: This question is meant to be answered by those who chose Yes in Q6 above.

Question 7: How much was your last water bill?

(Only your part if joint meter or shared bill)

Question 8: During the past 2 weeks, how much did your household pay for water?

State the amount paid by the household to a private water vendor, neighbour or standpipe operator or any other source. NB: This question is meant to be answered by those who answered No in Q6.

Question 9: During the past 2 weeks, did your household sell any water to someone else?

Indicate whether the household sold water to someone else. Record yes or no depending on the response provided by the household.

Question 10: During the past 2 weeks, how much did your household receive for the water sold?

State in total, the amount received by the household from the sale of water in the past 2 weeks being referred to.

Question 11: During the past 12 months, what are the different sources of lighting that you use in your household?

Record all that apply in the order of the most used. This refers to the different sources of electricity used by the household. Interviewers should select the appropriate code from the different response categories that have been provided for this question. Provision has been made to record the first 4 sources in order of main use. If the household uses only one source of electricity, record in the first box only, if the sources are 2, record in the first and second boxes only in order of importance.

1. National Grid Connection from Company - This category includes electricity from the mains (ECG / Community).

2. Community based Grid - This category includes electricity supply from private generating plants and other sources (industrial plant, mine, etc.)

3. Private Generator: Use of generator by households

4. Solar Home System: - In this category lighting is derived from solar (Sun's) energy and comprises of full solar installation

5. Solar Lantern/Lighting System: Provides only lighting system using solar

6. Rechargeable Battery: Batteries that are charged for lighting purposes only.

Question 12: What is the source of power for the community-based grid?

This question is applicable only to households who select option B in Q11. Ask for the source of power used to power the community-based grid. Record the response provided if the source is Wind, Diesel/Gasoline, Hydropower, Solar, Biomass, or Rechargeable Battery,

Question 13a: What is the MAIN reason why the household is not connected to the national grid? (RECORD ONLY THE MAIN REASON).

The reasons expected to be provided are Grid is too far from household/not available, Cost of initial connection is too expensive, Monthly fee is too expensive, satisfied with current energy solution, Renting, Landlord decision, Service unreliable, administrative procedure is too complicated, submitted application and waiting for connection, Company refused to connect the household or specify any other mentioned as other.

Question 13b: What is the main source of lighting for your dwelling?

This question is only applicable to households that responded that they had no electric power in Q11=H.

This refers to the main source of light in the dwelling. If more than two sources of lighting are used, record the one that is used most often as the main source. You should select the appropriate code from the different response categories that have been provided.

Question 14: During the past 7 days, how many hours of electricity on the average, is available each day from your main electricity system?

Record the number of hours of electricity available to the households each day. For example, there are 24 hours in a day, if the households indicated that they get 5 hours light out each day, it means that on the average, the households have 19 hours of electricity each day.

Question 15: During the past 7 days, how many hours, on the average, of electricity is available each evening from 6 to 10 pm from your main electricity system?

Record the number of hours of electricity available to the households from 6 to 10 pm. For example, 6 to 10 pm is 4 hours, if the households indicated that they get 1 hour light out each day between 6 to 10pm, it means that on the average, the household has 3 hours of electricity from 6 to 10 pm each day.

Question 16: During the past 12 months, did any of your appliances get damaged because the voltage was fluctuating in the main electricity system?

Record yes for households who will indicate that they experienced a damaged appliance based on electricity power fluctuation.

Question 17: Which of these different light bulbs do you use with the main electricity system?

Fluorescent tube (with choke) Incandescent Light Bulb

                                                                                                                                                               A close-up of a light

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Compact fluorescent light (CFL) Bulb LED Light Bulb

Several light bulbs in a row

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This question seeks to find out the various types of light bulbs used by the household. Select all light bulbs used by the household. Use the examples of the bulbs provided to observe and select or guide the respondent to describe the bulb the household use to you.

Question 18: How much did your household spend on electricity on your last bill or ‘prepaid credit’ purchased?

If the household uses its own or separate meter, enter the total amount on the last bill as the response to this question. In the case of shared meter, the household should record only the amount that the household paid. If the household uses a prepaid meter, enquire about the last amount purchased and probe for the frequency with which the household buys the stated amount.

Question 19: What is the main source of cooking fuel used by the household?

Cooking fuel refers a substance that is burned to provide heat or power.

If None/no cooking fuel skip to question 24a.

A. Wood - This refers to the use of wood fire for cooking.

Image result for images of wood as cooking fuel in Ghana

B. LPG (Gas) - You should classify households which use liquefied petroleum gas under this category.

A close-up of a gas cylinder

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D. Bio Gas – Biogas is a gaseous renewable energy source produced from raw materials such as agricultural waste, manure, municipal waste, plant material, sewage, green waste, wastewater, and food waste. Households that use biogas are aware of their source of fuel and will tell you if that is what they use.

D. Electricity - This category includes electricity from the mains which includes ECG/VRA, Community) or private generating plants and other sources (industrial plant, mine, etc.). Here, we are not interested in the source of the power, be it main or mini.

A white square electric stove

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E. Kerosene - Kerosene, or paraffin, is a combustible hydrocarbon liquid which is derived from petroleum. It is widely used as a fuel in aviation as well as households.

F. Charcoal - This is made from wood and used as fuel, especially for heating and cooking of food.

A picture containing food, woman, items, photo

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G. Crop residue

Crop residues are waste materials generated by agriculture. The two types are: Field residues are materials left in an agricultural field or orchard after the crop has been harvested. These residues include stalks and stubble, leaves, and seed pods.

H. Saw dust

Sawdust is a by-product or waste product of woodworking operations such as sawing, sanding, milling and routing. It is composed of very small chips of wood. These operations can be performed by woodworking machinery, portable power tools or by use of hand tools.

I. Animal waste - Animal Wastes are discarded materials from industries directly associated with the raising of animals, such as those wastes produced by livestock farming (manure, milk, etc.), meat production and animal testing (animal bodies, animal parts, feathers, etc.) and fur breeding (fur, blood, etc.).

J. Cooking gel - Cooking Gel is an organic-based product, made from sugar cane, a renewable energy source. Ethanol Cooking Gel has a gel texture that makes spillage easy to contain and control. As the gel only burns on its surface, flame height is consistent.

K. Other (specify) - Any other type of fuel used for cooking which is not listed in the above categories must be marked as “Other” and specified in the space provided below

Z. None (>> 24a)

Question 20: What type of biomas cook stove does the household use?

Biomass, in the context of energy production, is matter from recently living organisms which is used for bioenergy production. Examples include wood, wood residues, energy crops, agricultural residues including straw, and organic waste from industry and households. For households that uses Wood, Charcoal, Crop residue, Saw dust and Animal waste as response to Q19, ask for the type of biogas cooking stove that they use to generate the fuel they need for cooking. Record the responses (Multiple) they will be provided by the households. The listed response categories include Traditional coal pot /three stone fire, Car rim/type metal stove, Improved mud stove with/without chimney (e.g. mukyea), Ceramic/clay stove (e.g. gyapa, toyola, holy cook), Improved charcoal stove, Improved firewood stove and Improved Pellet/ Briquette stove. If any household mentions any cooking stove that has not been listed, specify it as other.

Question 21: How long have you been using your main biomas cook stove?

Indicate the number of years and months that the household have been using the biomass cook stove. Enter 2 digits each for both the years or the months.

Question 22: Do you usually use a chimney, hood or other exhaust system while using this stove?

Chimney is a vertical channel or pipe which conducts smoke and combustion gases up from a fire or furnace and typically through the roof of a building. An exhaust system is used to guide reaction exhaust gases away from a controlled combustion inside an engine or stove. The entire system conveys burnt gases from the engine and includes one or more exhaust pipes, record Yes if there is that system or No.

Question 23a: During the past 12 months, where did you normally cook with the cook stove?

This question seeks to obtain information on whether the living quarters has a kitchen (separate room equipped for the preparation of the principal meals and intended primarily for that purpose), some other space set aside for cooking, or no special place set aside for cooking. The response categories for cooking space are:

1. In dwelling, NOT in sleeping area: Separate room for the exclusive use of household - To be regarded as a kitchen the room used must be enclosed by walls reaching from the floor to the ceiling or roof covering and it must be equipped for the cooking of the principal meals of the household and intended primarily for that purpose. The room, in this case, excludes temporary structures or sheds which may be used for cooking in the courtyard. This category refers to a kitchen used exclusively by the household being enumerated. It also includes rooms used by the household as a kitchen at undeveloped sites.

2. In dwelling, in a sleeping area: This means that the household cooks in the same room they sleep in. This type of cooking space is coterminous with the bedroom or living room (i.e. preparation of principal meals for the household is carried out in the bedroom/hall/living room).

3. In a separate dwelling: If the household reports that they have a separate dwelling used as the cooking area, record this code.

4. In a veranda (roofed platform with at least two open sides): Preparation of the principal meals takes place on the veranda/porch of the dwelling unit.

5. Outdoors: In this category, an open space in the compound of the dwelling without any roof or wall is used for cooking meals.

6. Shed: Structure with a roof but without walls - The cooking space, in this case, is a structure with a roof but without walls (e.g. shed) in the house/compound. Kitchens with dwarf walls should be included in this category.

Question 23b: What is the main type of oil/fat/butter is used by the household most often for meal preparation at home?

This question seeks to find out the main type of oil or fat mainly used for cooking by the household. Select the main type of cooking oil or fat used by the household from the response categories provided. The response categories are:

01. Palm Oil: is an edible vegetable oil derived from the mesocarp of the fruit of the oil palms.

02. Palm Kernel oil: Is an edible plant oil derived from the kernel of the oil palm tree.

03. Groundnut oil: Also known as Peanut oil, is a vegetable oil derived from peanuts. The oil usually has a mild or neutral flavour but, if made with roasted peanuts, has a stronger peanut flavour and aroma.

04. Vegetable oil: Is a mild, odourless, flavourless, light-coloured cooking oil that is good for cooking, frying and for making salad dressings.

05. Coconut oil: Is an edible plant oil derived from the dried coconut fruits.

06. Animal fat - Animal fats and oils are lipids derived from animals: oils are liquid at room temperature, and fats are solid.

07. Shea butter - Shea butter is a fat extracted from the nut of the African shea tree. It is ivory in colour when raw and commonly dyed yellow with borututu root or palm oil. It is widely used in cosmetics as a moisturizer, salve, or lotion. It is edible and is used in food preparation in some African countries.

08. Do not use any oil or fat when preparing meals: if the household indicates that they do not use any oil for cooking, record 8 and continue.

09. If the household mentions any other oil not included in the list of oils provided, specify the types of oil, and continue.

Question 24a: How does the household mainly dispose of refuse?

This question refers to the collection and disposal of solid waste (rubbish) generated by members of the household (or occupants of the living quarters).

	01. Compaction truck – is a truck designed purposely for the collection of refuse. The compaction trucks are often used for door-to-door waste collection services especially in urban areas where roads are accessible. It often has an opening at its rare (back) end where waste is tipped into and compacted by a hydraulic system.

02. Other Vehicles - this refers to all other vehicles or trucks such as pickup (KIA) trucks, trollies and others that are used for the door-to-door waste collection services.

	03. Tricycles - These are mostly characterised by three tyres with or without an engine (motor). They are popularly called ‘aboboyaa’ such as ‘bola taxi’ and mostly used in areas with narrow lanes and inaccessible roads. However, they are currently being patronised in areas where formal waste collection services have broken down. They are pre-collection vehicles with relatively smaller buckets.

04. Central Refuse container – This is a big rubbish container that is positioned at a designated place in the communities for the disposal of solid waste. Some central container sites have attendants who collect money from users (pay as you dump). Households that dispose of their solid waste into the central container should be classified under this category. Central Containers are often used at markets and slum areas where routes are also inaccessible.

	05. Bury in the ground- this category refers to households who bury their rubbish often in a dugout (ground) and eventually cover it with soil to conceal it.

06. Burn - this refers to households who burn their solid waste often

	07. Public dump/open space - This category refers to a locally recognised place for the disposal of solid waste (refuse dump) without environmental control. Note that there is no central container placed at the public dump. Dumping is, particularly onto the ground surface. The site sometimes could have attendants who collect money from users.
08. Push carts/ Walk - in attendants/ Bicycle/ Wheelbarrow - these are individuals who move from house to house to collect refuse for disposal at a fee. These people usually collect the rubbish in sacks, baskets, pans, etc., and are not associated with any waste collection/management company. Sometimes they come along with pre-collection vehicles like push carts, bicycles, wheelbarrows, etc. Note that this excludes aboboyaa and tricycles which should be coded 03.

	09. Dumped indiscriminately - This refers to the disposal of solid waste haphazardly wherever they find convenient such as in the bush, along streets, open spaces, gutter, or on riverbanks.
10. Other (specify) - All other types of solid waste disposal not mentioned above must be specified in the space provided.

Question 25: How much does this household pay for refuse disposal? Record the amount that the household pays for refuse disposal and indicate the period for which the amount represents using the time unit provided.

Question 25a: How does your household dispose of wastewater (from bathrooms, kitchen, laundry, etc.)?

YOU MAY CHOOSE MORE THAN ONE

This refers to wastewater from the kitchen, bathroom, and washing of clothes, produced by the household or occupants of the living quarters. The liquid waste may be disposed of through the sewerage system or thrown onto the street or gutter or by some other means.

1. Flows or thrown into drain/gutter – Wastewater disposed of through a plumbing system (pipes) into a gutter should be classified in this category.

2. Through drainage system into a pit (suck away) - This refers to waste water disposed of through a plumbing system into a soak away (dugout). Commonly found in areas without drains (gutters).

3. Thrown onto the ground/Street/Outside - This category refers to cases where waste water is disposed of indiscriminately on the street or outside the house. This practice is also common in areas without gutters.

4. Through the sewerage system - This category refers to waste water disposed of through a plumbing system into a centralised sewerage network that flows to a treatment plant.

5. Other Specify – Any other means of disposing off wastewater not captured as part of the response categories.

Question 26a: What type of toilet facility is usually used by the household?

A toilet (latrine) is an installation for the disposal of human excreta. The focus of this question is on the containment system that is, where the excreta is stored and not the user interface (where the user sits or squats). For instance, if a respondent tells you the household uses water closet, you must probe to find out where the excreta is flushed so that appropriate code could be assigned. Again, if the household uses more than one facility, then you must find out the type mainly used by the household and code accordingly.

What type of toilet facility is mainly used by this household? (KINDLY OBSERVE)

A toilet (latrine) is an installation for the disposal of human excreta. It also refers to the structure where a user defaecates. The focus of this question is on the containment system that is, where the excreta is stored and not the user interface (where the user sits or squats). For instance, if a respondent tells you the household uses a water closet, you must probe to find out where the excreta is flushed to so that appropriate code could be assigned. Again, if the household uses more than one facility, then you must find out the type mainly used by the household and code accordingly. If the household does not use any toilet facility go to S07. Note that this question does not refer to the availability of the facility in the household, but the type of facility used by the household whether it is in the dwelling or not.

01 Septic tank (manhole) - A Septic Tank which is also referred to as manhole is a dug-out with single or multiple compartments which is completely lined with cement blocks and/or concrete. It may be connected to soak away or not. The septic tank is usually connected to a flush toilet (WC).

02 KVIP/VIP – The Kumasi Ventilated Improved Pit (KVIP) and Ventilated Improved Pit (VIP) latrines are an improvement of the traditional/simple pit latrine. They often consist of a square, a circular, or rectangular pit dug into the ground and covered. The major distinction from the simple pit latrine is the provision of a ventilation pipe that removes smells and vent gases. All types of ventilated pit latrines are included in this category.

03 Pit Latrine – This is also referred to as “Atonko” or “hwiitim”. It has a SINGLE deep pit that is not ventilated i.e. no specific channels have been provided for the escape of fumes. It consists of a deep pit (usually square, circular, or rectangular in shape) dug into the ground with provision for squatting. They are commonly found in rural areas of the country. Unlike the KVIP/VIP, it has NO vent pipe

04 Enviro Loo – It is a waterless, onsite dry sanitation toilet system that functions without water or chemicals. It is characterised by a rotating unit attached to its vent pipe that draws/extracts in the air to dry the faeces in the pit. It is also characterised by Urine-Diverting Dry Toilet (UDDT). Note that to identify the enviro loo, the major indicator is the rotary extraction unit on top of the vent.

05 Bio-digester (bio fill): This is a system designed to instantly separate the water from the faeces. The water (effluent) is discharged into either drains, soakaway, or drain-field and unlike the septic tank, the faeces digest (decompose) in a single relatively small chamber.

06 Bio-gas- This refers to a system designed to generate gas from faeces for purposes of cooking, lighting or electricity generation.

07 Bucket/Pan – This refers to a container that temporarily stores faeces that can be removed from an opening for disposal as waste. The bucket/pan is a permanent part of the toilet structure.

08 Portable Toilet (Water Potti) – This is a mobile plastic sitting toilet that has a detachable tank that temporarily stores the faeces.

09 Sewer – This is a system where faeces from flush toilets (e.g. water closet), wastewater from the kitchen and bathroom flow through connected pipes to a treatment plant. The treatment plant is located offsite (distant location)

Areas with sewer connections

S/N	REGION	CITY	COMMUNITY	TYPES OF CONNECTIONS
i.	Ashanti	Kumasi	Subin	Households, schools, Public toilets, Polytechnic, Golden Tulip Htel, 4BN army barracks, Komfo Anokye Teaching Hospital (KATH)
			Asokwa	Households
			Oforikrom	Kwame Nkrumah University of Science and Technology (KNUST)
ii.	Greater Accra	Accra	Central Accra	Households, Institutions, commercial entities
			Jamestown	Households
			Korle-Bu	Korle-Bu Teaching hospital (KBTH)
			Korle-Gonno	Households
			Ministries	Institutions (Ministries, Departments and Agencies)
			Dansoman	Households
			Cantonments	Households
			Labone	Households
			Achimota	Achimota School
			Legon	University of Ghana (UG), University of Professional Studies (UPSA)
		Tema	Community 1 to 12	Households, Institutions etc. PS: Total sewerage coverage

10 Public Toilet: this category refers to cases where members of the household use a communal or public facility. Often, users are required to make payment before use (GO TO S08)

11 Other (specify) – All other types of toilet facilities not mentioned above must be specified in the space provided.

12 No Toilet facility - this category applies to the situation where there is no toilet of any kind available for the use of the household and members resort to the use of chamber pot, polythene, bush, beach, field, etc. (GO TO S07)

NOTE: Options 01 to 09 refer to household toilet facilities. Examples of the option categories are shown below.

S/N	LATRINE TYPE	BASIC DESCRIPTION	PECULIAR FEATURES/INDICATORS	SCHEMATIC
1	Pit	Dug pit (square, rectangular, circular)	NO Vent pipe
1	Pit		Single Dug Pit
2	Ventilated Improve Pit (VIP)		Vent pipe with fly trap/screen
3	Kumasi Ventilated Improved Pit (KVIP)		Vent pipe with fly trap/screen
3	Kumasi Ventilated Improved Pit (KVIP)		Double pit (square, rectangular, circular)
4	Bucket/Pan		Opening at the back of the building (superstructure)
4	Bucket/Pan		Pan/bucket under the slab or drop hole
5	Septic tank (Manhole)	Water-tight tank	Soak away /drain field
5	Septic tank (Manhole)		Watertight tanks with a vent pipe
6	Bio-digester		One chamber
6	Bio-digester		One chamber
7	Biogas		Collecting tank
			Biogas tank
			Gas outlet pipe
8	Enviro Loo		Ventilation Extracting Unit
9	Portable toilet i.e. Bop Potti & Clean Team		Plastic sitting toilet
9	Portable toilet i.e. Bop Potti & Clean Team		Detachable flush tank
10	Sewer		Inspection chamber

Question 26b: Which type of drop hole/seat is mainly used by the household?

The focus of this question is on the user interface where the user sits or squats to defeacate. Nine response categories have been provided. You are to observe and code the appropriate response.

S/N	USER INTERFACE	DESCRIPTION	SCHEMATIC
1	WC Seat	This is mostly a ceramic toilet seat that may be connected to a cistern (flushing unit) for flushing the excreta.
2	Flush Squat-bowl	This is a squat bowl (ceramic) that is connected to a cistern (flushing unit) for flushing the excreta.
3	Pour flush bowl	This is a squat bowl (ceramic) without a cistern (flushing unit). The faeces are therefore flushed by manually pouring water by use of a cup/bowl.
4	Urine-Diverting Dry Toilet (UDDT)	It operates without water and has a divider so that the user, with little effort, can divert the urine away from the faeces. It has openings to collect urine separately.
5	Concrete pedestal/slab	It is made of concrete. It operates without flush-water. It may be a raised pedestal which the user can sit or a squat type over which the user squats. In both cases, both urine and faeces fall through the drop hole.
6	Wooden pedestal/slab	It is made of wood. It operates without flush-water. It may be a raised pedestal which the user can sit, or a squat pan over which the user squats. In both cases, both urine and faeces fall through the drop hole.
7	Satopan/ Micro flush	Satopan is similar to concrete slab but is made of plastic and has a self-opening valve (trap door) at its bottom that is opened by the weight of the faeces. Micro flush is similar to the pour flush however, this requires a smaller amount of water to flush. It has a handle/pedal that is turned/pulled to flush.
8	No slab (but with logs placed on the surface of the pit)	This user interface has multiple openings that directly exposes the faeces within the pit. This is categorised unimproved as it does not hygienically separate human excreta from human contact. In most cases, it also serves as a threat to users as they could slip or have parts/whole of their bodies enter the pit. Example of such cases is crossed wood planks etc.

Question 26c: How many usable toilet rooms (cubicles) are available to the household?

The question seeks to find out from households the number of toilet cubicles that are available to them. You are to record the number given in two digits in the boxes provided. State the number of usable toilet rooms available to households.

Question 26d: Does your household share this toilet facility with other households?

This question seeks to find out whether the toilet facility is used exclusively by the household or is shared with other households. Two response categories are provided for this question, i.e. “Yes” or “No”. Choose the option that corresponds with the response.

Question 26e: How many households including your household use this toilet facility?

Record the number of households that use the toilet facility including the household you are interviewing.

Question 27a: How much does the household pay for the use of the toilet facility?

State how much the household pays for the use of public toilet. Ensure that the amount provided adds up the amount spent by all household members and not the respondent alone.

Question 27c: Where do the household members mainly defaecate?

1. Buried: It is the situation where the household buries the faeces of all household members.

2. Gutter/drain: If the response provided by the household indicates that the destination of the faeces is gutter or drain, choose this response.

3. Beach: This category applies to situations where there is no toilet facility of any kind available for the use of the household and members resort to defecation at a beach/rivers/lagoons/water body. This, however, applies to only coastal communities or communities along with water bodies.

4. Bush/Open Field: This category applies to situations where there is no toilet facility of any kind available for the use of the household and members defecate in a bush/field and open space.

Question 28a: Please show me where members of your household most often wash their hands.

Observe the household handwashing location shown by the household and chose any of the responses provided.

Question 28b: OBSERVATION ONLY

OBSERVE PRESENCE OF WATER AT THE PLACE FOR HAND WASHING

Question 28c: OBSERVATION ONLY

OBERRVE PRESENCE OF SOAP, DETERGENT, OR OTHER CLEANSING AGENT

15.6 Part E: Characteristics of the Structure

Question 1: Detailed sketch of the structure

This question finds out a thorough and precise drawing or diagram of a building. It would be a visual representation of the structure, such as a drawing, diagram, or blueprint, that provides a comprehensive understanding of its design and construction.

Question 2: Measure of dwelling taken

This question seeks to know about the size or extent of a dwelling unit, such as a house, apartment, or room.

Question 3a: Length in meters.

This question request for the measurement of the structure's length in units of meters (m).

Question 3b: Breadth in meters.

This question request for the measurement of an object or structure's width or breadth in units of meters (m). its asking for the size of something from side to side, measured in meters.

Question 3c: Circumference.

This question request to determine the size of a circular object or shape by measuring either its circumference or radius.

Question 4: Calculate area in square meters.

This question request to determine the size of a two-dimensional space or surface, measured in square meters (m²). Area is a measure of the amount of space inside a boundary or perimeter, and square meters are a unit of measurement for area.

15.7 Part F: Characteristics of the Dwelling

Question 1: What is the main construction material used for the outer wall?

This question refers to the main material used in constructing the external (outer walls) of the dwelling in which the household lives. The question seeks to find out whether the outer wall of the building is constructed from materials such as stone, concrete, unburnt mud, wood, or other material. Note that material used in constructing the main wall (not the fence wall) may not be visible directly if covered with other material used for finishing. In this case, the interviewer must find out from the respondent what the main material is. Also, in a situation where the main walls of the dwelling are constructed from different materials, the main material would be the dominant material used in constructing the most part of the dwelling and should be recorded accordingly.

01. Mud Bricks/Earth

This refers to outer walls which have been constructed with mud/earth only. In certain cases, this mud covers a wattle (sticks or twigs) framework. In cases where mud structures are plastered with cement, the option to be selected is Mud Bricks/Earth. Dwelling unit constructed with unburnt mud bricks also fall in this category. Image result for images of Mud bricks/earth in Ghana

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02. Wood

This category includes walls which have been constructed with wood such as wooden planks, boards, tree stems/wooden branches or some other form of timber.

03. Metal Sheets/Slate/Asbestos

These refer mainly to corrugated iron, zinc or aluminium sheets and asbestos that has been used for the construction of outer walls of dwellings.

04. Stone

This refers to walls of dwelling units which have mainly been constructed with stones or rocks.

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05. Burnt Bricks

This category is made up of walls which have been constructed with burnt bricks.

Image result for images of Burnt bricks houses in Ghana

06. Cement Blocks/Concrete

This category refers to walls which have been built with cement blocks or which have been built with reinforced concrete. Walls of dwellings that have been constructed with cement blocks are more common than those constructed with reinforced concrete. Note that in many cases houses built with cement blocks will be plastered over with a mixture of cement and sand. Image result for images of Cement blocks/concrete houses in Ghana

07. Landcrete

This refers to blocks made from a mixture of cement and local earth. The cement in the mixture is usually of a lower proportion than what is used in concrete and cement blocks. The use of landcrete is found mainly in small towns and the peripheries of larger towns. Image result for images of Landcrete houses in Ghana

08. Bamboo

This refers to walls that are mainly made of bamboo.

Image result for images of Bamboo houses in Ghana

09. Palm Leaves or Thatch (Grass) or Raffia

Included in this category are palm leaves, raffia and any kind of grass/straw or leaves used for the outer walls of the dwelling unit. Image result for images of Palm leaves houses in Ghana

10. Other (Specify)

Materials used for the outer walls of dwellings units which do not fall in any of the above categories must be specified in the space provided.

Question 2: What is the main construction material used for the floor?

This question seeks` information on the main materials used for the construction of the floor of the living quarters. You should select the appropriate code.

1. Earth/Mud - This category of floors is made up of earth, swish or unburnt mud bricks.

2. Cement/Concrete - This category refers to concrete or cement floors.

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3. Stone - This category comprises floors made of stone(s) and rock surfaces.

4. Burnt Bricks - Floors made with burnt bricks must be classified in this category.

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5. Wood - This refers to floors that have been constructed with wood, such as parquet (wooden tiles), wooden planks, boards, tree stems or some other form of timber.

6. Vinyl Tiles - These are tough flexible plastic, used for floors.

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7. Ceramic/Porcelain/Granite/Marble tiles - Dwelling units which have ceramic, marble/granite and porcelain tiles for floors must be classified in this category. Image result for ceramic tiles

8. Terrazzo/Terrazzo tiles - This category refers to terrazzo floors made with stone chippings and concrete/cement. It may be polished or rough.

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9. Other (Specify) - Materials used for the construction of floors of dwellings which do not fall into any of the categories indicated above must be specified in the space provided.

Question 3: What is the main material used for the roof?

The main material used for the construction of the roof of the living quarters has been classified into the following categories. You should select the appropriate code.

01. Mud/Mud Bricks/Earth

This category of roofs is made up of earth/swish/ unburnt mud bricks. Image result for images Mud roof in Ghana

02. Wood

This category comprises roofs that have been constructed with wooden materials such as planks, boards, etc.

03. Metal Sheets

These refer mainly to corrugated iron, zinc or aluminium sheets that have been used for roofing the dwelling. Image result for images metal sheet roofs in Ghana

04. Slate/Asbestos

This category refers to slate/asbestos sheets that have been used to roof the dwelling units.

Image result for images asbestos roofs in Ghana

05. Cement/Concrete

This refers to concrete roofs. Cement/Concrete roofs are mainly found in towns/cities and are seldom used to roof houses, though they are often used for office buildings and for shops. Image result for images Concrete roofs

06. Roofing Tiles

These roofing materials are made of earth hardened by baking. The roof of a building

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07. Bamboo

This refers to roofs made with bamboo.

Image result for images earth roof in Ghana

08. Thatch, Palm Leaves or Raffia

Any kind of grass/straw/reeds (thatch), palm leaves or raffia; as well as any other form of leaves must be classified in this category. Image result for images earth roof in Ghana

09. Other (Specify)

All other materials used for roofing of dwellings (e.g. plastic sheets or polythene, etc.) which do not fall into any of the above-stated categories must be specified in the space provided.

15.8 PART J: Anthropometry

15.8.1 Introduction

Anthropometry refers to the measurement of the human body. In the Ghana Living Standard Survey8 (GLSS8), anthropometry refers solely to the measurement of a person’s height (length) and weight. This information can be used to assess the nutritional status of a population. For children, standard indices of physical growth related to nutritional status are height-for-age, weight-for-height, and weight-for-age. A child who is below minus two standard deviations (-2 SD) from the median of a reference population in terms of height-for-age is considered short for his/her age or stunted. A child who is below minus three standard deviations (-3 SD) from the median of a reference population in terms of height-for-age is considered severely stunted. Stunting is a measure of growth faltering and may result from poor diet and recurrent infections or chronic diseases. A child who is below minus two standard deviations (-2 SD) from the median of a reference population in terms of weight-for-height is considered too thin for his/her height or wasted. A child who is below minus three standard deviations (-3 SD) from the median of a reference population in terms of weight-for-height is considered severely wasted. Severe wasting is used to identify children with severe acute malnutrition. Wasting is a measure of acute weight loss and may result from inadequate food intake, repeated illness, or infection. A child who is above two standard deviations (+2 SD) from the median of a reference population in terms of weight-for-height is considered heavy for his/her height, or overweight/obese. Overweight/obesity is a measure of excess weight and results from an imbalance between energy consumed (too much) and energy expended (too little). Weight-for-age or underweight is a composite index of stunting and wasting that reflects children who are stunted, wasted, or both.

Among adults, height and weight measurement are used to calculate a person’s body mass index (BMI) and to assess a woman’s risk of having difficulty during childbirth due to her short stature (height <145 cm). BMI is calculated by dividing the weight in kilograms by the height in meters squared (kg/m²). BMI values are used to determine the percentage of the adult population that is normal, underweight, overweight, and obese.

Among adolescents (age 15-19), sex-specific BMI-for-age and low height-for-age in girls are calculated. Low height-for-age is used to identify stunted adolescents. These different measurements are used for adolescents because they are still growing, and the timing of peak growth velocity differs in boys and girls. BMI-for-age is a ratio of weight relative to height for different age groups and is used to determine the percentage of the adolescent population that is normal, underweight, overweight, and obese.

Weight: is a measure of the gravitational force exerted on an object due to its mass. In physics, weight is often defined as the force acting on an object due to gravity. It is measured in kilograms(kg).

Height: refers to the vertical measurement of an object or individual from its base to its highest point or top. In the context of human beings, height typically refers to the vertical distance from the bottom of the feet to the top of the head when standing upright.

Length: is the overall measurement of a person from head to toe when they are lying down.

Mid Upper Arm Circumference (MUAC): The mid-upper arm circumference (MUAC) is a measurement taken around the midpoint of the upper arm.

15.8.2 Materials and equipment for anthropometry

The following supplies are needed:

SECA 878 U digital scale: For weighing children and adults. The scale has a 200-kg capacity and weighs in 0.1 kg increments. The scale is powered by six AA batteries and has an “ON-OFF” switch located at the side of the scale.
Measuring board: For measuring the height (length) of children and adults.
Standard weight: A standard weight of at least 5 kg is used to check the accuracy of the scales.
Standard length rod: A rod of a standard height is used to check the accuracy of the measuring board.

15.8.3 Procedures and precautions before measuring height and weight

1. Layout of the procedures: Each step of the measurement procedure is directed at specific participants, who are named in bold letters at the beginning of each step: "Measurer" and "Assistant".

2. Two trained people required: Two trained people are required to measure a child's height or length. The Measurer holds the child and takes the measurements. The assistant helps hold the child and records the measurements in the Questionnaire.

3. Measuring board and scale placement: Be selective about where you place the measuring board and scale. It is best to measure outdoors during daylight hours. If it is cold, raining or if too many people congregate and interfere with the measurements, it may be more comfortable to weigh and measure indoors. Make sure there is adequate light, but not in direct sunlight.

4. The scale should be set up away from electrical appliances including mobile phones.

5. The scale and measuring board should always be placed on an even and flat surface.

6. The measuring board should always be supported, look for a wall, table or tree that the measuring board can safely lean against. If there is no support identified, have someone stand behind the measuring board to hold it.

7. Age assessment: Before you measure, confirm the child’s age in the questionnaire. If the child is less than age 2 years, measure length (the child lying down). If the child is age 2 years or older, measure height (the child is standing). If accurate age is not possible to obtain, measure length if the child is less than 87 cm. Measure height if the child is equal to or greater than 87 cm.

8. Weigh and measure one child at a time: If there is more than one eligible child in a household, complete the weighing and measuring of one child at a time. Then proceed with the next eligible child. DO NOT weigh and measure all the children together.

9. Return weighing and measuring equipment to the storage bags after you complete the measurements for each household.

10. Control the child: When you weigh and measure, you must control the child. The strength and mobility of even very young children should not be underestimated. Be firm yet gentle with children. Your own sense of calm and self-confidence will be felt by the parent and the child.

Note: When a child has contact with a measuring board, you must hold and control the child so the child will not trip or fall. Never leave a child alone with equipment.

Explain the weighing and measuring procedures to the mother, father, or other responsible adult and to a limited extent, the child, to help minimize possible resistance, fears or discomfort they may feel. You must determine if the child or the parent is under so much stress that the weighing and measuring must stop. Remember, young children can be uncooperative; they can cry, scream, kick and sometimes bite. If a child is under severe stress and is crying excessively, try to calm the child or return the child to the parent before proceeding with the measuring.

Do not weigh or measure a child if:

· The parent/responsible adult refuses.

· The child is too sick.

· If the child is distressed, wait, and attempt to measure the child once the child calms down.

For children and adults with physical disabilities:

· Measure children and adults with physical disabilities and note the disability on the questionnaire. Some individuals’ disabilities may make it difficult to stand, straighten their arms, legs, or back, or hold themselves steady. In such cases, adapting the measurement protocols are noted in the questionnaire.

11. Recording measurements and being careful: Keep objects out of your hands and pens out of your mouth, hair, or breast pocket when you weigh and measure so that neither the child nor you will get hurt due to carelessness. When you are not using a pen, place it in your equipment pack or on the tablet. Make sure you do not have long fingernails. Remove interfering rings and watches before you weigh and measure.

12. Strive for improvement: You can be an expert measurer if you strive for improvement and follow every step of every procedure the same way every time. The quality and speed of your measurements will improve with practice. You will be required to measure women, men, and children.

Do not take these procedures for granted even though they may seem simple and repetitious. It is easy to make errors when you are not careful. Do not omit any steps. Concentrate on what you are doing.

15.8.4 Preparing to take weight.

Question 16: WEIGHT (KG) OF [NAME]

IF NOT AVAILABLE CODE 9997

IF NOT MEASURED CODE 9998

IF REFUSED CODE 9999

Before taking any measurements with the scale, cover the second window display facing the respondent. Dark tape can be used. Covering the second display window will reduce errors when recording the weight. For example, a weight of 9.60 kg could be erroneously recoded as 6.90 kg if read upside down in the respondent display window.

Show the scale (Seca 878 digital scale) to the adult and explain that you will weigh her/him and their children on the scale. Tell her/him that infants and any other children who will not stand on the scale alone can be held by the adult to obtain the child’s weight. Ask the adult to wear light clothing while being weighed and to remove shoes/sandals, any heavy clothing, heavy ornaments, items in pockets, etc. To obtain an accurate weight, it is important to remove as much clothing as possible from the child being weighed. Therefore, before beginning, request the caregiver to remove the child’s clothing until he/she is wearing only undergarments. Due to cultural preferences or climate, some parents/caregivers may not allow the child to be measured without clothing. To accommodate this preference and maintain accuracy, children may be wrapped in a blanket. The blanket must be weighed prior to weighing the child so wrapping a child in a blanket is only possible if the child is being held.

Preparing the Scale

1. Placement: Take the scale out of the storage bag and place the scale on a hard, level surface. Uneven surfaces or vibration may cause the scale to malfunction.

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Seca 878 scale

2. Power supply: The scale is powered by six AA 1.5 V batteries. To install the batteries, carefully turn over the scale so that the base is accessible. Open the battery compartment and insert the batteries, checking that the polarity of each is correct.

Seca 878 scale2

3. Setting up and aligning the scale: If the surface is not level, align the scale by turning the foot screws. The air bubble in the spirit level must be in the centre of the circle. Ensure that only the feet of the scale are in contact with the floor. The scale itself may not be in contact with the hard surface at any point. The alignment of the base of the scale must be checked and corrected as necessary every time the location of the scale is changed.

o Seca 878 scale4

4. Power the scale using the ON-OFF switch located at the side of the display window.

Seca 878 scale3 A screenshot of a computer

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Scale functions: The “Start” key will start the scale when charged batteries are in place and the ON-OFF switch in ON. There are two displays on the scale. As mentioned above, the display facing the respondent should be covered with tape so that ONLY the display facing the Measurer is visible. The “HOLD” function will lock the weight in the display so that the Measurer can read the weight. The “2 in 1” function allows a child who needs to be held by an adult to be weighed.

The scale will not function correctly if it is bumped, knocked, or moved during the weighing. It is best to use the scale in the shade or indoors with adequate light if the weather outside is inhospitable. Handle the scale carefully:

1. Start the scale for weighing by pressing the “START” key. Press the start key inward, not down. If the scale has no power, push the ON-OFF switch to ON.

2. Do not drop or bump the scale.

3. Do not store the scale in direct sunlight or other hot places.

4. Protect the scale against excess humidity or moisture.

5. To clean the scale, wipe surfaces with a damp cloth and dry immediately

6. Never put the scale in water.

7. After using the scale, power the scale OFF using the ON-OFF switch.

8. The scale switches off on its own after a certain time:

i. After 3 minutes in Normal mode

ii. After 2 minutes in the “2 in 1” mode

15.8.5 Weighing adults and children who can stand on the scale by themselves.

Do not set up next to electrical appliances, for instance by a television.

1. If the power supply is not activated, push the power switch to position “ON”. The scale now has power. The display should show “SECA, 8.8.8.8.8 and “0.00.” The scale automatically sets to zero and is now ready for use. Wait for the scale to display the numbers “0.00” before asking the adult or child to step on the scale.

2. Before stepping onto the scale, ask the respondent to remove all keys, mobile phones, etc. from their pockets.

3. Ask the respondent to step onto the centre of the scale and stand still. Ask him/her to stand straight without leaning and looking straight ahead. Wait until the numbers are stable on the display window.

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4. After a quick (Short) press on the “HOLD/2 in 1” key, the “HOLD” and a appear in the display window; the weight remains frozen until the next weighing operation. Record all digits displayed for the weight.

For children, record the child’s weight measurement in Q. 106. If the child’s weight was not measured, record the appropriate code in Q. 106 then skip to Q. 108– as shown below.

5. The “HOLD” function can be switched off by a quick (Short) press again on the “HOLD/2 in 1” key and the “HOLD” display vanishes.

15.8.6 Weighing infants or children who must be held by an adult while on the scale

If Child does NOT NEED to be Covered with a Blanket or Cloth:

Note: The adult should be measured separately from the child, recording an adult’s weight while measuring a child should not be done to avoid incorrect recording in the Questionnaire.

1. Ask the adult to step onto the centre of the scale and stand still. Wait until the numbers are stable on the display window.

2. While the adult is still on the scale, press (Long) the “HOLD/2 in 1” button. The scale returns to “0.00” and the “NET” appears in the window display.

3. Standing directly in front of the scale, give the child to the adult. The scale will determine the weight of the child even though the adult is on the scale. Once the value for the child’s weight is stable for about 3 seconds, the value is retained and “HOLD”, and “NET” appear in the display window.

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https://www.fantaproject.org/sites/default/files/resources/FANTA-Anthropometry-Guide-May2018.pdf

It is very important to understand the use and difference of a Long versus Short press on the “HOLD/2 in 1” button. In the above statement, a Long press on the “HOLD/2 in 1” button is required to activate the “2 in 1” function needed to weigh children who need to be held. A Short press on the “HOLD/2 in 1” button will activate the “HOLD” function to freeze and hold the weight measurement on the display of an adult respondent or a child who can stand alone until you are ready to record the result in the Questionnaire.

4. Record the weight of the child as displayed on the scale (the scale measures with 100 g resolution). The second digit after the decimal will ONLY read “0”. Thus, a weight of 6.52 kg isn’t possible, but a weight of 6.50 kg is possible on the scale.

o A black and white digital display

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Note: After recording the weight, press the “Start” button to reset the scale.

o If there are other children to be weighed who must be held by the adult, finish all measurements for the first child before moving onto the next.

If Child NEEDS to be Covered with a Blanket or Cloth:

If it is cold and/or the adult wants the child to be covered during the weighing, follow the instructions below carefully:

1. Wait for the scale to display “0.00”.

2. Give the adult a blanket or cloth and ask him or her to step on the scale.

3. When the numbers in the display window stabilize, press (Long) the “HOLD/2 in 1” button. The scale returns to “0.00” and the “NET” appears in the window display.

4. Give the child to the adult and ask him or her to cover the child with the blanket or cloth.

5. The scale will determine the weight of the child even though the adult is on the scale. Once the value for the child’s weight is stable for about 3 seconds, the value is retained and “HOLD”, and “NET” appear in the display window.

6. Record the weight of the child as shown on the scale (the scale measures with a 100 g resolution) in the Questionnaire. The second digit after the decimal will ONLY read “0”. Thus, a weight of 6.52 kg isn’t possible, but a weight of 6.50 kg is possible.

For weight measurements, the most frequent causes of errors are:

1. Placing the scale on an uneven surface

2. Placing the scale near an electronic source, including a mobile device or tablet

3. Forgetting to ask the respondent to remove clothing, shoes, and heavy ornaments

4. Adjusting the position of the respondent while on the scale

5. Incorrectly reading the scale, from a slanted angle or not facing the scale

6. Incorrectly recording the weight in the Biomarker Questionnaire

Additional Notes on the SECA scale:

1. The SECA scale switches off automatically 3 minutes after the last weighing in the “Normal Mode” or two minutes, if the “2 in 1” function is activated.

2. Do not weigh loads with a total weight of more than 200 kg.

15.8.7 Troubleshooting

Possible reasons for the scale not taring (returning to “0.00”) after pressing (Long press) the “2 in 1” key when the adult stands on the scale):

1. There was no weight on the scale to tare (i.e., the adult was not on the scale).

2. The “2 in 1” function was not activated.

3. The load weighs more than 200 kg; “STOP” appears in the display. If the load is over 200 kg when an adult is holding a child, use an individual who weighs less to hold the child.

What to do if the Scale Display Shows the Following Errors:

No weight is displayed when there is a load on the scale.

1. Ask the adult to step off the scale and check to see if the ON-OFF switch at the side of the scale is in the “ON” position.

2. Press the “START” key to prepare the scale for weighing if the ON-OFF switch is set to ON.

3. Check the batteries.

The scale keeps switching on while being transported. The “START” key has been activated. Turn the power OFF using the ON-OFF switch.

The scale displays a weight after being transported or after new batteries have been put in. Press the “START” key; the scale will work normally again.

“0.00” does not appear before weighing? Start the scale again by pressing the “START” key. There should not be any load on the scale.

“----” appears instead of “0.00” before weighing? Start the scale again after it switches off automatically; there should not be any load on the scale.

One segment of the display is illuminated constantly or not at all. There is a problem with that segment of the scale. Inform your supervisor and use a replacement.

The display shows a battery with split shading. The battery voltage is running low. The batteries should be changed in a few days.

“. batt” appears in the display? The batteries are empty. Replace the batteries.

“STOP” appears in the display? The maximum load capacity of the scale has been exceeded.

The display flashes. Take the load off the scale and start again. Wait until 0.00 appears and weight again.

Er and a number appear in the display window. Start the scale again after it switches off automatically. The scale should work normally again. If not, turn the ON-OFF switch to OFF and then back to ON. If the scale still does not work properly, inform your supervisor, and use a replacement.

15.8.8 Preparing to measure height/length.

Question 17: HEIGHT (CM) OF [NAME]

IF NOT AVAILABLE CODE 9997

IF NOT MEASURED CODE 9998

IF REFUSED CODE 9999

Question 17a: MODE OF MEASUREMENT (HEIGHT)

Standing…………….1

Lying……………. …..2

Show the measuring board to the adult and explain that you will use it to measure her/him and the children in the household who are age 0-4 years. Tell her/him that a child less than age 2 years will be measured lying down on his/her back and a child 2- 4 years will be measured standing. Inform her/him even if a child less than age 2 years can stand on his/her own, he/she will still be measured lying down (length). Inform the adult that his/her help will be needed to calm and focus the child.

Preparing the measuring board

1. The measuring board requires assembly. It consists of three separate pieces (“A,” “B,” and “C”) that, for ease of transport, are held together by bolts and a moveable head/foot piece. In transport mode, the measuring board is stored in a case.

Diagram of a height measuring board

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Remove the measuring board prepared for transport from its case and stand it upright on its base.

As you face the board, release the front bolt by turning it counterclockwise. This will liberate board “C.” Set board “C” aside.

The second bolt attaching board “B” to base “A” is on the back of base “A.” Turn the second bolt counterclockwise to liberate board “B.” You now have three separate pieces: A, B, and C.

1. To assemble, slide board “B” into base “A” and fasten the clasps at the back of the board. Next, slide board “C” into board “B” and fasten the second set of clasps. Thus, as shown, base “A” is linked to board “B” and board “B” is linked to board “C”.

2. If it is not possible to clasp the boards together, the pieces have been assembled improperly – recheck the instructions and try again.

3. The sliding auto-lock head/foot piece is stored at the base of the measuring board; it can be moved up or down the length of the measuring board and will stay in place wherever it is positioned. Hold the sliding head/foot piece by the centre triangle and slide it the length of the assembled board to make sure it is functioning properly.

4. Make sure that the measuring tape is intact, and the numbers are clearly visible.

Note: If taller respondents are not being measured, board “C” should be set aside until needed and the Measurer and Assistant should use base “A” and board “B” to measure.

15.8.9 Measuring a child’s height

There are two positions that must be exact when measuring a child’s height.

A line of sight is required for measuring both length and height. For height, imagine there is a line parallel to the ground from the base of the board to the ear through the lower eye socket.

An imaginary line, running from the shoulder to the heel, is required for measuring height. The imaginary line is required to determine if the feet should be against or away from the back of the board so that the line is perpendicular to the base of the board.

Both the Measurer and Assistant have 2 responsibilities (the rule of 2).

Measurer Rule of 2: Position child correctly (Line of Sight and Imaginary Line) and Measurement (note hand placement around chin).

Assistant will 1) hold the legs (knee and shin) and 2) record the measurement.

Assistant Rule of 2: Hold the Legs and Record the measurement (note the placement of questionnaire)

1. Measurer or Assistant: Place the measuring board on a hard, flat surface against a wall, table, tree or staircase. Make sure the measuring board is stable. Many walls and floors are not at perfect right angles.

2. Measurer or Assistant: Ask the parent to take off the child’s shoes and to unbraid hair, remove any hair ornaments, or push aside any hair that would interfere with the height measurement. Ask the parent to bring the child to the measuring board and to kneel in front of the child so that the child will look forward at the parent.

3. Assistant: Place the questionnaire and pen on the ground (Arrow 1) and kneel on the right side of the child (Arrow 2).

4. Measurer: Kneel on the left of the child (Arrow 3). The measurer should ALWAYS be on the side of the measuring board with the measuring tape.

5. Assistant: Place the child’s knees and feet in the correct position, with knees and feet either together or apart. There are three possible positions for the knees and feet: whichever touches first!

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6. Measurer: Determine if the child’s feet should be against or away from the back of the height board by observing the imaginary line drawn from the tip of the shoulder to the heel (Arrow 4). This line should be perpendicular (90° angle) to the base of the height board where the child is standing (the Assistant may have to move the child’s feet away from the back of the height board to put them in the proper position).

Note: with most preschool-age children who are not overweight or obese, the heels will probably touch the back of the height board.

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7. Assistant: With your thumbs against the index finger of each hand, place your right hand on the child’s shins (Arrow 5) and your left hand on the child’s knees (Arrow 6). Do not wrap your hands around the knees or feet (ankles) or squeeze them together. Make sure the child’s legs are straight.

Note: Be sure to avoid gripping the knees which may lead to “wrapping” the knees together rather than pressing them down gently.

8. Measurer: Ask the child to look straight ahead at the parent if she is kneeling in front of the child (Arrow 7). Make sure the child’s line of sight is parallel to the ground (Arrow 8). Place the thumb and index finger of your left hand on each side of the child’s chin, and gradually close your hand (Arrow 9).

Note: with most preschool-age children who are not overweight or obese, the back of the head will touch the back of the height board (Arrow 12); however, if the child is overweight or obese, there will be a space between the back of the child’s head and the back of the measuring board. Make sure the child’s shoulders are level (Arrow 10), the hands are at the child’s side (Arrow 11), and at least the child’s buttocks touch the back of the measuring board. Most preschool-age children who are not overweight or obese, the back of the head, the shoulder blades, the buttocks, the calves and heels will touch the back of the measuring board (Arrows 12, 13, 14, 15 & 4).

9. Measurer and Assistant: Check the position of the child (Arrows 1-15). Repeat any steps as necessary.

10. Measurer, then Assistant: When the child’s position is correct, lower the headpiece on top of the child’s head (Arrow 16) making sure to push through the child’s hair. Read and call out the measurement to the nearest 0.1 cm. The Measurer should read the measuring tape at eye level. The Assistant will repeat aloud the measurement back to the Measurer and the Measurer will confirm. The Measurer will remove the headpiece from the child’s head, his or her left hand from the child’s chin, and will allow the child to return to the parent.

Record the height measurement. If the child’s height was not measured, record the appropriate code in Q17. and continue to Q17a. Record that the child was measured standing up in Q17a. Show it to the Measurer for confirmation.

1. Record in Q17a. whether the correct measurement procedure was followed based on the child’s age and how the child was measured.

Note: It is important to record how the child was measured in Q17a. whether or not they were supposed to be measured lying down or standing up. This question is not a reflection of whether you as a measurer performed the correct procedure. When a child is measured lying down the child will on average be slightly taller than if he/ she was measured standing up. Thus, information on the child’s position during measurement is important later when calculating nutritional status.

15.8.10 Measuring a child’s length

For children less than age 2 years, both the Measurer and Assistant have 2 responsibilities (the rule of 2). The Measurer will 1) press the child’s knees/shins down and 2) take the measurement. The Assistant will 1) position the child correctly for the proper line of sight with the head against the board and 2) record the measurement. Do not switch roles.

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1. Measurer or Assistant: Place the measuring board on a hard, flat surface, such as the ground or floor. Make sure the measuring board is stable.

2. Assistant: Place the questionnaire on the ground, floor, or table (Arrow 1) and kneel behind the base of the measuring board if it is on the ground or floor (Arrow 2).

3. Measurer: Kneel on the side of the measuring board with the measuring tape (at the child’s feet) so that you can move the foot piece with your right hand (Arrow 3). The measurer should ALWAYS be one the side of the measuring board with the measuring tape.

4. Measurer and Assistant: With the help of the parent, gently lower the child onto the measuring board, making sure the measurer supports the child at the trunk of the body while the assistant supports the child’s head.

5. Assistant: Cup your hands over the child’s ears (Arrow 4). With your arms straight place the child’s head against the base of the board. The child should be looking straight up (Arrow 5) so that the line of sight is perpendicular to the board. Your head should be directly over the child’s head. Watch the child’s head to make sure it is in the correct position against the base of the board (Arrow 6). Confirm the line of sight by looking at the profile of the child lying down. Again, an imaginary line should be drawn from the ear to the lower eye socket.

6. Measurer: Make sure the child is lying flat in the centre of the board (Arrow 7). Place the child’s knees and feet in the correct position, with knees and feet either together or apart. There are three possible positions for the knees and feet:

With your thumb against your index finger, place your left hand on the child’s knees (Arrow 8) and press them gently, but firmly against the board. Do not wrap your hand around the knees or squeeze them together. Make sure the child’s legs are straight.

Note: It is not possible to straighten the knees of a newborn to the same degree as older children. If the child is agitated and both legs cannot be held in position, measure with one leg in position.

7. Measurer: Check the position of the child (Arrows 1-8). Repeat any steps as necessary.

8. Measurer, then Assistant: When the child’s position is correct, move the foot piece with your right hand until it is firmly against the child’s heels (Arrow 9). Read the measurement to the nearest 0.1 cm and call out the measurement to the Assistant. The Assistant will repeat the measurement and the Measurer will confirm.

9. Assistant: Record the height measurement in Q. 108. If the child’s height was not measured, record the appropriate code in Q108 and skip to Q. 113. Record that that the child was measured lying down in Q. 109. Show it to the Measurer for confirmation.

· Record in Q. 110 whether the correct measurement procedure was followed based on the child’s age Q. 104 and how the child was measured Q. 109. If the child was measured following correct procedures record ‘YES’ and skip to Q. 112. Record ‘NO’ only if the child was not measured following correct procedures.

· If the child was not measured following correct procedures, the reason for this should be recorded in Q. 111. For example, a child aged 0-1 may have refused to lie down and so was measured standing up.

· Record in Q. 112 whether braided or ornamented hair interfered with the measurement. Record ‘YES’ if the hairstyle or ornamented hair could not be pushed apart or manipulated to allow the headpiece to rest on the top of the head. Record ‘NO’ only if braided or ornamented hair did not interfere with the measurement.

10. Measurer: Check the recorded measurement on the questionnaire for accuracy and legibility. Instruct the Assistant to correct any errors.

15.8.11 Measuring an adult’s height

The height of adults can be taken by one person alone, the Measurer. However, an Assistant can be used to record the measurement.

Measurer: Place the measuring board on a hard, flat surface against a wall, table, tree or staircase. Make sure the measuring board is stable. Many walls and floors are not at perfect right angles.

1. Measurer: Ask the person to take off his/her shoes and ask him/her to unbraid or push aside any hair that would interfere with the height measurement. Ask the person to stand on the base of the height measuring board and to face forward.

2. Measurer: Place the questionnaire and pen on the ground and stand on the left-hand side of the person (the same side as the measuring tape).

3. Measurer: Determine if the person’s feet should be against or away from the back of the height board by observing the imaginary line drawn from the tip of the shoulder to the heel (Arrow 1). This line should be perpendicular (90° angle) to the base of the height board where the person is standing. Note that with almost all adults, the measurer will have to move the person’s feet away from the back of the board to put them in the proper position; (Arrow 2).

4. Measurer: Place the knees and feet in the correct position, with knees and feet either together or apart. There are three possible positions for the knees and feet:

a) Knees together and feet together

b) Knees together and feet apart whichever touches first!

c) Knees apart and feet together

5. Measurer: Ask the person to look straight ahead. Cup the respondent’s chin between the thumb and index finger of your left hand and gradually close your hand. Position the person’s head so that the line of sight is parallel to the ground (Arrow 3).

With most adults, the back of the head will not touch the back of the Measuring board —there will be a space between the back of the person’s head and the back of the measuring board (Arrow 4). After you have placed the person’s head in the proper position, release your hand from the person’s chin and ask him/her to hold his/her head in the position you have just placed it in.

Make sure the person’s shoulders are level, the hands are at the person’s side (Arrow 7), and at least the buttocks touch the back of the measuring board. Note that with most adults, only the buttocks and perhaps the shoulder blades, will touch the back of the measuring board (Arrows 5 & 6).

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6. Measurer: Check the position of the person. Repeat any steps as necessary.

7. Measurer: When the person’s position is correct, lower the headpiece on top of the head making sure to push through the person’s hair. Read and call out the measurement to the nearest 0.1 cm. Remove the headpiece from the person’s head and escort the person off the height board.

Note: The tape should be read at eye level. If a respondent is taller than the Measurer, the Measurer will need to stand on a chair to read the tape at eye level; alternatively, they may need to bend down or kneel if the respondent is shorter than the Measurer.

8. Measurer: Immediately record the measurement on the questionnaire. Record an adult’s height measurements in Q17. If the adult’s height was not measured, record the appropriate code in Q17 and continue.

9. Measurer: Check the recorded measurement on the questionnaire for accuracy and legibility. Correct any errors. Enter the date of measurement.

For length/height measurements, the most frequent causes of errors are:

a) Incorrectly positioning the body on the measuring board leading to an invalid imaginary line (shoulder to heel)

b) Invalid line of sight (ear to lower eye socket)

c) Incorrect positioning of the head/foot piece

d) Incorrectly reading the measurement and not having one’s eye perpendicular to the measuring tape.

e) Incorrect recording of length/height in the Questionnaire

f) The Measurer and Assistant not following the rule of 2

15.8.12 Dismantling the measuring board

a. Stand the measuring board upright and step on the base with one foot to stabilize it.

b. Slide the head/foot piece into the base, “A.”

c. Release the clasp on the back of both boards, “B” and “C.” Put the clasp flat against both boards.

d. Stand the base, “A,” and place the back of board “B” against base “A.” This should result in the measuring tape on board “B” facing you.

e. Make sure all sides, corners and extension pieces are straight and in line with each other. Once this is done, push the bolt behind base “A” into board “B” and screw it clockwise to secure it.

f. Take board “C” and place it against board “B” so that the measuring tape on board “C” is facing inward to board “B.”

g. Make sure all sides, corners and extension pieces are straight and in line with each other. Once this is done, push the bolt on board “C” into board “B” and screw it clockwise to secure it.

In this arrangement, board “B” should be in between base “A” and board “C.” Board “C” should be facing you without the measuring tape showing.

For children, data are used to calculate three indices that reflect nutritional status: height-for-age, weight-for-height, and weight-for-age. In presenting the anthropometric results, the height and weight of children in the survey population are compared with the 2006 WHO Child Growth Standards that are based on an international sample of ethnically, culturally, and genetically diverse, healthy children living under optimum conditions conducive to achieving a child’s full genetic growth potential.

Question 18: Waist circumference (cm) of [NAME]

This is to measure the distance around your natural waistline, typically measured in inches or centimetres.

Question 19: Mid upper arm circumference (cm) of [NAME]

Mid upper arm circumference (cm) of [NAME]

This seeks to measure the distance around the middle of your upper arm, typically measured in inches or centimetres. Mid-upper arm circumference (MUAC) is an important health metric.

CHAPTER SIXTEEN

16 Section 8: Agriculture

16.1.1 Introduction

The purpose of this section is to collect data on household agricultural activities. It covers agricultural assets such as land, livestock, and equipment. Furthermore, the section collects data on agricultural production, equipment used, and processing, marketing, income, and consumption patterns.

Agriculture plays a vital role in the economy of Ghana, providing employment to about a third of the population and accounting for about a fifth of the country’s GDP. The sector is key for the pro-poor economic growth agenda and in achieving the SDG 2. Reliable, relevant, and accurate statistics are needed to adequately inform policy direction and the decision-making process for both the public and private sectors. Part A of the agriculture section 8 will collect information on households’ ownership of land, operation of farms, livestock as well as ownership and use of equipment and assets.

Respondent

The respondent is the head of the household, or the individual holders as identified in Section 6 of Module A.

16.1.2 Definition of Concepts

Payment-in-Kind: Any form of payment received which is not made in cash is termed as payment in kind. This can be in the form of foodstuffs, cooked food, drinks, clothing, accommodation, services, etc. The value of any payments in-kind must be estimated and recorded appropriately.

Note: The value of any payments in-kind must be estimated and recorded appropriately.

Farmland: is any piece of land that is used for agricultural purposes. This includes land used for cultivating crops, raising livestock, or any other agricultural activities.

Owner of farmland: an individual or entity who holds legal title or ownership rights to a specific piece of land that is designated for agricultural use.

Operator of farmland (farm manager): an individual or entity actively engaged in the cultivation, management, and utilization of agricultural land for the purpose of producing crops or raising livestock.

An individual does not have to necessarily own the land to work on the land. This includes operating a small piece of land for livestock.

Farmland rented: refers to the practice of leasing or renting farmland to individuals who are not members of the household or entities for the purpose of farming or agricultural production.

Sharecropping: is an arrangement in which a landowner allows a tenant to use the land in return for a share of the crops produced on that land.

In Ghana we have the `abunu’ (the produce shared in two equal parts) and `abusa’ (the produce shared in three equal parts). With the `abunu' system, the landowner and the tenant farmer share the produce of the farm equally while with the `abusa' system one party takes one and the other takes two.

Leasehold: a tenancy arrangement for a piece of land that can be used for a specified period.

Freehold: refers to a type of tenure which involves the holding of land in perpetuity, that is for a period that is not limited.

Short Lease: Short lease refers to the transfer of land for only a short period. For example, a transfer of land for 10, 30 or 50 years should be regarded as a short lease.

Long Lease: This refers to the transfer of land for a period of 50 to 99 years. The transfer of land or lease beyond 99 years should be regarded as an outright sale of the land.

Note: Transfer of land or lease beyond 99 years should be regarded as outright sale of the land.

Aquaculture: Also known as aquafarming, is the controlled cultivation of aquatic organisms such as fish, crustaceans, mollusks, algae, and other organisms of value such as aquatic plants.

Pastoral land: Is a land used for the keeping or grazing of livestock.

Agricultural processing: refers to the transformation of raw agricultural commodities into value-added products through various manufacturing, preservation, or refinement techniques. It involves converting crops, livestock, and other agricultural produce into processed foods, beverages, and other agricultural products.

16.2 Part A: Completing Agricultural Land, Livestock, Equipment and Assets Questions

Respondent: The respondent identification is the identity of the person responding for the respective parcel, recorded from the household roster. The respondent should be the most knowledgeable household member for each parcel. Therefore, the respondent may differ for each parcel.

The optimal respondent should be identified through a discussion with all adult members of the household (or as many as possible) prior to beginning the module. During this meeting, the roster of parcels should be completed, and the optimal respondent identified for each.

Definition: A parcel is any piece of land, of one land tenure type, surrounded by other land, water, road, forest, or other features not forming part of the holding or forming part of the holding under a different land tenure type.

Purpose: To determine if any household member owns, uses, or has the right for any parcel of land. Ownership of land is another important indicator of the socioeconomic status of the household. The parcel can either be jointly used or owned by the household and another household irrespective of the use of the land.

Question 4a: During the past 12 months, was this land bought by [NAME]?

Refers to land purchased in the past 12 months. Record yes if the household had purchased any agricultural land in the past twelve months and no, if the household had not purchased any agricultural land in the past twelve months. Then skip to question 6a.

Question 4b: During the past 12 months, what was the size of agricultural land bought by [NAME]?

Record the size of agricultural land purchased by each of the household members who responded yes to question 4a.

Question 5a: During the past 12 months, how much cash was paid for the agricultural land bought by [NAME]? RECORD AMOUNT PAID IN CASH (Cedis) ONLY.

This question focuses on cash transactions related to agricultural land bought by the respondent in the past 12 months. It specifically asks for the amount paid in cash, recorded in Cedis.

Question 5b: During the past 12 months, what was the value of payment in-kind for this agricultural land brought by [NAME]? RECORD THE VALUE OF IN-KIND PAYMENT ONLY.

Ask for the price/value of the land that was purchased in the past twelve months. Record the cash amount paid in question 5a and any in-kind payment should be valued and recorded at 5b.

Question 6a: During the 2 years prior to the past 12 months, was any agricultural land bought by [NAME]?

The 2 years prior to the past 12 months refers to land purchased in the two years preceding the past 12 months. If you were interviewing in June 2024, the "two years prior" to that would be from June 2021 to May 2023. If agricultural land was purchased during the period indicate 1 and record the size of the land at Q6b., if no agricultural land was bought, indicate 2 and skip to Question 8a.

Question 6b: During the 2 years prior to the past 12 months, what was the size of agricultural land bought by [NAME]?

Record the total quantity (parcel) of land purchased. You should record the local units given by the respondents. For example, local farmers may use poles, ropes, acres, or hectares. If the household bought ten ropes of agricultural land, record 10 in the Area column, 3 in the Unit column.

Question 7a: During the 2 years prior to the past 12 months, how much cash was paid for the agricultural land bought by [NAME]? RECORD AMOUNT PAID IN CASH ONLY.

Question 7b: During the 2 years prior to the past 12 months, what was the value of in-kind payment paid for this agricultural land bought by [NAME]? RECORD THE VALUE OF IN-KIND PAYMENT ONLY.

For how much was this agricultural land bought. Record that cash amount in Q7a and in-kind payment at Q7b. Ask for the price/value of the land that was purchased in Question 6. Include payment made in kind. If it was paid in kind probe to get the monetary value.

Question 8a: During the past 12 months, was any agricultural land sold by [NAME]?

This question seeks to find out if any agricultural land was sold by any household member in the past 12 months. There are two response categories: Yes- If the household says they sold any agricultural land in the past 12 months, indicate 1. If No, indicate 2 and skip to question 10a.

Question 8b: During the past 12 months, what was the size of agricultural land sold by [NAME]?

Record the size of agricultural land sold by each of the household members who responded yes to question 8a. Record the total quantity (parcel) of land sold. You should record the local units given by the respondents. For example, local farmers may use poles, ropes, acres, or hectares. If the household sold three poles of agricultural land, record 3 in the Area column, and 2 in the Unit column.

Question 9a: During the past 12 months, how much cash was received for the agricultural land sold by [NAME]? RECORD CASH AMOUNT RECEIVED ONLY.

Question 9b: During the past 12 months, what was the value of payment in-kind received for this agricultural land sold by [NAME]? RECORD THE VALUE OF IN-KIND PAYMENT ONLY.

Ask for the price/value of the land that was sold (in question 8) in the past twelve months. Include any in-kind payment.

Questions 8a – 9b: You should note that the transfer of land for only a short period of time (short lease) is not equivalent to the sale of the land. If the household says they sold any land in the past 12 months in question 8, record the value in question 9.

Question 10a: During the 2 years prior to the past 12 months, was any agricultural land sold by any [NAME]?

This question seeks to find out if the household has sold any agricultural land in the two years before the past twelve months. If yes, indicate 1, If No indicate 2, then skip to Question 12.

Question 10b: During the 2 years prior to the past 12 months, what was the size of agricultural land sold by [NAME]?

Record the total quantity (parcel) of land sold. You should record the local units given by the respondents. For example, local farmers may use poles, ropes, acres, or hectares. If the household sold ten ropes of agricultural land, record 10 in the Area column, 3 in the Unit column.

Question 11a: During the 2 years prior to the past 12 months, how much cash was received for the agricultural land sold by [NAME]? RECORD AMOUNT PAID IN CASH ONLY.

The focus of this question is to find out from the household the monetary value of the agricultural land sold two years prior to the past 12 months.

Question 11b: During the 2 years prior to the past 12 months, what was the value of in-kind payment received for this agricultural land sold by [NAME]? RECORD THE VALUE OF IN-KIND PAYMENT ONLY.

Record the total quantity (parcel) of agricultural land sold. You should record the local units given by the respondents. For example, local farmers may use poles, ropes, acres, or hectares. If the household sold three plots of agricultural land, record 3 in the Area column, 4 in the Unit column and the amount in the value GH¢ column.

Question 12: During the past 12 months, was any agricultural land rented out by [NAME]?

This question is asking whether any member of the household leased or rented out any agricultural land to others within the past 12 months. If Yes, record 1. No- indicate 2, if no member of the household has rented out the land, then skip to Question 15.

Question 13: During the past 12 months, what was the size of agricultural land was rented out by [NAME]?

If agricultural land was rented out in question 12. What was the total land area that was rented out in the past 12 months? You should record the local units given by the respondents. For example, a respondent may use poles, ropes or acres. If the household member rented out three hectares of agricultural land, record 3 in the Area column, and 1 in the Unit column.

Question 14a: During the past 12 months, how much cash was received for the agricultural land rented out by [NAME]? (RECORD CASH AMOUNT RECEIVED ONLY).

Similarly, this question pertains to cash transactions related to agricultural land rented out by the respondent in the past 12 months. It asks for the cash amount received for the rent, recorded in Cedis.

Question 14b: During the past 12 months, what was the value of in-kind payment received for the agricultural land rented out by [NAME]? RECORD THE VALUE OF IN-KIND PAYMENT RECEIVED ONLY.

Land rented out or land leased out refers to land that has been given out for which periodic payments are received. This question seeks to find out the monetary value of the land rented out (including payment made in kind) in the past 12 months. Record the amount in the value GH¢ column.

Question 15: During the past 12 months, was any agricultural land given out for sharecropping by [NAME]?

Sharecropping is a system of sharing the produce of a farm between the landlord-farmer and the tenant farmer for a period. For instance, in Ghana we have the `abunu' and `abusa'. With the `abunu' system, the landlord-farmer and the tenant farmer share the produce of the farm equally while with the `abusa' system the tenant farmer is entitled to one part and the landlord-farmer, two parts of the produce.

Another variation of the `abusa' involves both the tenant farmer and the landlord-farmer each taking one part of the produce (in money value). The third part is used in maintaining or developing the land or farm.

The focus of the question is to seek if any household member has given out agricultural land for sharecropping during the past 12 months. Indicate 1, if a household member has given out land for sharecropping in the past 12 months. If no land has been given out for sharecropping during the past 12 months, then skip to Question 18a.

Question 16: During the past 12 months, what was the size of agricultural land given out by [NAME] for sharecropping?

If the response to Question 15 is “Yes “, ask the respondent the total land given out for the sharecropping in the past 12 months by the household. You should record the local units given by the respondents. For example, a respondent may use poles, ropes or acres. If the household member rented out three acres of agricultural land, record 3 in the Area column, and 1 in the Unit column.

Question 17: During the past 12 months, what proportion of the harvest is received by [NAME] for the land given out for sharecropping?

This question seeks to find out portions of the total harvest that the household receive for giving out their land for sharecropping.

Question 18: During the past 12 months, what is the value of the harvest received by [NAME]?

This question seeks to find out the total monetary value including non-monetary items, which the household received from the harvest (sharecropping). Assist the respondent in converting non-monetary payments into their equivalent monetary value.

Note: lF YET TO RECEIVE, CODE 00, AND SKIP TO Q19.

16.2.1 Livestock/Fishing/Poultry:

A Livestock/Fishing/Poultry survey is a comprehensive data collection effort aimed at gathering information about the state of livestock, fishing, or poultry farming practices within a specific region or community.

Information on whether household own any livestock, herds, poultry, or other animals and how many they own is used as an additional indicator of the socioeconomic status of the household.

Respondent: The respondent should be the most knowledgeable household member regarding livestock owned by the household. The optimal respondent should be identified through a discussion with all members of the household (or as many as possible) prior to beginning the module.

Question 19: LIST OF LIVESTOCK AND POULTRY/CAPTURE FISHING/FISH FARMING/OTHER ANIMALS (OPTION C FROM SECTION 6 Q1)

This refers to a list of household members engaged in livestock farming during the previous 12 months, which corresponds to option C from Section 6, Question 1. This will be prefilled from the response from option C from Section 6 Question 1.

Question 20: During the past 12 months has any member of the household raised /kept/ harvested /caught………?

This question is asking whether, within the past 12 months, any member of the household has engaged in activities such as raising, keeping, harvesting, or catching specific items, typically related to agriculture or animal husbandry. Exclude cattle bulls/bullock used for work. If the response is Yes, indicate 1. If No, indicate 2 and move to the next livestock.

Question 20a: Does any member of this household own……….at present, exclusively and/or jointly with someone else?

Indicate a Yes or No response

Question 21: How many of the …….. are there currently? (MALE AND FEMALE) INCLUDING THE YOUNG ONES

This question seeks to know the current number of livestock that are present. For example, if a respondent indicates “Yes” for goat in question 20. Question 21 seeks to know how many of the goats are there currently.

Question 22: On average how much would you sell one today?

For those who indicated ‘Yes’ in question 20, this question is asking about the selling price of each different single livestock currently.

Question 23: During the past 12 months has any …….. been sold?

This question is asking if any of the livestock raised/kept/harvested/caught by the household has been sold within the last twelve months.

If the response is ‘Yes’ indicate 1, if No indicate 2 then skip to question 26. Repeat this for all the different livestock kept /raised /harvested/caught by the household.

Question 24: How many of the ….. have been sold?

If “Yes” for Question 23. This question is inquiring about the number of livestock that have been sold.

Question 25: What was the total value of the sales?

This question is asking for the sum or overall monetary worth of the sales that took place for a particular livestock sold. For example, if a household member was raising four ducks and ten sheep and sold three of the ducks and four of the sheep, then the Interviewer will indicate the value of the ducks and sheep separately.

Question 26-30: These questions collect information on livestock owned, or fish farming activities undertaken in the past 12 months. The list of livestock is given in the table under question 19. Draught animals refer to animals used for carting goods/loads or pulling goods/loads. These include bulls or bullocks used for ploughing. Such bulls/bullocks must therefore be excluded from the number of cattle owned by the household to avoid duplication (double counting) between "draught animals" and "cattle". Questions 21, 24, and 27 for fish and snails. For these questions, record quantity in the left column and unit code in the right column. The unit codes are listed on the right side of the page.

Question 26: During the past 12 months, has any ……. been bought by this household?

Livestock/fish bought refers to those animals bought for raising and not those intended for the preparation of meals. This question seeks to capture livestock meant for investment/reproduction. During the 12 months, if livestock has been purchased by the household indicate 1, if No, indicate 2, then skip to question 29

Question 27: How many of the …... have been bought?

If “Yes” was the response to question 26. This question is asking about the number of livestock animals that have been purchased or bought.

Question 28: What was the total value of the purchases?

This question is asking for the cumulative monetary amount spent on purchasing livestock. For example, if Ama bought two cattle and three goats to raise, then the Interviewer has to record the value of the two cattle separately and the price of the three goats separately.

Question 29: During the past 12 months, did you or any household member rent out any …………….)?

Renting of animals is restricted to draught animals only. Animals rented for other purposes like mating are not to be recorded. This question inquires if you or any member of your household have engaged in renting out animals to others during the past 12 months. If any household member rented out any animal indicate 1, if No, indicate 2 and move to the next item.

Question 30: How much was received from renting animal(s)?

The focus of this question is asking for the total monetary amount received from renting out animals. For example, if Ama rented her animal, the monetary value is what is expected to be indicated in Ghana Cedis.

16.2.2 Agricultural Equipment/Implements

This part of the questionnaire focuses on types of agricultural equipment ownership and rentals.

Question 31: During the past 12 months, has any member of the household owned any agricultural equipment/implement?

This question is seeking if, within the past 12 months, any member of the household has owned any agricultural equipment or implements. It seeks to determine whether the household has had access to such tools during this specific time. If the response to a particular item is No, skip to the next item until you exhaust all the item then you skip to part B.

If “Yes”, indicate 1. If No, indicate 2 and skip to next item.

Question 32: Does any member of the household own any………… now?

Ask question 32 for all types of equipment listed and record the appropriate code. For the purposes of taking the value of the assets, the sequence of the questions must be followed. If “Yes” indicate 1. If No, record 2 and skip to question 35.

Question 32a: Which type of pond(s)?

The question seeks to identify the types of ponds the owned by member(s) of the household. Multiple responses are expected in the case where the household owns different types of ponds.

Question 32b: Who owns this equipment/implement?

Record the household ID of the owner of the assets in question 32a. If a particular asset is owned by more than one individual, record the ID numbers of all owners of that particular asset. A maximum of three owners are allowed for any particular asset. If the asset is jointly owned, ask for the person who has the right to sell the asset and record his/her ID.

Question 33: How many …. are owned altogether?

The focus of the question is seeking to know the total number of equipment that are collectively owned by the individual or household members in question 32a being surveyed, aiming to ascertain the overall equipment ownership within the household. The response should provide the numerical count of each equipment owned by the household member or household.

Question 34: What would be the total value of ……………. if it/they were sold now?

This question is inquiring about the total monetary worth of equipment(s) mentioned in question 33. If they were to be sold now, seeking an estimate of their current market value.

Question 35: During the past 12 months, was any …………… rented out?

This question is asking whether any of the equipment(s) were rented out by the respondent or their household during the previous 12 months. It seeks to determine if the respondent/household engaged in rental activities involving the specified equipment within that timeframe.

If equipment was rented in the past 12 months choose “Yes” by indicating 1. If no equipment was rent out indicate 2 and skip to question 37.

Question 36: What was the total value of the rental?

If equipment was rented out in question 35. What monetary sum received from the rental or leasing of specified equipment in order words total income generated through these rental activities that equipment in Ghana Cedis.

Question 37: In the past 12 months, did you or any household member sell any …….?

This question aims to determine whether the respondent or any member of their household engaged in selling a particular agricultural equipment(s) within the previous 12 months, with the response options indicating "Yes" for affirmative answers and "No" for negative responses, then move to next item.

Question 38: What was the total value of the sales?

This question seeking for the monetary amount earned from the sales of the specific equipment(s) within the past 12 months.

16.3 Part B: Completing the Farmland Details Questions

At this stage, you should try and interview the various holders in the household separately. The names of these household members have already been recorded in Section 6. Record the holder’s ID in column 1 and the ID of the person interviewed in column 2. If you interviewed the holder him/herself, repeat his/her ID in column 2. Column 3 is the farm number.

Listing of Farmlands: The interviewer must list all the farms for each holder. When the first holder's ID is recorded, all farms owned or operated by him must be listed before going on to the second holder.

For each holder, land that was cultivated twelve (12) months ago must be recorded first, followed by those planted during the year and finally land owned but left fallow for the 12 months preceding the interview.

Land rented out/sharecropped: This refers to land owned by a household member or members and has been rented or given out for sharecropping to people who are not members of the household being interviewed. These farms are to be excluded from the list of farms.

Question 4: What is the size of farm?

The size of the farm could be in acres, poles, ropes, plots, hectares, or any other unit of measurement for the land based on how land is measured in that community. The six response categories are:

Acres………….1

Poles………….2

Ropes…………3

Plot………...…4

Other (specify)..6

Record the size under the quantity column and the unit under the unit column.

Question 5: Is the farm owned by [NAME]?

'Land Title Deed’ refers to a written or printed and signed document that is an official record of an agreement concerning the ownership of land or plot. There are three response categories. 1, Yes with deed, 2, No without deed and 3, No. Indicate any of the three response categories which is appropriate and if NO skip to Question 9.

Question 5a: Under which tenure arrangement?

This question seeks to find out the specific type of arrangement through which the land or property is held or occupied. Here are the options provided:

Sharecropping (1): This arrangement involves a tenant farming land owned by another person. The tenant shares a portion of the crop or produce with the landowner as rent, typically in exchange for using the land and possibly other resources.

Renting (2): In this arrangement, the occupant pays rent to the landowner or property owner for the right to use the land or property. The rental agreement specifies the duration, amount of rent, and terms of use.

Leasehold (3): The occupant has the right to use the land or property for a specified period, as outlined in a lease agreement. The landowner retains ownership, but the tenant has exclusive rights to use the property for the duration of the lease.

Inheritance (4): The land or property is passed down through family or legal heirs according to a will or estate plan. The inheritor gains ownership rights, typically without a purchase or lease agreement.

Squatting (5): The land or property is occupied without legal permission from the owner. Squatters do not have formal rights or agreements and may be subject to eviction.

Question 6: Does the holder have the right to sell the farm or use it as collateral?

Refers to the right on the part of the household to either sell the farm or use it as collateral security. Using a farm as collateral security means giving out a farm as a pledge for repayment of a loan contracted from a person or an institution in the event of default. A respondent indicating response 4, No right will skip to Q9.

Question 7: If the farm were to be sold now how much would it be worth (farm- unharvested crops/ live-stock)?

Record the value of the farm (including all un-harvested crops) as estimated by the farmer. This excludes that land on which the farm is located.

Question 9: During the past 12 months, how much did it cost to rent farmland (including payment in kind)?

This question is for persons who rented their land for cash or in kind. Record the cedi equivalent of cash paid if paid in foreign currency. Also, the amount paid ‘in kind’ must be estimated and added to the amount paid in cash.

Question 10: What proportion of crops go to the landlord?

SEE PROPORTION CODES IN THE CODE BOOK

This question is for persons who specified in question 9 that the land is sharecropped by household. Ask the respondent what proportion of the crops produced go to the landlord?

Question 11: During the past 12 months, was the farm cultivated?

This question is for persons who specified in question 8 that the holder bought, used free of charge, or inherited the land to indicate whether the farm was cultivated during the past 12 month.

Question 12: During the past 12 months, what crops (incl. tree crops) were growing on this farm?

All crops growing on the farm must be listed. The codes for the various crops are provided on the last page of the questionnaire.

Question 13: During the past 12 months, what crops (incl. tree crops) were planted on this farm? (MINOR AND MAJOR)

LIST ALL CROPS

Wood lots: Wood lots are wood purposely planted and harvested for sale. They are used for building, or as firewood etc. Wood lots are listed among the crop list (refer to code 40).

16.4 Parts C1 and C2: Completing the Harvest and Disposal of Crops Questions

Part C1: Grains, Other Field Crops and Cash Crops

This part is divided into two. The first part covers grains and field crops such as legumes (e.g. beans and peas) and cash crops (e.g. cocoa and coffee) which are usually harvested in bulk and the holder may be expected to have a relatively good idea of how much was harvested and sold during the past 12 months.

The second part also covers root crops (e.g. cassava and yams), fruit and vegetables. Unlike the crops listed or identified in the first part, harvesting of these crops tend to spread over the year. For these crops, the respondent may not be able to give reliable estimates or good estimates of production over the 12 months, hence the question "was any harvested during the past 2 weeks?" However, if some of these crops are not harvested piecemeal but the whole farm is harvested at a time, they should be added to the first group (refer to crop lists C1, and C2). IF RESPONDENT DOES NOT HAVE A FARM OF A PARTICULAR CROP, RESPONDENT SHOULD NOT RESPOND TO HARVESTED CROPS.

GARDEN IS INCLUSIVE HERE AND CONSIDERED AS A FARM IRRESPECTIVE OF THE SIZE OF THE LAND.

Question 2: During the past 12 months, has [HOLDER] harvested any of the following crops?

READ FROM CROP LIST AND ENTER THOSE THAT ARE APPLICABLE. IF NONE SKIP TO PART C (2)

This question must be asked of all holders one after the other. You should mention the names of the crops from the crop list. All crops under the responsibility or management of one household member/holder must be listed before moving on to the next household member/holder if the holders are more than one in the household.

Question 3: During the past 12 months, what quantity did [HOLDER] harvest?

This question seeks to find out the quantity the crops HOLDER harvested in the past 12 months. Indicate the quantity harvested in the quantity column and unit in the unit code column.

Question 4: During the past 12 months, if sharecropped, how much was given to the landlord?

This question requests the respondent to tell how much was given to the landlord in the past 12 months if sharecropped. Record the quantity given landlord in quantity column and unit in unit code column. However, if not sharecropped, put 9999 or code 0000 if none.

Question 5: During the past 12 months, did [HOLDER] sell any unprocessed …. …… ?

This question is inquiring whether the holder has engaged in selling crops or unprocessed crops in the past 12 months. Indicate a Yes or No response, a No response skips to Q12.

Question 6: During the past 12 months, what was the main outlet used for the sale of crops?

The focus of this question is how the crop harvested was sold. There are 7 response categories:

1. Pre-harvest contractor-This indicates that the main outlet for the produce was a contractor or company that deals with agricultural or farm products before they are harvested.

2. Farm gate buyer-his response suggests that the primary point of sale was directly at the farm gate, where buyers came to the farm to purchase the produce/products.

3. Market trader-This response signifies that the products were primarily sold through a market trader, someone who operates in local markets and sells to consumers. A market trader refers to a trader who buys from the farmer at the market and then resells or retails to the consumer/public.

4.Consumer-If this option is chosen, it means the products were mainly sold directly to individual consumers, skipping intermediaries.

5. State trading organisation-This response implies that a government or state-owned entity was the primary outlet for the products.

6. Co-ops (Cooperative)-It indicates that a cooperative was the main outlet, suggesting that the produce was sold through a cooperative organization.

7. Other (specify)-If "Other" is selected, it means there was a different primary outlet not covered by the previous options, and the respondent is expected to specify this alternative outlet.

Ask the respondent to tell how the crop harvested was sold.

Question 7: During the past 12 months, what quantity did [HOLDER] sell through this outlet?

This is a follow up question to question 6 which asks the respondent to tell the quantity the holder sold through the outlet selected. Indicate the quantity sold in the quantity column and units in the unit code column.

Question 8: During the past 12 months, what was the value of the sales through this outlet?

This question asks the respondent to state the value of the sales through the recorded outlet. Record the cedi equivalent of cash paid if payment was in foreign currency.

Question 9: During the past 12 months, how promptly were you paid through this outlet?

The response to the question "How promptly were you paid?" indicates the timing of payment for the produce sold. Each response option represents a different payment timeline. There are 5 response categories:

1. Paid before harvest- This response suggests that payment was received by the seller before the agricultural products were harvested.

2. At time of sale-This response indicates that payment was made immediately at the moment of sale when the products were exchanged.

3. Within 1 week of sale-It means the seller received payment within one week after the sale transaction took place.

4. Between 1 and 4 weeks of sale-This response signifies that payment was received within one month after the sale occurred.

5. Over 4 weeks- If this option is chosen, it implies that the payment was delayed, and it took more than one month after the sale for the seller to receive their payment.

Question 10: During the past 12 months, apart from the main outlet, what quantity did [HOLDER] sell through other outlets? IF NONE (>> 12).

Ask respondent to state what quantity the holder sells the produce apart from the main outlet. Skip to question 12 if other outlets are not used aside the main outlets. Nevertheless, record the value of the sales in question 11 if there are other outlets. Indicate the quantity at the quantity column and unit sold in unit code column. If none, skip to question 12.

Question 11: What was the value of these sales through the other outlets?

This question asks the respondent to state the value of the sales through the other outlet. Record the cedi equivalent of cash paid if payment was in foreign currency.

Question 12a: During the past 12 months, what was the farm size of the........ (crop code) harvested?

This question refers to the size of the farm the crop is harvested. Indicate the size of the farm of each crop harvested. It should be the plant area of the particular crop, or the size of the farm used for that particular crop. The farm size could be in poles, ropes, acres, or hectares. For example, if the farm size is three acres, record 3 in the area column, 1 in the unit column and the type of crop cultivated in the type of cropping column.

Question 12b: What type of cropping was employed for this crop.

There are two (2) response categories, monocropping and mixed cropping. Monocropping is an agricultural practice where a single crop is cultivated on a large scale for an extended period. Where mixed cropping is an agricultural practice where two or more crops are grown simultaneously in the same field.

Question 13: During the past 12 months if you had sold all ……………. harvested, what would have been the total value?

Ask respondent to provide an estimated total value of the harvest in the past 12 months should the holder sell all the harvest.

Question 14: During the past 12 months, what quantity was used as seed (replanting)?

This question seeks to find out the amount of seed that was utilized for planting or replanting crops over the past 12 months.

Question 15: During the past 12 months, what quantity of it was processed by the household?

Ask the respondents the quantity that was processed by the household in the past 12 months. In a case where none was used put 00. Indicate the quantity that was processed in the quantity column and the unit in the unit code column. Note: CODE OO IF NONE.

Question 16: During the past 12 months, what quantity of the harvest was given to labour?

Record the quantity of the harvest that was given to labour in the past 12 months. Indicate the quantity used as seed in quantity column and unit at the unit code column.

Question 17: During the past 12 months, how many people were hired on the farm to harvest …... by sex?

Record the number of persons (labourers) that were hired to work on the farm by sex. Indicate the number of male and females engaged in the column of males and females respectively.

Part C2: Roots, Fruits, Vegetables and Other Crops Harvested Piecemeal

Question 18: HOLDER SAME AS IN PART C (1)

Question 19: During the past 12 months, has (HOLDER) harvested any of the following crops?

READ FROM CROP LIST C2. IF NONE (>> PART D)

This question is asking whether the respondent has engaged in the harvesting of specific crops (crop list in C2) within the past 12 months. Record the crop name in crop name column and unit in code column.

Question 20: During the past 2 weeks, did (HOLDER) harvest any …?

The focus of the question is to know if any of the crops in the list (C2) have been harvested in past 2 weeks. Skip to question 23 if there was no harvest.

Question 21: During the past 2 weeks, what quantity did [HOLDER] harvest?

Record the quantity harvested over a specified period (past two weeks). Record the quantity harvested in the quantity column and unite at the under the unite code column.

Question 22: During the past 2 weeks, if [HOLDER] had sold all ………… harvested, what would have been the total value?

This question is to ask the respondent to estimate the total monetary worth of all the specified items (crops, in this case) they harvested in the past two weeks.

Question 22a: During the past 2 weeks, did (HOLDER) give any ……... to the landlord?

This question seeks to enquire if the holder gave any harvested roots, fruits, vegetables, and other crops that are usually harvested in piecemeal to the landlord. If No, skip to Q24.

Question 23: During the past 2 weeks, what quantity of the ………… was given to the landlord?

If not sharecropped, write 9999 for the number of units and 99 for the unit code. Indicate the quantity of crops given to the landlord in the quantity column and the unit in the unit code column.

Question 24: During the past 2 weeks, did you sell any ……….?

Ask respondent if any of the harvest was sold in the past 2 weeks. If “Yes” record 1 or 2 if No and skip to question 27.

Question 25: During the past 2 weeks, what quantity of ……... did you sell?

Ask and record the quantity of crops sold in the past 2 weeks. Record the quantity sold in the quantity column and unite at the under the unite code column.

Question 26: During the past 2 weeks, what was the value of the sales?

Ask respondents about the monetary value of the sales of crops that were sold.

Question 27: During the past 2 weeks, what quantity of the crop was processed?

This question is asking for the quantity of the crop that underwent processing within the past two weeks.

Question 28: During the past 2 weeks, what quantity of the harvest was given to labour (pay in-kind)?

The focus of this question is to know the quantity of harvest that was given to labour in the past 2 weeks. Record the quantity given to labour in the quantity column and unite at the under the unite code column.

Question 29: During the past 2 weeks, what quantity of the crop was given as a gift?

Capture the quantity of the harvested crop provided to others without monetary exchange.

Units of Measurement: Refer to the units the holders normally use. The codes for the various units of measurement are provided on the last page of the questionnaire.

16.5 Part D: Completing the Seasonality of Sales and Purchases Questions.

The respondent for this part should be the holder. This is because the holder is supposed to have more information and knowledge about the market avenues and seasonality of sales and purchases, hence the holder must be the respondent. Interviewer should read the names of the crops from the crop list.

Question 1: During the past 12 months, was........ grown?

This question is asking whether a crop (mention names of the crops from the crop code) was cultivated or grown in the past 12 months. Record 1 if yes. 2 if no and skip to question 4. Note: Read the names of the crops from the crop code.

Questions 2: In which month(s) was ......................... mainly harvested by Holder.

This question asks the respondent to specify the month or months during which crop grown in question 1 was mainly harvested by them. Select the month(s) the main harvest occurred/too place.

Questions 3: In which month(s) was ........................... mainly sold by holder?

This question is inquiring about the specific month or months during which the harvested crop mentioned in question 3 was sold by the respondent.

Questions 4: In which month(s) was this crop mainly bought for home consumption for the household?

This question is asking the respondent to specify the month or months during which the main crop was mainly purchased for consumption within their household. This question is not independent of harvest, purchase or received as gift; but is inclusive of all. Same applies to Q5.

Questions 1-4: You should enter `1' in the cells corresponding to the months in which harvest, sales and purchases have taken place. Record 2 in the months where no activity was done or carried out.

Questions 5: What was the quantity in stock 12 months ago?

Ask and record the quantity of crops mentioned in question 4 that was in stock 12 months ago.

Questions 6: What is the quantity in stock now?

Ask and record the quantity of the crops that are in stock now.

16.6 Parts E: Completing Other Agricultural Income Questions

You should help respondents to estimate the income (in-cash and in-kind) obtained from other agricultural activities such as hunting and gathering of food such as snails on a commercial basis. Only items sold should be taken into consideration. Note that the income from these activities should not constitute the main/major source of income of the household. The amount should be recorded in Ghana Cedis (GHS).

Questions in this part relate to household sales of other agricultural produce during the past 12 months.

Question 1: During the past 12 months, did your household hunt/gather ......

The first question is meant to find out whether the household benefited from any of other agricultural produce listed in the questionnaire.

Question 2: During the past 12 months, how much did your household receive from sales of…………… (AMOUNT IN CASH ONLY)

Question 3: During the past 12 months, what is the value of in-kind payment received from...... (VALUE IN-KIND ONLY)

This question is asking about the total sales amount and the value of in-kind payments generated from the activity of hunting and gathering. Guide the respondent to carefully estimate the amount and value of in-kind payments received by all household members. Record the total amount and value for the 12 months period.

16.7 Parts F: Completing the Costs and Expenses of Agricultural Inputs Questions

This section focused on gathering information about the costs and expenses incurred in agricultural activities, particularly related to crop and livestock inputs.

Crop Costs: These are costs associated with land preparation, cultivation, harvesting and processing of crops (including labour).

Organic Fertiliser: Organic fertiliser is derived from animal or vegetable matter. Manure, animal droppings, etc are examples of organic fertiliser.

Inorganic Fertiliser: This is a manufactured fertiliser which has different types. Examples of organic fertilisers are Nitrogen Phosphorus Potassium (NPK), Diammonium Phosphate (DAP), Calcium Ammonium Nitrate (CAN), Monoammonium Phosphate (MAP) etc.

Question 1: During the past 12 months, did you spend anything in cash and/or in-kind on ………?

The question is asking whether the respondent has made any financial transactions or provided non-monetary resources (in kind) for the purchase of crop inputs within the past 12 months. Indicate a Yes or No response, a No response skips to Q3.

Question 2: During the past 12 months, how much was spent in cash on ….? (AMOUNT IN CASH ONLY)

This question aims to understand the income generated specifically from sales during that period.

Question 2a: During the past 12 months, how much was spent in-kind on …...? (VALUE IN-KIND ONLY)

The question seeks to find out the total amount of money spent in cash and the estimated value of non-monetary contributions (in kind) made for the purchase or acquisition of crop inputs over the past 12 months. The amount should be in Ghana Cedis, and it should not include the cost associated with processing.

The amount spent in kind must be estimated and added to the amount spent in cash.

Question 3: What was the main source of ……in the community?

Ask Holder to specify whether inputs were predominantly sourced from commercial suppliers, obtained through government programs, or derived from personal production.

All sources related to the Ministry of Food and Agriculture, such as Cocoa Services Division, Crop Extension Services, etc. should be coded under the Ministry of Food and Agriculture. The private sector refers to the open market.

A cooperative society is an enterprise and is defined as an autonomous association of persons united voluntarily to meet their common economic, social and cultural needs and aspiration.

NGOs refer to Non-Governmental Organizations like Global 2000, FAO, DFID, USAID, World Vision International, etc.

Question 4: Was … obtainable in this community any time during the year when you needed it?

The question is asking whether the necessary crop inputs were available in the community at the year when they were needed.

This part focused on gathering information about the costs and expenses incurred in agricultural activities, particularly related to livestock inputs.

Livestock Costs: Code 52 includes the cost of veterinary services as well as the cost of vaccines and other drugs.

The question seeks to find out the total amount of money spent in cash and the estimated value of non-monetary contributions (in kind) made for the purchase or acquisition of livestock inputs over the past 12 months. The amount should be in Ghana Cedis.

Aerators: refers to devices that are used to introduce air into liquid

Air Hose: refers to a flexible tube used to convey compressed air to tools, equipment, or other applications

Air pump: refers to a device used to move air from one place to another.

Water pump: refers to a device used to move water from one location to another.

Fish feeding machine: refers to a device used to dispense food to fish at scheduled intervals.

Aquaculture Fish Farming Precise Automatic Feeding Machine - China Bait ...

Fish feed extruder: a machine used to produce high-quality fish feed pellets.

Fish feed pelletizer: refers to a machine designed to produce feed pellets for fish.

Fish graders: also known as fish sorting machines, are used to classify and sort fish based on size, weight, or species.

Water monitoring and testing probes: refers to tools used to measure and monitor various physical, chemical, and biological parameters of water.

Generators: refers to devices that convert mechanical energy into electrical energy, providing power for a variety of applications when electricity from the grid is unavailable or insufficient.

Scooping nets: are versatile tools used for capturing fish, aquatic organisms, and other items in water.

Scale (e.g. Dial Spring, electronic scale): refers to devices used to measure weight or mass.

Dial spring

Electronic scale

16.8 Part G: Completing the Processing of Agricultural Produce Questions

Processing Costs: Processing costs are costs associated with the processing of crops or fish caught. The processing costs also include the costs of physical or chemical transformation of any other agricultural produce.

Copy the names and ID numbers of persons responsible for the processing from Module A section 6, question number 6. Indicate the ID number of persons responsible in column 1 and the ID number of the person interviewed in column 2.

Question 3: During the past 12 months, what type of food processing or transformation have you carried out?

REFER TO THE LIST OF PRODUCTS AND WRITE ITEM AND CODE.

The purpose of this question is to know specific methods or processes that have been to transform or process food items within the past 12 months. Record the products under item column and item code under code.

The codes for processed/transformed goods are listed at the bottom of the page.

Question 4: How many months (in the past 12 months) did you perform this activity?

This question seeks to know the number of months in the past 12 months the respondent engaged in the processing or transformation activity. The Interviewer must probe and write down the months.

Question 5: During the past 2 weeks, did you make any …………...?

This question seeks to know whether the respondent engaged in the processed or transformation activity in the past two (2) weeks. If yes record 1. If no indicate 2 and skip to question 10.

Question 6: During the past 2 weeks, what quantity did you process?

The purpose of this question is to know the amount or quantity of a specific item that the respondent processed or worked on during the past two weeks. Indicate the quantity processed under quantity column and unit under unit code column.

USE ANY UNIT OF THE RESPONDENT’S CHOICE

Question 7: During the past 2 weeks, what were your labour costs in cash only? (AMOUNT IN CASH ONLY)

Question 7a: During the past 2 weeks, what were your labour costs in-kind only? (VALUE IN-KIND ONLY)

You must estimate the cost of all paid labour, including that of the person responsible. This question is asking the respondent to provide information about their labour costs in the past two weeks, encompassing both monetary (cash) and non-monetary (in kind) compensation for labour-related expenses, specifically in relation to the processing or transformation activities in the past two weeks.

Note. Include respondent’s time in estimating the labour the cost.

Question 8: Where did the raw materials for processing mainly come from?

This question seeks to find respondents source of raw materials used in the processing activities. There are four response categories explained below.

1. Own produce- This response suggests that the main source of the raw materials was the respondent's own production or cultivation.

2. Purchased-It signifies that the raw materials were primarily acquired through purchase, indicating that the respondent bought them.

3. Gift- This response implies that the raw materials mainly came from gifts or donations, suggesting that they were received as presents or contributions from others.

4. Other (specify) - If "Other" is selected, it means that the raw materials were primarily obtained from a source not covered by the previous options, and the respondent is expected to specify this alternative source.

Question 9: During the past 2 weeks, what other costs (non-labour) did you incur?

This refers to non-labour costs and should not be included in the one reported in question 7.

This question is asking the respondent to provide information about any additional expenses or costs, excluding labour-related costs incurred during the past two weeks. Record the response appropriately.

Question 10: During the past 2 weeks, did you sell any ………...?

The question seeks to know whether the respondent sold any of the processed or transformed food item in the past weeks. If “Yes”, record 1. If no indicate 2 and skip to question 13.

Question 11: What quantity did you sell?

The focus of this question is to know quantity of the processed food item that was sold. Record the quantity sold in the quantity column and unit at the unit code column.

Question 12: What was the value of the sales?

This question is seeking for the monetary value of the sale of the processed food item that took place.

Question 13: For how much could you sell one unit?

Inquire about the selling price of a single unit of the processed goods. Obtain the price at which a singular item or batch is typically sold, aiding in determining the market value per unit. Record the unit and amount in Ghana cedis.

16.9 Part H: Completing the Own Produce Questions

The respondent is the household member who is mainly responsible for preparing food for the household. This part relates to the consumption of food items, which were produced by members of the household themselves. You should ensure that only own-produced consumed items are included in this category.

Questions in this part are administered from the second visit of the interviewer to the household. The date for each visit must be indicated at the top of the page according to the visit.

Question 1: During the past 12 months, did the household consume any own produced ………...?

This question is asking whether the household consumed any items they produced themselves (mention the names of the food list under the item) in the past 12 months, with "Yes" indicating consumption of self-produced items and "No" indicating otherwise.

Question 2: During the past 12 months, how many months altogether was own produced ………. consumed?

You must find out all the months in the year in which the own produced item was consumed. All these months must be added up and the total number of months in which the item was consumed recorded. For example, if the item was consumed in January, July and October, "3" should be recorded as the answer.

This question seeks to determine the total number of months within the past 12 months in which items produced by the household (mentioned indicated in question 1) were consumed. The Interviewer should help the respondent estimate the month(s).

Question 3: What quantity and unit of own produce……was consumed since my last visit, and how much would you sell one unit?

This question is asking for the quantity or number of items produced by the household (represented by "………") that have been consumed by the household since the last visit of the Interviewer. Record the quantity consumed under quantity column and the unit under unit code column.

Questions 3-8: Questions 3 to 8 are the same and they are asked during each visit.

NOTE: Part H is to be administered on every visit except the first. Accept any unit reported by the respondent.

Note. Below are examples of other oils, processed fish, cowpeas, other fruits, other vegetables, and leafy vegetables?

Other oils: palm oil, palm kernel oil, groundnut oil.

Processed fish: dried, smocked, putrid, salted, and fried.

Cowpeas: all beans/red beans.

Other fruits: guava, alansa.

Other vegetables: cucumbers.

Leafy vegetables: borkorborkor, kontomire, alefu, bitter leaf.

CHAPTER SEVENTEEN

17 Section 9: Household Expenditure

17.1 Introduction

Household expenditure is one of the key variables in the measurement of living standards and poverty. It reflects how people allocate their resources to meet their basic needs and wants. Household purchases follow different patterns, with some items being purchased more frequently than others. Data on household expenditure reflect changes in consumption preferences overtime and inform policy interventions for the vulnerable population. Parts A and B of Section 9 collect information on households’ expenditure on less frequently and frequently purchase of non-food and food items.

The purpose of this section is to capture household expenditures on food and non-food items over a period of twelve months. This segment contributes to determining the items that are most consumed by households, which is crucial in selecting items for the Consumer Price Index (CPI) basket used in calculating inflation. Information is gathered once for less frequently purchased items, while frequently purchased items are recorded six times during the interview period of each cycle.

Items purchased by households fall into two categories: less frequently purchased and frequently purchased. The expenditures of these households are also used in calculating the Gross Domestic Product (GDP) using the expenditure approach.

This section is divided into two parts. Part A looks at Less Frequently Purchased Items and Part B looks at Frequently Purchased Items.

A less frequently purchased item is a consumer product or service that customers normally buy or consume on a less frequent basis. Examples include articles such as most household items (Clothes, Scarf (women), Belt (leather or synthetic), Carpet, Slippers, cleaning products, personal care products, etc.)

The part B, which looks at items frequently purchased by households include food products which can easily diminish and need replenishing. Examples of these food items include rice, maize, millet, onions, tomatoes etc. A diary is provided to ensure the documentation of household expenses on items purchased by households during the absence of the interviewer(s) on days when visits to respondents are not scheduled. This diary helps in recording expenditures on these items, given that visits to households occur on any three days.

17.1.1 Eligibility criteria and reference period

The respondent for this section is either the head of the household or any responsible adult identified by the household. This respondent should be the one identified in section six (6) and the name and ID transferred to section 9, He/she is the one responsible for purchases in the household. Please note that questions on frequently purchased items will be asked per visit while questions on less frequently purchased items will be asked only once during 5^th visit. The two categories have been clearly marked in the questionnaire.

Information on less frequently purchased items (non-food items) is collected once and in reference to the past 12 months.

Information on frequently purchased items (food and non-food) is collected 6 times at 5-days interval between the previous visit and the current visit.

17.1.2 Definition of concepts

Consumption of own produce: This refers to goods or services that are consumed by the same household that produced them.

Gift: This refers to an item given to someone without the expectation of payment or anything in return.

Less frequently purchased item: This refers to non-food products and services rendered that households pay for irregularly usually beyond one month within the 12 months reference period.

Frequently purchased item: This refers to food and non-food products or services rendered that households pay for regularly (daily, weekly, fortnightly, or monthly).

Bulk purchased item: This refers to food and non-food products or services rendered that households pay for in large quantities and will only pay for again when the one last purchased gets finished.

Household consumption expenditure is the sum of the value of goods and services purchased by households, consumed from own production, and received as gifts.

Other Textbooks: these include textbooks in local languages and different international languages such as French, Spanish, Chinese, etc.

17.2 Part A: Completing the Less Frequently Purchased Items Questions

Responses for these items will be solicited only once during the 5^th visit to the household. Since expenditure on these items does not take place frequently, the reference period for the amount spent on any of these items will be “... in the past 12 months".

Question 1: During the past 12 months, was anything spent by the household on ……?

This question is aimed at identifying the items which the any household member spent money on in the past 12 months. If the household did not spend on the particular item (Option “No” i.e. Code 2), skip to question ‘4’.

Question 2: During the past 12 months, how much was spent and what quantity and unit was acquired altogether? AMOUNT CANNOT BE ZERO.

This question is aimed at identifying the total amount of money spent by the household on the item in the past 12 months. This cost must include carriage costs. Record the total amount in Ghana Cedi. If the amount purchased is in foreign currency, kindly, contact GSS for the exchange rate before you convert the value to Ghana Cedis (GH¢).

Question 3: During the past 12 months, how much of ….. has the household used or consumed out of its own production? IF NONE PUT ‘00’ IN ALL THREE COLUMNS

This question is aimed at identifying the quantity and unit of items the household consumed from its own produce in the past 12 months.

Consumption of own production is defined as goods or services consumed by the same household that produces them. When goods and services are both produced and consumed within the same household, it is necessary to estimate prices for them.

Record ‘00’ in the box if the household did not consume any self-produced items or did not receive anything as a gift in the past 12 months.

Question 4: During the past 12 months, how much of ……….has the household received as gift ? IF NONE PUT ‘00’ IN ALL THREE COLUMNS

A gift or a present is an item given to someone without the expectation of payment or anything in return. An item is not a gift if that item is already owned by the one to whom it is given. Although gift-giving might involve an expectation of reciprocity, a gift is meant to be free.

Record ‘00’ in the box if the household did not receive anything as a gift in the past 12 months and skip to the next item?

This question is aimed at identifying the total estimated value of less frequently purchased items that the household has received as gift. Find out from the respondent the total estimated value of the item and then move to the next item.

17.3 Part B: Completing the Frequently Purchased Items Questions

MAIN RESPONDENTS: The main respondent is the person mainly responsible for household purchases. This person was identified in section 6. If one is using PAPI, the name and ID of the person would have to be transferred to this section, but for the use of CAPI, the name and ID of the person responsible would automatically be populated.

This question solicits expenditure on food and non-food items which are purchased more frequently by the household. Responses for this part will be solicited during all visits except for the first visit. In other words, it will be administered 6 times in all selected households. During the second visit, you will ask how much was spent by the household since the last 5 days, starting from the day of your first visit. These expenditure lines are the total expenditure by all household members put together.

Question 1a: During the past 12 months, was anything spent by the household on …… In bulk?

This question asks if the household purchased the specified item in bulk at any point during the past year. It's trying to understand if the household made bulk purchases of certain items.If no,skip to Q1.

Question 1b: During the past 12 months, how many times did the household purchase……in bulk?

This question is asking about the frequency with which a household bought a certain item or items in large quantities over the past year.

If the response to this question exceeds 12 times, note that the item must be excluded from list identified as items that the household usually purchases in bulk. If this happens, go back to question 1a and answer no.

Question 1c: How much was spent and what quantity and unit was acquired of…………at the last purchase? AMOUNT CANNOT BE ZERO.

This question asks for details about the most recent purchase of the specified item, specifically the amount spent, the quantity acquired, and the unit of measurement. It ensures that even if the amount spent was small, it must be reported, as it cannot be zero

Questions 1-6: How much was spent and what quantity was acquired of ...… since my last visit?

Question 1: How much was spent, what quantity and unit was acquired of…. since my last visit? To be repeated for each visit.

This same question would be asked across all the items in the subsequent visit (2^nd to 7^th visits) in all households, the diary of household expenditure will be given to the household to fill which would be collected and transferred to the questionnaire by the Interviewer. You must, however, ask for expenditures on your second visit to capture the five days prior to your second visit. If the household did not spend anything on the item, skip to the next item. This list is expanded in the CAPI to take care of all items.

17.4 Part C: Completing the Household Food Insecurity Questions

Introduction

Food security exists when all people, always, have physical, social, and economic access to sufficient, safe, and nutritious food that meets their dietary needs and food preferences for an active and healthy life. The first eight targets set to mark progress towards the Sustainable Development Goal 2 (SDG 2), is to end hunger and ensure access by all people the poor and people in vulnerable situations, including infants, to safe, nutritious, and sufficient food all year round. Like all countries, Ghana is committed to the same standard: eradicate hunger and ensure food security for all people, leaving no one behind. Thus, information on the demographic characteristics and geographic location of food insecure sub-populations are essential to the achievement of this goal.

Purpose

This section aims to provide information by asking people directly about their experience of food insecurity and the results will help policymakers to assess the prevalence of food insecurity in the population; identify vulnerable populations; guide and monitor the effects of national food security policies and programmes; and identify risk factors and consequences of food insecurity. GSS’s reporting platform shows that the prevalence of moderate or severe food insecurity in the population is not being estimated on regular basis due to the lack of administrative data and statistics hence the need to be included in the household survey. Thus, the inclusion of the food insecurity questionnaire will be helpful to all stakeholders.

Respondents

The respondent is an adult who answers the questions on behalf of all household members.

Question 1: During the past 12 months, was there a time when you were worried that your household would not have enough food to eat because of a lack of money or other resources?

The question elicits information about the state of being worried, anxious, apprehensive, afraid, or concerned that there might not be enough food, or that the household will run out of food (because there is not enough money or other resources). Here, the respondent does not need to have experienced not having enough food or running out of food to answer yes to this question. This question refers to the emotional state of the respondent as well.

Question 2: During the past 12 months, was there a time when your household were unable to eat healthy and nutritious food because of a lack of money or other resources?

This question asks respondents whether, because of a lack of money or other resources, they were unable to get foods they considered healthy or good, healthy foods, or a nutritious or balanced diet. Note that the answer will depend on the respondents' own opinion of what they consider to be healthy and nutritious foods.

Question 3: During the past 12 months, was there a time when your household ate only a few kinds of foods because of a lack of money or other resources?

This question asks if the respondent was forced to eat a limited variety of foods, the same foods, or just a few kinds of foods every day because there was not enough money or other resources to get food. The implication is that:

i The diversity of foods consumed would probably increase if the household had better access to food; and

ii The reason for limiting the variety of food is lack of money or resources, rather than customary habits, or health or religious factors.

Take note that the question is interested in the quality of the diet, and not the quantity of foods eaten.

Question 4: During the past 12 months, was there a time when your household had to skip a meal because there was not enough money or other resources to get food?

This question enquires about the experience of having to miss or skip a major meal because there was not enough money or other resources to get food. It refers to not eating a meal that would normally be eaten, such as breakfast, lunch or dinner. However, the norm for the number and times of meals varies from culture to culture and from household to household.

Question 5: During the past 12 months, was there a time when your household ate less than you thought it should because of a lack of money or other resources?

This question enquires about eating less than what the respondents considered they should have consumed, even if they did not skip a meal (because the household did not have money or other resources to get food). The answer depends on the respondents' own opinion of how much they think they should be eating.

Note that the question does not refer to special diets to lose weight, or to follow for health, religious or other reasons.

Question 6: During the past 12 months, was there a time when your household ran out of food because of a lack of money or other resources?

This question refers to any experiences when there was no food in the household (not just staple foods, such as maize, rice or cassava) because respondents did not have money, other resources, or any other means to get food. This question refers to an insufficient quantity of food, not quality.

Question 7: During the past 12 months, was there a time when your household was hungry but did not eat because there was not enough money or other resources for food?

This question asks about the physical experience of feeling hungry, and specifically, feeling hungry and not being able to eat enough (because of a lack of money or resources to get enough food). It does not refer to special diets followed for health purposes, such as to lose weight, or fasting for health, religious or other reasons. Note that the question refers to an insufficient quantity of food, and not quality.

Question 8: During the past 12 months, was there a time when your household went without eating for a whole day because of a lack of money or other resources?

This question asks about a specific behaviour: not eating anything all day (because of a lack of money and other resources to get food). It does not refer to special diets followed for health purposes, such as to lose weight, or fasting for health or religious reasons. The question refers to an insufficient quantity of food and not quality.

17.5 Part D: Completing the Household Water Insecurity Questions

Introduction

Water security, as defined by Grey and Sadoff (2007), is “the availability of an acceptable quantity and quality of water for health, livelihoods, ecosystems, and production, coupled with an acceptable level of water-related risks to people, environments, and economies.”

This definition emphasizes the importance of water security for both personal and economic spheres. Indeed, it refers to access to sufficient and safe water for personal and domestic purposes, such as washing and drinking, as well as the availability of water for productive activities, such as agriculture, fishing, and other businesses.

In the context of increasing demand for water coupled with uncertainty caused by climate change, measuring water security is key for identifying vulnerable areas and targeting interventions efficiently.

A review of the literature on water security measurements by Ottaviani and Staddon (2021) reveals the existence of two main types of metrics: experiential scale-based metrics and resource-based metrics. Experiential scale-based metrics mainly focus on measuring the household’s water experience and its impact on human well-being, typically from a water, sanitation, and hygiene (WASH) perspective. Resource-based metrics, instead, focus on measuring access to freshwater resources at a regional or basin level.

While resource-based metrics can be used to measure all aspects of water security encompassing both personal and productive uses, they require access to several data sources including administrative records, satellite images, national and subnational statistics, and hydrological modelling. On the other hand, experiential scale-based metrics only require relatively easy-to-collect household survey data. However, according to the review by Octavianti and Staddon, the study by Hailu, Tolossa, and Alemu (2020) is the only one attempting to develop a household water security index, including both personal and productive aspects. This index required an extensive questionnaire and was only implemented in a small-scale study in Ethiopia.

Water Security Module

The module is designed to elicit households’ perceptions and experiences of water availability throughout the year.

Collecting this data at the national level and as part of a comprehensive household survey has several benefits. These include the possibility of exploring the links between water insecurity, poverty, and other forms of deprivation and the opportunity to identify areas where water insecurity is more prevalent.

Finally, this data can be used to compute a household-level water security index, which captures all the major aspects of water security.

S/No.	Questions	Response Codes	Sector	Insecurity Domain
Q1	During the past 12 months, was there a time when you or others in your household were worried you would not have enough water (in quantity and quality) for DOMESTIC needs? (drinking, cooking, cleaning, washing, bathing, etc.)	Yes=1 No=2	Domestic	Worry
Q2	In the past 12 months, was there a time when you or others in your household were thirsty but did not drink because of a problem with water (unavailable, too far, dirty, unsafe, expensive)?	Yes=1 No=2		Insecurity experience - Drinking
Q3	In the past 12 months, was there a time when you or others in your household had to restrict the use of water for cooking (cleaning vegetables, soaking of rice, etc.) because of a problem with water?	Yes=1 No=2		Insecurity experience - Cooking
Q4	In the past 12 months, was there a time when you or others in your household had to go without washing their hands, faces or body because of a problem with water?	Yes=1 No=2		Insecurity experience - Washing
Q5	In the past 12 months, was there a time when you or others in your household had to go without cleaning (floor, dishes, clothes, household linen, etc.) because of a problem with water?	Yes=1 No=2		Insecurity experience - Cleaning
Q6	In the past 12 months, have you or anyone in your household worried that you would not have enough water (in quantity and quality) for PRODUCTIVE needs? (crop/fish farming etc)	Yes=1 No=2	Productive	Worry
Q7	In the past 12 months, has your household’s agricultural (crop, livestock, or fish farming) production suffered because of problems with water (unavailable, too far, dirty, unsafe, expensive)?	Yes=1 No=2		Insecurity experience - Agriculture
Q8	In the past 12 months, has your household’s non-agricultural economic activity suffered because of problems with water?	Yes=1 No=2		Insecurity experience - non-agriculture
Q9	In the past 12 months, has anyone in your household had to temporarily migrate to another region or place (for at least one month) because of a problem with water (e.g. dry season migration)?	Yes=1 No=2		Insecurity consequence/adaptation - Migration
Q10	In the past 12 months, were you household’s decisions with respect to agriculture and livestock restricted by problems with water?	Yes=1 No=2		Insecurity consequence/adaptation - Decision making
Q11	In the past 12 months, was there a time when you or others in your household had any conflict or felt social relations were deteriorating with neighbours or community members because of problems with water related to domestic or productive uses?	Yes=1 No=2	Combined	Conflict, social consequences
Q12	In the past 12 months, have you or anyone in your household felt excluded from decisions related to water access for domestic or productive use?	Yes=1 No=2		Governance
Q13	In the past 12 months, have you or anyone in your household worried about climatic events (drought, floods, cyclone, heat wave, etc.) impacting your access to water (in quantity and quality) for domestic or productive use?	Yes=1 No=2		Climatic uncertainty

17.6 Completing the Food and Non-Food Prices Questions

Instruction

This Module is to capture the prices of both food and non-food items sold in the community market using the appropriate unit of measure. The supervisor should be courteous and discrete in dealing with the respondents. He/she should impress upon the respondents that the prices collected are mainly for statistical purposes and will neither be used for the purposes of taxes nor price control. In the rural areas, this data should be collected on a market day. If Communities A and B access the same market, the market should be read for one of the two Communities and replicate for the other Community.

You are not expected to bargain for reduction in the stores. However, in the open market, where there are items in containers and heaps, and as the normal practice of “jara” or “ntusou”, you ask the respondent to do the same for you. Record only market prices, i.e. the price at which the buyer is prepared to buy and the seller too prepared to sell.

Where there are two or more items in a code, for instance 011 – Maize ground/Corn dough, choose one item that ordinary shoppers are likely to buy and maintain it for the three observations. The entire data should be collected on the same day. The same products should be used for the three observations. The three observations should be taken from three different respondents at different locations in the market.

The supervisor should weigh the items in metric units at each observation. When the items are in packets, the number of elementary units should be stated, for example, 25 pieces of Lipton tea bag in one packet. State the name/brand of the item in tinned and container bottle etc. and record the net weight/volume.

For “Other, specified questions”, specify the most common item in that category found in the market and write the name.

For medical products, write the names of the appropriate item and its market price.

17.7 Definition of Concepts

Item name: A name of the item to be weighed and priced. Examples imported rice, bottle water, evaporated milk, etc.

Brand name: This is the name given by a producer/marketer to a product/service. The purpose of a brand name is to differentiate a particular product or services from other like or similar brands. Examples of brand name of evaporated milk are ideal, carnation, peak, etc.

Item description: This is the vivid description of the item/product/service e.g. brand name, package, weight, etc.

Price: Current market value of item/product/service in Ghana cedis

Quantity: The amount of the unit of measure the item being weighed and priced.

Unit of measure: Specifies the scale and context of a measurement. Basic units of measurements are gram, kilogram, mililitre, litre, yard, etc

17.8 Price data collection

1. Price data collection is undertaken once for each EA or cluster of EAs.

2. Prices are collected across outlets where most goods and services are purchased by households (supermarkets, neighborhood stores, restaurants, business entities, administrative offices and open markets).

3. For every product, both the price and the quantity will be collected 3 times.

4. For packaged products, weights on the labels of the products are recorded.

5. For unpackaged products (sold loose), a weighing scale is used to weigh the items.

6. In supermarkets and department stores, the prices are collected from price tags.

7. In outlets without advertised prices, the outlet owners or employees are asked for the price.

8. Price quotes of renting accommodation are obtained from local landlords.

9. Use scales provided by GSS only to weigh the items.

CHAPTER EIGHTEEN

18 Section 10: Non-Farm Household Enterprises

18.1 Introduction

An enterprise could either be related to farming activities or not (non-farm enterprise). Households operate non-farm enterprises as either primary or secondary sources of income. Average annual earnings generated from non-farm enterprises was GH¢8,034.30 (GSS, 2019). The operation of non-farm enterprises has been a source of employment, mostly self-employed. The 2017/2018 GLSS indicated that there were approximately 3.8 million non-farm enterprises which engaged about 6.6 million people comprising 58.4 percent females and 41.6 percent males (GSS, 2019).

18.1.1 Importance of Non-Farm Enterprise

Non-Farm Questionnaires help Identify the firmographics of non-farm household enterprises and assess the income generation of households in the production of non-farm goods and services. It also helps to determine both the employment characteristics of non-farm household enterprises and the value of production and sales of non-farm household enterprise.

18.1.2 Characteristics of a Non-Farm Enterprise

Non-Farm Household Enterprise.

· must be entirely/partly owned by member(s) of the household,

· should be run or managed by at least a member(s) of the household, and

· should not necessarily be located in the dwelling unit.

Interview any household member who owns and runs non-farm household enterprise.

NOTE: no restriction on the number of persons engaged.

18.1.3 Definition of concepts

Enterprise: this refers to any entity engaged in an economic activity (production of goods or provision of services) with the intention to generate profit.

Household enterprise: this refers to any member(s) of a household engaged in the production of goods or provision of services with the intention to generate profit.

Non-farm household enterprise: this refers to all economic activities engaged by the household other than cultivating of crops and rearing of animals with the intention to generate profit.

This includes manufacturing, handicrafts, repairs, construction, mining and quarrying, transport, trade, communication, community, and personal services.

Principal Activity: This is the main economic activity of the non-farm household enterprise.

To determine the principal activity, identify the main purpose for which the enterprise was established, or the product/service that gives the largest share of the value of output or sales if the business is into a range of products.

Secondary Activity: This is the economic activity that contributes the second highest share of the value of output or sales of the non-farm household enterprise.

Note: After the principal and secondary activities find out if there are more and record them accordingly using same criteria as earlier mentioned.

Operating: This refers to the functioning of the non-farm household enterprise.

Operating period: refers to the duration during which a business or project is active and functioning.

Quantity sold refers to the total amount or number of units of a product, material, or service that has been sold during a specific period.

Materials purchased: refers to goods or substances that a company or individual buys for use in production, manufacturing, or other business activities.

Quantity purchased: refers to the total amount or number of units of a product, material, or service that has been bought or acquired during a specific period.

Fabricated part: Fabricated parts refer to components or pieces that have been manufactured through a process of production. They can be made from various materials such as metal, plastic, wood, or composite materials.

Sales: This refers to the value of goods or services sold out by an enterprise.

Total output: refers to the overall quantity or volume of goods or services produced by a company or industry within a given period.

Rent receivables refers to the amount of rent owed to a landlord by tenants but not yet collected.

Estimated value refers to the approximate worth or valuation of an asset, property, investment, or any other item.

Gross receipts: are the total amount an enterprise received from all sources during its annual accounting period, without subtracting any costs or expenses.

Other expenditure on articles for resale refers to any additional costs incurred by a business related to the purchase or purchase of stock intended for resale.

Gross profit: refers to the revenue an enterprise makes after deducting the direct costs of producing or acquiring the goods sold or services provided.

Wholesale: refers to sale of goods in large quantities at lower prices to retailers, businesses, or other organizations rather than to the final consumer.

Retail: refers to the sale of goods to individual consumers for personal use or consumption.

Product code: refers to the unique identifier assigned to each finished /manufactured product which is ready to be marketed or for sale.

Revenue: This refers to the total amount of money received from carrying out business operations. The revenue accrued could either be related to the core or non-core (investment) operations of the business.

1) Business revenue: Returns from sales of goods and services of a non-farm household enterprise.

2) Interest revenue: Returns from investment in the form of savings, T-bill, and other money market investments.

3) Dividend revenue: Returns from investment in the form of shares.

4) Rental revenue: Cash received from renting out a property.

5) Revenue on Capital: The difference between the value of the asset and its current price without any improvement on the asset.

6) Royalties or Licensing revenue etc: Cash received from renting non-produced assets such as land, oil well, intellectual property rights, etc.

Capital: This refers to financial and physical assets, and other resources invested in an economic activity.

Capital is the assets and liabilities that the entity must operate its activities and consists of debt (borrowings, debentures, loans, bond issue, etc.) and equity (shares or owners’ contribution) which is an ownership share in the enterprise and claim to its future cash flows and profit. Capital means the assets and liability in a business. Capital may therefore consist of cash, machinery, receivable accounts, property, or houses. Capital may also reflect the capital gained in a business or the assets of the owner in the non-farm enterprise.

Principal of a loan: This refers to the original sum of money borrowed.

Interest on loan: This refers to an amount paid in addition to the principal sum.

Persons engaged in the enterprise: These are people who carry out various kinds of work in the enterprise. They may be paid employees, employers, own-account workers, unpaid family workers, apprentices, etc. Some may work full-time or part-time on a regular basis, others may work intermittently, such as seasonal workers or casual daily labourers.

Permanent worker: This refers to an employee working for an indefinite time period.

Temporal worker: This refers to an employee working for a fixed term of contract.

On-the-job training: this refers to training given to a worker where he/she acquires new skills, knowledge, and competencies.

This is a training given to a paid employee while he or she is engaged in productive work and that provides knowledge and skills essential to the full and adequate performance on the job or in the enterprise. This may be done internally or outsourced to an outside firm and in this case, the job training done outside the enterprise or within.

Paid leave: refers to an employer allowing a worker to be absent from work during which he or she receives normal payment and benefits.

Sick leave: refers to an employer allowing a worker to be absent from work for medical reasons during which he or she receives normal payment and benefits.

Contract: refers to a written or verbal agreement between an employer and employee

Borrowing: This is the act of accepting money that is not the nonfarm enterprise own on the understanding (on contractual agreement) that it will be paid with interest later specified in the agreement. The contractual agreement can be verbal or written.

Hours worked: The hours of work related to any period spent by persons in the performance of activities that contribute to the production of goods and services within the general production boundary as defined by the United Nations System of National Accounts. However, Hours worked is the typical value of hours worked in a job. This excludes travel time to work and break times.

There are other measures of hours of work in labour force surveys that are generally distinguished: usual hours of work, actual hours worked, and normal hours of work.

Unpaid family workers: An unpaid family worker is a person who works without pay in an economic enterprise operated by a related person living in the same household. Where it is customary for young persons to work without pay in an economic enterprise operated by a related person who does not live in the same household, the requirement of “living in the same household” may be disregarded (United Nations, 1980).

Casual worker: this is described as informal labour on call and worked for a few hours or a few days they are not permanent employees of the enterprise and are usually not given a written work contract.

Apprentice: This is a person who is learning a trade or skill. Apprenticeship is widespread in many countries, taking various forms in different countries. Apprenticeships may even differ from branch to branch of economic activity within a given country. Apprentices may be directly engaged in producing goods and services or may simply be learning by observation the master without performing any significant productive tasks. They may be paid a wage or salary under a written or oral contract. Others may be given meals or living quarters or special tuition, in compensation for the work done or as an allowance unrelated to the work performed, whiles others may not be paid at all and in some cases, may actually be paying a fee in return for the acquired skill or knowledge to the master.

Wage: Payment made to a worker, normally at a fixed rate per hour, day, or week (and usually paid weekly)

Note: wages should relate to the employees' gross remuneration; that is the total amount before deductions are made by the employers in respect of taxes, contributions of employees to social security and pension schemes, life assurance premiums union dues, and other obligations of the employees. Record the total amount in cash and in-kind.

‘’In-kind’’ payment means that the cost to the employer in terms of goods and services either than cash or physical money payment by the enterprise. Note that in recording ‘’in-kind’’ payment it should be valued at the current market price.

Salary: Salary is associated with employee compensation quoted on an annual basis and paid on monthly basis either directly to the employee’s bank account or by cheque.

Note: Salaries should relate to the employees' gross remuneration; that is the total amount before deductions are made by the employers in respect of taxes, contributions of employees to social security and pension schemes, life assurance premiums, union dues, and other obligations of the employees. Record the total amount in cash and in-kind paid by the enterprise to the employee. Note that the in-kind payment should be valued at the current market price.

Skilled worker: A worker with adequate skills set or economic value for the work performed or trained for. A skilled worker usually has educational attainment or training relating to the work performed.

Unskilled Worker: A worker with a limited skill set or minimal economic value for the work performed or untrained for the work performed. Unskilled worker usually has lower educational attainment, limited or no training relating to the work performed.

EXPENDITURES:

Total cost of ingredients: This is the cost incurred in purchasing the inputs or the materials for the preparation of a meal. Record the total cost of all the ingredients used in preparing the meal.

Cost of inputs: Cost of Inputs are the raw materials cost use for the preparation of the meal. In food preparation input cost are also referred to as cost of ingredient.

OTHER REVENUE

Delivery of goods sold: This is revenue derived from after sales service in relation to transporting the goods sold to the customer. These are normally related to carriage of the goods from the seller’s premises to the customers designate destination.

Provision of other services: This is the revenue related to other services provided by the enterprise to the customer or other institutions NOT individually classified.

Rental of buildings: These are Rents payments received for the use of building belonging to the enterprise by other people or institution. Rents should be recorded net of expenses.

Rental of machinery and transport equipment: These are Rents payments received for the use of machinery and transport equipment belonging to the enterprise. Rents should be recorded net of expenses.

Commissions received: commission, also known as sales commission, is a payment given to employees based on the sales they make. Commission is often calculated as a percentage of the value of a sale. Commission received therefore is the amount of commission that the enterprise received sales they make for other enterprise, institution or person.

Royalties, copyright, etc belonging to the enterprise; Royalties and copyright are receipts from writings, right to make use of inventions, etc. (i.e. patented or copyright materials) of the non-farm enterprise in question.

Storage and handling fees: these are receipts or fees charges by the non-farm enterprise in relation to storage and handling of other institution or people goods.

Inspection and valuation fees: The valuation fee is a fee paid to a certified practitioner to cover the cost of preparing a valuation report. A valuation is carried out by a value on behalf of a bank or mortgage lender and is often based on available data about the property and recent sales of other similar properties in the local area.

Sale of scrap: these are revenue derived from the sales of plant and machinery, motor vehicles, consumer durable assets and other fixed assets except building and land belonging to the enterprise whose useful economic life has expired and cannot be use for the purpose for which they were produced.

Gain on sale of fixed assets: This is the excess receipt in sales of the asset over the carrying amount of the asset. Carrying amount of the asset is purchasing price of the asset plus revaluation amount less all accumulated depreciation and any accumulated impairment charges. Subtract this carrying amount from the sale price of the asset. If the remainder is positive, it is gain on sales of the asset in question. If the remainder is negative, it is a loss on the sales of the asset in question.

Taxes: A compulsory contribution to state revenue, levied by the government on workers' income and business profits, or added to the cost of some goods, services, and transactions for which it rendered no direct services or goods to the taxpayer. This exclude market tolls, local government charges, entrance fee to some premises like market or lorry station and road toll since this payment are made for the use of the asset for which it is collected. Example of taxes can be look at as direct tax for example income tax which is paid on Pay as You Earn (PAYE) bases and indirect tax for example Value Added Tax and Sales tax.

Rents on land and buildings: Also refers to a “Rents Receivable” (rooms, residential accommodation)

is income derived by non-farm enterprise on its buildings and land use by other enterprise, establishment and people during the reference period and need to be accounted for as revenue element in their production activities. “Rents Receivable” can be made in relation to machinery and equipment and is income derived by non-farm enterprise specifically on rental of its machinery and equipment to other enterprise, establishment, and people during the reference period under consideration.

Raw materials: These are the inputs that must be process during the production process into other products or article for final consumption or intermediate goods for further processing. Raw materials are considered in most cases to be in their primary states for example sugar cane for production of alcohol molasses and sugar cube. Cotton to produce tread that will be weaved to form cloth. However, people refer to semi process articles that will be process further to final consumption product also as raw material. This is included in this aggregate as raw material.

Travelling and Transport (T&T): This is an amount paid to the workers or employees to offset their expenditure for travelling and transport to transact business or to carry out official duty on behalf of the non-farm enterprise. It usually paid as allowance and may not cover the entire cost or in most cases be more than the cost incurred by the claimer.

Wage Earnings: The concept of earnings relates to remuneration in cash and in kind paid to employees, as a rule at regular intervals, for time worked or work done together with remuneration for time not worked, such as for annual vacation, other paid leave, or holidays. Earnings exclude employers' contributions in respect of their employees paid to social security and pension schemes and the benefits received by employees under these schemes. Earnings also exclude severance and termination pay. Statistics of earnings should relate to employees' gross remuneration, i.e. the total before any deductions are made by the employer in respect of taxes, contributions of employees to social security and pension schemes, life insurance premiums, union dues and other obligations of employees.

Fuel and lubricants: These are fuels or lubricants that do not enter the product as input but are used to make the machines use in the production process to function effectively. Fuels of this nature are used to generate electricity to power the machines and equipment used to produce the enterprise products, whiles the lubricants are used to reduce wear and tear at the joints of such production equipment and machines. Note that it is expenditure on fuel and lubricants which is to be captured here. Oil used as raw material for production should NOT be included here. For example, frytol use to fry Agbeli Kanklo is not part of fuel and lubricant but if palm kennel oil is used to lubricate the joint of an equipment or machine of the enterprise, the palm kennel oil should be included here.

Electricity: Expenditure made by the enterprise on electricity.

Water: Expenditure made by the enterprise on water.

Telephone-mobile & fixed line: This is expenditure made in relation to communication either through mobile phones or fixed line phones.

Printing/stationery/postage/packaging: These are expenditure on printing of materials, stationery like pen, clip pines, tonner, etc as well as postage, packing of produce and raw materials of the enterprise.

Spare parts: Expenditure on the parts of the equipment and machineries purchased to maintain the equipment and machineries of the non-farm enterprise.

Repairs/maintenance of fixed assets: Payments made during the reference periods on the repairs and maintenance of various assets of the non-farm enterprise. For example, repair of water tanker.

Lease of machinery or transport equipment: This is a contractual agreement where the lessor, who is the owner of the equipment, allows the lessee in this case the non-farm enterprise to use the equipment for a specified period in exchange for periodic payments. Examples of equipment or machines leased are vehicles, factory machines, transport equipment etc.

Advertising/computer service: Advertising/computer service cost of the enterprise relates to the promotion of a product, brand, or service to a viewership to attract interest, engagement and sales and the cost incurred by the enterprise to maintain or to receive other computer related services in the enterprise.

Bank charges (exclude Bank interest charges): The term bank charges refer to any charges imposed by financial institutions on their personal and business customers for account set-up, maintenance, and minor transactional services. These fees may be charged on a one-time or ongoing basis and do not include the interest paid on loans and withdrawal over the limit set for overdraft by the bank customers.

Training: Expenditure made by the enterprise to train its personnel. This includes funding the personnel’s further education and include on the job training in-house or outsource to training firms.

Treatment/disposal of waste products: This refers to cost incurred during the reference period in treating and /or disposal of the waste from the enterprise.

Uniform and clothing: This expenditure refers to cost incurred on providing working uniform and protective gears like helmet, boot, hand glove, overall, etc. intended to be consume during working period in the enterprise.

Accident claims: This is expenses on the claim relating to industrial accident or occurs when the claimant is on official duty.

Agency fees, commission’s receivable (e.g. estate agents, lotto receivers, insurance agents, sales agents, etc.) see definition for commissions received.

Receipts (Sales) from freight transport: these are income derived from freight transport activity (e.g. haulage trucks, vehicles for conveying sand, refuse, etc.).

18.2 Part A: Completing the Basic Characteristics of Non-Farm Household Enterprises

Question 1: WRITE TOTAL NO. OF NON-FARM ENTERPRISES FROM SECTION 6 Q.10

Now I would like to ask you about the enterprises ...... (NAME OF NON-FARM ENTERPISES FROM SECTION 6 Q.10)

For which you are responsible. These are .... REFER TO PRE-FILLED COLUMNS 1-3

This is to list the number of non-farm enterprise(s) own by the member(s) of the household. The total non-farm enterprises own by the responding household to this questionnaire can be obtained in (SECTION 6 Q.10) this will serve as a consistency check.

Question 2: NAME OF ENTERPRISE (FROM SECTION 6)

Carefully obtain the name of the enterprise from the respondent. Where the enterprise does not have a labelled name use the name of the owner. For example, PAUL ADEJE PROVISION SHOP, KWAMENA SHOE SHOP, ETC.

Question 3: PERSON WHO OWNS THE ENTERPRISE (MULTIPLE RESPONSES)

This refers to the owner of the non-farm enterprise, the owner must be the legal owner of the enterprise. Record the ID of the owner. Note that joint ownership is also included. If the enterprise is owned by two or more household members, record the IDs of the household members who own the enterprise. Do not include non-household members who are partners of the enterprise.

Question 3a: PERSON RESPONSIBLE

CODE 99 IF NON-HOUSEHOLD MEMBER

The person responsible for the non-farm enterprise might be different from the owner or can be the same as the owner depending on whether the owner run the daily activities of the enterprise himself/herself. The person responsible for the day to day running of the enterprise is the person responsible. If such person is different from the owner of the enterprise, then the person responsible is the one running the daily activity of the enterprise than the owner of the enterprise. CODE 99 IF NON-HOUSEHOLD MEMBER.

Question 4: PERSON INTERVIEWED

This is the respondent to the questionnaire. This must be a member of the household.

Question 5: What is the principal activity of this enterprise?

The PRINCIPAL ACTIVITY of an enterprise is the main activity carried out by the enterprise. In case the enterprise carried out two or more activities, the principal activity is the one that bring or generate the most income to the enterprise. Whiles the secondary activity brings the second highest income to the enterprise.

For example, Mr. Asiedu is a carpenter who makes tables and chairs and sells second-hand clothes at his carpentry shop. This is one enterprise engaging in two activities. Ask the respondent which of the activities brings the greatest income to the enterprise. If it is the carpentry activity, we give the principal activity as Manufacture of furniture and code 3100.

Question 6: What is the secondary activity of the enterprise?

This question seeks to request the secondary activity which is the activity that brings the second highest income or value of output put to the enterprise. The economic activity that contributes the second highest share of the value of output of the establishment.

Question 7: How long has this enterprise been in existence?

RECORD IN MONTH IF LESS THAN 1 YEAR BUT IF MORE THAN 1 YEAR RECORD MONTH AND YEAR

This question targets the age of the enterprise and the length of time the enterprise has been operating. Note that enterprise may fail to operate during certain periods, those periods should be excluded.

Question 8: During the past 12 months, how many months did the enterprise operate?

Note: that enterprise might be establish but might not operate during some period and this can happen during the past 12 months. An enterprise is said to be operating if it is engaged in trade or producing during the period in question.

(IF LESS THAN A MONTH, RECORD 00) otherwise record the number of months in the past three month the enterprise has operated.

Question 8a: During the past 2 weeks, has the enterprise been operating?

This question seeks to find out if the enterprise has been in operation for the past 2 weeks

Question 9: Does the revenue from this enterprise belong entirely to the household?

This question tries to find out if the enterprise entirely belongs to the owner.

Question 10: What percentage of the revenue from this enterprise comes to the household?

Here, if the enterprise does not belong to only one owner, then the question tries to find out the proportion of the income received by the household member owing the enterprise.

Question 11: Is this enterprise registered with any government agency?

The registration refers to here is official registration with regulatory bodies, tax authorities and local government agencies. The question seeks to find out if the non-farm enterprise has register with such bodies like Ghana Revenue Authority, Standards Authority, Food and Drugs Authority, Environmental Protection Agency, Registrar General’s Department, Metropolitan, Municipal and District Assembly and other (Specify).

Note: that this is a multiple response question and can select more than one response that is applicable.

If the other is selected, the list provided below will be populated for selection based on what the respondent says.

Question 12: What was the main difficulty faced in establishing this enterprise?

The question seeks to find the difficulties face by the entrepreneurs in establishing their enterprise which might range from capital through availability of tools, government regulations, technical know-how to financial supports. This question is trying to find out from the owners of the enterprise or the respondent to the questionnaire the most serious difficulty face when establishing the non-farm enterprise.

Question 13: What was the main source of capital in setting up this enterprise?

This is referring to the sources from which the entrepreneur derives the capital for the non-farm enterprise in question. the sources ranges from household savings, bank loan, support from religious bodies, borrowing from friends and so forth. The question is requesting from the respondent the main source among the various sources that the entrepreneur derive his/her capital for the non-farm enterprise in question.

Household member savings refers to the amount of money or financial resources that individual members of a household set aside or save for future use. This includes savings in various forms such as cash, bank accounts, investments, or any other financial instrument.

Bank Loan is a financial arrangement where a borrower receives a sum of money from a bank with the agreement to repay the loan amount, typically with interest, over a specified period.

Remittances from abroad refers to the funds or monetary transfers that individuals or households receive from family members, friends, or acquaintances who are living and working in another country.

Proceeds from family farm refers to the income or revenue generated by a family-owned and operated farm. This income can come from various sources related to agricultural activities and may include crop sales, Livestock sales, Dairy production, Poultry farming etc.

Proceeds from family non-farm enterprise refers to the income or revenue generated by a business or entrepreneurial activity that is not related to farming. This could include a wide range of non-agricultural businesses or enterprises that a family owns and operate.

Income from family property refers to the revenue or earnings generated from properties owned by a family. This can come from various sources and may include rental income, Land leasing, real estate investment, dividend income etc.

NGO support refers to assistance, aid, or resources acquired from a Non-Governmental Organization

Member of parliament support refers to assistance, aid, or resources received from a member of parliament. MPs may facilitate access to government grants or programs designed to support small businesses and entrepreneurs. These grants could cover startup costs, equipment purchase, or other business-related expenses.

Town development support refers to assistance, initiatives, or programs provided by local authorities or town development agencies to support individuals or entrepreneurs in establishing and developing businesses within a particular town or community. The goal is to stimulate economic growth, create job opportunities, and contribute to the overall well-being and vibrancy of the local economy.

Church assistance support refers to assistance, aid, or resources received from a church.

Microfinance institutions (MFIs) are organizations that provide financial services, including loans, savings, and insurance, to individuals and small businesses, particularly those in low-income or poor communities. The primary objective of microfinance is to promote financial inclusion and empower people who may not have access to traditional banking services.

Money lenders, also known as informal lenders, are individuals or entities that provide loans to borrowers but are not part of the formal banking or financial system. These lenders operate outside of traditional banking institutions and may offer loans to individuals or businesses who may have difficulty obtaining credit through conventional channels.

Relatives and friends refer to individuals who are connected to each other through familial or personal relationships. Relatives are family members, such as parents, siblings, grandparents, aunts, uncles, and cousins, who share a common ancestry or are related by blood or marriage. Friends, on the other hand, are individuals who share a mutual affection, camaraderie, and personal connection but are not bound by familial ties.

Cooperatives are organizations that are owned and operated by a group of individuals for their mutual benefit. Members of a cooperative pool their resources, share ownership, and participate in decision-making processes to achieve common goals. The primary purpose of cooperatives is to meet the economic, social, and cultural needs of their members.

Telcos refer to telecommunications companies are entities that provide communication services, including voice and data transmission, over long distances.

Government agencies also known as governmental agencies or government departments, are organizations established by a government to carry out specific functions, deliver public services, and implement policies and programs. These agencies operate within the framework of the government's legal and regulatory authority and are responsible for administering and managing various aspects of public administration.

Question 14: What are the terms of this capital?

This question is to obtain the form of the capital use to establish the nonfarm enterprise. The form of the capital may be a loan, proceed from sales of one’s assets, or a gift from various sources as a support or any other reason. The form of the capital is regarded as self-finance when the form of generating the capital comes from the entrepreneurs’ own fund source whiles it is a loan when the fund source is borrowing by the entrepreneur, it becomes a gift when the fund is given to the entrepreneur without quid pro quo (that is, which the entrepreneur has also not work or provide any goods and services for in return).

Question 14a: During the past 12 months, was there a time that this enterprise needed a loan while in operation?

This question seeks to find out if there was a time that the enterprise needed a loan to support it while in operation.

Question 15: During the past 12 months, has this enterprise tried to obtain a loan from banks, and other financial institutions or any other source? IF Q14a = 2 and Q15 = 3 >> Part B

This question is looking at the ability of the non-farm enterprise to raise operational fund from financial institutions and banks and other sources. The ability of the non-farm enterprise to raise credit from the banks, financial institutions and other sources will promote the ability to operate on large scale. However, most firms do not meet the requirement of the banks and the financial institutions hence are not successful in raising operational funds from such sources. The question therefore required to find out from the non-farm institutions whether they are able and successful in raising credit from the banks and financial institutions in the past 12 months.

Question 15a: What is the main reason for the enterprise not trying to obtain a loan?

This question intends to find out the main reasons why [NAME] is not trying to obtain a loan.

Question 16: During the past 12 months, what has been the main source of loan used by this enterprise?

This refers to institution and various activities that the non-farm drawn its major credit from in the past three 12 months. Select the major institutions or activities options provide from which the non- farm obtains its credit from in the past 12 months. If No credit used skip to PART B. Refer to the explanation of response categories in Q15.

Question 17: During the past 12 months, how much in total has this enterprise borrowed?

This question intends to find out new loans raised by the non-farm enterprise in question in the past 12 months. See the concept for what constitute loan.

Note: loans are borrowings. This is not only from official financial institutions alone but including loans from friends, relatives, non – financial institutions.

Question 17a: How much will enterprise pay for the loan and interest?

This question intends to find out how much in total the non-farm enterprise in question will pay for the loan.

Question 17b: How long will enterprise repay the loan?

This question intends to find out how long it will take the non-farm enterprise in question to repay the loan.

Question 18: During the past 12 months, how much of the total loans (Principal & Interest) has this enterprise repaid? INCLUDE THE VALUE OF ANY IN-KIND PAYMENTS

The ability of non-farm enterprise ensures the going concern of the enterprise and the financial institution with reduction in the non-serviceable loans. This question looks at how much of the loan of the non-farm enterprise in question was paid in the past 12 months.

Note: that this includes cash payment and the in-kind payment made in the past 12 months.

18.3 Part B: Completing the Persons Engaged and Earnings Questions

This part of the questionnaire tries to gather information on the number of people engaged, their status and classification in the non-farm enterprise business own by the member of the household.

Now I would like to ask you about persons engaged in the enterprise for which you are responsible. These questions are for all non-farm enterprises identified in the household. (See the concept definition on persons engaged).

Question 1: NAME

RECORD ALL NAMES OF PERSON’S ENGAGED IN THE ENTERPRISE

The number of people who have usually worked in non-farm enterprise are number of persons engaged by the enterprise during the period under consideration.

THIS “INCLUDE HOUSEHOLD MEMBERS, APPRENTICES & HIRED LABOUR BUT EXCLUDE PERSON RESPONSIBLE (owner(s)) FOR THE ENTERPRISE. Carefully illicit and account for all categories of the persons that must be included.

Question 2: SELECT HOUSEHOLD MEMBERS and skip to Q8 or NON-HOUSEHOLD MEMBER (99) and continue.

Question 3: What is the age of [NAME]?

This intends to find out the how old is the non-household member.

Question 4: What is the sex of [NAME]?

This question is to find out if the non-household member engaged in the enterprise is a male or female.

Question 5: What is of [NAME’S] relationship to the owner of the enterprise?

This question seeks to find out the relationship of the non-household member to the owner the enterprise.

Question 6: What is [NAME] highest level of education?

This seeks to find out the highest level of education of the non-household member. We would like to know if the non-household member has been to school and his/her highest level of education is either BECE, 9MSLC, SSCE/WASSCE, NVTI, ‘O’ Level, ‘A’ Level, Certificate, Diploma, HND, bachelor’s degree, Postgraduate, Certificate/ Diploma, master’s degree, Doctorate degree

Question 7: What is [NAME’s] Nationality?

This question on the nationality (Ghanaian and non-Ghanaian) intends to have the number of persons engaged in the non-farm enterprise split into Ghanaian workers and non-Ghanaian workers.

Question 8: RECORD IDs OF HOUSEHOLD MEMBERS WORKING IN THE ENTERPRISE

Question 9: What is [NAME’s] status in this job?

The term ‘casual worker’ describes an individual who is not part of a business’s permanent workforce. Casual workers typically supply services on a flexible or irregular basis, usually to meet varying demand for work.

An apprentice is a person who learns a job or skill by working for a fixed period for someone who is very good at that job or skill,

Question 10: What is [NAME’s] skill level?

The question seeks to identify skilled and unskilled persons engaged in the non-farm enterprise. It is to identify workers who have technical knowhow of enterprise and those who carried out manual job or provide helping hand but do not have the technical knowhow but worked in the institution in the past 12 months.

Question 11: Is [NAME'S] work permanent or temporary?

The question is to be asked of people employed in non-farm household enterprises and seeks to know if work is permanent or temporary.

Permanent work is an employment relationship where an individual works for an employer and receives payment directly from them. This type of employment arrangement does not include a set end date.

Temporary work or temporary employment refers to an employment situation where the working arrangement is limited to a certain period based on the needs of the employing organization.

Question 12: Does [NAME] have contract with this enterprise?

The question is to be asked of people employed in non-farm household enterprises and seeks to know if there was a mutual agreement on the terms and conditions of the work between the employer and the employee, either written or oral (verbal).

Question 13: Does [NAME] receive paid/sick leave?

This question seeks to find out if [NAME] receive sick/paid leave.

Paid leave refers to an employer allowing a worker to be absent from work during which he or she receives normal payment and benefits.

Sick leave refers to an employer allowing a worker to be absent from work for medical reasons during which he or she receives normal payment and benefits.

Question 14: Did [NAME] receive any form of on-the-job training?

This intends to know if people employed in non-farm household enterprises receive any form of on-the-job training.

On-the-job training this refers to training given to a worker where he/she acquires new skills, knowledge and competencies.

Question 14a: During the past 7 days, for how many days did [NAME] do this work?

Question 15: On average, how many hours per day does [NAME] work in this enterprise?

This question seeks to find the average number of hour’s persons employed in non-farm household enterprise work in a day.

Question 16: How much does [NAME] receive as wage/salary?

This intends to find the amount persons employed in non-farm enterprises receives as wage or salary. IF CONTRIBUTING FAMILY WORKER, RECORD 00.

18.4 Part D1 (i): Completing the Quantity and Cost of Materials Purchased for Manufacturing, Construction and Mining and Quarrying Activities Questions

· Let the respondent identify the operational period for which he/she can give the data on i.e. daily, weekly, fortnightly, monthly, quarterly, yearly.

· Complete a separate line for each material purchased.

· INCLUDE: All raw materials, fabricated parts, materials, and components used, fuels that enter the product directly, fuel use for generating electricity, etc.

· Record: Description of material purchased, Product code, Unit code, Total quantity, Unit price and Total cost for each type of material purchase. Name of items that are difficult to describe can be stated (example: sand)

18.5 Part D1 (ii): Completing the Value of Production and Sale of Products for Manufacturing, Construction, Mining and Quarrying Activities Questions

For all non-farm enterprises identified

Product code; unique code for product item product

Unit code: code assigned to the unit of measurement.

Total output during the period: output of the enterprise for the entire reference period

Unit price: this is price per a unit (that is a single unit of measurement) of the product.

Value of sales during the period: that is total sales in monetary value terms for the reference period before deduction of taxes and any expenses.

18.6 Part D3 (i): Completing the Quantity and Cost of Materials Purchased for Services Questions

For all non-farm enterprises identified

This section collects data on quantity and cost of materials purchased for services.

· Complete a separate line for each material purchased.

· INCLUDE: All raw materials, fabricated parts, materials, and components used, or fuels that enter the product directly or are used to generate electricity, etc.

Now I would like to ask about the cost of materials purchased for your enterprise.

What operating period can you comfortably give information on your operations?

The operational period is the reference period for which the respondent gives the data for the enterprise. This may be a week, month, or quarterly.

18.7 Part D4: Completing the Cost and Revenue of Enterprise Engaged in Wholesale and Retail Trade Questions

This section collects information on cost and revenue of enterprise engaged in trade activity either in wholesale or retail trade.

18.8 Part D5i: Revenue of Enterprise Which Provide Services Other Than Wholesale and Retail

REVENUE OF ENTERPRISE WHICH PROVIDE SERVICES OTHER THAN WHOLESALE/RETAIL (e.g. Running Transport, Hairdressing, Barbering, Repairing, Exchanging of foreign currency, Estate agents, etc.)

This section collects information on revenue of enterprise engaged in SERVICES OTHER THAN WHOLESALE/RETAIL (e.g. Running Transport, Hairdressing, Barbering, Repairing, Exchanging of foreign currency, Estate agents, etc.).

18.9 Part D6: Completing the Preparation and Sale of Meals (Operating in the Past 7 Days)

These are non-farm enterprise that prepares and sells meals or food.

The reference period for the data collection from this enterprise is the past 7 days.

Question 1: During the past 7 days, has the enterprise been operating?

This question seeks to find out if the enterprise has been in operation for the past 7 days.

Question 2: During the past 7 days, on average how much do you earn from the sale of meals in a day?

This refers to the total amount earned from the sales of meal before deduction of any expenditure in a day. This amount should be the average for the reference period(past 7 days).

Question 3. During the past 7 days, how many days did [NAME] prepare meals for sale?

Number of days for which the meal was prepared and sold in the past 7 days.

Total sales of meals for the number of days operated.

Question 4: Total sales of meals for the number of days operated.

This refers to the total amount earned from the sales of meal before deduction of any expenditure for the number of days operated.

Question 5. During the past 7 days, what was the cost of ingredients purchased?

This refers to the sum of all expenses made after purchasing ingredients for the reference period mentioned.

Noted all ingredients must be added. This is not about the quantity/amount used.

Question 5 and 7 are not the same, Question 5 is about the total cost of ingredients purchased in a day (any of the foods or substances that are combined to make a particular dish) , whiles Question 7, talks about the cost of the following inputs during the past 7 days ( cost of input means other expenses incur in the production process).

Question 6. During the past 7 days, what total cost of ingredients?

There are other cost and revenue tables under non-farm enterprise that need to be filled when completing the questionnaire. Refer to the complete questionnaire since they are like those treated above but deals with different topics of household enterprises.

Question 7: During the past 7 days, what was the cost of inputs?

18.10 Part D7: Completing the Preparation and Sale of Meals (Not Operating in the Past 7 days)

Question 8: In a week (7 days), how much do you usually earn from the sale of meals in a day?

This refers to the total amount earned from the sales of meal before deduction of any expenditure in a day.

Question 9: In a week (7 days), how many days do you usually prepare meals for sale?

This seeks to find the number of days [NAME] usually prepare meals for sale in the past 7 days.

Question 10: In a week (7 days), what is the total sales of meals for the number of days you usually operate?

This intends to find the total amount earned from the sales of meal before deduction of any expenditure in the past 7 days.

Question 11: In a week (7 days), what was the cost of ingredients usually purchased in a day?

This intends to find the total amount of money spent on ingredients used in preparing the food in a day.

Question 12: In a week (7 days), what is the total cost of ingredients usually used?

This intends to find the total amount of money spent on ingredients used in preparing the food in the past 7days.

Question 13: In a week (7 days), what was the cost of inputs usually used?

18.11 PART E: Completing the Other Revenue Questions

Revenue is the total amount of money generated by the sale of goods or services related to a company’s primary business activities.

Question 1: During the past 2 weeks how much revenue has been received from the sale of other goods and services by this enterprise?

This seeks to find the amount of revenue that was received from the sales of other goods and services.

Question 2: During the past 2 weeks, has this enterprise received payments in the form of goods and services?

This seeks to know if the enterprise received any payment in the form of goods and services.

Question 3: What was the estimated value?

This refers to the quantity of the goods and services received.

Question 4: During the past 2 weeks, has any of the goods and services produced by this enterprise been consumed by the household members instead of being sold?

This question seeks to know if the goods and services produced by the enterprise has been consumed by the household members instead of being sold.

Question 5: During the past 2 weeks, what was the value of the products consumed by the household?

This refers to the quantity of the goods and services or products consumed by the household.

Question 6: In 2 weeks, how much revenue is usually received from the sale of other goods and services by this enterprise during a 2-week period?

Here, we want to know the amount of revenue that is usually received from the sales of the goods and services by the enterprise during the 2-week period.

Question 7: Does the enterprise usually receive payments in the form of goods and services?

This question seeks to find how often the enterprise receive payments in the form of goods and services.

Question 8: What was the estimated value?

This refers to the quantity of the goods and services received.

Question 9: Are some of the goods and services produced by this enterprise usually consumed by the household instead of being sold?

This seeks to know if all the goods and services produced by these enterprises are usually consumed by the household instead of being sold.

Question 10: During the past 2 weeks, what is the value of the products usually consumed by the household instead of being sold?

This seeks to find the quantity of the products that are usually consumed by the household instead of selling for the past 2 weeks.

Question 11: How do the gross receipts of this enterprise over the past 12 months compare with the gross receipts for the preceding year?

18.12 Parts E1 and E2: Completing the Other Revenue Questions of Enterprise

In this section, all goods and services should have their values estimated if they are not known by the respondent. Responses on receipts should refer to gross receipts.

First, check the answer given to question 1 (Part C) for the enterprise. If it is 1 (i.e. YES), begin part E quest ion 1, but if it is 2 (i.e. NO), start with part E question 6.

Questions 1 & 2: These questions are based on usual revenue or payments. The questions relate to two weeks preceding the time of interview.

Delivery of goods sold this refers to the revenue that the enterprise receives from transporting the goods to the premises of the client/customer if the cost of transportation is not part of the selling price of the item.

Provision of other services: these are revenue received by the enterprise from rendering some services to the customer that is not already captured. This is for enterprises not engaged in the provision of services as captured in Part D4.

18.13 Parts F1 and F2: Completing the Other Expenditures Questions

For each of the expenditure items listed, ask questions 2 to 7 before going to the next item. If a cell corresponding to an item is shaded, it means that the question does not apply to that item and so do not ask that question. Do not include expenses for the household or for any other enterprise.

During the past 2 weeks, has the enterprise been operating?

Question 2: During the past 12 months, has the enterprise spent anything on................?

In this question, you will identify all the items on which the enterprise has made some expenditure during the past 12 months. If the answer coded is 2 (i.e. No), skip to question 8.

Questions 4-7: In question 4 you will record how often the expenditures were made, and in questions 6-7 record what the amounts were for each listed item in question 1.

Question 4: During the past 12 months, how many times was.................... purchased/ paid?

Question 5: During the past 12 months, how often did you spend on.................?

Question 6: During the past 12 months, on average, how much did you spend on ............. within the period in Q5?

Question 7: During the past 12 months, was ......................... available when you needed/wished to purchase/pay for it?

This question finds out whether during the past 12 months an item availability of the item was when the respondent wanted to purchase it and how often it was not available.

18.14 Parts G1 and G2: Completing the Assets of the Enterprise Question

These assets, on which information is required are listed and pre-coded in the column headed ITEM. Ask questions 1 to 8 for each item on the list, before going onto the next enterprise. The Assets in consideration at this section must solely belong to the non-farm household enterprise.

Question 1: Now I would like to ask about the assets of your First enterprise. Does the enterprise own......................?

This question seeks to find out items the enterprise has owned/undertaken. For each asset the enterprise owns, you should ask questions 2 to 7 before asking questions about the next asset. In this way you would avoid confusing the respondent.

It is possible that the enterprise may not have some of the items on the list. Thus, when the answer to question 1 is option 2 “No” for an item, you don't have to ask the rest of the questions for that item but repeat immediately question 1 for the next item on the list. You only proceed with the other questions when the answer to question 1 is option 1 “Yes”.

If the enterprise occupies a land which is not owned by the enterprise the answer to this question will be ‘No’ for that response. In a situation you have the same kind of assets at different location, the estimation of that assets will vary due to the time and location.

"Other SPECIFY" (code 19) in the "Item" column means that the enterprise may have some other important assets which were not included in the list. Find out by asking the respondent whether the enterprise has any other asset(s) not mentioned in the list. If yes, list any such asset(s) and ask the questions on each item just as you have done for the ones listed. If an enterprise has many units of an item record the first three in the sub-columns numbered 1, 2 and 3.

Example of Machinery

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Examples of Equipment

Examples of tool

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Question 1: Does the enterprise own......................?

Question 2: How long ago did you obtain this …….?

The question seeks to find out whether the asset is paid for or not on yearly basis for consecutively three years. Record the number of years since the asset was acquired. If the item was a donation (gift) to the enterprise, record the time the enterprise received it. If the items are more than one, record the first three under sub-columns 1, 2, and 3 and indicate their respective years of receipt. If less than a year, code 00.

Question 3: What was the value of .................. at the time of purchase?

This question seeks to find out from the respondent the value of the item at the time it was purchased. If the item was a donation (gift) to the enterprise and the respondent does not know the price, record `0' and indicate gift. But if it was given to the enterprise in return for goods or services rendered, then you should find out the value of the goods/services and record this value as the price of the item. If more than one item, record the first three and indicate their corresponding prices/values.

Question 4: During the past 12 months, did the enterprise obtain any...................?

In this question, you are to find out if the enterprise obtained any item during the past 12 months (including gifts).

Question 5: During the past 12 months, what is the value of ..................... purchased? (IF GIFT PUT 0)

In this question, you are to find out and indicate the value of the item purchased in the past 12 months (if gift put 0).

Question 6: For how much can ALL.................... be sold today?

For this question, you are to find out and record the estimated price of the item if they were sold today.

This question finds out if the enterprise shares any asset with the household for household purpose.

The rest of the questions in Part G are a repetition of what you have done for the first enterprise. However, the enterprise concerned is the second so the person(s) responsible for this enterprise should be interviewed.

Note: These assets, on which information is required are listed and pre-coded in the column headed ITEM. Ask questions 1 to 8 for each item on the list, before going onto the next enterprise.

"Other SPECIFY" (code 19) in the "Item" column means that the enterprise may have some other important assets that are not included in the list. Find out by asking the respondent whether the enterprise has any other asset(s) not mentioned in the list. If yes, list any such asset(s) and ask the questions on each item just as you have done for the ones listed. If an enterprise has many units of an item record the first three in the sub-columns numbered 1, 2 and 3.

18.15 Part H: Completing the Consumption, Payments, and Savings of the Enterprise Questions

This section collects information from the respondent(s) on the goods and services produced by the enterprise(s) and how the net income was disbursed.

Question. 1: During the past 2 weeks, has any of the goods and services produced by this enterprise been consumed by the household members instead of being sold?

This question seeks to find out from the respondent whether in the past two weeks prior to the interview, if any of the goods and services produced by the enterprise was consumed by the household members instead of been sold.

Question 2: During the past 2 weeks, what was the value of the products consumed by the household?

This question seeks to find out from the respondent, the value of the products consumed by the household for the past weeks prior to the interview.

Record the monetary value of goods and services consumed by the household in Ghana cedis.

Question 3: How much money from this enterprise usually goes to the household?

In this question, find out from the respondent how much money from this enterprise usually goes to the household. Record the amount per time unit that usually goes to the household. If the amount is not fixed, use the average amount per time unit. This would require that you do some probing.

Question 4: How much money from this enterprise usually goes to owner?

In this question, you will ask the respondent to find out the amount of money he takes for his personal use out of the sale of goods or services produced by the enterprise. Also record how frequent (daily, weekly, fortnightly, monthly, quarterly and yearly) at which he/she normally takes this amount. If the mount is not fixed, use the same procedure as in question 3.

Questions 5-10: In questions 5 to 10, you will find out the amount of money used for purposes other than those mentioned in questions 3 and 4. In questions 5, 7 and 9 you would find out if any money was used for a particular purpose before proceeding to ask for the amount involved.

Question 5: After deducting the business expenditure, do you usually use the income from the enterprise for payments to other households?

Question 6: What is the amount?

Noted if yes move to Question 6. If the respondent responses NO, move to Question 7 since question six is not be applicable to the respondent.

Question 7: After deducting the business expenditure, do you usually use the income from the enterprise for savings for the enterprise?

Note: If response is ‘Yes’ move to Question 8, if the respondent responses NO, move to Question 9.

Question 8: What is the amount?

Question 9: After deducting the business expenditure, do you usually use the income from the enterprise for any other purpose?

Examples of expenditure for any other purpose apart from ones mentioned in Q5 is – hospital, school fees, tithe, Zakat.

Question 10: What is the amount?

CHAPTER NINETEEN

19 Section 11: Income Transfers and Miscellaneous Income and Expenditure

19.1 Introduction

Income transfers play a crucial role in redistributing wealth and providing financial support to individuals and families. It encompasses transfers from household and non-household members or other entities (remittances), financial flows from government assistance programmes and other social interventions. Remittances can be sent through various channels, such as banks, money transfer services, or online payment platforms.

This session deals with remittances made or received by households, an important source of income for receiving households, and contribute significantly to the local economy.

The purpose of this section is to collect information on income transfers, that is, all incomes of members of the household other than that from paid employment, this encompasses financial flows from government assistance programs, social benefits, and transfers from family members or other entities.

Respondent is the head of household or any adult household members.

19.2 Part A: Completing the Remittances Made by Household Questions

Question 1: Is there any member of this household who lives elsewhere?

This question tries to find out whether any member(s) of the household live(s) elsewhere. Example, students attending schools elsewhere or in another town. This also applies to household members who are either students or seasonal workers, as long as they live in the same town. Two options have been provided, option 1, ‘Yes” will allow you continue to question 2 while option two, ‘No’ will skip you to question 3 since question 2 will not be applicable to this respondent.

Question 2: During the past 12 months, has this household sent any money or goods to any member of the household who lives elsewhere?

This question tries to find out whether any money, and or goods (that which is produced, then traded, bought, or sold, then finally consumed by the household to any individual member of the household living elsewhere (outside the home or dwelling) within the reference period of 12 months. Even if one member of the household sent money or goods/ money and goods to anyone one within the period, report on it. What was sent could be money, goods, or both. Select from the three options the response given by the respondent.

Question 3: During the past 12 months, is there anyone else who is not a household member to whom this household has sent money or goods?

This question is about non-household member(s), and institutions who received remittances from the household in the past 12 months.

Note: If answers to Questions 1 and 3 are ‘No’ Skip to PART B Question 2;

If answers to Questions 2 and 3 are ‘No’ Skip to PART B Question 1

Questions 3a: During the past 12 months, how was this money or goods sent?

Bank transfers: (cheques, drafts, direct deposits, etc) record (A) if the respondent indicates that the sending was done through the banking system.

Post office is a facility or establishment where postal services such as sending, receiving, sorting, and delivering mail and parcels are carried out. These services may include selling postage stamps, handling packages, providing post office boxes for rent, and offering various mailing and shipping options.

Agent/Courier refers to means of transfer where there is a third party, be it an individual or a company service involved in the transfer process. Record C.

Friends/Relations as code D should be recorded if the money was sent through a friend or a relative.

Sent/collected in person: This means that the item or document is picked up directly by someone, rather than being delivered to them. The person goes to a specific location to retrieve the money/goods.

Taken by receiver: refers to a situation where a member of a household who is a migrant returns home to receive remittances meant for him/her.

MMT: Remittances by Mobile Money Transfer refer to the process of sending money from one individual to another using a mobile phone, typically facilitated by a mobile money service provider.

Interpersonal Informal: A situation where money is given to an individual in country A for the purposes of buying an item or delivering an item to another individual country B without sending money over to that country as payment while the item is delivered in country B. For instance, buying rice from a company in Nigeria and making payment to a representative of that company in Ghana. It can also happen within a country. Record K if this response is provided.

Question 4: LIST EACH PERSON’S NAME TO WHOM CASH AND / OR GOODS WERE SENT BY THE HOUSEHOLD (IF NAME NOT A HOUSEHOLD MEMBER >> 6)

List the names of all persons who have received remittances from the household.

List names of both household members and non-household members here. Take note that after writing the names of non-household members, question 5 should be skipped, and proceed to ask non-household members question 6 and the remaining questions.

Question 5: ID CODE IF PERSON IS AN ABSENT MEMBER OF THE HOUSEHOLD, THEN (>>8)

Absent members of households are usual household members who were not present at the time of the interviewer’s visit. Examples of such persons are students in boarding house, children who are learning trade in an institution, etc. Information on these people had already been captured on the household roster so indicate whether the person’s ID number is in this column and proceed to question 8.

Question 6: IF NOT A HOUSEHOLD MEMBER, RELATIONSHIP TO THE HOUSEHOLD HEAD.

Select an appropriate relationship code for all non-household members identified in question 4 and indicate how they are related to the head of the household.

Question 7: SEX

Indicate the sex of those identified in question whether they are males or females by selecting 1 for male and 2 for female.

Question 8: Were these remittances made on a regular basis?

Record No if the remittances do not follow any pattern but done occasionally and for that matter cannot be said to be regular.

Question 9: IF Q8=1 TO 5 ASK

What was the total amount of cash sent or given to this individual at each time.

This question is asking for the specific amounts of money that were transferred or handed over to a particular person on each occasion.

IF Q8=6 ASK

What was the total amount of cash sent or given to this individual during the past 12 months?

IF NO CASH RECORD 00 AND (>>11)

Write down the total value of cash sent in Ghana Cedis. Take note and skip this question to question 11 if what was sent was not cash but goods.

Question 9a: In the most recent remittance sent, what was the cost incurred by the sender? (IF DON’T KNOW CODE DK)

This question seeks to find out the extra cost incurred by the remitter or the sender in remitting the household. Record the response in Ghana cedis

Question 10: What was/were the main purpose(s) for sending the money/goods? (IF DON’T KNOW CODE DK)

Record in order of importance the 4 main uses of the cash sent to a member of the household. If the money sent was meant for one or two uses, record only the uses that the respondent mentions. Seventeen response categories have been provided.

Question 10a: Who in your household usually sends these money/goods?

This question seeks to find out from the respondent, the household member who usually send money. If multiple people send money to the household, ask the respondent to identify the person who sends money most frequently.

Question 10b: Who mainly decides on how much money to be sent?

This question seeks to find out from the respondent, the household member who usually decides the amount of money to be sent.

CODE 77 IF REMITTER AND 88 FOR OTHER NON-HOUSEHOLD MEMBERS

Question 11: During the past 12 months, what was the total value of food sent or given to this individual? IF NO FOOD, CODE 00

Write down the total value of food sent during the past 12 months in Ghana Cedis.

Question 12: During the past 12 months, what was the value of other goods (non-food items) sent or given to this individual? IF NO GOODS, CODE 00

Write down the total value of non-food items sent during the past 12 months in Ghana Cedis.

Question 13: Does the recipient live in Ghana?

Two options have been provided, option 1, ‘Yes” will allow you continue to question 13a while option two, ‘No’ will skip you to question 13c since question 13a and 13b will not be applicable to this respondent.

Question 13a: In which region does this recipient live?

Indicate the region in which the recipient lives from the list of regions.

QUESTION 13b: In which district does this recipient live?

Select from the list of all districts in a selected administrative region that will be displayed.

Question 13c: In which country does this recipient live? LIST OF COUNTRIES will be displayed.

Indicate the country in which the recipient lives from the list of countries.

Question 13d: Will you have to repay these?

This question is asking whether a certain type of financial assistance, like a loan, grant, or benefit, needs to be paid back in the future.

19.3 Part B: Completing the Remittances Received by Household Questions

Question 1: During the past 12 months, has this household received or collected money or goods from…..? [NAME OF ABSENT HOUSEHOLD MEMBER]

Question 2: During the past 12 months, has this household received or collected money or goods from any other individual.

Option 1, 2 and 3 ‘Yes” allows you continue to question 3 while option 4, ‘No’ will skip you to Part C since it will not be applicable to this respondent.

Specifically deals with all non-household members who have remitted the household any money, goods, or food items.

Question 3: List each person’s name from whom household received money or goods.

Question 5: IF NOT A HOUSEHOLD MEMBER, SELECT RELATIONSHIP TO THE HOUSEHOLD HEAD.

Select an appropriate relationship code for all non-household members identified in question 3 and indicate how they are related to the head of the household.

Question 6: SEX

Indicate the sex of those identified in question whether they are males or females by selecting 1 for male and 2 for female.

Question 7: Were these remittances made on a regular basis?

This question seeks to find out from the respondent, how frequently they receive remittances.

Question 8: Will you have to repay these?

This question tries to find out whether any money and/ or goods received by any member of the household would be paid back. Example, a household member taking a loan from a friend, and it was agreed to be paid back,

Question 9: What was the total amount of the cash this household received from this individual during the past 12 months? IF Q.9= 00 (>> 14)

Question 9a: In the most recent remittance received, how much did the household have to pay to receive the money? (IF NO COST 0)

This question seeks to find out the respondent, the extra cost incurred in receiving the last money sent to the household. Record the response in Ghana cedis

Question 10: How did [NAME] usually send this money to your household?

This question seeks to find out the medium or channel through which [NAME] regularly transferred money to the household.

Question 11: What was/were the main use(s) of the cash received?

LIST IN ORDER OF IMPORTANCE

Question 14: Have you or any member of your household received money from [NAME] to purchase land for [NAME]?

This question is asking whether [NAME] has sent money to you or any member of your household specifically for the purpose of buying land. The options provided give two possible reasons for the land purchase:

Yes, land for building: This indicates that the remittances were received with the intention of purchasing land where a building or structure, such as a house, will be constructed.

Yes, land for farming: This indicates that the remittances were received to purchase land that will be used for agricultural purposes, such as growing crops or raising livestock.

Question 15: Did your household build a dwelling to rent to others /for other commercial uses after [NAME(S)] sent money to the household?

Question 16: During the past 12 months, what was the total value of food received from [NAME]? IF NO FOOD CODE 00

This question seeks to find out the total value of food that were received by the household by this individual during the past twelve months. This amount should be converted into cedis if stated in different currencies.

Question17: During the past 12 months, which goods were received by the household?

This question seeks to find out the goods that were received by the household during the past 12 months.

THIS EXCLUDES ITEMS RECEIVED FOR SALE AND PROCEEDS RETURNED

Question 18: During the past 12 months, what was the value of other goods (non-food items) received from this [NAME]?
IF NO GOODS CODE 00

This question seeks to find out the total value of other goods (non-food items) that were received by the household by this individual during the past twelve months. This amount should be converted into Ghana cedis if stated in another currency.

Question 19: Does the sender live in Ghana?

This question tries to find out the sender lives in Ghana or not. The responder is supposed to choose either option 1 “YES’’ or option 2 ‘’NO’’. if option 2 ‘’NO’’; skip to question 22.

Question 20: In which district does this sender live?

LIST OF DISTRICTS

This question seeks to find out the geographical location of the recipient. Responds should be selected from the provided list of districts.

Question 21: In which region does this sender live??
This question seeks to find out the geographical location of the recipient. Responds should be selected from the provided list of regions. After responding to this question, skip to PART C1.

Question 22: In which country does this sender live?
This question seeks to find out the geographical location of the recipient. Response should be selected from the provided list of countries outside Ghana.

19.4 Parts C1 and C2: Completing the Miscellaneous Income Questions

Introduction

Households often receive miscellaneous income from the sale of properties, interests received from all types of banks, retirement benefits, bride price, etc. It is, therefore, important to collect this information to estimate the overall miscellaneous income of households. In the same way, households also incur miscellaneous expenditures on property tax, poll tax, self-help communal projects, funerals, tithes, among others. It is thus necessary to estimate the overall miscellaneous expenditures of households in Ghana.

Purpose

The purpose of this section is to collect information on miscellaneous income and expenditure, that is, all miscellaneous income and expenditures of members of the household other than that from paid employment and remittances.

Respondent

The respondent for this section is either the head of the household or the main respondent identified by the household.

Definition of Concepts

Miscellaneous income is any income that does not fall within other provisions of the Income Regulations. This includes receipts from intellectual properties, income from films and sound recording businesses, casual earnings, interests received from all types of banks, retirement benefits, bride prices, that are not from employment or self-employment.

Miscellaneous expenditure is a term used to define expenditures that typically do not fit within specific tax categories. Regular, extensive, and ongoing expenditures, such as expenditures on property tax, poll tax, self-help communal projects, funerals, tithes, TV licence, among others.

Interest income: is the returns received from investment in the form of savings, T-bill, and other money market investments.

Real estate income: refers to the Income generated by a real estate properties, such as rent or parking fees or outright sale of the property.

Remittance: refers to the transfer of money or funds from one party to another.

Electronic transfer: refers to the use of various electronic payment systems, such as online banking, mobile banking apps, electronic funds transfer (EFT), wire transfers, and digital wallets.

Sender: Is a person or entity who sends a package or any item to another party.

Remitter: Is a person who sends money or makes payment to another party.

Part C1: Miscellaneous Income

Questions 1: During the past 12 months, [NAME] receive income in cash or kind from Real Estate, Interest Income and Betting/Lotteries?

Indicate the value of cash received for this activity. This includes persons who rent out their houses to other individuals.

Questions 2: During the past 12 months, how much income in cash did [NAME] receive from selling/ renting out real estate such as house, flat, shop, field or building land etc?

Estimate the value of the in-kind goods received for this activity and record in Ghana cedis.

Questions 3: During the past 12 months, how much income in kind did [NAME] receive as interest from all types of bank accounts, from bonds or Treasury bills, etc. or profit from capital associations?

Indicate the value of cash received for this activity and record in Ghana cedis.

Questions 4: During the past 12 months, how much did [NAME] receive as interest from all types of bank accounts, from bond or treasury bill or profit from capital associations?

The question asks of how much interest the respondent receives from all types of bank accounts, from bond or treasury bill or profit from capital associations.

Interest is money paid regularly at a particular rate for the use of money lent, or for delaying the repayment of a debt.

Questions 5: During the past 12 months, how much did [NAME] receive as income in cash from private pension systems (bank, foundations)

The question asks of how much the respondent receives from private pension systems (bank, foundations, etc.) in the past 12 months. A private pension is a plan into which individuals contribute from their earnings a premium, from which a benefit will be paid to them after retirement. It is an alternative to the state pension (SSNIT) such as the Ghana Universities Staff Superannuation Scheme. Usually, individuals invest funds into saving schemes or mutual funds, run by insurance companies.

Questions 6: During the past 12 months, how much did [NAME] receive as income in cash from the land given to sharecropper?

Sharecropping is a legal arrangement regarding agricultural land in which a landowner allows a tenant to use the land in return for a share of the crops produced on that land. A sharecropper is a tenant farmer who gives a part of each crop as rent.

Questions 7: During the past 12 months, how much did [NAME] receive as income in kind from the land given to sharecropper?

Estimate the value of the in-kind goods received for sharecropping. Explain the question carefully to the understanding of the respondent.

Question 8: During the past 12 months, how much did [NAME] receive as income from betting/ lotteries?

This question seeks to find out from the respondent, the total amount of money he/she earned from betting/lottery

Part C2: Miscellaneous Income

During the past 12 months, did any member of the household receive income in cash or in-kind from the following sources: social security, tier 2, tier 3, CAP 30, LEAP, retirement benefits, bride price or inheritance, other sources?

This is a multiple response question. Select as many responses as possible that are applicable and indicate the amount received. For example, a respondent could earn income from tier 2 and tier 3 or other combinations such as retirement benefit and bride price.

SSNIT: The Social Security and National Insurance Trust (SSNIT) is a statutory public Trust charged under the National Pensions Act, 2008 Act 766 with the administration of Ghana’s Basic National Social Security Scheme. Its mandate is to cater for the First Tier of the Three-Tier Pension Scheme. The Trust is currently the largest non-bank financial institution in Ghana. Find out from all household members who have received benefits from SSNIT, how much each of them received during the last payment.

Question 1: During the past 12 months, [NAME] receive income in cash or kind from SSNIT pension, tier 2, tier 3, CAP 30, LEAP, Retirement benefits, Social Intervention programme, Bride price, others including donations from church, institutions, exclude susu ?

This question seeks to know whether the respondent acquired any income, in cash or in kind from any of the pension schemes.

Question 1a: When did [NAME] get enrolled in this programme?

This question seeks to know when the respondent got enrolled on SNNIT pension scheme. This is done by providing the year and the month of enrolment.

Question 2: When did [NAME] last receive a payment?

This question seeks to know when the respondent last received a payment from SNNIT pension scheme. This is done by providing the year and the month of payment.

Question 3: How much did (NAME) receive during the last payment from SSNIT pension?

This question seeks to know the amount received on last payment from SSNIT pension. Provide amount in Ghana Cedis.

TIER 2: The Second Tier is a defined contributory Occupational Pension Scheme mandatory for workers with 5% contribution made on behalf of members. The fund is managed by an appointed insurance or investment company called the Fund Manager. Find out from all household members how much each of them received during the last payment.

Question 4: During the past 12 months, how many times has (NAME) received the payment?

Indicate the number of times payment of SNNIT Scheme was received.

Question 4a: How much did (NAME) receive during the last payment from tier 2?

This question seeks to know the amount received on last payment from Tier 2. Provide amount in Ghana Cedis.

TIER 3: The Third Tier which includes all Provident Funds and all other Pension Funds outside Tiers I and II is a voluntary scheme. Individuals are not under any obligation to do this. This category includes persons who are doing their own business, government workers, etc. Find out from all household members how much each of them received during the last payment.

Question 4b: How much did (NAME) receive during the last payment from tier 3?

This question seeks to know the amount received on last payment from Tier 3. Provide amount in Ghana Cedis.

CAP 30: The Cap 30 Pension Scheme were meant for public servants in the civil service in Ghana who was employed before 1^st January 1972. It is managed by the Social Security and National Insurance Trust (SSNIT). Find out from eligible household members how much each of them received during the last payment.

Question 5: When did [NAME] get enrolled in this program?

This question seeks to know when the respondent got enrolled on CAP 30. This is done by providing the year and the month of enrolment.

Question 6: When did [NAME] last receive a payment?

This question seeks to know when the respondent last received a payment from CAP 30. This is done by providing the year and the month of payment.

Question 7: How much did [NAME] receive during the last payment from CAP 30?

This question seeks to know the amount received on last payment from CAP 30. Provide amount in Ghana Cedis.

Question 8: During the past 12 months, how many times has (NAME) received the payment?

Indicate the number of times payment of CAP 30 was received.

LEAP: The Livelihood Empowerment Against Poverty (LEAP) is a cash transfer programme introduced by the Government of Ghana (GOG) in 2008, for extremely poor and vulnerable households which have the following three categories for eligible members:

· Orphaned and vulnerable children (OVC).

· Persons with severe disability without any productive capacity; and

· Elderly persons who are 65 years and above

Question 9: When did [NAME] get enrolled in this programme?

This question seeks to know when the respondent got enrolled on LEAP. This is done by providing the year and the month of enrolment.

Question 10: When did [NAME] last receive a payment?

This question seeks to know when the respondent last received a payment from LEAP. This is done by providing the year and the month of payment.

Question 11: How much did (NAME) receive during the last payment from LEAP?

This question seeks to know the amount received on last payment from LEAP. Provide amount in Ghana Cedis.

Question 12: During the past 12 months, how many times has (NAME) received the payments?

Indicate the number of times payment of LEAP was received.

Retirement benefits: Retirement benefits are benefits payable to the member of the pension scheme on retirement or earlier withdrawal from service, including retirement pensions; retirement lump sums or gratuities; benefits (such as dependants’ pensions) payable following the member’s death in retirement and periodic increases on all pensions whilst on retirement.

Question 13: When did [NAME] get enrolled in this programme?

This question seeks to know when the respondent got enrolled on retirement program. This is done by providing the year and the month of enrolment.

Question 14: When did [NAME] last receive a payment?

This question seeks to know when the respondent last received a payment from retirement program. This is done by providing the year and the month of payment.

Question 15: How much did [NAME] receive during the last payment as retirement benefit?

This question seeks to know the amount received on last payment from retirement program. Provide amount in Ghana Cedis.

Question 16: During the past 12 months, how many times has (NAME) received the payment?

Indicate the number of times payment of retirement program was received.

Social Intervention Program: Social Intervention Program are programs designed to deliver social benefits and develop human capital of specific target groups usually referred to as beneficiaries. Social Intervention programs may be social welfare, safety net, or social protection.

Question 16i: Which of these did [NAME] benefit from?

Indicate which social intervention program respondent benefited from. Multiple responses.

Bride price: Bride price is a sum of money or quantity of goods given to a bride's family by that of the groom.

Inheritance: Inheritance is the practice of passing on private property, titles, debts, entitlements, privileges, rights, and obligations upon the death of an individual. The rules of inheritance differ among societies and have changed over time. The passing on of private property and/or debts can be done by a notary.

Question17: When did [NAME] last receive a payment?

This question seeks to know when the respondent last received a payment as bride price or inheritance. This is done by providing the year and the month of payment.

Question 18: How much did [NAME] receive during the last payment as bride price and/or inheritance?

This question seeks to know the amount received on last payment as bride price or inheritance. Provide amount in Ghana Cedis.

Question 19: During the past 12 months, how many times has [NAME] received the payment?

Indicate the number of times payment as bride price or inheritance was received.

OTHER (SPECIFY) INCL. DONATIONS FROM CHURCHES, INSTITUTIONS, AND DIVIDENDS (EXCLUDE SUSU)

The focus of this question is to get the amount of cash received from any other scheme other than the ones specifically mentioned in questions 1 to 7. Examples of such include donations from churches, institutions, dividends, etc.

Question 20: When did [NAME] last receive a payment?

Question 21: How much did (NAME) receive during the last payment?

Question 22: During the past 12 months, how many times has (NAME) received the payments?

19.5 Part D: Miscellaneous Expenditure

During the past 12 months, how much did the household spend (in cash and in-kind) on?

Question 1: Property rate.

Property rates means the actual money to be paid by a rateable owner as tax on their property based on valuation and area.

Question 2: Contribution to communal projects.

Indicate the amount of money spent towards self-help projects such as the building of a community library, construction of gutters, levelling of community road, etc.

Question 5: Bride price

Bride price is a sum of money or quantity of goods given out to a bride's family by the groom.

During the past 3 months, how much did the household spend (in cash and in-kind) on?

Question 3: Gifts and presents excluding those mentioned as transfers.

Estimate the cash value of all gifts and presents to individuals, other households, institutions, etc.

Question 4: Weddings and/or engagements, (awure)?

This question seeks to solicit information on expenditures on gifts and presents (excluding all things mentioned under transfers). Provide cash value on weddings and engagements by the Akans and awure by the Muslims.

Question 6: Funerals

A funeral is a ceremony connected with the final disposition of a corpse, such as a burial or cremation, with the attendant observances. Estimate the cash value of all donations given at funeral ceremonies by the household.

Question 7: Other ceremonies.

Estimate the cash value of all other ceremonies not captured in questions 4 to 6.

Question 8: Religious offering

A religious offering or sacrifice. Alms, voluntary gifts to others, especially to poor people, as an act of virtue. Estimate the cash value of all religious offerings or sacrifices. This includes contributions/donations made to churches, institutions, etc. (non-regular payments).

Question 9: Tithe/Zakat/Sacrifices

Tithe, a tenth part of something, such as income, paid to a religious organization. Sacred food as offering.

Zakat is one of the Five Pillars of Islam and represents a form of almsgiving or charitable giving. It is a mandatory practice for Muslims who meet specific criteria, and it plays a crucial role in Islamic finance and social welfare.

Sadaqah (or Sadaka) is a form of voluntary charity in Islam, distinct from zakat. While zakat is a mandatory almsgiving required of Muslims who meet specific criteria, sadaqah is given freely and can be provided at any time in any amount.

Sacrifice involves willingly giving up something valuable or meaningful to benefit others or to support a cause.

Question 10: Donations to Churches, Mosques, Shrines, and other religious bodies

The focus of this question is to get the amount of cash/goods donated to churches, mosques, and other religious bodies for other purposes other than the ones stated.

Question 11: Other miscellaneous expenditure.

Find out all other miscellaneous expenditures not captured so far. Please do well to specify the source of these expenditures and remember not to include Susu and other savings.

19.6 Part E1: Return Migrants – Past 5 Years

Return Migrant: A return migrant is an individual who has moved back to their home country or place of origin after living abroad or in a different region for a period of time.

Question 1: List of Migrants

Question 1a: During the past 5 years, was [NAME] a migrant living outside this household and has since returned?

This question seeks to know if during the past 5 years, [NAME] was previously living outside your household and has since returned. You are to record a ‘YES’ or ‘NO’, depending on the response provided. If “No”, skip to section 11E2.

Question 2: What was the main activity of [NAME] when he/she lived outside this household?

This question seeks to know the main activity an individual engaged in when he/she lived outside the household.

(IF 2 SKIP TO NEXT MEMBER)

This question seeks to know the main activity an individual engaged in when he/she lived outside the household. You are to select one option, depending on the response provided. If option 2 or 4 is selected, skip to the next member.

Question 3: If [NAME] was working or working and studying outside the household, where did [NAME] live and work?

You are to select one option, depending on the response provided. IF OUTSIDE GHANA, SKIP TO Q5.

Question 4: If [NAME] lived and worked in Ghana, which region did he/she work in?

This question seeks to know if an individual lived and worked in Ghana. If Yes which region did he/she worked or lived. You are to select one option, depending on the response provided. REFER TO COUNTRY CODES IN CODE BOOK.

Question 4a: If [NAME] lived and worked in Ghana, which district did he/she work in?

REFER TO COUNTRY CODES IN CODE BOOK

Question 5: During the past 5 years, for how long did [NAME] live and work outside your household?

(CODE ZERO IF LESS THAN ONE YEAR)

The question seeks to find out the number of years or months an individual lived and worked outside the household during the past 5 years.

Record the number of years or months an individual lived and worked outside the household during the past 5 years.

Question 6: Did [NAME] receive donation(cash) or loan to help finance migration?

This question tries to find out whether any donation (cash) or a loan was given to a household member by the household to help finance migration.

Question 7: Before [NAME] left to work outside your household, what was the highest level of education that he/she completed?

This question is about the highest level of education that an individual who left to work outside the household has obtained. You are to select one option, depending on the response provided.

Question 8: Before [NAME] left to work outside the household, where did [NAME] complete the highest level of education?

This question tries to find country where the highest level of education that an individual who left to work outside the household was obtained. You are to select one option, depending on the response provided. Select N/A if this question doesn’t apply to the respondent.

Question 9: What was the occupation of [NAME] when he/she lived and worked outside your household?

WRITE DETAIL DESCRIPTION OF OCCUPATION OR CODE AS FOLLOWS

19.7 PART E2: Migrant Who Have Left Household / Out Migrants – Past 5 Years

Question 1: Is/Are there any former household member(s) who is/are currently living outside your household?

This question seeks to find out if there was/were any member(s) of the household who now lives elsewhere rather than the household of the respondent.

Question 2: What is the sex of [NAME] who is currently living outside your household?

This question seeks to find out if that person identified in Q1,is a male or a female.

Question 3: How old is [NAME] who is currently living outside your household?

This question seeks to find out the age of the former household member who is currently living elsewhere.

Question 4: What is the relation of [NAME] to the head of household?

This question seeks to find out the relationship of that person to the head of household.

Question 5: What is the main reason [NAME] is currently living outside the household?

This question asks for why or the actual reason for which that person is currently living elsewhere.

Question 6: Is [NAME] who is currently living outside your household, working or looking for work?

Question 7: At present where does [NAME] live in Ghana?

This question seeks to find where an individual currently lives. You are to select one option, depending on the response provided. IF OUTSIDE GHANA, SKIP TO Q9.

Question 8: Which region and district does [NAME] live in Ghana?

If [NAME] live and works in Ghana, in which region is he/she working?

This question seeks to find which region an individual works. You are to select one option, depending on the response provided.

Question 9: How long has [NAME] lived and worked there?

The question seeks to find out the number of years an individual worked at the region stated in Q8.

Record the number of years an individual lived and worked in that region.

Question 10: Before [NAME] left to work outside your household, what was his/her marital status?

This question seeks to find out the marital status of an individual before he/she left the household. You are to select one option, depending on the response provided.

Question 11: Before [NAME] left to work outside your household, what was the highest level of education that he/she completed?

This question is about the highest level of education that an individual who left to work outside the household has obtained. You are to select one option, depending on the response provided, if response is 00 skip to question 13.

Question 12: Before [NAME] left to work outside your household, where did [NAME] complete the highest level of education?

This question tries to find where the highest level of education that an individual who left to work outside the household was obtained. You are to select one option, depending on the response provided. Select N/A if this question doesn’t apply to you.

Question 13: Before [NAME] left to work outside your household, did you or any member of the household give him/her a grant or a loan to help finance migration in part or in full?

This question tries to find out whether any donation (cash) or a loan was given to a household member by the household to help finance migration. You are to select one option, depending on the response provided.

Question 14: Before [NAME] left to work outside your household, what was his/her occupation?

WRITE NAME AND CODE OF OCCUPATION OR CODE

This question seeks to find out the occupation of the individual who is living and working outside the household prior to his departure. You are to select one option, depending on the response provided.

Question 15: What is (NAME’S) current marital status?

This question seeks to find out the marital status of an individual in present time. You are to select one option, depending on the response provided.

Question 16: What is (NAME’s) current occupation while living and working outside the household?

This question seeks to find out the current occupation of the individual who is living and working outside the household. You are to select one option, depending on the response provided.

CHAPTER TWENTY

20 Section 12: Savings, Assets, Credit, Insurance, and Investment

20.1 Introduction

Financial and physical assets are two of the five components of the livelihood framework. This is because savings and household assets measure the vulnerability of the population to shocks and poverty. GLSS since its inception in 1991/1992, has collected data on these two key variables in the measurement of living standards. This Part of Section 12 obtains information on assets durable consumer goods, and forms of savings and financial service providers.

Credit facilities, investments and utilisation of financial and insurance services play important roles in individual and household economic opportunities and development. Individual and household characteristics influence the utilisation of investment and other financial services and opportunities available. The analysis of individual and household data on accessibility and utilisation will provide information related to the provision and availability of these services. This part of the section obtains information on credit, insurance, investments, and use of financial services of household members 5 years and older.

Purpose

This section is designed to collect information on savings, credit, insurance, and investment patronised by any household member.

Respondent

The head of the household is the main respondent. Read the instructions at the top of the page carefully.

Definition of Concepts

Financial Investment refers to the purchase of financial assets or instruments with the goal of either selling them for more money than they were originally purchased (for capital gains), or with the hope that the said asset will directly generate some income in the form of interest payments or dividends. It is an asset that one puts money into with the intention that it will grow into a larger sum of money. Examples of financial Investments include investments in Treasury Bills, Bonds, Stocks, Money Market Instruments, Fixed Deposits, Forex trading, Cryptocurrencies, etc. It is important to note that Financial Investments exclude investments in tangible assets, such as land, buildings, motor vehicles, and equipment, as well as intangible assets, such as patents, goodwill, and intellectual property.

Government Bonds are debt instruments with a maturity period of more than one year, issued by the government to raise capital to finance its expenditures. Anyone who holds a government bond is owed by the government. There are 5-year, 10-year, 20-year Government Bonds.

Treasury Bill is a short-term (with maturity of either one year or less than one year) debt instrument issued by the government to finance its expenditure. Treasury bills can be seen as a debt the government has to pay to the holder within a maximum of a year after the holder has purchased. Examples of Treasury bills in Ghana include the 91-Day T-Bill, 182-Day T-Bill and 364-Day T-Bill.

Money Market Funds are mainly mutual funds that make investments in securities denominated in cash. Money market instruments are very liquid short-term investments with high credit quality. Examples of money market funds in Ghana include: the Educational Investment Fund Limited T1 of Databank, Fidelity Fixed Income Trust, EDC Ghana Fixed Income Unit Trust, Ark Fund, EPACK Investment Fund, SAS Fortune Fund, Dalex Vision Fund Limited, Elite Mutual Fund, UMB Balanced Fund, Fidelity Balanced Trust, CDH Balanced Fund, CM Fund Limited, Databank Balanced Fund Limited, EDC Ghana Balanced Fund, Republic Future Plan Trust, NTHC Horizon Fund Limited, Republic Equity Trust, Financial Independence Fund Plc, NIMED Fixed Income Fund Tier 1, NIMED Fixed Income Fund Tier 2, SEM Income Fund, Sentinel Africa Eurobond Trust, Sentinel Ghana Fixed Income Trust, TTL Income Haven Fund Limited, Databank Money Market Fund Limited, EDC Ghana Money Market Unit Trust, Republic Unit Trust, and Sirius Opportunity Fund, etc.

20.2 Part A: Completing the Savings Questions

This part obtains information on savings household members.

Question 1: Does [NAME] have a financial account or is contributing to a savings and loans scheme that is exclusively owned?

Option 1, ‘Yes” allows you continue to question 2 through 5 while option 2, ‘No’ will skip you to question 6 since it will not be applicable to this respondent.

Question 2: Are there any household member(s) that know about [NAME'S] ownership of this account?

If there is a household member who knows about [NAME’s] ownership of this account, then that person can be allowed to answer the question on behalf of the account’s owner, otherwise, the accounts owner must be interviewed to obtain the right information about the account. Record yes or no based on the response provided.

Question 3: What type of financial service provider does [NAME] have an account with or contribute to?

Financial service provider: It is a firm that provides services such as savings, credit, investment, insurance and management of funds to persons, groups and organisations.

Here, the respondent is allowed to select multiple responses.

Universal banks - A: A bank system in which banks provide a wide variety of comprehensive financial services, including those tailored to retail, commercial, and investment services. They are also known as merchant banking. They generally offer their clients assistance with asset management, investment advisory services, raising capital, mergers and acquisitions, securities underwriting, and securities trading etc. For example, Zenith Bank.

Investment/mortgage - B: These mortgages are available for investment in assets like family homes, apartments, condos, manufactured homes, or rental properties. Is a real estate property purchased with the intention of earning a return on the investment either through rental income, the future resale of the property or both. This property may be held by an individual investor, a group of investors or a corporation.

Community/rural banks - C: A rural financial institution/cooperative/community bank or deposit-taking MFI that provides customised financial services to rural communities. They are one of the key channels to distribute funds to businesses in their localities. An example is Amenfiman Rural Bank, Agona Nyakrom Rural bank.

Finance house - D: a company concerned primarily with providing money.eg for hire purchase transactions. They provide loans and other types of credit, especially to buy goods.

Savings and loans institutions - E: they are financial institutions that focus on providing checking and savings accounts, loans, and residential mortgages to consumers. They are also referred to as thrifts-credit unions and saving banks that are mutually owned by their customers.

Cooperatives/credit unions - F: A financial organization owned and controlled by its members, who can borrow at low interest rates from an amount of money they have saved as a group.

Microfinances - G: they are institutions that mostly focus on offering credit in the form of small working capital loans, sometimes called microloans or microcredit.

Susu scheme - H: A form of rotating, and a type of informal savings arrangement between a small group of people who contribute the same amount to a common fund. Participants of a susu do not make a profit. Instead, small periodic contributions are turned into a larger lump sum of the same value, with the susu acting as a savings club, without any interest charged.

Mobile Money (Telcos) - I: This is the situation where household members keep money as a form of savings on their mobile money accounts.

Mobile Money (Banks): This refers to the integration of traditional banking services with mobile technology, allowing customers to perform a wide range of banking activities via their mobile phones.

Question 4: What type of account is/are being held by [NAME] with the financial services provider?

Here, the respondent is allowed to select multiple responses.

Current account: Current Accounts, or financial accounts, can be opened by various entities such as sole proprietorships, private/public limited companies, insurance firms, mutual funds, educational institutes, and stock and share brokers, among others. The Current Account is a specific type of deposit account designed for conducting a significantly higher volume of business transactions and daily withdrawals. As this suggests, the primary purpose of Current Accounts in banking is to let account holders perform multiple transactions daily. In addition to this, banks do not offer any interest rates on these accounts.

Investment account: An investment account is a type of account that allows you to buy and hold securities such as stocks, bonds, and index funds. An investment account holds cash and the investments (stocks, bonds, ETFs, mutual funds, etc.) that you buy and sell to realize your financial goals. Dealers and their representative registered investment advisors administer trading accounts for individual investors. It is also known as a brokerage account or a securities account.

Savings account: A savings account is a basic type of financial product that allows you to deposit your money and typically earn a modest amount of interest.

Susu account: Is a community-style savings practice. A group of people help each other achieve their savings goals by pooling their money together. Susu encourages friends and family to build wealth together. Each member contributes an equal amount of money at a set period. Then they receive the lump sum of every contribution at least once.

Fixed deposit account: an account opened with a bank wherein, the bank pays a guaranteed interest rate on the sums deposited in a Fixed Deposit account, for a stipulated period or tenure.

E-zwich account: The e-zwich system offers deposit taking financial institutions (i.e. Universal banks, Rural banks and Savings and Loans) a platform that enables them to interoperate.

Mobile money wallet: Mobile money is a new kind of financial service that lets anyone with a cell phone transfer, store, and request money from their device.

Question 5: Which of the following bank transaction products is [NAME] using?

Here, the respondent is allowed to select multiple responses.

Bank transaction product: It refers to any financial product or service offered by a bank that involves the movement of funds or assets between accounts.

Cheque book: A cheque book is a folder or small book containing preprinted paper checks that can be used to pay for goods or services.

ATM card: An ATM card is a payment card issued by a financial institution (i.e. a bank) which enables a customer to access their financial accounts via its and others' automated teller machines (ATMs).

E-zwich: The E-zwich smartcard is a secure smart card issued by the Ghana Interbank Payment and Settlement Systems Limited and used for transactions including cash withdrawals, online payments, money transfer etc.

e-banking: E-banking is a banking arrangement that enables encrypted transactions over the internet. It is also known as electronic banking, it allows customers to perform various transactions over the internet, which is end-to-end encrypted, making it completely safe and secure.

Withdrawal book: A bank withdrawal form is used to withdraw the money from the saving account of a person and a withdrawal slip acts as a supporting document for the withdrawal.

Mobile money: Mobile money is a new kind of financial service that lets anyone with a cell phone transfer, store, and request money from their device.

Question 6: Does [NAME] have a financial account or is contributing to a savings and loans scheme that is jointly owned?

Jointly owned account: It is a bank or investment account owned by two or more individuals.

Option 1 ‘Yes” will allow you to continue to question 7 while option 2, ‘No’ will skip you to question 11. Since questions 7 - 10 will not be applicable to this respondent.

Question 7: Are there any household member(s) that know about [NAME'S] jointly owned account?

If there is a household member who has information about the account in question, record the response accordingly. Top of Form

Bottom of Form

Question 8: What type of financial service provider does [NAME'S] have a jointly owned account with or contribute to?

For the explanation to the options, refer to those in Question 3. The respondent is allowed to select multiple responses.

Question 9: What type of jointly owned account is/are being held by [NAME] with the financial services provider?

Definition of option must be referred from Question 4. The respondent is allowed to select multiple responses.

Question 10: In what currency is [NAME’s] account?

Record the currency that the respondent provides as that in which the account is being held.

Question 11: What is the main reason why [NAME] does not have an account with a financial services provider?

The responses are self-explanatory and as an interviewer, you must choose the response based on what the respondent tells you.

20.3 Part B: Completing the Assets and Durable Consumer Goods Questions

A list of items, durable consumer goods, is provided in column 1 with their corresponding codes in column 2. The respondent is expected to answer question 1 for each item listed and questions 2-4 if the response to question 1 is YES.

Question 1: Does any member of the household own ………………?

The question is about the household’s ownership of any of the items listed. List the three most recently obtained items using the columns A, B and C provided and follow through to question 4. The item should be the most recent assets. If no, skip to the next item.

Question 1a: Thinking of all household members and..... they own, how many are owned in total?

This question seeks to find out the total number of the mentioned assets owned by the household members. Record numeric response.

Question 1b: Who owns .............?

For each of the items answered “yes” in question 1, ask for the members of the household who actually owns the item and record the member ID, for jointly owned assets, record the ID’s of all owners.

Question 2: How long ago in years was …….. obtained?

The question deals with the exact point in time that the item was acquired.

For items obtained less than one year, record 00 at the column A, B or C provided for the item.

Question 3: What was ……. purchase price?

If the item was a gift, record 00 otherwise, record the amount in the first 3 columns and the currency code in the other columns provided.

Question 4: How much could you sell ……….. now in Ghana Cedis?

Guide the respondent to estimate the current value of all items owned by members of the household. This requires the estimated current value of the items owned by the household.

20.4 Part C: Completing the Credit and Insurance Questions

Question 1: During the past 12 months, has [NAME] applied for a loan?

Find out whether any household member had tried to contract any loan(s) from both formal/informal financial sector, if yes, record the answer for the household member(s) who have tried that. Option 1 ‘Yes” will allow you continue to question 14 while option 2, ‘No’ will skip you to question 10.

Question 1a: Source of loan

The question "Source of loan" is asking where or from whom a loan was obtained. This refers to the origin or provider of the borrowed funds.

Question 2: During the past 12 months, how many loans has [NAME] applied for?

Note: this includes loan applications from all financial institutions and financial related organizations and other registered institutions.

Question 3: What was the total amount of the loan?

ALL LOANS GRANTED/PROCESSING/NOT GRANTED (Ghana Cedis). Record each loan amount based on the status of the loan. If any currency other than Ghana cedis is mentioned, contact the Ghana Statistical Service (GLSS Secretariat) for the conversion rate.

Question 4: What is/was the status of the most recent loan [NAME] applied for?

For the most recent loan that NAME applied, the question seeks to establish the status of the loan i.e., whether it was granted, being processed, or not granted.

Granted: means the amount of loan applied for has been given to the respondent

Being processed: means the amount of loan applied for is being worked on by the financial institution.

Not granted: means the amount of loan applied for has not been given to the respondent

Question 5: What is the main purpose for the loan?

The question gives information about reasons for applying for loans and the options are grouped in four sections (First family, followed by assets and agriculture and fishing and business). The last section in the options is others (specify) if none of the above.

Question 6: What kind of guarantee/collateral was required by the lender?

Guarantee/ collateral is an asset used to pledge as security for repayment of a loan, to be forfeited in the event of a default for example, when a homebuyer obtains a mortgage, the home serves as the collateral, land, cattle etc. Find out whether any household member had tried to contract any loan(s), what guarantee(s) was required, and whether refused and the reasons for refusal. The security demanded by the lending individual or institution should be given as answer to this question.

NOTE: CHECK IF Q4 IS OPTION "1" THEN ASK

Question 7: During the past 12 months, how much of the loan has been repaid (incl. charges and interest and any payment in kind)?

Asks for how much of the loan has been repaid even if repayment is being made by instalments or if only part payment has been made (Include charges, interest on loans and all payments in-kind). The question asks for how much of the loan has been repaid even if repayment is being made by instalments or if only part payment has been made (Include charges, interest on loans and all payments in-kind). For the explanations to the options, refer to those in Question 3. The respondent is allowed to select multiple responses.

Note: CHECK IF Q4 IS OPTION "3" THEN ASK Question 8:

Question 8: Why was the loan not granted?

Irregular income: Irregular income means that the income you receive as an individual or business comes in uneven increments. Some months, your income might be high, and for others, it will be low. If you or your business receives irregular income, you can take steps to help budget for future periods.

Question 9: What is the main reason for [NAME] not trying to obtain a loan?

For respondents who have not tried to obtain a loan within the reference period, enquire from them to establish the reason why they have not tried to get a loan. Record the main reason as a response to the question.

Past unfavourable experience: does not only include what you have gone through but also what you have observe or heard.

Question 10: Does [NAME] have any insurance policy/cover?

This question seeks to find out if the respondent has subscribed to any insurance policy/cover.

Option 1 ‘Yes’ will allow you to continue while option 2, ‘No’ will skip you to question 12a. Since questions 11 and 12 will not be applicable to this respondent.

Policy/cover is a set of ideas or a plan of what to do in situations that have been agreed to officially by a group of people, a business organisation, a government, or political.

Insurance policy: It is a contract between an insurance company (insurer) and a person or an entity (insured) which determines the amount the insurer is required to pay (claims) in exchange for payment (premium).

Question 11: What type of insurance policy/cover does [NAME] have?

For Questions 12: CHECK IF Q10 IS OPTION "2", ASK Q12a THEN >>12D

Question 12a: Why does [NAME] not have any insurance policy/cover?

CHECK IF Q11 IS OPTION A" ONLY THEN ASK:

Question 12b: Why does [NAME] have only vehicle/motor insurance policy/cover?

This question is applicable to respondents who have answered only vehicle/motor insurance in question 11. This is because it is important to enquire from them why they do not have any other insurance.

Question 13: Has [NAME] ever made an insurance claim?

Insurance claim: It is a formal request by a policy holder to an insurance company for coverage or compensation for a covered loss or policy event. NOTE: INSURANCE CLAIM DOES NOT INCLUDE HEALTH INSURANCE.

Option 1‘Yes” will allow you continue to question 25 while option 2, ‘No’ will skip you to section 12b since question 24 will not be applicable to this respondent.

Question 14: Did [NAME’S] insurance company honour its commitment?

This question seeks to elicit information from the respondent if the insurance company has paid respondent when he/she has made a claim.

20.5 Part D: Completing the Investment and use of Financial Services Questions

Purpose

This section is designed to collect information on financial investment decisions as well as financial assets of the household.

Respondent

Individual members of the household above the age of 18 years are the respondents. Read the instructions at the top of the page carefully.

Question 1: Has [NAME] ever owned a financial investment (e.g., treasure bill, fixed deposit, etc)?

This question finds out if the respondent has ever in their lifetime owned any financial investment. This helps gauge the respondents’ familiarity with financial markets, investment strategies, and risk management. Two response categories are provided. Option 1 “Yes” will let you continue to Question 2, while Option 2 “No” will skip to Question 6. Choose the one which is appropriate per the respondent’s response.

Question 2: What kind of financial investment does [NAME] have?

The idea is to understand how the respondent manages their finances and what types of investments (specific) they have chosen. Choose the one(s) which is/are appropriate according to the respondent’s answer to the question. Note that the respondent could mention multiple responses.

Question 3: How long have you kept …. investment?

This talks about the duration the respondent has owned this financial investment. For each type of financial investment selected by the respondent in Question 2, you must enquire about the length of time (how long) the respondent has held that financial investment. You must enquire about the total number of years and months the respondent has held each type of investment selected in Question 2.

Question 4: Why did you decide to invest in ……………….. financial instrument?

The question gives information on the main reason why the respondent invested in financial instruments. The motive is to find out why the respondent selected the kinds of financial investments in Question 2. The option ‘high returns’ must be selected if the respondent describes his/her return on the investment (either the capital gain or dividends) as high. Option 2 (Fixed Interest Rate) must be selected if the respondent indicates that interest earnings on the investment are the same throughout the term of the investment. Option 3 (less risky) is to be chosen when the respondent describes the investment as one that is difficult for him to lose his/her money (i.e., there is no fear of loss of funds). Others (specify) should be selected if the response given does not correspond to any of the above three response categories.

Question 5: For the financial investment listed in Q2, is any active?

This question talks about if there are still some financial transactions currently/still that take place (active), with the kind(s) of financial investment the respondent has. An active investment account is one that the respondent has actively operated by him/herself or one that a third party has initiated a transaction on the account on behalf of the respondent in the last two years. Hence, option 1 “Yes” must be chosen if the respondent has actively operated the account in the last two years. Option 2 “No” is chosen if otherwise. If the respondent selects option 2 skip to Question 7.

Question 6: What is the main reason why [NAME] does not have a financial investment?

This question talks about why respondents have chosen not to invest, can shed light on their risk tolerance, financial goals and overall financial awareness. This question must only be answered by respondents who chose option 2 in Question 1. The question has 12 options.

Not necessary/interested, this is chosen when the respondent indicates he does not find it necessary or has never been interested in financial investments.

Not aware of any is selected if the respondent is unaware of any form of financial investment.

Complex processes is chosen when the respondent is aware of financial investments yet does not have them due to the complicated processes involved in acquiring one.

Financial institution/agent too far away is selected when the respondent indicates distance or the lack of proximity to any financial institution that offers such service.

Don’t have enough money or income is chosen when the respondent indicates that his/her earnings are not enough for such an investment such that the respondent does not have regular income.

Income too low to have an investment is chosen when the respondent indicates that his/her earnings are not enough for such an investment such that the respondent receives regular income but unable to invest.

Lack of trust is selected when the respondent has no trust in the financial institutions that provide financial investment services but has never been defrauded.

Fraud is selected when the respondent indicates he has had an experience of fraud or has been defrauded in the past about financial investments.

Interest rate on investment too low is chosen for respondents who indicate that the interest receipts of the investment are too low and unattractive.

High service charges is selected when the respondent indicates that the charges associated with the services provided by financial institutions tend to be too high in the opinion of the respondent.

High Inflation is selected when the respondent states that the value of his/her original investment declines due to rapid price increases or high rates of inflation.

Lost investments in the past should be selected for respondents who indicate that they don’t currently have financial investments because they lost their investments in past. This may not be because of fraud.

The “Other” option is chosen when the reason given by the respondent for not having a financial investment is not part of the 12 options provided. Remember to describe the response given when this option is selected.

Question 7: What is the main reason why [NAME] is not contributing/operating a financial investment anymore?

This question helps in finding out the reasons for stopping the financial investments and reasons that led to the pause of the investment. The question would be answered by respondents who have inactive financial investments. i.e., respondents who chose option 2 in Question 5

This question must only be answered by respondents who chose option 2 in Question 1. The question has 12 options.

Not necessary/interested, this is chosen when the respondent indicates he does not find it necessary or is no longer interested in financial investments.

Not aware of any is selected if the respondent is unaware of any form of financial investment.

Complex processes is chosen when the respondent is aware of financial investments yet does not have them due to the complicated processes involved in acquiring one.

Financial institution/agent too far away is chosen when the respondent indicates distance or the lack of proximity to any financial institution that offers such service.

Don’t have enough money or income is chosen when the respondent indicates that his/her earnings are not enough for such an investment.

Income too low to have an investment is chosen when the respondent indicates that his/her earnings are not enough for such an investment.

Lack of trust is selected when the respondent has no trust in the financial institutions that provide financial investment services.

Fraud is selected when the respondent indicates he has had an experience of fraud or has been defrauded in the past about financial investments.

Interest rate on investment too low is chosen for respondents who indicate that the interest receipts of the investment are too low and unattractive.

High service charges is where charges associated with the services provided by financial institutions tend to be too high in the opinion of the respondent.

High Inflation is selected when the respondent states that the value of his/her original investment declines due to rapid price increases or high rates of inflation.

Lost investments in the past must be selected for respondents who indicate that they don’t currently have financial investments because they lost their investments in past (this may not be because of fraud)

Question 8: During the past 12 months, have you increased, kept same or reduced your investment?

This question has three options 1 “increased”, option 2 “Kept same” and option 3 “Reduced” and it is supposed to be answered by respondents who have active financial investments. The respondent is allowed to select only one option within the given duration stated in the question.

Kept same: means the respondent has not add to his/her investment portfolio.

Increase: means the respondent has added to his/her investment portfolio.

Reduced: means the respondent has taken out part of his/her investment portfolio.

CHAPTER TWENTY-ONE

21 Section 13: Governance, Peace, and Security (GPS)

21.1 Introduction

The issue of governance, peace and security continues to be a major challenge to many developing countries, but it seems there are scanty or no data to that effect. Peace and security are very important tenets of good governance and bedrock for growth and development of every nation. Our democracy depends on the governance structure and the peace and security enjoyed by the citizenry. People can work and contribute their quota towards the development of the country if they are safe and secure from attack, assault, and threat and so on. A free, stable, and safe society remains critical to every effort towards nation building. GSS in the last seven years has conducted three nationally representative surveys related to GPS. The GLSS 8 is the third survey to include GPS.

The questionnaire for the section has eight parts, namely safety, stealing, robbery and unlawful entry, sexual offences, violence and security, peace and social cohesion, political engagement, governance-effectiveness of government agencies and privacy and data protection.

One household member aged 18 years or older will be selected to respond to the questions in this section.

Tracking and measuring government policies on Governance, Peace and Security have become very important, as indicated in the SDG 16, Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable, and inclusive institutions at all levels, the following targets:

a. Significantly reduce all forms of violence and related death rates everywhere.

b. Promote the rule of law at the national and international levels and ensure equal access to justice for all.

c. Substantially reduce corruption and bribery in all their forms.

d. Develop effective, accountable, and transparent institutions at all levels.

e. Ensure responsive, inclusive, participatory, and representative decision-making at all levels.

f. Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements.

This section of the survey will help to provide the data needed for developing some indicators for measuring the progress of SDG 16.

21.1.1 objectives of the Section

The general objective of this section is to collect information on household members 18 years and older on issues of governance, peace and security occurring during the past three years. The specific objectives include, providing data that can assist in:

a) Providing accurate and reliable information as the basis for the development of national policies as well as internationally comparable governance, peace, and security database

b) Promoting governance, peace, and security strategies

c) Improving public security service through community relations by:

i Revealing the community-police cooperation on crime issues

ii Exploring the level of satisfaction with public institutions

d) Measuring progress on policy indicators

21.1.2 Private Nature of the Interview

This section deals with the safety and security of the respondent. All the data collected must be strictly confidential. Any breach of the confidentiality is punishable by law. In principle all the questions should be asked in complete privacy to ensure that respondents’ answers remain confidential. The presence of other people during the interview may cause embarrassment and influence some of their responses.

When you get to these sections you should explain to the respondents that some questions are very sensitive and ask him/her for the best place in the house where he/she is not likely to be disturbed. If another adult does not understand and refuses to leave, you must tactfully ask the person to excuse you.

a) Ask the respondent to persuade the other person to leave.

b) Explain as politely as possible that the interview must be conducted in private.

c) Try to satisfy the person's curiosity by reading the first few questions, and then say something like "you have heard some of the questions. Will you now excuse us for a little while?"

21.1.3 How to Randomly Select a Household Member for Interview

The Kish Grid is to be used to select one household member aged 18 years or older to administer this section of the questionnaire. CAPI will automatically select the person to be interviewed but you need to understand how the selection is done.

The Kish Grid is a table of numbers, named after the statistician who invented it. In the table, the number of people in the household is identified, and a random number is chosen to select a particular person for the interview.

The instructions for using a Kish Grid are provided below:

1) Identify all household members who are eligible to be interviewed. That is, all household members 18 years and older. Include all eligible members who are not present when you visit. Exclude children aged 0-17 years old.

2) If there is only one eligible member in the household, then there is no need for selection. The questionnaire is automatically administered to that member.

3) Use the tables 1 and 2 below to select one household member who is at least 18 years old, if there are more than one such member in that age group in the household.

4) In Table 1, list each of the eligible members aged 18 years and older in the order they appear in the Household Roster. Fill the other two columns by indicating the sex and age of each member.

5) Check the last digit of the Household Number from the cover page of the GPS Questionnaire. This is the number of the row you should go in Table 2.

6) Check the total number of eligible members (18 years and older). This is the number of the column you should go in Table 2.

7) Find the box where the row and the column meet and circle the number that appears in the box in Table 2. The number in the cell where the column and row meet is the rank number of person to interview (i.e. the rank number of the member about whom the questions will be asked). For example, if household 4 has 2 members who are 18 years and older, then the 2nd member (shown in bold type) would be interviewed.

Note that if the selected member is not in the household at the time of your visit, arrange to come back later for the interview.

Table 1

Rank	Name from Household list	Sex Male = 1 Female = 2	Age
1
2
3
4
5
6
7

Table 2

Last digit of hhold number	Total number of eligible members in the household
Last digit of hhold number	1	2	3	4	5	6	7	8	9	10	11
0	1	2	2	4	3	6	5	4	7	5	8
1	1	1	3	1	4	1	6	5	8	6	9
2	1	2	1	2	5	2	7	6	9	7	10
3	1	1	2	3	1	3	1	7	1	8	11
4	1	2	3	4	2	4	2	8	2	9	1
5	1	1	1	1	3	5	3	1	3	10	2
6	1	2	2	2	4	6	4	2	4	1	3
7	1	1	3	3	5	1	5	3	5	2	4
8	1	2	1	4	1	2	6	4	6	3	5
9	1	1	2	1	2	3	7	5	7	4	6

21.1.4 Definition of Concepts

The following are provided to give you a better understanding of the issues covered by this section. Consequently, you need to equip yourself with the following concepts and definitions to be effective on the field.

Area: It is an area surrounding the respondent’s residence. The exact size and bounds of this area are to be defined by the respondent according to what they think their area is.

Arson: This refers to the criminal act of deliberately setting fire to property.

Assault: This refers to the use of threatening, abusive, intimidating, or insulting expressions or offensive physical contact inflicted on a person.

Physical assault: This refers to the offensive physical contact or bodily harm inflicted on a person.

Verbal assault: It refers to the use of threatening, abusive, intimidating, or insulting expressions on a person.

Unlawful Entry: This is forced entry into a premises without the permission of its owner or occupant. This happens there is such entry into the respondent’s home which is defined to include their garage or shed. Break and enter offenses relating to their car are also included.

Corrupt: Having or showing a willingness to act dishonestly in return for money or personal gain.

Crime: •This is any action or inaction that violates the laws of a particular jurisdiction.

Defilement: Is any sexual intercourse with a child under the age of 16 years old, whether the child consents or not.

Indecent assault: Is a sex crime that involves touching another person in an offensive way without their consent.

Harassment: Is a behaviour that demeans, humiliates, and intimidates a person.

Unnatural carnal knowledge: sexual intercourse with a person in an unnatural manner or with an animal.

Handgun: It is a firearm designed to be handheld, in either one or both hands. This characteristic differentiates handguns as a general class of firearms from long guns such as rifles and shotguns (which usually can be mounted against the shoulder). Examples of handguns are single-shot pistols, multi-barrelled pistols, revolvers, semi-automatic pistols, machine pistols, etc.

Highway attack: It as an attack on a main public road, especially one connecting towns and cities.

Human rights institution/Activist: It is an administrative body set up to protect or monitor human rights in a given country e.g. Commission for Human Rights and Administrative Justice (CHRAJ) and an individual who champions or protects the right of people.

Human rights: It is commonly understood as "inalienable fundamental rights to which a person is inherently entitled simply because she or he is a human being.

Human trafficking: It is the illegal trade of human beings mainly for the purposes of commercial sexual exploitation or forced labour. It involves the recruitment, transportation, transfer, harbouring or receipt of persons, by means of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation.

Kidnapping: This crime is recorded when someone is taken and held against his/her will. The crime of kidnapping is labelled abduction when the victim is a woman. In modern usage, kidnapping or abduction of a child is often called child stealing, particularly when done not to collect a ransom but rather with the intention of keeping the child permanently. Note that this may not only be restricted to the case of a child victim but adults as well.

Exploitation: includes at the minimum: induced prostitution and other forms of sexual exploitation; forced labour or services; slavery or practices similar to slavery; servitude or the removal of organs; or the placement for sale, bonded placement, temporary placement, and placement as service where exploitation by someone else is the motivating factor particularly when done not to collect a ransom but rather with the intention of keeping the child permanently. Note that this may not only be restricted to the case of a child victim but adults as well.

Motor vehicle theft: Motor vehicle theft refers to the theft or illegal use of any type of motor vehicle including cars, vans, trucks, motor bikes, etc. Motor vehicle theft does not include theft from the motor vehicle. For example, if a car window is smashed and a mobile phone is taken, but the vehicle is not stolen, this is not an example of motor vehicle theft.

Nepotism: A situation where individuals are given opportunities based on preference and not on merit (‘Whom-you-know’).

Offender: One that offends, especially one that breaks a public law. It is a person who commits an illegal act.

Public place: It is an area generally meant for public use and includes streets, sidewalks, bridges, alleys, plazas, parks, driveways, parking lots and buildings open to the general public, including those that serve food or drink or provide entertainment, and the doorways and entrances to buildings or dwellings and the grounds enclosing them.

Public security service: Any institution with the mandate of providing security and maintaining law and order at public places. Examples are the Ghana Police Service, Ghana Immigration Service, Ghana Arm Forces, Ghana Prisons Service, etc.

Rape: Rape is the carnal knowledge of a person (female/male) of sixteen years or older without his/her consent. It is a type of sexual assault usually involving sexual intercourse, which is initiated by one or more persons against another person without that person's consent. The act may be carried out by physical force, coercion, abuse of authority or with a person who is incapable of valid consent, such as one who is unconscious, incapacitated, or below the legal age of consent.

Robbery: •It refers to the action of taking or attempting to take property unlawfully from a person by force, threat of force or use of fear.

Sexual offence: It refers to any form of sexual activity that is against the will of any person.

Sexual assault: It refers to any sexual contact or behaviour that occurs without the consent of the victim.

Sexual favour: It refers to any act of sexual activity in exchange for something.

Sexual orientation: Sexual orientation is the term used to describe whether a person feels sexual desire for people of the other gender, same gender, or both genders. Each of us has a biological sex-whether we are female, male, or intersex. Our gender is our social and legal status as men or women. Each of us also has a sexual orientation. Categories of sexual orientation typically have included attraction to members of one’s own sex (gay men or lesbians), attraction to members of the other sex (heterosexuals), and attraction to members of both sexes (bisexuals).

Stealing: This is any action or inaction that violates the laws of a particular jurisdiction.

Threat: An expression or a declaration of an intention to inflict pain, injury, evil, or punishment.

Vandalism: Wilful or malicious destruction of public or private property. It is an action involving deliberate destruction of or damage to public or private property.

Violence: The intentional use of physical force or power threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development, or deprivation.

Peace: It refers to the state of harmony, stability, and absence of [violent] conflict within a society or nation, which is facilitated and maintained by effective governance structures and policies.

Social cohesion: It is a situation where members of a group work towards the well-being of all its members, minimising disparities and avoiding marginalisation.

Neighbourhood watch system: It involves residents in a specific neighbourhood working together to keep an eye out for suspicious activities and report to the appropriate authorities.

Political engagement: This refers to activities which have the intent or effect of influencing government action by affecting the making or implementation of public policy, and influencing the selection of people who make those policies.

Community: This refers to an area or entity (or group of people) with a defined location and/or organised structure or hierarchy and shared values

Data: It is facts and statistics collected for reference or analysis.

Privacy: It refers to the right to be free from interference by other people

Data protection: It refers to the process of safeguarding important or sensitive information about individuals or households.

Information: It is a set of data that is processed, organised, or structured in a meaningful way to convey knowledge, ideas, or instructions

Safety: It is the condition of being protected from harm or other danger.

After Dark: It refers to the period between sunset (6 pm) and sunrise (6 am).

Weapon: It is any instrument used to threaten or attack a person or destroy a property.

Weapon: A weapon is any instrument used for threatening or attacking a person (e.g. a knife, gun, broken bottle, or missiles such as rocks or stones).

Relevant authorities: It refers to individuals or entities with official or legal power to make decisions on behalf of or for a group of people.

21.2 Part A: Completing Safety Questions

The section deals with the general security and safety of respondents and their household members in their residence, on the streets, workplace etc.

Question 1: How safe do you feel walking down your neighbourhood alone at night?

This question seeks to find out if respondents feel secure while walking alone on the street at night.

Question 2: How safe do you feel when you are at home alone in the dark?

The question seeks to know the extent to which respondents feel safe at home in the dark or during the night. Five options have been provided; indicate the option that best describe the respondents’ opinion.

Question 2a: How safe do you feel when you are at home alone during the day?

The question seeks to know the extent to which respondents feel safe at home in the during the day. Five options have been provided; indicate the option that best describe the respondents’ opinion.

Question 3: In your daily life do you feel very safe or not safe at all?

Again, this question seeks to find out whether respondents feel completely safe wherever they find themselves while going about their daily activities at any time. For instance, going to the farm, work, to school, in a car or waiting for a bus at the bus stop, etc.

Question 4: Would you say your household is safe from crime at home?

This question tries to find out if respondents and their entire households are safe from crime at home.

Question 4a: Would you say your household is safe from violence at home?

This question tries to find out if respondents and their entire households are safe from violence at home.

21.3 Part B: Completing Stealing, Robbery and Unlawful Entry Questions

This section deals with stealing, robbery and unlawful entry cases experienced by the respondent, or any member of the respondent’s household over a specified period. Respondents should be household members 18 years and older who will be selected using the kish grid.

This Part has been categorised into 3 areas i.e., Stealing (Questions 1 to 6a), Robbery (Questions 7 to 16) and unlawful entry (Questions 7 to 21).

Question 1: During the past 3 years (since ….), have you or any member of your household lost or almost lost any property(ies)?

This question has four (4) responses which seeks to know if any member of the household had experienced stealing or attempted theft since the past 3 years (i.e. 2021 to date). If the respondent or any member of the household did not experience any incidence of stealing or does not remember the incidence, skip to Q15.

Question 1a: By what means did you lose or almost lost the item(s)?

This question seeks to find out from respondents how they lost or almost lost their items. Stealing refers to taking someone’s property or item without the person’s consent. False pretence/misrepresentation refers to taking someone’s item by deceit. Threat/force refers to the use of violence to terrorize a person or group of persons to take their items or belongings.

Question 1b: During the past 12 months, how many times did this happen?

This is to help record the exact number of times respondent lost or almost lost his/her items through stealing, by false pretence/misrepresentation or stealing by thread/force during the reference period.

Question 2: During the past 3 years, when did the last incident happen? This question seeks to find out when the recent incident occurred. Indicate the month and year in the boxes provided. You are to code 99 if the respondent cannot remember the month in which the incident occurred but probe to find out the year of the incident. Note: The year column should not be left blank.

Question 2a: During the past 3 years, what time of the day did that last incident happen?

The question is asked to find out the period of the day respondent’s item got lost or almost got lost during the reference period.

Question 3: During the past 3 years where did the last incident occur?

This is to help identify the exact location where the recent incident occurred. You are to record the most appropriate response from the options provided.

At home: the abode or the dwelling place of the respondent

In the neighbourhood: the vicinity where the respondent lives

At the workplace: where the respondent works.

Elsewhere in town/city: outside the vicinity but within the same town where the respondent lives

Elsewhere in the country: outside the town/city where the respondent lives

Bush: includes farm

Abroad: outside the borders of Ghana

Other (specify): any other place other than what has been discussed above.

Question 4: During the past 3 years (2021 to date), was anything actually stolen the last time the incident occurred?

This question seeks to know if any of the belongings of the respondent or household member were taken away the last time the incident occurred. You are to record a ‘YES’ or ‘NO’, depending on the response provided. If “No”, skip to Q7.

Question 5: During the past 3 years, what item(s) was/were stolen the last time the incident occurred?

This question seeks to find out the specific item(s) that was/were taken away. Note that this question requires multiple responses implying that more than one item could be chosen from the options provided.

Question 6: The last time….. this happened were the stolen items retrieved?

This question seeks to find out whether or not the stolen items were retrieved. Four possible responses are provided i.e. ‘YES, ALL’, ‘YES, SOME’ ‘NO’ and ‘DON’T KNOW’. If no, skip to Q7. Record the appropriate response given by the respondent.

Question 6a: How were the items retrieved?

The question seeks to find out how households retrieved their stolen item(s).

1. By police officer: A person who uses official force to maintain public order, deal with crime and make people obey the law.

2. Other law enforcement agency: Is any government agency responsible for law enforcement. E.g. Ghana Immigration Service (GIS), Border Guard Unit, Narcotic Control Board (NACOB).

3. By self: The person whose item(s) was/were stolen.

4. By other household member: A person who is part of the household.

5. By non-household member: A person other than a police officer of other law enforcement officer who is not part of the household.

6. Other (specify): Possible responses that are not listed above.

Question 7: The last time the incident happened, was any member of your household intimidated, threatened, assaulted, etc.,?

The question seeks to find out whether any member of the household was intimidated, assaulted, threatened by the offender (s) the last time the incident happened and if it could be described as a robbery. If no, skip to Q15.

Question 8: During the past 3 years, did you or anyone else report the incident to the police when the incident occurred?

The question seeks to find out whether the respondent or any other person reported the incident to the police.

Question 8a: What was the main reason why you or anyone else did not report the incident to the police?

This question is asking for the primary reason that an incident, such as a crime or other significant event, was not brought to the attention of law enforcement.

Question 9: During the past 3 years, how many persons were involved in committing this offence when the incident occurred?

The question seeks to know the number of people involved in committing the offence. Indicate the number given by the respondent taking into account their sexes. For example, if two males were involved in the crime, record ‘02’ at the male column and ‘00’ at the female column. If don’t know or don’t remember, Code 98 in each box designated for male and female.

Question 10: During the past 3 years, did you know at least one offender by name or by face when the incident occurred?

This question seeks to find out from the respondent if at the time of the incident; he/she or any household member saw the offender(s) and could possibly identify or recognise at least one of them. Note: If the respondent indicated that the offender was recognised by name as well as the face record option 1 (Know by name). In order words, the name takes precedence over facial recognition.

Question 11: Did (any of) the offender (s) have a knife, a gun or any other object used as a weapon?

The question is seeking to find out if weapons such as gun, knife and other objects were used by the offender (s) during the incident. If option ‘2’, ‘3’ skip to Q13 also if ‘NO’ skip to Q15.

Question 12: What type of gun did the offender(s) have?

This question is directed to those who indicated that the offender(s) was/were holding a gun in Q11, it seeks to find out the type of gun the offender (s) were holding.

· Handgun: a firearm that is held and fired with one hand. Generally, this type of gun is very small and can be put in one’s pocket, handled with one hand or both e.g. pistols.

· Long gun: a long gun is a category of firearms and cannons with longer barrels compared to other categories. In small arms, a long gun is designed to be fired braced against the shoulder unlike a handgun.

Almost all long guns have front grips (forearms) and shoulder stocks, which provides the user with the ability to hold the firearm more steadily than a handgun. In addition, the long barrel of a long gun usually provides a longer sight plane for iron sights, providing the user with more precision when aiming. Examples are shotgun, rifle, machine gun, etc.

Question 13: Was the weapon actually used?

The offender(s) may have brought some weapon(s) but never used them. This question is asked to find out whether all such weapons that the offender(s) had were used. Three responses are given i.e. ‘YES’, ‘NO’ and ‘DON’T KNOW’. Note that ‘used’ also include the offender using the weapon to hit, beat, cut, etc. the victim.

Question 14: Was any household member killed/hurt in the incident?

The question seeks to find out whether a member of the household was killed or hurt (injured) because of the robbery attack. Four responses are given i.e. ‘YES, killed’, Yes, hurt‘, ‘Yes, rape’, ‘NO’ and ‘DON’T KNOW’. In situation where a member of the household was killed in the process and another member also suffered an injury, option one (Yes, killed) should be recorded.

Question 15: During the past 3 years (……….), did anyone actually get into your house, store or car without permission or tried to steal something?

The question seeks to know if someone unlawfully entered the house of the respondent within the reference period and stole something. Three responses are given i.e. ‘YES’, ‘NO’ and ‘DON’T KNOW’. If response is ‘NO’ and don’t know skip to Q20.

Question 16: When did the most recent incident happen?

This question seeks to find out when the recent incident occurred. Indicate the month and year in the boxes provided. You are to code 98 if the respondent cannot remember the month in which the incident occurred but probe to find out the year of the incident. Note: The year column should not be left blank.

Question 17: During the past 3 years, was anything actually stolen when this incident happened?

Question 18: During the past 3 years, what item(s) was/were stolen when this incident happened?

This question seeks to find out the specific item (s) that was/were taken away. Note that this question requires multiple responses implying that more than one response could be selected. Commercial goods refer to goods not for consumption by the household but intended to be sold.

Question 19: During the past 3 years, did you or anyone else report the incident to the Police when this incident happened?

This question seeks to find out whether the respondent himself/herself or any other person reported the incident to the police.

Question 20: Are such incidences (stealing, robbery, and unlawful entry) common in your community?

Some types of crime are common to certain communities. This question seeks to find out if the stealing, robbery, or unlawful entry that took place can be regarded as a common situation in the community.

Question 21: Do you use any of the following to protect your property?

This question seeks to know if the household is protected by special door locks, special window/door grilles, neighbourhood watch scheme, security guard, dogs and amulets or not protected at all. Record ‘NO’ or ‘YES’ to each of the options.

a) Special door locks: These are specially designed locks with inbuilt mechanism. These locks usually have codes which are known to the users only and are believed to provide higher security than ordinary door locks.

b) Special window /door grilles: Specially designed metal frames that contain bars or wire across it that is used for protecting a door or window.

c) Neighbourhood watch scheme: The Neighbourhood Watch scheme is a partnership where people come together to make their communities safer. It includes community safety departments of local authorities, other voluntary organizations and, above all, individuals and families who want to make their neighbourhoods a safer place to live. It aims to help people protect themselves and their properties and to reduce the fear of crime by means of improved home security, greater vigilance, accurate reporting of suspicious incidents to the police and by fostering a community spirit.

d) Security guard: A security officer (or security guard) is a person who is paid to protect property, assets, or people. Security guards are usually privately and formally employed civilian personnel. Security officers are generally uniformed and act to protect property by maintaining a high visibility presence to deter illegal and inappropriate actions, observing (either directly, through patrols, or by watching alarm systems or video cameras) for signs of crime, fire or disorder; then taking action and reporting any incidents to their client and emergency services as appropriate. Until the 1980s, they were known as “watchman”.

e) Dogs: These are special dogs that have been trained to provide security to life and property.

f) Amulets/charms: An amulet is an object that’s most important characteristic is the power ascribed to it to protect its owner from danger or harm. Amulets are from talismans as it is believed to bring luck or some other benefit, though it can offer protection as well.

g) Barbed Wire: Barbed wire, also known as barb wire, is a type of steel fencing wire constructed with sharp edges or points arranged at intervals along the strand. It is used to construct fences and is used atop walls surrounding secured property. Some of these barbed wires are connected to electricity which is plugged mainly during the night.

h) Car alarm: An electronic device installed in a vehicle to discourage theft of the vehicle itself, its content, or both.

i) House alarm: Is a security alarms that have sensors connected to a control unit either to a high-voltage hardwire that interact with a response device.

j) CCTV Camera: Is a security monitor system that enables one to always keep a watchful eye around or one’s business.

k) Other (specify): Any other form of protection that the respondent uses.

21.4 Part C: Completing the Sexually- Related Offence Questions

This part deals with sexual offences that the respondent had experienced within the past three years.

Question 1: People sometimes grab, touch or assault others for sexual reasons in an offensive way. This can happen at home, at the market, in the street, at school, on public transport or at the workplace. During the past 3 years (since ….), has anyone done this to you?

This is a multiple response question that seeks to find out if the respondent had experienced any type of sexual offence during the past 3 years. If the respondent had not experienced any of such offences, select option F.

Question 2: During the past 3 years, has any other member of your household been sexually offended/assaulted apart from you?

The question seeks to find out whether a member of the household was victim of sexually offended or assaulted. Two responses are given i.e. ‘YES’, ‘NO’. In situation where a member of the household was not sexually offended or assaulted during the reference period select option F and skip to Part D.

Question 3: During the past 3 years, when did the last incident happen?

This question seeks to find out when the recent incident occurred. Indicate the month and year in the boxes provided. You are to code 99 if the respondent cannot remember the month in which the incident occurred but probe to find out the year of the incident.

Question 3a: During the past 3 years, what time of the day did the last incident happen?

This is to elicit information on the period of the day the respondent or other member(s) of the household was/were sexually offended or assaulted.

Question 4: The last time it happened, did you know at least one offender by name or by face?

The question seeks to find out whether the respondent can identify offender by name or by recognition. If response ‘3’ and ‘4’ is selected skip to Q7.

Question 5: Can you give me the approximate age of the offender?

It is difficult to quote the exact age of someone. The question requires the respondent to give an approximate age of the offender.

Question 6: The person that did this to [NAME], how is he/she related to [NAME]?

The question seeks to find out the relationship between the victim and the offender. If the assault was perpetrated by a group of people (gang), chose option 18. However, if the victim knew at least one of the members of the group (gang), chose one of the options from “01-18” that best describe the relationship between the victim and the offender.

Question 7: During the past 3 years, where did it take place when the incident occurred?

This is to help identify the exact location where the sexual offence occurred.

1. At home: the abode or the dwelling place of the respondent

2. Neighbourhood: the vicinity where the respondent lives

3. At the workplace: where the respondent works

4. Elsewhere in town/city: outside the vicinity but within the same town where the respondent lives

5. Elsewhere in the country: outside the town/city where the respondent lives

6. In the bush: it includes farm

7. Public/Private Car Park a place designated only for parking cars.

8. Abroad: outside the borders of Ghana

9. Other (specify): any other place other than what has been discussed above.

Question 8: During the past 3 years, did you or anyone else report the incident to the police when the incident occurred?

The question seeks to find out from the respondent whether they or any other person reported the abuse or the offence to the police. If the response is ‘Yes’ skip to Part D.

Question 9: What was the main reason why you or anyone else did not report the incident to the police?

The question seeks to find out the reason why neither the respondent nor any other person reports the abuse or the offence to the police.

Question 10: During the past 12 months have you been asked for sexual favours, and you refused?

The question seeks to find out from the respondent whether or not he/she has been asked for a sexual favour. Record yes for only those who were asked for sexual favours and they refused. If respondent have not been asked for sexual favours or was asked but accepted, record no for both situations.

Question 11: During the past 12 months when you refused sexual favours when asked, what is your relationship to this person?

The question seeks to find out the relationship between the victim and the offender.

21.5 Part D: Completing Violence and Security Questions

For persons in the household who are 18 years and older.

Question 1: During the past 12 months, have you or a member of your household/relative or someone you know been attacked, assaulted or threatened by someone in a way that really frightened you, him/her either at home or at your workplace or elsewhere such as at school, in a vehicle, etc? NB: If response ‘A’ is selected, respondent should respond to his/her own incidence. Responses are arranged in order of preference.

Multiple Response: This question is directed to persons who have been attacked, assaulted or threatened by someone in a way which was frightening, either at home or elsewhere. Note: The assault or the attack should have caused the victim to be frightened. If the response to the question is options “NO”, skip to Q20.

Question 2: How many times did the attack or assault, or threat happened in the past 12 months?

This question seeks to find out the number of times the incident occurred within the past 12 months. Record the number of times the incident happened in the past 12 months.

Question 3: What type of aggression, attack, assault or threat was it?

This question refers to the type of aggression, attack assault or threat experienced by the victim. If the respondent provides MORE THAN ONE, INDICATE THE MOST RECENT.

Question 4: Sex of victim

Record the sex of the person, who was attacked, assaulted or threatened (i.e. the VICTIM).

Question 5: Was the offender(s) under the influence of alcohol or drugs?

This question is to find out from the respondent whether at the time of the incident, the perpetrator (s) or offender (s) was/were under the influence of alcohol or drugs.

Question 6: Where did the attack, assault or threat by someone happen?

This question is asked to find out from the respondent where (exact location) the incident happened. Refer to Q6 in Part B for explanation of responses.

Question 7: The person(s) who attacked, assaulted or threatened you or someone you know, how was he/she related to you or the person at the time of incident?

This question attempts to find out the relationship between the perpetrator and the victim at the time of the incident.

Question 8: What did the offender (s) use in the attack, assault or threat?

This question is looking for what was used by the offender (s) in that particular incident. You are to record the appropriate responses as indicated in the questionnaire. Note that option ‘09’ includes glass, broken or unbroken bottle. You are also reminded that any sharp object mentioned in option ‘07’ include scissors, razors, blade, etc. whiles option ‘08’ includes other wooden objects apart from what been mentioned in the questionnaire.

Question 9: Did you or the person suffer an injury or emotional effects as a result?

The question seeks to find out if the victim suffered an injury or any emotional shock because of the incident.

Question 10: How many people were involved in committing the offence?

This refers to the number of people involved in committing the offence. You are to record the number of people involved in the incident in the space provided taking into account their sex. If the respondent does not know or remember the number involved, record ‘98’ in each case. If respondent does not know the number of males and females but rather the total, record code 98 for both male and female and the total figure recorded.

Question 11: Taking everything into account, how serious was the incident to you?

This question seeks to measure the level or intensity of the incident. You are to record code ‘1’ if respondent mentioned that the incident as very serious; code ‘2’ if it was serious; code ‘3’ if it was not serious.

Question 12: Did you or anyone else report the incident to the police?

This question seeks to find out from the respondent whether the respondent or anyone else reported the incident to the police. Note that if option code ‘1’ is selected you are to SKIP to Q14.

Question 13: What was the main reason why you or no one else reported the attack, assault or threat incidence to the police?

Respondent who said they did not report the incident to the police, this question is to find out from them the main reason why they or no one else did not report the incident to the police.

Question 14: What was the main reason for reporting the incident to the police?

For respondents who selected option ‘1’, this question is asked to find out the main reason for reporting the incident to the police.

Question 15: On the whole, were you or the reporter of this incidence satisfied with the way the police handled the case?

This refers to whether or not the respondent was satisfied with the way the police handled the case. Three responses categories have been provided (‘YES’, ‘NO’ and ‘Don’t Know’), you are to choose one option. Note that with a ‘YES’ and’ Don’t know response Skip to Q19.

Question 16: What is the main reason you or the reporter was not satisfied with the way the police handled the case?

This question seeks to find out from respondents who indicated that they were not satisfied in Q15, their reason for not being satisfied with the way the police handled the case.

Question 17: Did you or anyone else report the incident to:

This is to find out from the respondent if the incident was reported to any of the following institutions or individuals; A ‘YES’, ‘NO’ or ‘Don’t Know’ response should be selected for each institution or individual.

a. Human rights: may mean institutions such as CHRAJ, the Legal Aid Scheme, etc. or group of lawyers e.g. FIDA or individuals (activists).

b. Lawyers: Legal practitioners

c. MPs (Members of parliament) / MCE (Municipal Chief Executive/District Chief Executive (DCE)

d. Assemblyman

e. Political Party: A party that has been registered with the Electoral Commission and licensed and can contest for a national election, e.g. National Statistics Party (NSP)

f. Chiefs/Elders

g. Press/media (both print and electronic media)

h. Social Welfare

i. Religious groups (denomination)

j. Civil society organisation

k. Other pressure groups

Question 18: Did they intervene?

The question seeks to find out if any of the institutions or individuals mentioned in Q17 actually intervened to bring justice to bear. Select responses for each individual or institution.

Question 19: During the past 12 months, how often did the incidence of crime occur in this community/workplace?

This question is to find out the frequency of occurrence of the incidence of crime in the respondent’s community or where he/she works.

Question 20: In general, how much confidence do you have in the public security services to protect you, your household and your property from crime and violence?

This question seeks to find out the respondent’s confidence in the public security services to protect him/her, his/her household and his/her property from crime and violence. Three responses have been provided and you are to record only one. Confidence here means the respondent has the full trust; belief in the powers or reliability of the public security services such as the police service, the military, the prison service, the immigration service, etc. to protect life and property.

Question 21: In the past 12 months, did you report an incident to a public security service?

This question seeks to find out from the respondent if he/her had reported any incident to a public security service. A ‘YES’ or ‘NO’ response should be recorded for this question. You should note that a ‘No’ response should take you to Q25.

Question 22: If yes, what was the response from the public security service?

This question seeks to find out from respondents how public security service responded to his/he reported incident.

Question 23: Did you have to pay anything or offer something to ensure a desired response from complaint you filed to a public security service?

This question is to find out whether the respondent had to pay something to the public service, either in cash or in-kind in order to receive a favourable response for a complaint lodged. Note that if the options ‘NO’ is recorded, you are to skip to Q25.

Question 24: Did the payment lead to a desired treatment of your case?

For those who responded “YES” in Q23, this question seeks to find out whether such payments led to favourable treatment of the case reported to the public security service.

Question 25: In general, do you agree with the statement “public security services address the problems submitted to them in an effective manner”?

This question seeks to find out whether respondents agree or disagree with the above statement which states that public security services are effective in handling cases submitted to them.

21.6 PART E: Completing Peace and Social Cohesion Questions

Peace and social cohesion are important ingredients in building society. Social cohesion is a situation where members of a group work towards the well-being of all its members, minimizing disparities and avoiding marginalization. It entails fostering cohesion by building networks of relationships, trust and identity between different groups and sub-populations, fighting against discrimination, exclusion, and excessive inequalities.

Question 2: It sometimes happens that there are tensions or conflicts between different groups or social actors in some communities/ regions. Today if you are to describe the situation in your neighbourhood or town would you say that …………….

The question intends to find out the conflict situation in the community/town the interview is being conducted. Read out the responses to the respondent in order to get the right response. Note: if code 1 (no tension/conflict) is recorded, skip to Q7.

A social actor, in basic terms, is a conscious thinking individual who has the capacity to shape their world in a variety of ways by reflecting on their situation and the choices available to them at any given time. Social actors may include Chiefs, Imams, Pastor, other opinion leaders in the community, etc.

Question 3: During the past 3 years, have different group of people in your neighbourhood/ town used force or violence against your household or one group against another?

This question seeks to know if any group of people within the neighbourhood/ town of the respondent had carried out any act of violence against the respondent’s household or one group against another in the past 5 years. Note that if “code 4” is chosen skip to Q7.

Question 4: What is/was the major cause of conflict in your neighbourhood/town?

The question intends to identify the major cause of conflict in the neighbourhood/ town of the respondent.

Question 7: Do you know about any dispute resolution mechanism in your neighbourhood/town?

This question seeks to know if the respondent is aware of any avenue in the community/town where disputes can be resolved. If the response is ‘Yes’ code 1 and continue but if ‘No’ code 2 and Skip to Q9. Dispute resolution mechanism is a collective term for the ways that parties can settle disputes with the help of a third party. At the communal level, the Chief and his elders, the Assembly man and the unit committee members, the Pastor/Imam and their elders are some of the groups that settle disputes.

Question 8: If you know of such dispute resolution mechanisms, do you have confidence in them or not?

This question tries to find out whether or not the respondent has confidence in the people involved in the mediation process or settling disputes.

Question 8a: What dispute resolution mechanism have been utilised in your neighbourhood/ town?

This question tries to find out the kind of resolution mechanism respondent has utilised.

a) Law court: A place where legal matters are decided by a judge and jury or by a magistrate

b) Alternative Dispute Resolution (ADR): a means of settling a dispute, conflict, or claim after the court has prescribed that option to resolve the conflict.

c) Traditional council: is a formal assembly or governing body of traditional leaders, such as chiefs or elders, who are responsible for managing the affairs of a specific community or region according to customary laws and practices.

d) Religious leader: is an individual who holds a position of authority or influence within a religious community. They guide and lead others in spiritual practices, provide religious teachings, conduct ceremonies, and offer counsel on moral and ethical matters. Examples include priests, pastors, imams, rabbis, monks, and other figures recognized within their faith for their knowledge and leadership.

e) Unit committee: A Unit Committee is a local-level administrative body in some countries, including Ghana, that operates within a district, town, or community. It typically consists of elected members who work to address local issues, promote development, and represent the interests of the community at the grassroots level.

Response C, D and E are unit that settles conflict without courtroom litigation. These members are closely in touch with the people and therefore can know their problems and report to the assembly for the problems to be addressed.

f) Other (specify): responses that are not included in the above options.

Question 10: Is there a policing or neighbourhood watch system in your community/?

This question intends to find out if there is any mechanism in place to ensure the safety of members of the community. Respondents are to indicate the type of security system in place in their communities, whether organized policing or neighbourhood watch system?

Question 14: Given the prevailing conditions you have mentioned in your community; would you prefer to stay here or relocate to another community if you had the choice?

This question seeks to know if given the option, the respondent would prefer living in a different community other than where he/she is currently living taking into consideration the kind of peace and social cohesion prevailing in the community/town.

Question 11: Are the following of concern to you now in your community?

This question seeks to find out whether respondent is concerned about unemployment, natural disasters, hunger, environmental cleanliness, or pollutions. Remember to indicate “YES or “NO” for each of the issues identified. Give examples road construction, public toilet or houses close by a refuse dump.

21.7 PART F: Completing Political Engagement Questions

Democracy thrives when individuals are engaged in local matters and participate in public life. People need to understand the dynamics of policies, politics, and individual interests in shaping the world around them. Political engagement refers to activities which has the intent or effect of influencing government action- either directly by affecting the making or implementation of public policy or indirectly by influencing the selection of people who make those policies. The political process looks at ways and means by which decisions are made and implemented at all levels of society by individuals, groups or levels of government.

Question 4: Would you ever vote for a candidate who is not from your ethnic group, religion, or political party?

People vote for their candidates for various reasons during general elections. Some of the reasons could be religious, ethnic or political affiliation. This question seeks to find out if the respondent will ever vote for someone who does not belong to his/her religion, ethnic group or political party.

Question 10: In this country, how free are you……?

A. To say what you think

B. To choose who to vote for without feeling pressured

This question seeks to find out if respondents are free to express themselves, join a political party of their choice or vote for their preferred candidate during elections. In other words, are respondents enjoying freedom of speech, association or can take their own decision?

21.8 Part G: Completing Effectiveness of Government Agencies Questions

This part covers issues on effectiveness of government agencies in the discharge of their duties and responsibilities.

Our lives are affected by government agencies. In your opinion, how do you find these agencies?

Question1a: In the past 12 months (since......), have you had contact, either by yourself or through someone else, with .....[NAME OF INSTITUTION]? By contact I mean official rather than private communication with these officials.

A contact takes place when there is even a minimal involvement of the civil servant in the procedure/issue of interest to the respondent. For example, a simple question on the location of an office is not to be considered as a contact, while a question on the steps to follow for a given administrative procedure qualifies as a contact.

For each type of public official, the respondent needs to state whether there was at least one contact.

Question1b: Did you get the service(s) you wanted?

This question is asking if respondent received the specific help or support needed.

Question 2: Were you satisfied with the service(s) provided?

This question is asking whether the quality of the service respondent received met the expectations and needs.

Question 3: In the past 12 months (since ................), have you had to give [NAME OF INSTITUTION] a gift or money in addition to an official fee, or done them a favour in return for a service, including through someone else, like "Goro boys" or other middlemen?

This question is asking whether you have ever provided any form of gift, money, or favour to any of the institutions beyond the official fees.

Please do not count any small gifts that were not requested by the official and were given by you as part of the normal polite interaction, after your issue or problem has been adequately handled.

Question 4: What was the gender of the official you had to give a gift, a favour or money in addition to an official fee in return for their service?

We are still talking about [NAME OF INSTITUTION] in the last 12 months

This question focuses on the sex of the officer(s) who was/were in charge of the respondent’s case.

Question 5: Still thinking about the past 12 months (since…........), how many times have you had to give [NAME OF INSTITUTION] a gift or money in addition to an official fee, or done them a favour in return for a service?

This question seeks to find how many times a respondent had to give gift or money in addition to an official fee or done them a favour in return for a service. If such a gift, counter favour or some extra money was given, ask how many times it was given for each official.

Question 6: In the past 12 months, was there an occasion when a [NAME OF INSTITUTION] asked you, either directly or through someone else, for money or a gift related to his/her function, but you did not give anything?

This question aims to identify if there was any occasion where a public official, directly or indirectly, asked the respondent to give extra money or a gift for a particular issue or procedure related to his/her function but the respondent did not give anything in relation to that issue or procedure. In other words, if there was any instance when the respondent refused to pay a bribe upon request in the last 12 months.

Question 7: What was the sex of the official who asked you for money or a gift related to his/her function, but you did not give anything?

This question focuses on the gender of the official(s) who asked the respondent either directly or through someone else for money or gift related to his/her function but the respondent did not give anything in question.

21.9 Part H: Completing Privacy and Data Protection Questions

The Data Protection Act controls how the individual’s personal information is used by organizations, businesses, or the government. Everyone responsible for using data has to follow strict rules and must ensure that the information is used fairly and lawfully. Everybody needs to be aware of the extent to which their personal data could be used. This part of the section seeks information on data protection and privacy issues available to the respondent.

Question 2: How important is it to you to keep each of the following types of information private by not revealing it to others unless ABSOLUTELY NECESSARY?

People may consider certain personal information private, and they may feel reluctant to give out such information unless under extreme necessity. This question seeks to find out from the respondent if the information listed are considered private to him/her.

Question 9: To what extent are you aware of being legally entitled to the following?

This question seeks to find out from respondents the extent to which their awareness of exercising their right on the following at their workplaces.

a. To get a copy of any information about you held by any organisation

b. To have inaccurate information about you corrected or deleted

c. To be offered a means to opt-out every time you receive a marketing text or email

d. To object if an organisation asks you to use a biometric system to control access or attendance

e. To object if you feel CCTV is invasive at the workplace

f. To have any of your medical records deleted

g. To claim compensation through the courts if personal information held about you is misused

Question 10: How concerned would you be if your medical records are made available for the purpose of advancing medical research?

This question seeks to find out the extent to which respondent is concerned about his/her medical records been made available to researchers.

Question 12: Have you ever heard of the Data Protection Commission?

This question seeks to find out if the respondent has heard about the Data Protection Commission. Two responses are given i.e. ‘YES’, ‘NO’

Question 13: From which source(s) do you get to know about the Data Protection Commission?

The purpose of this question is to find out from respondent the various medium(s) through which he/she learned about Data Protection Commission.

Data Protection Commission: Is a commission established by the Data Protection Act to protect individuals' privacy and personal data by regulating the processing of personal information, to outline the process to obtain, hold, use, or disclose personal information. Multiple responses required.

Question 15: Have you ever heard of anti-corruption plan?

Anti-corruption plan is a document that outlined list of activities to curb corruption. Answer yes or no based on the response provided.

Question 16: How did you hear about the anti-corruption plan implemented?

Six response categories have been provided for this question and multiple responses are allowed. Select each of then that the respondent mentions.

Question 17: What do you know, or can you tell me about the anti-corruption plan?

CHAPTER TWENTY-TWO

22 Gender and Assets Ownership

22.1 Introduction

Ownership and utilisation of assets facilitate economic empowerment through the generation of revenue and coping with shocks. Disparities in the ownership and use of assets deepen inequalities in societies. Unbalanced economic opportunities within and between geographical areas is also attributed to disparities in the ownership and use of household assets. Among the sources of gender inequality is the unbalanced economic opportunities within and between geographical areas. Addressing gender differences in the ownership and use of household assets also facilitates social cohesion and development.

Assets generate and help diversify income, provide collateral to access credit, alleviate liquidity constraints in the face of shocks, and are key inputs into empowerment. Assets can be owned by households or individuals solely or jointly. Household assets are indicators of welfare. Financial assets such as saving deposits, investments in equity, shares and bonds form an important part of overall wealth of households, and are an important source of revenue, either through the sales of these assets or as a source of property income (such as interest and dividends). Asset based wealth indices are widely used instruments for measuring the economic situation of households in developing countries. Achieving gender equality for women’s economic empowerment and sustainable progress requires measures to compensate for existing disadvantages that prevent equal opportunities. However, in many countries of the world, women property rights are limited by norms, religious traditions, social customs, and legislation.

Introduction and Consent

Ensure that you read this consent to all household members 18 years or older who are eligible to respond to questions for this section. An eligible person is household members 18 years or older who own land, building/apartment or livestock.

My name is ……………………………… and I work with the Ghana Statistical Service (GSS) as an interviewer. Your household has been selected for the GLSS 8 and I would ask you a few questions about asset ownership and rights. If there is any question that you don't want to answer, just let me know and I will go on to the next question. Any information provided shall be kept confidential and will not be disclosed to anyone including members of your household.

Do you have any questions? Can I begin the interview now?

22.1.1 Definition of concepts

Asset: an item of property owned by a person or company, regarded as having value and available to meet debts, commitments, or legacies. “a store of value representing a benefit or a series of benefits accruing to the economic owner by holding or using the entity over a period of time”.

– Economic benefits: possible income or holding gains/losses by owning the asset for a period

– Economic assets, not human or social assets e.g. land, building, livestock, financial, etc

Land (parcel) ownership: A parcel is any piece of land, of one land tenure type, entirely surrounded by other land, water, road, forest or other features not forming part of the holding or forming part of the holding under a different land tenure type.

Livestock: Livestock refers to all animals, birds, and insects kept or reared in captivity primarily for agricultural purposes.

Indenture: This is a formal written agreement that outlines the terms and conditions in the sale or lease of land or structure.

Rental contract: This is a formal document specifying the agreed terms and conditions of use of land between the landlord (owner) and the tenant (renter).

Lease: This is a formal document that describes the terms and conditions about the use of land or structure between the landlord (owner) and the tenant (renter) for a period up to 99 years depending on negotiations.

Structure: This refers to a separate and independent building or an enclosure, either completed or uncompleted.

Sales Agreement: This refers to a preliminary contract that spells out the terms and conditions of transfer of land or structure before the lease is prepared and executed.

Right Use Holder: This refers to an individual or entity that has been granted the legal rights to use a land or structure for a defined period, typically through a lease or a rental contract.

Rights to Bequeath: This refers to the legal rights of an individual or entity to transfer ownership of land or structure to another person or entity through a will or testament.

Room: This refers to separate enclosed spaces within a structure, typically delineated by walls, doors, or partitions, serving different purposes or functions.

22.2 Part A: Completing the Household Building/Apartment Roster Questions

Question 1. Does any member of this household own, either alone or jointly with someone else any buildings or apartment units?

THESE INCLUDE BUILDINGS, STRUCTURES OR APARTMENTS USED BY YOU OR ANOTHER HOUSEHOLD, AND IRRESPECTIVE OF WHETHER THE BUILDING OR APARTMENT IS USED FOR RESIDENTIAL OR COMMERCIAL PURPOSES.

The question seeks to find out if a member of the household owns or jointly owns building or apartment for residential or commercial purpose. If the response is No or Don’t Know, skip to the next part of the module.

Question 2. Please list each structure/ building or apartment that is owned by any member of this household.

If the response to Q.1 is yes, you are to list all buildings or apartments owned by all household members 18 years or older using their names for instance Moses Ansah’s building/apartment or otherwise is the building/ apartment has a name like ebenezer house or Adentan SSNIT flats.

Question 3. LOCATION OR NAME OF BUILDING/APARTMENT

Location of a building/apartment is simply asking for the locality where the structure is located such as Dansoman, Kasoa, Aboabo Koforidua etc. Add the name of the community where the building is located to the description.

Question 4. What is the level of completion of the [Structure/Building/Apartment]?

Level of completion refers to the stage of the building or apartment at the time of the interview.

Fully completed: Choose this option if the structure is enclosed and has a covering on the uppermost part of the building or shelter which is fully or completely covered to provide protection from animals and bad weather, notably rain, heat, wind and sunlight and has doors and windows.

Completely roofed but uncompleted: Code 2 is selected if the covering on the uppermost part of a building or shelter is fully or completely covered to provide protection from animals and bad weather, notably rain, heat, wind and sunlight but doors and windows are not fixed. This will include storey buildings with some floors completed (i.e. have all the windows and doors fixed) but the other floor(s) yet to be completed. Example: one storey building with the ground floor completed (i.e. all windows and doors fixed) but the first floor is at window level.

Partly roofed: Choose this option if the structure has a covering on the uppermost part of a building or shelter which is NOT fully or completely covered to provide protection from animals and bad weather, notably rain, heat, wind and sunlight.

Roofing level [With improvised roof]: Choose this code when a building has been constructed up to the stage when the roof is yet to be put on but there is an improvised material used as a roof to provide shelter for occupants. In simple terms, it is when the structure is at the roofing level and temporal roofing is provided.

Lintel level [with improvised roof]: Select this code when the structure is at a level where a beam is placed across the openings to support the load from the structure above; and there is an improvised material used as a roof. In simple terms, it is when the structure is at the window level and temporal roofing is provided.

Roofing level [without roof]: Choose this code when a building has been constructed up to the stage when the roof is yet to be put on.

Lintel level [without roof]: Select this code when the structure is at a level where a beam is placed across the openings to support the load from the structure above. In simple terms, it is when the structure is at the window level; and yet to be used for habitation. Go to the next structure when this option is selected. Note that if the boards have been mounted but have no concrete then it should be considered as window level.

Window level: It is the level between the base portion of the window and portion of the floor above ground level (upwards). Structures being constructed and are below window or footing levels are to be excluded.

Concrete/metal pillars level: These are structures which have concrete, metal or wood pillars erected with the uppermost part roofed. These should have standard roof and exclude structures where pillars have been erected only for the foundation of the structure.

Question 5. What is the main material for construction of the [Structure/ Building/ Apartment]?

This question seeks to find out the type of material used for the [Building/Apartment] example concrete, steel, brick etc. If more than one material was used for the construction, record the dominant material.

Question 6. How many rooms are there in the Structure/Building/Apartment?

This question seeks to find out the number of sleeping rooms in the building or apartment irrespective of whether the room is used for sleeping or not.

Question 7. Which region, district, town, and is this [ Structure/Building/Apartment]] located?

RECORD NAME OF THE TOWN AND SELECT THE DISTRICT AND REGION

The question seeks to find out the location of the building or apartment. The interviewer should assist the respondent to identify if the location is in the Town, District and Region. Interviewer should ask for the biggest town closer to the location of the building if the respondent does not know the district where the building is located.

Question 9. What is this [ Structure/Building/Apartment] used/will be used for?

The question finds out the use of the building/apartment identified.

A. Household residence: The building or apartment is used as a primary residence for the household.

B. Commercial use by household: The property has a commercial purpose but is used by the household, possibly for a home-based business. (Stores)

C. Rented out for residential use: The building or apartment is rented out to another individual or household for residential purposes.

D. Rented out for commercial use: The property is rented out to another individual or business for commercial purposes.

E. Given out for free (Residential\Commercial use)

X. Other (Specify): This option allows for any use that doesn't fit into the above categories, and you can specify the particular use.

Definition of concepts

Building: Refers to a structure with a roof and walls, such as a house or factory.

An apartment: is a residential unit that is part of one (or several) residential buildings, or a separate dwelling within a house with its own entrance, bathroom and kitchen.

22.3 Part B: Completing the Individual Land Details Questions

Respondent: The remaining modules are administered separately and alone to all members of the household 18 and above. Some of the questions are sensitive and we must make sure respondents feel comfortable responding honestly especially to questions on ownership and rights.

Interview Setting: Present questions in such a way that the respondent feels comfortable sharing any hidden assets (do not sure hidden assets terminology). DO NOT SHARE INFORMATION FROM THESE CONFIDENTIAL INTERVIEWS WITH OTHER HOUSEHOLD MEMBERS OR NON-HOUSEHOLD MEMBERS. The last question of each section asks the interviewer to enter the appropriate code for the ability of the respondent to be interviewed alone (without other household or non-household members present). Although the module should be administered while the respondent is alone, please answer this question truthfully in case it was not possible to administer in private.

Scheduling interviews: The interviewer should strategically plan the best timing for scheduling interviews with all adults in every household. After the selection of the GLSS8 households they should identify the number of eligible adults in each household and the gender composition to determine workload. Individual interviews should not all be reserved for the last day in the cluster but should be conducted throughout the days in the cluster.

Administration of questionnaire in CAPI: CAPI will feed forward the previously entered data on parcels of land, apartments, livestock, and durables rosters built at the household-level to the individual-level modules.

All parcels listed in Section 8 part A are forward to each individual interview in part B. The parcel name, use, and acquisition status are intended to assist each respondent in identifying the parcel of land under discussion.

The individual land details are the follow up from the information collected from the household land roster. This part deals with individual members of the household who owns parcel of land. You are to record the line numbers or ID of the individual parcel holders.

Question 1-10: These are screening questions to determine whether the respondent uses, owns, or holds use rights to each of the parcels, either exclusively or jointly with someone else. The interviewer asks the respondent specifically “do you use, own…” for each parcel owned by the household. The module must be administered one parcel at a time.

If jointly owned, request for the co-owner if part of the household.

If co-owner is not in the household, ask for the name of the other owner

Question 1:CHECK AT SECTION 6 IF Q1=1 THEN FORWARD LAND ELSE TYPE THE LOCATION/NAME OF LAND.

Question 2: CAPI: Is this [PARCEL] the piece of land on which the dwelling is located? [FORWARD FROM HH LEVEL LAND ROSTER]

Two response categories are assigned to this question, A Yes and No response. Both responses lead to the next question.

Question 3: Do you OWN this [PARCEL], either alone or jointly with someone else?

Three responses are assigned to this question, “Yes, alone…..1”, “Yes, jointly……2”. If respondents’ response is “Yes, alone…..1”.

Question 4: Who jointly owns this [PARCEL] with you?

List all members from household roster. record the number of adult males outside of the household and the number of adult females outside of the household.

Question 5: Does [NAME] have a document(s) for this [PARCEL], such as an application receipt, land investigation paper, certificate (title) from the government, paper from local authority, lease, or rental contract?

A “Yes” or “No” response is assigned to this question. A “No" response skips to question 11.

Question 6. What type of document(s) is/are there for this [PARCEL]?

This question seeks to know what documents the respondent is in possession of with regards to ownership of the parcel of land. The following response options to this question are explained:

Indenture: This is an agreement or contract between the vendor and the prospective buyer, which also contains the duration the land was being leased. it refers to a legal document or contract that is typically used in real estate transactions and land-related matters. An indenture is a formal written agreement that outlines the terms and conditions of a property transaction, often involving the sale or lease of land.

Certificate (title/deed): This is an official state document that identifies the owner(s) of personal or real property. This simply provides documentary evidence of the right of ownership. It is a “title deed,” is a legal document issued by the Lands Commission or other relevant government authority. This document serves as proof of ownership or land rights for a particular piece of land or property. It’s a crucial document in real estate transactions and land tenure systems in Ghana.

Application receipt: This refers to the time at which the completed application is accepted by the permit authority. Typically, it refers to a document that serves as evidence of the submission of an application to acquire land from the relevant land-owning authority or government agency. This document is part of the initial steps in the process of purchasing land in Ghana.

Paper from local authority: This is an official state document given by local authority such as the district assembly that identifies the owner(s) of a property. This simply provides documentary evidence of the right of ownership.

Rental contract: This is a type of document that is used by the landowner and the tenant. The rental contract usually occurs when the landowner rents the land to the tenant at a specific period. It is also referring to a legally binding agreement between a landowner (the lessor) and a tenant (the lessee) for the temporary use of a piece of land. This agreement allows the lessee to occupy and use the land for a specified period, typically in exchange for periodic rental payments.

Question 7: Is your name among the names listed on the documents for the [PARCEL] as owner or right use holder?

This question seeks to know if the respondent’s name is recorded as an owner or right use holder to the parcel of land.

Question 8: Which other names are on the ownership document for this [PARCEL] as owners or right use holders?

List all members from household roster. record the number of adult males outside of the household and the number of adult females outside of the household.

Question 9a: With regard to this [PARCEL], do you have the right to sell even if you need permission?

Question 9b. With regard to this [PARCEL], do you need Permission?

This is a follow up question form Q9 to find out is the respondent needs permission form anyone before the parcel of land listed can be sold.

Question 9c. With regard to this [PARCEL], from whom do you need permission?

List all members from household roster. record the number of adult males or females who are not members of your household from whom you need permission.

Question 10a. With regard to this [PARCEL], do you have the right to bequeath (pass on) even if you need permission?

Question 10b. With regard to this [PARCEL], do you need permission?

Question 10c. With regard to this [PARCEL], from whom do you need the permission?

LIST ALL MEMBERS FROM HOUSEHOLD ROSTER. RECORD THE NUMBER OF ADULT MALES OR FEMALES WHO ARE NOT MEMBERS OF YOUR HOUSEHOLD FROM WHOM YOU NEED PERMISSION.

Question 11. If this [PARCEL] were to be sold today, can you decide how the money is used?

Question 12. If this [PARCEL] were to be sold today, is there anyone else who can decide how the money is used?

Two responses are provided for this question, “Yes ……1” response leads to the next question while “No ………2” response leads to question 14.

Question 13. Who are these other people who can decide how the money is used?

List all members from household roster. record the number of adult males or females who are not members of your household who can decide how the money is used.

Question 14. How likely are you to involuntarily lose ownership or use rights to this [PARCEL] in the next 5 years?

Question 15. Who was present along with the respondent during the individual interview?

If not with respondent alone, reasons interview not administered with the respondent(s) alone should be explained in the remarks.

22.4 Part C: Completing the Individual Building/Apartment Details Questions

This part of the module requires details from the individual household members who indicated they own buildings or apartments during the administration of part B. Some of the information to be collected here includes the location of the building/apartments, the use of the structure, whether the respondent owns the facility alone or it is jointly owned, there document covering the building and the document type. Try and inspect the covering document if it is available.

Right to bequeath: When an owner(s) bequeaths an asset, it means that he/she has the de facto ability to transfer rights to the parcel either in life or in death.

Question 1a: Does [NAME] own a STRUCTURE/BUILDING/APARTMENT?

Question 1b: CHECK AT SECTION 14 PART A IF Q1=A OR B THEN FORWARD [STRUCTURE/BUILDING/APARTMENT] ELSE TYPE THE LOCATION/NAME OF [STRUCTURE/BUILDING/APARTMENT]

Question 1. Do you OWN this [STRUCTURE/ BUILDING/APARTMENT], either alone or jointly with someone else?

This question aims to establish whether the respondent owns the building/apartment alone or jointly with others.

Question 2. Does anyone jointly own this [STRUCTURE/ BUILDING/APARTMENT] with you?

This follows up on the first question, asking if there are co-owners involved in the property. A “Yes………1” response leads to next question while a “No……2” response skips to question 4.

Question 3. Who else jointly owns this [BUILDING/ APARTMENT] with you?

List all members from household roster. record the number of adult males or females who are not members of your household with this right.

If there are joint owners, this question seeks to identify and list them.

Question 4. Is there an ownership document for this [BUILDING/APARTMENT]?

This question explores whether there is a legal document verifying the ownership of the property. A “Yes………1” response leads to next question while a “No……2” response skips to question 8.

Question 5. What type of document is there for this [BUILDING/APARTMENT]?

Building upon the previous question, this question aims to identify the specific type of ownership documents associated with the property. The responses to this question are:

Lease: This is a contract by which one party conveys land, property, services, etc. to another for a specified time, usually in return for a periodic payment.

Will: This a legal document that expresses a person’s wishes regarding the disposal of his or her property or estate after death.

Sales Agreement: This is a contract between a seller and a buyer that outlines the terms of sale where goods and services are exchanged.

Receipt: The Receipt of Purchase of Real Property is a document that acknowledges that a person has received payment for land or building.

In a situation where a respondent has multiple documents for a property, record the one that provides most security to the property as listed, i.e., Lease, Will, Receipts and Sales Agreement.

Question 6. Is your name among the names listed on the documents for the [STRUCTURE/ BUILDING/APARTMENT] as owner or right use holder?

This checks if the respondent's name is officially documented as an owner or holder of rights for the property.

Question 7. Which other names are on the ownership document for this [STRUCTURE/ BUILDING/ APARTMENT] as owners or right use holders?

If there are other owners or right holders, this question asks for their names.

Question 8a. With regard to this [STRUCTURE/BUILDING/APARTMENT], do you have the right to sell even if you need permission?

The question is asking whether you have the legal authority to sell a property (such as a structure, building, or apartment) even if you are required to get permission before doing so.

Question 8b. With regard to this [STRUCTURE/BUILDING/APARTMENT], do you need permission?

Question 8c. With regard to this [STRUCTURE/BUILDING/APARTMENT], from whom do you need the permission?

List all members from household roster. record the number of adult males or females who are not members of your household from whom permission is needed.

These questions delve into the sale of the property, exploring the respondent's rights, need for permission, and the source of that permission.

Question 9. With regard to this [STRUCTURE/BUILDING/APARTMENT], are you among the individuals who have the right to bequeath it, even if you need to obtain consent or permission from someone else? If yes, do you need permission or consent from anyone else? From whom do you need permission or consent?

List all members from household roster. record the number of adult males or females who are not members of your household with this right.

a. Do you have the right to bequeath (pass on) even if you need permission?

b. Do you need permission?

c. From whom do you need the permission?

Similar to the previous set, these questions focus on the respondent's ability to pass on the property with or without the permission from someone else.

Q10. If this [STRUCTURE/BUILDING/APARTMENT] were to be sold today, would you be among the individuals to decide how the money is used?

This seeks to find out if the respondent would be part of those deciding the use of the money should the building or apartment be sold. A “Yes………1” response leads to next question while a “No……2” response skips to question 13.

Q11. If this [STRUCTURE/ BUILDING/APARTMENT] were to be sold today, is anyone else among the individuals to decide how the money is used?

This seeks to find out if other people can also decide on the use of the money if the building/apartment were to be sold. A “Yes………1” response leads to next question while a “No……2” response skips to question 13.

Q12. If this [STRUCTURE/ BUILDING/APARTMENT] were to be sold today, who would decide how the money is used?

LIST ALL MEMBERS FROM HOUSEHOLD ROSTER. RECORD THE NUMBER OF ADULT MALES OUTSIDE OF THE HOUSEHOLD WITH THIS RIGHT AS WELL AS THE NUMBER OF ADULT MALES /FEMALES OUTSIDE OF THE HOUSEHOLD.

This question explicitly asks for a list of individuals, both inside and outside the household, who would have a say in the use of funds from a potential sale.

Q13. Who was present along with the respondent during the individual interview?

This question aims to collect information about who else was present during the interview, with response codes likely used to categorize different scenarios.

22.5 Part D: Completing the Individual Livestock Questions

Question 1a: Does [NAME] own any livestock?

Livestock are the domesticated animals raised in an agricultural setting in order to provide labour and produce diversified products for consumption such as meat, eggs, milk, fur, leather, and wool.

Question 1: Do you own ……... exclusively or jointly with someone else?

RECORD AN ANSWER FOR EACH TYPE OF LIVESTOCK BEFORE GOING THROUGH THE ENTIRE MODULE THEN PROCEED WITH EACH APPLICABLE ROW, ONE ROW AT A TIME.

This is the screening question to determine whether the respondent owns any livestock, either exclusively or jointly with someone else. The interviewer must read the categories of animals listed and reference the total number of animals owned by the household. The interviewer asks the respondent specifically “do you own…” any of the livestock type owned by the household. Response “Yes, jointly ……2” skips to question 4.

Question 2: How many ……., do you own exclusively?

VALIDATION: HAS TO BE LESS THAN OR EQUAL TO THE NUMBER REPORTED IN QUESTION

The remainder of the module is broken down by ownership type – individually owned versus jointly owned. In question 3, the respondent is asked “Are any of the livestock owned exclusively …” as reported in question 1.

Question 3: If you were to sell today these …... that you exclusively own, how much would you receive?

ESTIMATE VALUES IN GHANA CEDIS. RECORD 999997 IF REFUSE TO ANSWER. RECORD 999998 IF DO NOT KNOW.

Question 4: How many of …….. do you own jointly with someone else?

This question seeks for the respondent to give account for how many livestock he or she owns jointly with some else.

Question 5: Who do you jointly own these livestock with?

READ: PLEASE LIST ALL INDIVIDUALS THAT JOINTLY OWN ANY OF THE …………... WITH YOU

Question 6: If you were to sell today these …………... that you jointly own, how much would you receive?

ESTIMATE VALUES IN GHANA CEDIS. RECORD 999997 IF REFUSED TO ANSWER. RECORD 999998 IF DO NOT KNOW.

Ask the respondent who else both inside and outside of the household owns the livestock with them. Record the ID codes of the household members that jointly own this livestock with the respondent and record the number of male and female outside household members that jointly own the livestock separately. This should be joint owners for any of the animals among this livestock type.

Question 7: Who was present along with the respondent during the individual's interview?

If not alone with respondent, reasons interview not administered with the respondent(s) alone should be explained in the remarks.

CHAPTER TWENTY-THREE

23 Community Questionnaire

23.1 Introduction

The living standards of individuals and households are influenced by the community in which they live. Communities experience diverse development projects and have different needs. Understanding the needs, aspirations, and challenges of communities provide the basis for the introduction of interventions to improved living conditions.

Community-level leadership and concerted efforts by significant others through a collective voice serve as a catalyst for informed decision-making and development. The community questionnaire collects information on community characteristics including predominant economic activities and infrastructure, educational and health facilities, agricultural practices, community needs and action.

The community questionnaire must be administered in all selected rural clusters irrespective of whether it is a type 1, 2 or 3 EA. One Community Questionnaire is expected to be administered for types 1 and 2 EAs that are rural in nature. For type 3 EAs, all localities having a population of 200 or more, Community Questionnaire must be administered for all such localities found as part of a selected cluster that is a type 3 EA. Example, if 3 localities that are part of a selected type 3 cluster have population 200 or more, Community Questionnaire must be administered for all the 3 localities.

Respondents of the focus group discussion: The supervisor should guide the opinion leaders i.e., Chiefs, Assembly members and Unit Committee Members to select other members recommended for the discussion in each community. These opinion leaders should be those who have:

· lived and worked in the community for at least 5 years; and

· have a good knowledge of the community.

They should comprise the chiefs, community elders, assembly members, unit committee members, teachers, retired teachers, nurses, and other professionals.

1. determine the number of participants (5 to 20 members) based on availability of qualified community leaders that can join the focus group discussion.

2. at least a third of either sex should participate such that if the group has 9 members, at least 3 must be males or females respectively.

3. select the participants to reflect the different occupations, leadership roles and age categories.

In executing this exercise, the interviewer should select a team of not more than twenty (≤ 20) opinion leaders from the community. These opinion leaders should be those who have lived and worked in the community for 5 years or more and should have a very good knowledge of what goes on in the community. The supervisor should take note of the heterogeneous composition of the people of the community and select the respondents to reflect the different occupations, sex, ethnic and religious background. The names of the participants must be written in full, indicating sex, titles such as Assemblyman/woman, Nana, Torgbui, Naa, Unit Committee member, etc and occupation. This thus requires that the supervisor take time to acquaint himself with the community before this exercise. Responses should be accepted only after a consensus have been reached by the discussants.

The interviewer should explain the purpose of the exercise and ensure each question (is asked) very well to the understanding of the people. The questionnaire should be administered in public and under no circumstance should you act or conduct yourself as to influence any response.

Note that writings in uppercase are Instructions for the interviewer. You should also take note of the skip pattern. Responses that require ranking should first be listed before the ranking is done.

23.1.1 Definition of Concepts

Permanent Daily Market – A community is said to have a permanent market when shop owners (stores and stalls) and buyers go on transacting their businesses in all the days (daily) of the week.

Periodic Market – Is a market where economic activities are conducted on specific number of days or specific days in a week, month etc.

Public Transport – Is any commercial vehicle, canoe, or ferry that conveys people and goods from one place to another on commercial bases. It does not include private cars, tourist buses or boats.

Public School – Is a school run or managed by the government. Note that in Ghana, the government runs most mission schools and for that matter they are public schools. Interviewer should probe to find out who pays teachers’ salaries.

Private School – Are schools owned and run by individuals or organizations, where the management is not under government control.

A Shift System – Is a system where some pupils attend school from morning to afternoon while another batch goes from afternoon to evening using the same building under the same management.

Agriculture Extension Officer – Is a trained agricultural officer who educates and advises farmers on good agricultural practices.

Land Lease – Is a system where land is given out to a farmer for a short period after which it is returned to the owner.

Sharecropping – Sharecropper is a person who acquires farmland from a landowner to farm on an agreement that after the crop is harvested, the proceeds is shared with the landowner according to the proportions agreed on.

Financial institutions: refer to organizations like banks, credit unions, and investment companies that help people manage and grow their money.

Community development projects refers to an initiative designed to enhance the social, economic, and environmental well-being of a specific community or group of communities.

23.2 Completing the Socio-Demographic and Infrastructure Questions

The purpose of this section is to collect information on the demographic characteristics of inhabitants of this community.

Question 1: NUMBER OF PEOPLE LIVING IN THE COMMUNITY

This question asks of the population of the community. GSS will provide this population figure.

Question 2: OBSERVE IF VEHICLES ARE ABLE TO ACCESS THE COMMUNITY.

Question 3: What is the type of main access road surface to this community?

IF THERE IS NO ROAD, REPORT ON ROAD THAT PASSES CLOSEST TO THE COMMUNITY

Question 4: How far is this community from the nearest accessible road?

This question is asked when the response in question 2 is not accessible, care should be taken to obtain a good estimation of the distance between the community and the nearest motorable road.

Question 5: Is the road to the community unmotorable during certain times of the year?

This question tries to find out whether there are times in the year when no vehicle can pass the road by or to the community i.e. rainy season.

Question 6: For which month(s) of the year is the road usually unmotorable?

If the response to Question 5 is YES, obtain the months within year that vehicles cannot access the community.

Question 7: Why is/are the road(s) unmotorable?

This question seeks to find out from the respondents if there is a reason or multiple reasons the community is not accessible.

Questions 8: What is/are the reason(s) the road is unmotorable?

If the reason provided is more than one selects all that is mentioned. When it rains and just because of the rain the community is not accessible, select rain, flood has to do with over floor of river bodies which can occur either because of rains of increase in the volume of water at certain times in the year. Select the appropriate response based on the information provided.

Question 9: Is there an ICT centre in this community?

The question finds out if there is an ICT centre in the community. ICT centres are public places where people can use computers, the internet, and other media; get training; and obtain a variety of other communication-related services.

Question 10: Is there a mobile phone network in this community?

The question is asking whether there is mobile phone network coverage in a particular community. Essentially, it seeks to know if mobile phones can connect to a network for making calls, sending texts, or using mobile data in that area.

Question 11: Which mobile network do you have in this community?

Example: MTN, Telecel, AirtelTigo etc.

Question 12: How far is the nearest mobile phone network from this community?

If these facilities are not in the community, we need to know the nearest place one.

can obtain the services when needed. The distance should be recorded in miles or kilometres.

Question 13: Does the community have access to internet services?

The questions seek to establish if there is internet network service in the community.

For communities with localized network areas, i.e., where mobile network is localized to locations or areas, kindly probe to know if these network areas are within the community boundaries. If these network areas are within the boundaries of the community, then choose (Yes – with poor service). If these areas are outside the community boundaries, choose (No). Note that for communities with networks coverage less than 50%, choose (Yes – with poor service) even if the service is good.

Question 14: Is there a financial institution (bank, micro-finance, etc.) in this community?

Answer yes or no is the community has a financial institution or not.

Question 15: How far is the nearest financial institution (bank, micro-finance, etc.) from this community?

If these facilities are not in the community, we need to know the nearest place one.

can obtain the services when needed. The distance should be record in miles or kilometres.

Questions 16: Is there a permanent (daily) market in this community?

Enquire if the community has a permanent market where shop owners (stores and stalls) and buyers go to transact business in all the days (daily) of the week. Record yes or no depending on the answer provided.

Questions 17: Is there a periodic market in this community?

The question is asking whether the community has a periodic market, which is a market that operates on specific days of the week or month rather than daily

Questions 18: How often does this market operate in a week?

A community market where marketing activities are done on some days of week is termed periodic market. Also record the number of times that the market operates within a week. They normally have market days that falls of specific days and others also have with a specific number of days interval.

Questions 19: How far is the nearest periodic or daily market from the community?

In a situation where there is no community market, we need to know the nearest place one can obtain the services when needed. The distance should be recorded in miles or kilometres.

Question 20: Is commercial transport available in this community?

Commercial transport is any form of means used to transport persons and goods. It could be taxi, trotro or tractor with trailer, tricycle etc. which conveys people and goods from one place to another on commercial bases. The government, private person(s), community, religious body, etc may manage such a transport services.

Question 21: What is the main means of commercial transport in this community?

The question is asking about the primary mode of transportation used for commercial activities in the community. It seeks to identify how goods and people are typically moved around for business purposes, such as by trucks, buses, taxis, motorcycles, or boats.

Question 22: How far do people in this community go to board a commercial transport?

This refers to the distance between the community and where he/she will join public transport. This does not refer to the distance between the community and the destination.

Question 23: How often does commercial transport ply this community?

This refers to the number of times based on the selected time that commercial transport frequents the community. So, the response can be 10 for the number of times and select daily for the time if that is the response provided.

Question 24: Are there any major community development project currently ongoing?

This question is asking whether there are significant projects focused on improving or developing the community that are currently in progress. These could include initiatives like building new infrastructure (e.g., roads, schools, hospitals), social programs (e.g., health campaigns, educational initiatives), or economic development efforts (e.g., creating jobs, supporting local businesses).

Question 25: What 3 major development projects are ongoing in this community?

This question is asking about only ongoing community development projects. Do not record completed community developments project(s) at the time of the interview. Capture only ongoing development projects in the community.

Question 26: What is the main source of funding for ongoing development projects listed at Q 25?

23.3 Completing the Education Questions

This section seeks information on the availability of educational facilities in the community, the proportion of school going age children who are in school and problems of education among others.

Question 1: Is there a pre-school in this community?

Pre-school refers to any school before primary school, i.e. Creche, Nursery and KGs. The pre–school could either be private or public. Remember that pre-school is between the ages 0 – 5 years.

Question 2: How far is the nearest pre-school from this community?

This refers to the nearest pre-school to the community, not the one the person in the community thinks is important and irrespective of whether it is a private or public school. Record the distance in kilometres or in miles.

Question 3: What levels of pre-school does the community have?

The levels are referring to whether the community pre-school has Nursery, Kindergarten (KG) or both.

Question 4: Is there a pre-school in this community?

A primary school is a basic school (classes 1 to 6) meant for children between ages 6-11. The question is meant to find out if the community has such a school be it private or public.

Question 5: How far is the nearest primary school from this community?

This refers to the nearest primary school to the community, not the one the person in the community thinks is important and irrespective of whether it is a private or public school. Record the distance in kilometres or in miles.

Question 6: What is the name of the school?

Record the official names of a maximum of 3 schools in the community whether private and public.

Question 7: Is it public or private?

Ask whether the primary school is a public or private for each school listed. A public school is a school that runs on public funds, usually government-imposed taxes. On the other hand, a private school is a school that is not supported financially by the government and which parents must pay for their children to attend.

Question 8: Does this school benefit from the School Feeding programme?

School feeding is a programme for some selected schools in the country. The question is to establish if the school in question a beneficiary is. Record yes or no depending on the response provided.

Question 9: Is it boys only, girls only, or mixed?

A school is said to be Boys School or Girls school when all the pupils are only boys or only girls respectively. When both boys and girls attend the same school, it is termed a mixed school.

Question 10: Are there children (6-11 years) in this community who are not in school?

The response should be yes if there are school going children aged 6 – 11 years who are currently not in school.

Question 11: What are the 3 main reasons some primary school age children (6 -11 years) in this community are not in school?

Inability of parents to fund child’s education is a situation where parents are unable to financially support or afford the costs associated with their child’s education. This should include tuition fees, school supplies, uniforms, transportation, and other educational necessities.

Lack of parental interest is a situation where parents show no enthusiasm, concern, or involvement in their children’s education.

Lack of interest in schooling by children is when children demonstrate no motivation or engagement in their educational activities or learning experiences.

School too far away is when a school is located at a significant distance from a student’s home or community.

Not enough schools refer to a limited number of educational institutions available within a particular area or region to serve the educational needs of the population.

Not enough classrooms is a state where the available classroom space within a school or educational institution is insufficient to accommodate the number of students enrolled.

Not enough teachers refer to the Insufficient number of qualified teachers or educators available to meet the needs of students in schools or educational institutions.

Not enough learning materials is a state where educational resources such as textbooks, laboratory equipment, digital tools and other instructional materials are insufficient to adequately support teaching and learning in educational institutions or schools.

Dangers faced by children on their way to school: Children may be at risk of being involved in various accidents (e.g. getting drowned in rivers, harassment, assault, weather-related hazards such as heavy rain or extreme heat, inadequate sidewalks, poorly maintained roads etc.

Children are used for work is the practice of employing children in various forms of labour, often under exploitative or hazardous conditions.

Other (specify): Record other responses that are not included in the response categories above.

Question 12 Is there a Junior High School in this community?

A Junior High school is a basic school (from 1 to 3) meant for children between the ages 12-14. The question is meant to find out if the community has such a school be it private or public.

Question 13: How far is the nearest Junior High School from this community?

This refers to the nearest Junior High school to the community, not the one the person in the community thinks is important and irrespective of whether it is a private or public school. Record the distance in kilometres or in miles.

Question 14: What is the name of the school?

Record the official names of a maximum of 3 schools in the community or nearest to the community whether private and public.

Question 15: Is it public or private?

Ask whether the Junior High school is a public or private for each school listed. A public school is a school that runs on public funds, usually government-imposed taxes. On the other hand, a private school is a school that is not supported financially by the government and which parents must pay for their children to attend.

Question 16: Is it boys only, girls only, or mixed?

A school is said to be Boys School or Girls school when all the pupils are only boys or only girls respectively. When both boys and girls attend the same school, it is termed a mixed school.

Question 17: Are there children (12-15 years) who completed primary school in this community and are not currently in school?

Question 18: What are the 3 main reasons some Junior High School going age children (12-15 years) in this community are not in school?

Question 19: Are there children (16-19 years) who completed JHS in this community and are not currently in SHS?

Question 20: What are the 3 main reasons some Senior High School (16-19 years) in this community had not been enrolled in school?

Question 21: Overall, what would you say are the 4 major challenges affecting education in this community?

Select 4 out of the 15 listed challenges that are likely to affect education in communities.

Question 22: Overall, which sex is mostly affected by these challenges?

23.4 Completing the Health Questions

An important aspect of measuring the welfare of a community is how readily they can have access to health care services when it is needed. Thus, this section collects information on the health personnel and health facilities in the community. The problems associated with health delivery services altogether are not left out.

Question 1: Is there a ................................ in this community?

This question tries to find out whether the health service personnel live in the community. Interviewer should endeavour to ascertain the qualification of the personnel. It is not everybody who works in a maternity home who is a qualified midwife. Distinction must be made between a pharmacist and anybody who dispenses drug in a drug store as a pharmacist. Note that when the health personnel are in the community, you move to the next health personnel, otherwise proceed to Question 2.

Question 2: How far from this community to the nearest………......?

This question seeks to find out how far the health care giver is from the community if he/she is not in the community. CODE IN KILOMETRES OR MILES.

Question 3: Where is the nearest ............. located?

Let them mention the name of the nearest place the said health personnel stays.

Question 4: Does the ............. have a dispensary?

The place where patients go to collect (buy) their drugs in a health delivery centre is the dispensary. The question seeks to establish if the health facility in the community has a dispensary.

Question 5: Does the ............. provide maternity service?

The place where patients go to collect (buy) their drugs in a health delivery centre is the dispensary. The question seeks to establish if the health facility in the community has a dispensary.

Question 6: Are there any other health services in this community that I did not mention?

Specify any other health service facility operating in the community that has not been mentioned among the list of health facilities.

Question 7: Is there a/an ................................ in this community?

This question tries to find out whether the health personnel is in the community. Interviewer should endeavour to ascertain that a health personnel is available in this community.

Question 8: How far from this community to the nearest………......?

This question seeks to find out how far the health facility is from the community if he/she is not in the community.

Question 9: Where is the nearest ............. located?

Let them mention the name of the nearest place the said health personnel stays.

Question 10: Are there any other health personnel in this community that I did not mention?

Specify any other health personnel working in the community where the interview is being conducted.

Question 11: What are the 4 main diseases in this community?

The question seeks to establish sicknesses/ailments that most people of the community suffer from. List and rank four of these sicknesses/ailments in the order or prevalence.

Question 12: What are the 4 major challenges people in this community face regarding health services delivery?

This refers to the major health delivery services problems the people face in the community. These are problems associated with the health personnel and health facilities in the health delivery process. List and rank four of these health delivery problems.

Question 13: Where do most of the women in this community give birth?

This question seeks to find the most common place most women in the community go to give birth. Remember THEIR HOMES means that the person delivered in her home with assistance from her relations, trained/untrained TBA.

C. TRAINED TRADITIONAL BIRTH ATTENDANT is birth given at home of TBA who was trained.

D. UNTRAINED TRADITIONAL BIRTH ATTENDANT is birth at home of TBA who was not trained.

23.5 Completing the Agriculture Questions

The purpose of this Section is to find out the crops that are mostly cultivated in the community and at what time in the year. It also tries to find out what agricultural services are available in the community.

Question 1: Is there an Agricultural Extension Office located in this community?

Agricultural Extension Office is an office set up and manned by either Ministry of Food and Agriculture or an NGO.

Question 2: How far is the Agricultural Extension Office from this community?

This measures how far the nearest Agricultural Extension Office is located from the community.

Question 3: Is there an Agricultural Extension Officer stationed in this community?

Agricultural Extension officer refers to agricultural officers who educate or advice farmers on good agricultural practices.

Question 4: Does an Agricultural Extension officer or agent visit farmers of this.

community?

Refers to Agricultural Extension Officer visiting and advising farmers in the community.

Question 5: What agency(ies) is/are the extension officers or agents mainly from?

Tried to find out which organization or NGO the Extension Officers work for. In other words, which organization posted the officials to the community?

When the community confirms the extension agent is from Cocobod or Cocoa Health and Extension Directorate – CHED, choose (Ministry of Food and Agriculture) option.

Question 6: What 4 main services do extension officers or agents provide?

Tried to find out the kind of services the Extension Officers render.

Question 7: Do community members comply with the guidelines or the services the Officer provides?

The question seeks to find out if the community complies with the guidelines or services provided by the Extension Officer

Question 8: Is there an agricultural/fishing association in this community?

Agricultural/fishing association is a society, which is formed by the farmers for the wellbeing of the industry. It is like farmers’ cooperative.

Question 9: What is its name and what three major services does it provide?

Question 10: Is there an agricultural cooperative in this community?

Agricultural cooperative is a collectively owned business entity formed by farmers to achieve common goals.

Question 11: Does the community have access to tractor(s) anytime needed for

agricultural purposes?

Tractors here mean tractors in working condition. By this it means tractor, which are working. Even if it is broken down and it will be repaired within a short time it must be considered as in working condition.

Question 12: Is there a dam in this community?

Dam refers to a structure built to block or control the flow of water, typically for purposes such as water supply, irrigation, flood control, or hydroelectric power generation.

Question 13: Is the dam part of One-Village One-Dam (1V1D) project?

Question 14: Which year was the One-Village One-Dam (1V1D) constructed?

Question 15: In which month(s) of the year does/do the farmers in the community use the dam?

Question 16: Are there any irrigated fields in this community?

An irrigated field refers to dams where channels are constructed for the flow of water to farmlands.

Question 17: How much money does an agricultural labourer charge for a day’s work?

This is about how much an agricultural labourer earns in the community when he/she performs those jobs like clearing, planting, and harvesting.

Question 18: Is there a of mutual support system (nnoboa) among the farmers/fishermen in this community?

Mutual aid among the farmers in the community here means the system where farmers in turn help each other on their farms in a rotating basis.

Question 19: How is land mainly measured in this community?

The system of land measurement in the community.

Question 20: What are the dimensions of this measurement?

The dimensions of the measurement must be done in metres.

23.6 Completing the Changes in the past 2 Years

Question 1: In the past 2 years, what event occurred in this community that made people better off.

The question seeks to find out interventions that has led to an improvement in the life of the people in the community.

Question 1b: In the past 2 years, what event occurred in this community that made people worse off.

The question is inquiring about any significant event that took place in the community within the past two years, which negatively impacted the well-being of its residents.

Question 2: In what year did this event occur?

The question seeks to find out what year exactly that intervention took place.

Question 3: What share (in %) of the community (population) was affected?

READ RESPONSES. CHECK (IF BETTER OFF >> Q5)

The question wants to find out what percentage of the community population was impacted by the responses.

Question 4: What was mainly done to mitigate the effect of the event?

What measures were taken to reduce the impact of the event.

Question 5: During the past 2 years, have any of the community members ever approached the village leaders or political leaders about expressing a need for (ITEM) in the locality?

This question seeks to find out if any member of the community ever approached.

the village or political leader to make known to the leaders a particular need or

service within the locality during the past 2 years.

Question 6: During the past 2 years, have the village leader(s) or political leaders organized the community members to discuss how to address a need for (ITEM) in the community?

This question seeks to find out if the village or political leader(s) have ever arranged or gathered the members of the community to deliberate on their need for an item within the community.

Question 7: IS ANSWER “YES” TO EITHER Q5 OR Q6?

If answer to Q5 or Q6 is YES, continue to the next row.

Question 8: During the past 2years, did the community members (besides village leaders, political leaders) meet to find ways to address the need for (ITEM)?

The question wants to find out whether community members convened to explore solutions for fulfilling the need for an item.

Question 9: During the past 2 years, is there any [ITEM] in this community that has been abandoned?

The question is asking whether there is any specific item, structure, project, or facility in the community that has been left unused, neglected, or abandoned over the past two years.

Question 9a: To address the need for [ROW ITEM], in the past 2 years did the community mobilize manpower among community members?

The question wants to find out if the community mobilized manpower among the community members to fulfil the need for an item in the past two years.

Question 9b: To address the need for [ROW ITEM], in the past 2 years did the community mobilize financial resources among community members?

The question wants to find out if the community mobilized financial resources among the community members to fulfil the need for an item in the past two years.

Question 9c: To address the need for [ROW ITEM], in the past 2 years did the community seek resources through the district assembly?

The question wants to find out if the community sought resources through the district assembly to fulfil the need for an item in the past two years.

Question 9d: To address the need for [ROW ITEM], in the past 2 years did the community seek resources through the regional coordinating council (RCC)?

The question wants to find out if the community sought resources through the regional coordinating council (RCC) to fulfil the need for an item in the past two years.

Question 9e: To address the need for [ROW ITEM], in the past 2 years did the community seek resources through influential person?

The question wants to find out if the community sought resources through an influential person to fulfil the need for an item in the past two years.

Question 9f: To address the need for [ROW ITEM], in the past 2 years did the community seek resources through religious organizations?

The question wants to find out if the community sought resources through the religious organizations to fulfil the need for an item in the past two years.

Question 9g: To address the need for [ROW ITEM], in the past 2 years did the community seek resources through NGO / Int organization?

The question wants to find out if the community sought resources through the NGO/ Int. organization to fulfil the need for an item in the past two years.

Question 9h: To address the need for [ROW ITEM], in the past 2 years did the community seek resources through Member of Parliament?

The question wants to find out if the community sought resources through a Member of Parliament to fulfil the need for an item in the past two years.

Question 9x: Other Specify: Record other responses that is not included in the response categories above.

Answer yes or no is the community is connected to a mobile phone network or otherwise. If there is a mobile network, record all that are available in the community.

CHAPTER TWENTY-FOUR

24 Data Quality Monitoring

24.1 Introduction

To achieve the broad objectives of the GLSS 8, consistency checks have been incorporated in the data capture application (Computer Assisted Personal Interview - CAPI) to aid near real-time error detection and data cleaning by the field officers. In addition, the Data Quality Monitoring Team (DQMT) will run batch programs (CSPro and STATA) to query the synchronised data for coverage, structure and content errors. The errors detected (error file) will be communicated to Field Officers/Monitors for data editing and re-syncing. This iterative process of data quality assurance will continue until all the data inconsistencies have been rectified for each cluster. The data obtained after fieldwork will go through the final batch edit application to finalise the data for tabulations, report writing and dissemination.

24.2 Concepts and Definitions

Data quality management: refers to the quality assurance process involving various actors and sequence of activities to detect errors easily and early, and prevent errors from reoccurring. Quality management covers all activities including planning fieldwork, data collection, monitoring, processing, evaluation, and dissemination of results.

Field data quality monitoring: refers to the process of observing data quality procedures to assess data being collected and provide feedback to field teams for prompt correction.

Near real-time: refers to the significantly reduced time lag between data capture and synchronisation to the server at HQ by both Supervisors and Interviewers. Thus, field data is available virtually, almost immediately for download, processing and providing feedback to field officers for prompt correction.

Data quality: measures how well a dataset meets criteria for accuracy, completeness, consistency, validity and timeliness.

Quality data: refers to data devoid of coverage, structure and content errors e.g. gaps, duplicates and inconsistencies.

Complete coverage: refers to the achievement of expected data for all instruments from the sampled units (cluster/households).

Gap: refers to the difference between the expected number of questionnaires and the actual in data, for each cluster.

Duplicate: refers to having the same questionnaire ID for two or more cases in data.

Data entry errors: in the data quality process denote wrongfully entered records or outliers.

Data standardisation: refers to ensuring that data is entered consistently, for example, using the appropriate unit of measure for food items.

Range checks: refer to ensuring that values entered fall within the acceptable range.

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24.3 Objectives of the Data Quality Monitoring

The main objectives of the field data quality monitoring activities are to:

a. ensure that the data captured is of the highest quality and standards;

b. ensure that all data captured during field interviews are successfully synchronised to the designated servers;

c. ensure that all data inconsistencies and other errors made during field data collection are detected near real-time and resolved by field officers whilst on the field;

d. ensure complete enumeration of all assigned households;

e. ensure all clusters are without questionnaire duplicates and gaps;

f. ensure that all field teams are cleared in adherence to the outlined procedures and protocols before leaving a cluster; and

g. reduce the duration of the post-field data processing activities to ensure the timely release of the reports.

24.4 The Data Quality Monitoring Processes

24.4.1 Content error checks

Data Quality Monitors (DQMs) will run Batch Query Programs on the downloaded data to generate reports that will track the following:

a. questionnaire validity per cluster e.g. uniqueness, duplicates, wrong dates, bad structure;

b. completion of assigned sections for each visit;

c. data consistency across all variables within sections in each questionnaire; and

d. data consistency across the different questionnaires, where applicable.

24.4.2 Performing consistency checks on the data

a. Interviewers are expected to sync data to the Supervisors each day

b. Supervisors are expected to sync data to HQ by close of work each day

c. DQMs will download synced data daily and run batch query programs to generate CSPro error report files. These reports will be packaged by teams to be used by Interviewers, Senior Interviewers, Supervisors and Field Monitors to ensure that errors identified are corrected.

d. Each DQM will generate an assignment-specific monitor report to be analysed together with the CSPro error files to guide field teams/monitors to achieve complete coverage and quality data.

e. DQMs will communicate the error reports to the field supervisors through WhatsApp, Telegram, SMS, Phone calls, E-mails, etc. before the day’s work starts.

f. The Field Monitors would be responsible for the follow-up on ground-truth issues/reports from the field teams.

g. The Interviewer must correct the errors and re-sync the data to the Supervisor who in turn must sync to HQ.

h. DQMs may intermittently run checks within a day on current data to ensure that errors identified have been corrected.

i. National DQMs will generate national monitor report to be shared with the Coordinator/Management.

24.5 The Data Quality Monitoring Tools

Different data quality monitoring tools will be employed during the data collection exercise. These will include daily reports generated from the batch query programs and a dashboard which shows near real-time status of fieldwork.

24.5.1 CSPro error report

Shows a detailed list of all the error cases. It further indicates the case/questionnaire identification code, the number of error messages, the variables in error as well as further information to explain the errors for each case.

For example, for module A and B questionnaires, the case/questionnaire identification code (Case ID) is a 10-digit code comprising team number (2 digits), cycle number (2 digits), cluster number (4 digits) and household number (2 digits).

For instance; in Fig 24.1, ***Case [0101000204] means that this case ID representing Household 04 in Cluster 0002 in Cycle 01 by Team 01 is in error, with 4 error messages. The list of each of these error messages is preceded with “E”, ”W”, or ”U”, followed by the line number of the error message in the batch program, the variable in error and the type of error committed.

S1Q7(1): The “(1)” indicates the first error check on the variable S1Q7. This error means that the response to the question ‘Does NAME's partner or any of NAME's partners live in this household?’ is not expected for a specific household member, in this instance, member 1 (head of household), based on previous responses such as Current Marital Status (S1Q6).

S1Q8(1): The “(1)” indicates the first error check on the variable S1Q8. This error means that the response to the question ‘ID code of the partner in household’ is not expected for a specific household member, in this instance, member 1 (head of household), based on previous responses such as Current Marital Status (S1Q6) and whether Name’s partner is a member of the household (S1Q7).

Fig 24.1: Error file of a Typical Cluster, households, and by Interviewer

24.5.2 DQM monitor report

References benchmark data from the household listing exercise to assess the status of the main fieldwork. It contains the cluster-level statistics, cycle-level statistics, interviewer-level statistics and team-level statistics. It also provides detailed information on gaps, duplicates and the expected number of households/individuals in the different sections of the questionnaire based on the eligibility criteria.

Fig 24.2: DQM Monitor Report Showing Cluster-Level Statistics in Comparison with Benchmark Data

24.5.3 GLSS 8 dashboard

Serves as a central hub for providing near real-time insights into various aspects of the data for the GLSS 8 main survey instruments. This includes data collection rates, geographic coverage through location audit GPS, response quality checks for outliers, programming checks for missing values, and fieldworkers' performance within and between teams as data is synced daily. Overall, the GLSS 8 main dashboard offers comprehensive insights into survey progress and household characteristics to management and the Project Implementation Team (PIT), facilitating effective monitoring and decision-making to quickly address any issues that arise during fieldwork throughout the survey process.

Additionally, it presents information on household characteristics across different sections of the GLSS 8 instrument. For each cluster and team, it provides the following summaries:

1. Number of households enumerated;

2. Average household size in enumeration data;

3. Proportion of single-member households;

4. Number of individuals in enumeration data;

5. Proportion aged 15 years and older across all sections;

6. Response rate per section/module;

7. Data for the number of different clusters;

8. Enumerators who completed a questionnaire below 30 minutes;

9. The number of recorded community names for each interview not matching the location during the listing;

10. Itinerary of EAs visited;

11. Responses with outliers and missing values;

12. Percentage of “don’t know” and “other” (specify) questions by interviewers;

13. Consistency in listing and main enumeration responses; and

14. Location audits using GPS.

Fig 24.3 shows the following dashboard tabs:

a. Overview: This shows the aggregated summary of the enumeration data, the time at which work starts daily and the cumulative number of households interviewed;

b. Summary boxes per team: Visual summary boxes presenting daily syncing updates and performance indicators for each team;

c. Team Statistics: Detailed breakdown of survey activities and data collection efforts by each team and enumerator;

d. Summary of survey data: Key statistical insights derived from the household and individual-level data;

e. Survey Itinerary: Detailed schedule and timeline of survey activities, including cycles, visits, dates and locations of data collection; and

f. Odd Info: Notable anomalies and unusual observations encountered during the enumeration process.

Fig 24.3: Dashboard Showing Summary Statistics and Extent of Work for the Data Collection Exercise

24.5.4 Correcting Inconsistencies and Other Errors Identified

a. When identified errors are communicated to the Supervisor, the Interviewer(s) responsible must revisit the household in error to correct the identified errors on their tablets.

b. In situations where the errors persist, the DQM will liaise with the Field Monitor, Supervisor, Senior Interviewer and Interviewer to ensure the error is corrected.

c. The Interviewer is to re-sync the corrected data with the Supervisor and the Supervisor in turn to the Server, early enough to be checked by the DQM during the next download. This is required to inform closure of work and clearance for a particular cluster.

24.6 Clearance of Field Officers

There will be two levels of clearance for each cycle of the main fieldwork. The first level of clearance for the field officers will be at the cluster level (EA) while the second level will be at the team level.

24.6.1 Cycle level clearance

The DQM will require the CSPro error report, DQM monitor report and the summary statistics from the Supervisor’s tablet to validate the team’s work within a particular cycle for the following key pointers:

a. all households in the assigned clusters in a cycle have been enumerated in all relevant sections and have reflected in the database;

b. the data for the cluster are devoid of duplicates, gaps and partial saves for all modules; and

c. all inconsistencies and other errors identified in the cluster have been resolved.

Note that once all of these conditions are met, the Supervisor will receive final approval from HQ for the Interviewers to exit the clusters for the cycle and proceed to the next cycle.

24.3.1 Team final clearance

A team can be cleared by DQM if the following criteria are met:

a. all households assigned to a team have been correctly enumerated in all cycles;

b. all community data and price data expected for the assigned clusters have been completed in all cycles;

c. all data for a team have no duplicates, gaps and partial saves; and

d. all inconsistencies and other errors identified have been resolved for each Interviewer in the team.

Note that once all of these conditions are met, the supervisor will receive final approval from HQ for the team to exit the field. The team will be expected to submit all the field logistics to HQ before the approval of final payments.

CHAPTER TWENTY-FIVE

25 Leadership Role of the Field Supervisor

25.1 Introduction

Good supervision is a critical part of the fieldwork since the success of the GLSS 8 depends on the quality of data that will be collected from the field. It is important to put in place measures that will ensure the collection of quality data and achieve complete coverage. The supervisor must therefore be on the field always, till the end of fieldwork. As a supervisor, you are expected to monitor the work of the interviewers working with you to ensure they are working as directed. Supervisors are the first-level monitors on the field and for that matter must be with the team from the beginning of each day till the end of the day’s fieldwork. Therefore, the supervisor's role, before, during, and after fieldwork is critical to the success of the survey.

25.2 Main Task of the Supervisor During Data Collection

As a supervisor, your main task will be to supervise five Interviewers, who will work directly under you. The interviewers’ main assignment is to identify all households in all structures assigned to them in each cluster. It is your duty as a supervisor to ensure that this assignment is carried out efficiently and in accordance with the instructions in this manual. You will also assist in the re-training and coaching of the interviewers in your team during fieldwork. To be effective as a supervisor, you must take note of the following:

25.2.1 Mastering the Field Officer’s Manual

Every Interviewer and Supervisor has been given a copy of the Field Officer’s Manual which contains detailed instructions on how to conduct the GLSS 8 field data collection. To supervise these Interviewers and help them conduct the work well, you must understand very clearly what you have been assigned to do as a team. This means that you must read and master the Field Officer’s Manual before starting your supervisory work. It is only when you know the functions being performed by the interviewers very well that you will be able to help when they approach you with challenges.

25.2.2 Commanding the confidence of your interviewers

You must always try to command the confidence of the Interviewers who are working under you. Remember that you are their leader to whom they will turn whenever they come across any difficulties. If they have no confidence in your ability, they will always be reluctant to approach you with their problems. Your work as a supervisor will be challenging if Interviewers find that you cannot help them to solve their problems.

25.2.3 Contacting the Regional Statistician in case of difficulties

Whenever you are in any doubt concerning any part of your assignment, you must consult your Regional Statistician (RS), who may also consult the Project Secretariat if it becomes necessary. The RS is in the position to help you overcome your difficulties.

25.2.4 Giving Approved Directives to the interviewers

Interviewers will be instructed during training on how they should conduct the data collection exercise. Do not confuse them by giving wrong directives. Whenever you are in doubt, explain to them that you are not sure yourself, and that you will obtain the necessary explanation from your RS. It is always better to admit your uncertainty rather than offer wrong answers.

25.2.5 Leading in an exemplary manner

You are leading a group of Interviewers into the field to conduct an operation which is of vital national importance. You must always try to explain the solution to problems clearly and set a good example to these Interviewers. You must be fair and approachable, since that will encourage them to approach you with their problems. Some of the Interviewers may be experienced data collectors and of the same educational level as you so do not give them any cause to grumble about your leadership.

25.2.6 Cooperating with the interviewers

Throughout the survey period, you must cooperate with the Interviewers working with you. Remember that you are working as a team. If they fail, it means that you yourself have failed. If they succeed you will share the honours of success equally with them.

25.2.7 Completing interviews in the assigned EAs

You and your interviewers will have to work outside the normal working hours during the data collection period. You should work as hard as you can to complete your assignment during this period. If you cannot complete your assignment on time, report the matter as soon as possible to your RS. Under no circumstance should you stop before completing all clusters assigned you in this exercise. Your work will be considered incomplete if ALL the clusters assigned to you have not been completed. Working hours will not be fixed for you because, in many cases, you may have to work at very odd periods especially on weekends when most respondents can be found at home. Remember that you are performing an invaluable national service. Encourage each of your Interviewers to produce their best to finish within time. Help to make this data collection exercise a success and you will feel proud thereafter that you made a worthwhile contribution to the GLSS 8 programme.

25.2.8 Replacing interviewers when necessary

The Project Secretariat will have some reserve Interviewers. If during the survey period any of your Interviewers fall sick or have challenges that prevent them from working, you should contact your RS for immediate replacement. Every effort has been made to ensure that only Interviewers, who are efficient, are engaged to conduct the exercise. You must keep a close watch on the work of all your Interviewers during the fieldwork. Go through all the completed work and if you detect any errors that suggest that an Interviewer is not working satisfactorily, report it to your RS immediately for possible replacement. When a decision has been taken to replace an interviewer, ensure that you collect all survey materials from the Interviewer who is being replaced. The Supervisor must also remember that if he/she proves inefficient, the RS could recommend his/her replacement.

25.3 Supervisor’s duties before field data collection

The duties of the Supervisor before fieldwork are very critical to the survey. It is therefore, important that some preparatory activities are undertaken to help achieve complete coverage. Some of the activities to be undertaken before the fieldwork are:

25.3.1 Training, retraining, and coaching of interviewers

At the end of the training, the final selection of supervisors will be based on performance and the mastery of content and use of CAPI. Throughout the training (the lectures, mock interviews/role play, field exercises, class tests, and group discussions), you should always be ready to undertake any specific aspect of the training which might be delegated to you. On the field, you must give adequate attention to each Interviewer and re-train him/her personally if it becomes necessary.

Interviewers have been specifically instructed to contact you whenever they do not understand something in the Field Officer’s Manual. This means that you must always be prepared to help any Interviewer solve any difficulty they may have. As a leader, you must try to explain the survey and field problems they do not understand. This is the reason why it is necessary that you study the manual very thoroughly.

25.3.2 Expanding list of historical events to estimate the age of respondents

In Appendix 5 of the Field Officer’s Manual, you will find a list of national and regional historical events to help estimate ages of respondents who do not know their ages. In many cases, however, this list may not be sufficient, or the events listed may not be known to all the people in your area. It is your duty to supplement this with appropriate “Local Historical Events” in the area. The chief or Assemblyman/woman or any other knowledgeable person in the community is the best person to help you in the compilation of such events. Starting from the year 1900, try to list at least one event for each ten-year period, for example, one event that happened between 1900 and 1910, and so on. Make copies available for discussion during the Interviewers' training in the field.

The List of Local Historical Events is very important. It assists the Interviewers in avoiding rough guesses of respondents’ age and enables them to check respondent’s answers on age.

25.3.3 Sharing work for the interviewers

Although the Cartographers have tried to demarcate EAs so that in an ideal situation, one person would have a manageable number of persons in an EA to enumerate, you may still find that an EA is so big that the Interviewer will not be able to complete the enumeration in the prescribed time. An EA can be large in terms of the number of structures or number of people. For such EAs, additional Interviewers are required. The Supervisor will have to report to the Regional Statistician and the Monitor.

25.3.4 Helping in publicising the survey

During your visits to check the boundaries of the cluster with your team, you must approach the Chiefs, Headmen, or Assemblymembers in the localities and explain to them the objectives of the survey and the need for them to cooperate with the team. Your visit to the Chief or Opinion leader/Headman is to ensure that he/she knows about the survey. You should note that if you ignore the opinion leaders and start work, you will be met with opposition from the local people, and the work will thereby be made difficult.

25.3.5 Preparing of itinerary

You must ensure that your team prepares an itinerary for your work to facilitate your movement and to help any monitor assigned to visit you.

25.3.6 Distributing Field Officer’s logistics

At the end of the training, the Project Secretariat would hand over to you the tablets and materials to be used by your team in your assigned clusters. Immediately after the training, you must distribute these tablets and materials your team members. The materials that the Project Secretariat will hand over to you are backpacks containing materials for each member of your team.

25.3.7 Completing the Field Supervisor’s Materials Receipt Form

You must complete the appropriate part of the Field Supervisor’s Materials Receipt Form before you hand over to the Secretariat. Remember that some of these materials would have to be returned after the fieldwork. These include:

a) tablets and accessories

b) enumeration Area (EA) map

c) identity card

If any other items would need to be returned, they will be communicated to you by the Project Secretariat.

You must receive all returnable items from your Interviewers at the end of field work and submit them to the Project Secretariat. You must fill the appropriate form whenever you receive materials from your Interviewers and whenever you submit materials to the Secretariat for proper records keeping. Note that you will be surcharged for failure to submit all returnable items.

25.4 Role of the Supervisor During Field Data Collection

The Supervisor is expected to ensure that quality data are collected from the field by doing the following:

25.4.1 Keeping in touch with your interviewers

To ensure a successful and complete interview, you should keep in constant touch with your Interviewers so that you check their work, encourage them and help them to resolve problems they may have. Know that you are their LEADER and note that your actions or inactions can affect the quality of data positively or negatively. Among your responsibilities as a supervisor are to:

a) plan for the execution of the exercise in your area such that each interviewer will be in the cluster a day before the start of work and each day’s work must be completed by each interviewer.

b) ensure that your Interviewers are in the field at the prescribed time and performing their duties as expected.

c) monitor your Interviewers to ensure that they possess all logistics (Tablet and accessories, Shorr board, weighing scale, stimulus package for assessment measuring and arm band measuring tape.

d) know the performance of your Interviewers to attend to the needs to enhance the quality of the data collected; and

e) be familiar with difficulties in each of the clusters to resolve all challenges.

25.4.2 Conducting spot checks

You are required to re-visit selected structures in each cluster to ascertain the quality of work being done by your Interviewers. To do this, you need to plan and systematically execute the plan. These visits to each interviewer should be done for each visit and focus on sections that interviewers are likely make mistakes and difficult areas.

25.4.3 What to do during field visits

As a Supervisor, you should carry out thorough checks during data collection. The aim is to limit errors as much as possible at the data collection stage. During field supervision, ensure that the following activities are performed:

a) Sit in and observe interviews, and be sure that the right translations and interpretations are being given to the questions.

b) Check coverage of houses visited and members of households interviewed to ensure that no selected household and household members have been omitted.

c) Check to ensure that entries are consistent, i.e., they agree with each other and make sense.

d) Make sure that your interviewers are following the instructions in the administration of the questionnaire.

e) Ensure that after interview, the data have been synced to you.

25.4.4 Conducting re-interviews

The overarching role of the supervisor is to ensure completeness, accuracy, and timeliness of data collection in your assigned area. As part of the supervision work, you are required to conduct 3 interviewer per cluster. Re-interviews will be conducted for some selected households that have already been visited by your Interviewers to ensure consistency and accuracy of information. It affords the supervisor an additional tool to monitor the ability of each Interviewer to collect quality data. This should be carried out within the early days of fieldwork so that any inadequacies in each Interviewer’s work can be addressed early enough. In addition, it also equips the supervisor with information pertaining to the concepts and procedures that each Interviewer may be struggling with and an opportunity to coach or retrain the Interviewer.

25.4.5 What to do after a re-interview

The data from the re-interview will be analysed by comparing with the corresponding data collected by the Interviewers using an automated system to assess the nature and magnitude of errors. The Supervisor is to sync the re-interview data to HQ where the Data Monitor will compare data from the Interviewer’s work and the re-interview by the Supervisor to generate errors and the source if any. The supervisor should click on view report that has been generated from the re-interview and compare with the results from ones completed by the Interviewer. Where there is a mismatch, checks should be made to ascertain the extent of inconsistencies so that all the errors could be resolved.

However, if multiple errors are found in a particular Interviewer’s work, you must ensure that he/she corrects the errors otherwise, report to the Regional Statistician. Data Monitors will assist Supervisors to correct issues from re-interviews in real-time. At HQ, the dashboard to track coverage of work will display outcomes of the re-interview for quick interventions if required. As part of the verification for mismatch or otherwise between re-interview and the work of the Interviewer, it is important to trace the source of the mismatch (whether coming from the Interviewer or the supervisor) for immediate intervention. In any case, whoever the fault is originating from would require either coaching or re-training for improvement in their duties.

Resolution of mismatch, steps to adhere to:

a) if errors are more than 30 percent, it is advised that the Supervisor re-trains the Interviewers and ensure that he/she goes back to the already completed households to correct the errors and guide them to do the right thing in subsequent interviews. The Interviewer’s work should be closely monitored by the DQM, and the Supervisor should physically accompany and guide the Interviewer to ensure that the standard methods are adhered to.

b) if mismatch is between 30 and 50 percent, this magnitude of the mismatch will require that the RSs accompany both the Interviewer and Supervisor to the or households for verification by completing a questionnaire and sync and after that click the “view report” button, sits with the supervisor and interviewer to discuss the discrepancies and ensure that problems are resolved and not repeated; and

c) if the errors are over 50 percent, it is expected that the Interviewer should be coached and be monitored and if no improvement is realised after three days of coaching, there will be no option than to replace that Interviewer for work to start afresh.

How the data should be used

The information to be gathered will be used as follows:

At HQ, the dashboard designed to track coverage of work will display outcomes of the re-interview and interventions to track the quality of work of Field Officers by Chief DM and give feedback to the Regional Statisticians to pay attention and intensify monitoring at such hotspot areas.

Note, it is the responsibility of all supervisors to sign off the work of the Interviewers. Therefore, Supervisors who fail to carry out re-interviews must know that failure to comply with the directives can have their contract terminated and withdrawn from the survey. Supervisors should be informed that their remuneration will be tied to the expected number of re-interviews to be completed. Supervisors who fail to do the expected number of re-interviews will not receive the full complement of payment due them.

25.4.6 Supporting interviewers to deal with difficult cases

The first rule of the fieldwork is to interview all the selected households in the cluster assigned and much will depend on how the people cooperate with the Interviewers. In a situation where people are reluctant to cooperate it is your duty as a supervisor to step in and address the challenge.

In some cases, you may have to seek the help of chiefs and assembly members to be able to deal with some uncooperative respondents. Other cases will have to be referred to your RS. The main difficulty arises when persons refuse to be interviewed. They may give many reasons and excuses that will not give the Interviewers the information that is required.

Interviewers have been instructed to explain to such persons the importance of the exercise and to seek help from neighbours who have already been interviewed. If this also fails, the Interviewers have been instructed to make a note of the house and report to you as soon as possible. It will be your duty, immediately you receive such a report, to do everything you can to ensure that the difficulties are overcome. We cannot miss out on any selected household, unless there is a compelling reason. This means that even difficult cases must be overcome, and the households concerned must be interviewed.

25.4.7 Action to be taken after interviewers’ unsuccessful visits

Interviewers have been instructed that whenever they visit a house in an urban area and do not meet anybody, they must revisit at least 5 times. If after those visits, no interview takes place, they must make a note of the house and report it to you.

Try to help as a supervisor by contacting neighbouring houses to find out whether people are staying in there and if they are, obtain some indication about their movements. Try to do all you can to help the Interviewer obtain the necessary information. Pass every piece of information, which you obtain to the Interviewer, and give him specific instructions as to how he should conduct his visits. Do not allow the Interviewer to write off some houses simply because he/she did not meet anybody to interview on such visits.

Remember every selected household must be covered. Sometimes, visits may have to be done by you and the Interviewer at odd times, e.g., early in the morning or late in the evening. Such visits could be very inconvenient but could help to achieve our goal. Make sure that before you resort to that you have explored all other means to list the households concerned. You will have to exercise tact whenever you make such visits. Explain why you are calling at such odd hours. If possible, always give advance information to neighbours. When you have exhausted all possible means of trying to contact a household in a particular structure fails, try to obtain as much information from neighbours as you can. You must enter this information on the questionnaire and explain the reasons for missing entries on the questionnaire. At the very least ask the neighbours how many people live in that dwelling, their sex, and their approximate ages. In doing this, the Regional Statistician in particular, and the Project Secretariat must be informed about this.

25.4.8 Providing Interpreters

Every effort will be made to ensure that Interviewers are assigned areas where they understand the languages spoken by most of the persons living there. This will minimise challenges with communication.

There may be some cases, however, where an Interviewer cannot understand any of the languages spoken by people in the house in which he/she is to conduct an interview. If you understand the language of the people in the house, go ahead and interview the households. Interviewers have also been asked to try to obtain the help of an interpreter who will be identified by the respondent. When they cannot find anybody to help them, they have been instructed to report it to you.

Much caution should be exercised when interpreters are used. Each of the questions has been framed to elicit a particular answer and this should be emphasized to the interpreters. They should try as much as possible to convey the exact meaning of the question to the respondent so that the meaning of the questions would remain unchanged.

When you first enter a household, you must find out whether you will need an interpreter or not. If no one in the household speaks English well enough to interpret and none of the team members speaks the language of the household, you must ask the household to choose someone (for instance, a friend, neighbour or elative) to interpret for the interviewer. This person should be someone who speaks English well and is trusted by the household, since the responses to questions are confidential.

In such cases, you must ask the respondent to identify someone in the same house or a neighbouring house that they trust to translate your questions. This person must be told that they must not add anything to the questions you have asked, nor must they volunteer any explanations. Before a person from the same or neighbouring house is asked to do your interpretation, make sure that such a person is acceptable to the respondent. If the respondent raises any objection to the presence of this interpreter, you will have to change him/her.

You should be aware that in either case certain problems could arise from the use of interpreter:

a) It is difficult to know how good the translation is. It is possible that the respondent's friend who speaks English does not speak it well enough to translate everything said during the interview, and he will not want to admit it.

b) If you find that the replies do not correspond to the questions, try tactfully to help the interpreter or to replace him/her. You could for instance, suggest that interpreting is a very tiring job, and that the interpreter should take a rest while someone else carry on. Or you might say that you have already taken up too much of his/her (interpreter's) time, and that the job should be shared among several people.

c) Another difficulty often encountered is that the interpreter is so familiar with the household that he starts to answer for the respondent without directing the question to him/her (respondent). In such a situation you must politely remind the interpreter that it is the respondent that has been chosen for the interview, and that it is only his/her answers that you can write in the questionnaire.

d) If the interpreter is a member of the community the respondent may be unwilling to answer honestly particularly to sensitive questions and those involving income and money as they may feel that the interpreter will share this information with others in the community. If you feel that this is potentially the case, and/or the respondent appears reluctant to answer certain questions you should reassure the respondent that all answers are confidential and remind the interpreter of this and their important role in maintaining this confidentiality.

25.4.9 Holding a stock of materials

During interview, you will be given a stock of GLSS 8 materials for the team. The Regional Statistician will also hold a certain amount of logistics in stock. If your own stock runs short, contact him/her immediately for new supplies. Do not wait until your materials completely run out before contacting the Regional Statistician for more. You must keep a record of the distribution of materials you make during fieldwork. After the GLSS 8 fieldwork, you will be asked to account for all materials given to you.

25.5 Role of the Supervisor after Data Collection

As a supervisor, your work is not complete until everyone in your assigned area has been listed and all field logistics have been accounted for. The following activities should be performed to achieve this.

25.5.1 Syncing cluster results

As soon as the Interviewers complete interviews for the day, they are expected to sync the data collected to you. Make sure the survey results in the cluster are synced to HQ.

25.5.2 Collecting documents and materials from each interviewer

It is your duty as a supervisor to collect all the materials that are returnable including the tablets and accessories from the Interviewers and hand them over to the Project Secretariat.

25.5.3 Reviewing the Completed Work

You must examine the responses to the questions carefully before syncing. This is the last opportunity for you to correct any errors which may have been committed by the Interviewers, by sending the Interviewer back to the field to correct the errors. Briefly, here is what you must look out for:

Go through all the cases and check for partial saves (uncompleted) forms to ensure that they are all completed before syncing. You should also check and take necessary action on closed or vacant houses which have not been interviewed or partially completed. This check is one of the most important as it helps to ensure that all the persons have been interviewed.

25.5.4 Dealing with omissions and errors

If your field checks during interview are thoroughly carried out, it is most likely that there will be little or no omissions and errors. However, if from your checks you observe that there are errors in more than 10 percent of households interviewed in the work of any Interviewer, contact your RS immediately and discuss the problem with him/her.

25.6 Supervisor Using CAPI for GLSS 8 Data Collection Exercise

The use of CAPI will require close monitoring to ensure optimal performance. The supervisors will be central in addressing field issues including challenges related to the ICT devices to be used. As a supervisor, you are to ensure that the Interviewers assigned to you use the CAPI effectively and efficiently to list all households in your cluster. The Supervisors and Interviewers menu have been developed for the workflow and the supervisor’s menu will be expected to control all the processes to share, review and synch data collected to HQ.

25.7 How to maintain Good Teamwork

1. Agree on a set of rules to guide how members relate and conduct themselves during the fieldwork.

2. Be humble and willing to learn from each other.

3. Involve team members in your decisions about the work.

4. Be fair and firm to all team members.

5. Have regular discussions on the work with the team.

6. Motivate the team and give commendations where necessary.

7. Be responsive to their needs and legitimate requests.

8. Maintain mutual respect.

APPENDICES

APPENDIX 1: OATH OF SECRECY

GHANA STATISTICAL SERVICE

REPUBLIC OF GHANA

THE OATH OF SECRECY

I, …...……………….………….……………………………………………………., do solemnly swear in the Name of the Almighty God that I will faithfully and honestly fulfil my duties as an/ a Interviewer/ Supervisor for the Ghana Living Standards Survey Round 8 (GLSS 8) field data collection exercise, in conformity with the requirements of the Statistical Service Act, 2019 (Act 1003), and that I will not, without authority in writing by the Government Statistician, disclose or make known any matter or thing which comes to my knowledge by reason of my employment as such, so help me God.

….………………………………………..

(SIGNATURE)

Sworn before me at …………………………, this ………………………, 2023.

……………………………………………………

(COMMISSIONER FOR OATH)

APPENDIX 2: LIST OF CONTRIBUTORS

Name	Email	Institution	Role
Prof. Samuel K. Annim	samuel.annim@statsg hana.gov.gh	GSS	Government Statistician and Project Director
Dr. Faustina Frempong- Ainguah	faustina.frempongainguah@statsghana.gov.gh	GSS	Deputy Government Statistician and Deputy Project Director
Mrs. Abena Osei-Akoto	abena.oseiakoto@statsghana.g ov.gh	GSS	Director, Survey and Census Organisation Directorate and Project Coordinator
Dr. Owusu Kagya	kagya.owusu@statsg hana.gov.gh	GSS	Ag. Director, Business and Industrial Statistics Directorate and PIT Member
Mr. Moses Ansah	moses.ansah@statsgh ana.gov.gh	GSS	PIT Member
Mr. Emmanuel Baidoo	emmanuel.baidoo@statsghana.gov.gh	GSS	PIT Member
Mr. Kwamena Leo Arkafra	ikwamena@statsgha na.gov.gh	GSS	CAPI Expert and PIT Member
Mrs. Jacqueline Anum	jacqueline.anum@sta tsghana.gov.gh	GSS	Ag. Director, Data science Directorate and PIT Member
Mrs. Samilia Mintah	samilia.mintah@stats ghana.gov.gh	GSS	PIT Member
Mr. Emmanuel George Ossei	emmanuel.ossei@statsghana.gov.gh	GSS	Ag. Director, Regional Offices and PIT Member
Dr. Emmanuel Boateng	emmanuel.boateng@statsghana.gov.gh	GSS	PIT Member
Mr. Godwin Odei Gyebi	godwin.gyebi@statsg hana.gov.gh	GSS	Ag. Director, Demography Directorate and PIT Member
Dr. Peter Takyi Peprah	peter.peprah@statsg hana.gov.gh	GSS	Ag. Director, Standards and Methods Directorate and PIT Member
Eric Nii Amoo	eric.amoo@statsghana.gov.gh	GSS	PIT Member
Isaa Addae	isaac.addae@statsghana.gov.gh	GSS	PIT Member
Joseph Asiedu Tenkorang	joseph.asiedu-tenkorang@statsghana.gov.gh	GSS	PIT Member
Prof. Kobina Esia- Donkoh	kesia- donkoh@ucc.edu.gh	University of Cape Coast	Reviewer
Dr. Pearl Kyei	pearl.kyei@statsghana.gov.gh	University of Ghana	Reviewer
Dr. Gloria Essilfie	gloria.essilfie@ucc.edu.gh	University of Cape Coast	Reviewer
Catherine Ngiza	catherine.ngiza@statsg hana.gov.gh	GSS	PIT Member
Josephine Akua Donkor		NSP, GSS	Corrections

DURATION: 15 - 20 Minutes Per Learner
S/N	Sub - Domain	Tasks	Enumerator Instruction 	Item Instruction
1	Vocabulary	Task 1 : this task includes list of pictures. Learners are to mention the names of the object identified in the picture	Assessor’s Note : Present the picture to the learners, point and ask the learner to mention the name of object in the picture.	  If a learner hesitates for 10 SECONDS, go on to the next object. If the learner does not respond in English, stop the learner, and ask him/her to respond in English.  – do this only once, and after that mark any non-English responses as incorrect. Count the number of objects identified correctly and enter the number.
2	Letter names	Task 2 : this task involves list of English Alphabets	Assessor’s Note : Present the list of letters to the learners and ask them to name each letter from left to right.	  If a learner hesitates for 10 SECONDS, go on to the next alphabet.  Count the number of letters identified correctly and enter the number
3	Phonics (Letter sounds)	Task 3 : this task involves list of letters	Assessor’s Note : Present the list of letters to the learners and ask them to sound each from left to right.	  If a learner hesitates for 10 SECONDS, go on to the next object.  Count the number of letters sounded correctly and enter the number
4	Decoding	Task 4 : this task includes list of words and learners are to blend sounds to form words	Assessor’s Note : Present the list of words to the learners and ask them to sound each from left to right.	  If a learner hesitates for 10 SECONDS, go on to the next word.  Count the number of words sounded correctly and enter the number.
5	Word reading	Task 5 : this task includes list of words and learners are to blend sounds to form words	Assessor's Note: Present a common set of words to the learners. Point to each word and have learners pronounce them-Start from left to right horizontally.	  If a learner hesitates for 10 SECONDS, go on to the next word.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect.  Count the number of words read correctly and enter the number
6	Print concept	Task 6 : this task includes presenting a print material and asking questions based on features and use of the books	Assessor's Note : Present a print material to learner and ask questions that follow. Indicate correct score based on the response of the learner.	  If a learner hesitates for 5 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
7	Listening comprehension	Task 7 : this task includes a short passage to be read to learners. Question that follows passage must be read twice.	Assessor's Note : Read the short story aloud TWICE and ask learners the questions that follow. Ask learners to listen carefully and answer the questions as best as they can.	  If a learner hesitates for 20 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect.  Do not allow the learner to look at the passage or the questions. If a learner says “I don’t know,” mark as incorrect.
8	Reading comprehension	Task 8 : this task includes a short passage to be read by learners. Learner answers questions that follow.	Assessor's Note : Ask learner to read the short passage. Read the question and ask learner to answer.	  If a learner hesitates or stops on a question for 30 SECONDS, ask If you should move on, after 60 SECONDS, go to the next question.  If the learner does not provide any single correct response, say “Thank you!”, discontinue this subtask.  If a learner says “I don’t know,” mark as incorrect.

DURATION: 15 - 20 Minutes per Learner
S/N	Sub-Domain	Tasks	Enumerator Instruction	Item Instruction
1	Number identification	Task 1 : this task involves series of numbers. Learners will be tasked to identify and name them	Assessor’s Note : Present the list of numerals to learners. Ask learners to point to the numerals and read them out.	  If a learner hesitates for 20 SECONDS, go on to the next number.  Count the number of numbers identified correctly and enter the number
2	Counting	Task 2 : this task involves series of objects. Learners will be tasked to count and give the numeral representing the number of objects	Assessor’s Note : Present the list of objects to learner. Ask learner to point to the objects, count and tell the total.	  If a learner hesitates for 20 SECONDS, go on to the next object.  Enter the learner response given by the learner.
3	Addition and subtraction	Task 3 : this task involves series of putting together and taking away items in groups.	Assessor’s Note : Show the picture to the learner. Ask learner to add or subtract to give a response.	  If a learner hesitates for 30 SECONDS, go on to the next item.  Enter the learner responses for each item.
4	Comparing quantities	Task 4 : this task involves comparing objects in groups and telling which one has more or less objects.	Assessor’s Note : Show the picture of objects to the learner. Ask learner to tell which group has more or less objects.	  If a learner hesitates for 30 SECONDS, go on to the next task.  Enter the response provided by the learner.
5	Comparing objects	Task 5 : this task involves comparing objects in groups and tell which one is bigger or smaller.	Assessor’s Note : Show the picture of objects to the learner. Ask learner to tell which group or item is bigger or smaller.	  If a learner hesitates for 10 SECONDS, go on to the next task.  Enter the response provided by the learner.
6	Identify common 2D shapes	Task 6 : this task involves series of 2D Shapes. Learners are to identify the type of shape.	Assessor’s Note : Show the picture of shapes to the learner. Ask learner to tell which group or item is bigger or smaller.	  If a learner hesitates for 20 SECONDS, go on to the next task.  Enter the correct response provided by the learner.

Sub-domain	Description *The learner is asked to…*	Total Number of items	Weighting (100%)
Counting, reading and writing whole numbers	Identify written number symbols (numerals).	15	15
Comparing and ordering whole numbers	Count given quantities and state the quantity.	15	10
Place value	Compare given objects to tell which smaller or larger.	5	10
Addition And Subtraction Facts	Compute basic addition and subtraction of one digit numbers and one by two or two by one digits	10	20
Addition And Subtraction of Whole Numbers - Word Problems	Compute basic addition and subtraction of one digit numbers and one by two or two by one digits	1	5
Fractions	Representing unit fractions pictorially and symbolically	1	3
Multiplication And Division of Whole Numbers	Multiplying or dividing grouped objects within 100.	1	3
Multiplication And Division of Whole Numbers -Word Problems	Compute basic multiplication and division of one digit numbers and one by one digit.	1	5
Geometry	Recognize and name two- dimensional shapes and three-dimensional figures, including in various orientations	1	5
Measuring length and weight	Use standard units to compare the length and weight of objects.	1	3
Ghanaian Currency	Combine different denominations to make specified amount.	1	3
Data Display	Comparing information displayed graphically	1	4
Operation Signs (+, -,)	Identification of pictures of shapes and objects.	1	4
Identifying Number Patterns	Recognize a number pattern that increases or decreases by a constant value.	1	4
Extending Number Patterns	tasked to extend a pattern or identify a missing element	1	6
Total		54	100

DURATION: 1 hour 10 Minutes Per Learner
S/N	Sub - Domain	Tasks	Enumerator Instruction 	Item Instruction
1	Vocabulary	Task 1 : this task includes list of pictures. Learners are to mention the names of the objects in the picture. There are two main tasks here.	Assessor’s Note : A. Present the picture to the learners, point, and ask the learner to mention the name of object in the picture. B. Mention the work and ask learner to point to the picture that corresponds to the word mentioned.	  If a learner hesitates for 10 SECONDS, go on to the next word. If the learner does not respond in English, stop the learner, and ask him/her to respond in English.  – do this only once, and after that mark any non-English responses as incorrect. Count the number of objects identified correctly and enter the number.
2	Phonics (Letter sounds)	Task 2 : this task involves list of letters and the learner is expected to sound them.	Assessor’s Note : Task A - Present the list of letters to the learner and ask the learner to sound each from left to right. Task B- Present list of words with letter sound underlined. Ask learner to mention word and read the sound aloud.	  If a learner hesitates for 10 SECONDS, go on to the next word.  Count the number of letters sounded correctly and enter the number
3	Word reading	Task 4 : this task includes list of words and learners are to blend sounds to form familiar words.	Assessor's Note: Present a common set of words to the learners. Point to each word and have learners pronounce them-Start from left to right horizontally.	  If a learner hesitates for 10 SECONDS, go on to the next word.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect.  Count the number of words read correctly and enter the number
4	Listening comprehension	Task 6 : this task includes a short passage to be read to learners. Questions follow passage has been read twice.	Assessor's Note : Read the short story aloud TWICE and ask learners the questions that follow. Ask learners to listen carefully and answer the questions as best as they can.	  If a learner hesitates for 20 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect.  Do not allow the learner to look at the passage or the questions. If a learner says “I don’t know,” mark as incorrect.
5	Reading comprehension	Task 8 : this task includes a short passage to be read by learners. Learner answers questions that follow.	Assessor's Note : Ask learner to read the short passage. Read the question and ask learner to answer.	  If a learner hesitates or stops on a question for 30 SECONDS, ask If you should move on, after 60 SECONDS, go to the next question.  If the learner does not provide any single correct response, say “Thank you!”, discontinue this subtask.  If a learner says “I don’t know,” mark as incorrect.
6	Fluency	Task 5 : this task includes presenting a series of sentences for the learner to read aloud.	Assessor's Note : Present the short passage to the learner. Ask the learner to read aloud with clarity. Record the number of words correctly read line by line	  If a learner hesitates for 5 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.

DURATION: 1 hour 10 Minutes per Learner
S/N	Domain	Tasks	Enumerator Instruction	Item Instruction
1	Counting, reading and writing whole numbers	Task 1 : this task involves a group of numbers. Learners will be tasked to count and read whole numbers to 1000; skip count forwards by 2s, 5s, 10s, and 100s.	Assessor’s Note : Present the set of objects to learners. Ask learners to point to numerals and read them out. Ask learner to count objects and mention the number.	  If a learner hesitates for 10 SECONDS, go on to the next number.  Enter the total number of responses by the learner
2	Comparing and ordering whole numbers	Task 2 : This task involves comparing objects/ numbers in groups/pairs and telling which one has more or less. Learner will be tasked to compare and order whole numbers up to 100 using terms like "more" or "less"	Assessor’s Note : Present the list of sets of two numbers to learners. Ask learners to look and tell which is more or less.	  If a learner hesitates for 10 SECONDS, go on to the next task. Enter the response given by the learner.
3	Place value (Comparing Numbers)	Task 5 : this task involves place value. Learner will be tasked to identify the value or position of a digit.	Assessor’s Note : Present numbers with one of the digits highlighted to the learner. Ask learner to determine the value or position of the highlighted digit.	  If a learner hesitates for 10 SECONDS, go on to the next task. Enter the correct response provided by the learner.
4	Fractions	Task 6 : this task involves representing unit fractions pictorially and symbolically. Learner will be tasked to identify unit fractions represented pictorially.	Assessor’s Note : Show the item to the learner. Ask learner to identify the number /picture that corresponds to a given fraction.	  If a learner hesitates for 20 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
5	Addition and subtraction of facts without regrouping	Task 7 : this task involves addition or subtraction of numbers up to 20. Learner will be tasked to provide answers to addition and subtraction questions.	Assessor’s Note : Show the picture to the learner. Ask learner to add or subtract numbers.	  If a learner hesitates for 20 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
6	Addition and subtraction (word problems)	Task 8 : this task involves addition and subtraction up to 2 digits (word problems). Learner will be tasked to provide answers to addition and subtraction questions (word problem).	Assessor’s Note : Read the instruction to the learner. Ask learner to provide the answer.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
7	Multiplication (repeated addition) and division (sharing) word problems	Task 10 : this task involves word problems in multiplication or division. Learners will be tasked to solve word problems involving multiplication and division.	Assessor’s Note : Show the picture /Read the instruction to the learner. Ask learners to provide answers to the given task.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
8	Ghanaian Currency	Task 11 : this task involves pictures of different denominations of Ghanaian currency. Learner will be tasked to combine different denominations to make specified amount.	Assessor’s Note : Show the picture to the learner. Ask learner to identify value obtained by combining the various denominations.	  If a learner hesitates for 20 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
9	Measuring length and weight	Task 12 : this task involves objects of different lengths and weights. Learner will be tasked to use standard units to compare the length and weight of objects.	Assessor’s Note : Show the picture to the learner. Ask learner to determine the length and weight of objects in standard units.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
10	Data displays	Task 15 : this task involves comparing information displayed graphically. Learner will be tasked to identify the most/least common item.	Assessor’s Note : Present the pictures and read the problem to the learner. Ask learner to identify the most/least common item in the displayed graphs.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
11	2D and 3D shapes	Task 16 : this task involves identification of pictures of shapes and objects. Learner will be tasked to identify and name 2D and 3D shapes.	Assessor’s Note : Present the pictures and read the instruction to the learner. Ask learner to identify and name the shapes and objects.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
12	Identifying Number Patterns	Task 19 : this task involves number pattern. Learner will be tasked to recognize a number pattern that increases or decreases by a constant value.	Assessor’s Note : Present the pictures and read the instruction to the learner. Ask learner to identify the next numbers in the sequence.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
13	Extending Number Patterns	Task 20 : this task involves extending a given number patterns. Learner will be tasked to extend a pattern or identify a missing element.	Assessor’s Note : Present the pictures and read the instruction to the learner. Ask learner to extend a pattern or identify the missing element in a sequence.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.
14	Operation signs (+, -,)	Task 21 :this task involves addition(+) and subtraction(-). Learner will be tasked to add and subtract given numbers up to 20.	Assessor’s Note : Present the pictures and read the instruction to the learner. Ask learner to provide answer to the given task.	  If a learner hesitates for 10 SECONDS, go on to the next question.  If the learner does not respond in English, stop the learner and ask him/her to respond in English -do this only once, after that mark any non- English response as incorrect. If a learner says “I don’t know,” mark as incorrect.

DDQMT	District Data Quality Management Team
ECE	Early Childhood Education
ESP	Education Strategic Plan
EA	Enumeration Area
FCUBE	Free Compulsory Universal Basic Education
GES	Ghana Education Service
GLSS	Ghana Living Standards Survey
GSS	Ghana Statistical Service
GPS	Global Positioning System
HCI	Human Capital Index
IT	Information Technology
JHS	Junior High School
JHS	Junior High School
KG	Kindergarten
LP	Lower Primary
MoE	Ministry of Education
M&E	Monitoring and Evaluation
NaCCA	National Council for Curriculum and Assessment
NPCF	National Pre-Tertiary Curriculum Framework
NPLAF	National Pre-Tertiary Learning Assessment Framework
NST	National Standardised Test
NVTI	National Vocational Training Institute
OOSC	Out of School Learners
POI	Point of Interest
PHC	Population and Housing Census
SHS	Senior High School
SEN	Special Education Needs
SA	Supervisory Area
SDG	Sustainable Development Goal
TVET	Technical and Vocational Education and Training
USAID	United States Agency for International Development
UP	Upper Primary
WASSCE	West African Senior Secondary Certificate Examination

Domain	Sub-domain	Minimum Proficiency	Total Items	Weight 100%
Oral language	Poems	O.P.1 Discuss the central messages of poems to real life situations	4	12
	Story telling	O.S.1 Relate text or stories to personal experiences	6	12
	Listening comprehension	O.C.1 Talk about objects, personalities and events in the country and the world and ask and answer questions on them	5	15
Reading	Vocabulary	R.V.1 Use level-appropriate vocabulary in speech and in writing	2	4
	Comprehension	R.C.1 Read level appropriate text, understand and answer questions	7	21
	Fluency	R.F.1 Read level appropriate text correctly within a specified time	5/ 80 WORDS	15
	Summarising	R.S.1 Read and summarise level appropriate text	4	12
Grammar Usage at Word and Phrase Levels	Idiomatic Expressions	G.N.1 Use level appropriate language structure, idiomatic expressions and reported speech correctly in speech and in writing	2	2
	Modals		1	1
	Prepositions		1	1
	Direct and Reported Speech		1	1
	Giving and Following Commands/ Instructions/ Directions and Making and Responding to Requests	O.A.3 Use level appropriate vocabulary to make and respond to polite requests	2	4
		40 35 MCIs/ 80 WORDS		100

DURATION: 1 Hour per Learner
S/N	Sub-Domain	Tasks	Enumerator Instruction	Item Instruction
1	Poem	Task 1: this task involves short poems. Learner will be tasked to read a poem and identify the central messages of the poems.	Assessor’s Note: there are 2 MCIs here. Learner will read the passage and answer the questions that follow by selecting the best response.	Selection of correct best response
2	Story telling	Task 2: this task involves short stories or texts. Lerner will be tasked to relate text or stories to personal experiences.	Assessor’s Note: there are 2 MCIs here. Learner will read the passage and answer the questions that follow by selecting the best response.	Selection of correct best response
3	Listening comprehension	Task 3: this task involves a short comprehension about objects, personalities and events in the country and the world. Learner will be tasked to listen attentively and answer questions on them.	Assessor’s Note: Read the comprehension to the learner. Ask learner to listen attentively and answer questions that follow.	Selection of correct best response
4	Giving and Following Commands/ Instructions/Directions and Making and Responding to Requests	Task 4: this task involves a series of items on commands/ instructions/Directions and Making and Responding to Requests	Assessor’s Note: Read the task to the learner by making use of level-appropriate vocabulary to make and respond to polite requests. Ask learner to listen attentively and respond to the questions.	Selection of correct best response
5	Vocabulary	Task 7: this item involves items on expressions on words similar in meaning used in context	Assessor’s Note: Read the items to the learner. Ask learner to respond to the questions.	Selection of correct best response
6	Comprehension	Task 8: this item involves items on a short comprehension. Learner will be tasked to read and answer questions that follow.	Assessor’s Note: Present the passage to the learner. Ask learner to read and answer the questions that follow.	Selection of correct best response
7	Fluency	Task 5: this task includes a short passage, and the learner is expected to read with clarity and accuracy. The passage is made up of 80 words.	Assessor’s Note: Count the number of words read correctly and accurately within 60 seconds. Enter the numbers of words read on the tablet	Ask the learner to read the passage aloud. Listen carefully for clarity and accuracy.
8	Summarising	Task 10: this item involves a short poem/story/ passage. Learner will be tasked to listen and summarise it.	Assessor’s Note: Read the poem/story or passage to the learner. Ask the learner to answer the questions that follow.	Selection of correct best response
9	Grammar Usage at Word and Phrase Levels	Task 11: this item involves series of sentences. Lerner will be tasked to identify nouns, opposite and same in meaning words.	Assessor’s Note: Read the sentence to the learner. Ask the learner to answer the questions.	Selection of correct best response

		Duration: 1 Hour	Total number of items/tasks
Domain	Sub Domain	Minimum Proficiency	Total number of items/tasks
NUMBERS (11)-37%	Whole numbers (2)	N.W.1: Compare and order whole numbers 1,000,000	1
	Whole numbers (2)	N.W.2: Round numbers up to the nearest hundred thousand	1
	Fractions, Decimals and Percentages (4)	N.F.1: Compare and order fractions with different denominators (e.g., 1/4, 7/10, 5/6)	1
		N.D.1: Compare and order decimals to the thousandths place	1
		N.D.2: Recognize equivalence between simple fractions, decimals, and percentages	2
	Operations (4)	N.O.1: Add and subtract proper fractions with different but related denominators (e.g., 2/3 - 1/6)	1
		N.O.2: Add and subtract decimal numbers up to the hundredths place	1
		N.O.3: Divide four-digit by one-digit numbers	1
		N.O.4: Identify factors and multiples of whole numbers within 100	1
	Real-world problems (1)	N.R.1: Solve problems involving the addition and subtraction of fractions and decimals or the division of a four-digit number by a one-digit number	1
Measurement (8)-27%	Standard units (1)	M.S.1: Make conversions between adjacent units of length and weight within a standard system of measurement (e.g., meters to centimeters)	1
	Area, perimeter, and volume (2)	M.A.1: Solve problems, including real-world problems, involving the area and perimeter of 2D shapes	2
	Area, perimeter, and volume (2)	M.A.2: Determine the volume of a rectangular prism using a pictorial representation (e.g., cubes)	1
	Time (3)	M.T.1: Tell time using a digital or analog clock to the nearest minute	2
		M.T.2: Recognize equivalence between representations of time (e.g., digital, analog, and written)	1
		M.T.3: Solve problems involving elapsed time in adjacent units (e.g., minutes and hours, weeks and months)	1
Statistics and Probability (1)-4%	Data management (1)	S.D.1: Interpret complex data displays using categorical data	1
Geometry (5)-16%	Constructions (1)	G.C.1: Compose and decompose simple, familiar three-dimensional figures and identify front, top and side views	2
	Properties (2)	G.P.1: Describe two-dimensional shapes by a range of attributes	1
	Properties (2)	G.P.2: Recognize and name three-dimensional figures by their simple attributes and recognize angles by their magnitude (Grade 5)	1
	Direction and Position (1)	G.D.1: Identify position, direction, and coordinates on maps and graphs	1
Algebra (5)-16%	Patterns (2)	A.P.1: Describe numerical patterns as decreasing by a constant multiplier (e.g., the pattern 20, 10, 5, 2.5 starts at 20 and halves)	2
	Patterns (2)	A.P.2: Apply a rule in words to generate a linear pattern (e.g., double a number, increase by 3)	1
	Relations and functions (1)	A.R.1: Represent a real -world problem using a number sentence with an unknown in different positions; demonstrate understanding of equivalence by finding a missing value in a number sentence using the four operations (e.g., 3 x __ + 5 = 11)	1
	Variations (ratio, proportion, and rates) (1)	A.V.1: Reason proportionally to answer real-world problems involving a unit ratio expressed informally (e.g., need 3 eggs for 1 cake, how many eggs for 5 cakes?)	1
Total: 15	Total: 30	o	30(100%)

Domain	Subdomain	Minimum Proficiency	Total of items/tasks
NUMBERS (15)	Whole Numbers (3)7.5%	N.W.1: Compose and decompose numbers to 1,000,000; represent whole numbers to 1000 concretely, pictorially, and symbolically; identify the value of a digit based on its place-value position	1
		N.W.2: Compose and decompose numbers to 100,000; round numbers up to the nearest 1,000 and 10,000	1
		N.W.3: Round numbers up to the nearest 1 million	1
	Sets (1) 2.5%	N.S.1: Use the knowledge on sets to solve real-life problems involving union and intersection (2-set problems)	1
	Fractions, Decimals and Percentages (6)-15%	N.F.1: Compare and order fractions with different denominators (e.g., 1/4, 7/10, 5/6)	1
		N.F.2: Convert improper fractions and mixed numbers (e.g., 7/2 to 3 1/2)	1
		N.F.3: Round given numbers to indicated decimal places (4 d.p.) and significant figures (6 s.f.)	2
		N.F.4: Solve everyday problems involving fractions	1
		N.D.1: Recognize equivalence between simple fractions, decimals, and percentages	1
	Operations (4) -10%	N.O.1: Add and subtract decimal numbers up to the thousandths place	1
		N.O.2: Multiply and divide by decimals numbers up to the thousandths place	1
		N.O.3: Divide five-digit by two-digit numbers; identify factors and multiples of whole numbers within 1000.	1
		N.O.4: Identify and represent quantities using exponents and roots, and identify relative magnitude	1
	Real-world problems (2)-5%	N.R.1: Solve story problems involving the addition and subtraction of fractions and decimals. or the division of a five-digit number by a two-digit number	1
	Real-world problems (2)-5%	N.R.2: Financial Literacy	1
Measurement (5)	Area, perimeter, and volume (4)-10%	M.A.1: Make conversions between adjacent units of length and weight within a standard system of measurement (e.g., meters to centimetres)	1
Measurement (5)	Area, perimeter, and volume (4)-10%	M.A.2: Solve real-world problems, involving the area and volume of a rectangle; prism using a pictorial representation (e.g., cubes)	3
Statistics and Probability (6)	Data management and use (7)-17.5%	S.D.1: Select, justify, and use appropriate methods (quantitative and qualitative) to collect data	1
		S.D.2: Organise and represent data using a frequency distribution table, bar chart, pie chart, and pictograph	1
		S.D.3: Calculate mode, mean, and median, and justify when to use any	1
		S.D.4: Interpret complex data displays using categorical data	4
	Chance and probability (2)-5%	S.C.1: Identify the sample space for a probability experiment involving two independent events	1
	Chance and probability (2)-5%	S.C.2: Determine the likelihood of an event happening in a simple chance experiment (e.g., tossing a die or a coin) and express the results as fractions, decimals, percentages, and/or ratios.	1
Geometry (5)	Constructions (1)-2.5%	G.C.1: Identify the processes involved in constructing given angles	1
	Properties (1) -2.5%	G.P.1: Identify the properties of a given 2-D shape (e.g., sides, sizes angles)	1
	Direction and Position (1)-2.5%	G.D.1: Identify position, direction, and coordinates on maps and graphs	1
Algebra	Patterns and relations (4)-10%	A.P.1: Apply a rule in words to generate a linear pattern (e.g., double a number, increase by 3)	2
		A.P.2: Verify whether a given table of values follows a linear pattern	1
		A.P.3: Determine the gradient of a line (i.e., graphical or equation)	1
	Variables and inequalities (2) -5%	A.V.1: Translate word problems into linear inequalities in one variable and vice-versa	1
	Variables and inequalities (2) -5%	A.V. 2: Evaluate, model and compute expressions	1
	Ratio, proportion, and rates (2)-5%	A.R.1: Reason proportionally to answer real world problems involving a unit ratio expressed informally (e.g., need 3 eggs for 1 cake, how many eggs for 5 cakes?)	1
	Ratio, proportion, and rates (2)-5%	A.R.2: Recognize and represent proportional relationships between quantities	1
	40	TOTAL	40

Domain	Sub-domain	Minimum Standard	Total number of items/tasks
Number and Numeration (1)	Percentages (6) -23%	1. Find the percentage of a given quantity.	3
		2. Calculate and share interest or profit in each ratio.	1
		3. Calculate simple and compound interest.	2
		4. Solve real-life problems involving simple and compound interest	1
		5. Calculate VAT and utility bills	2
		6. Solve real-life problems involving depreciation of an item over a specified period.	1
Plane Geometry (2)	Mensuration (3) -12%	1. Calculate the perimeter of plane figures.	2
		2. Calculate the areas of quadrilaterals	1
		3. Solve real-world problems, involving the area and perimeter of given figures.	1
	Rigid motion II and enlargement (2) -7%	1. Identify the lines of symmetry in Ghanaian symbols (e.g., adinkra)	2
	Rigid motion II and enlargement (2) -7%	2. Identify whether an image has been enlarged or reduced	1
Algebra (3)	Simultaneous linear equation (2) -7%	1. Find the solution set of two linear equations in two variables.	1
	Simultaneous linear equation (2) -7%	2. Solve word problems involving simultaneous linear equations	1
	Variation (1) -3%	1. Determine whether the relationship between two qualities involves direct, indirect, joint, and partial variations	1
	Sequences and Series (3) -12%	1. Write the next two or more terms of a given sequence.	3
		2. Write the nth term of given Arithmetic Progression and Geometric Progression for given values of n.	2
		3. Solve everyday problems using the concept of Arithmetic Progression and Geometric Progression.	1
Statistics and Probability (2)	Data management and use (2) -7%	1. Interpret data using histograms and ogive.	1
	Data management and use (2) -7%	2. Calculate and interpret mode, mean, median, standard deviation, variance, quartiles, and percentiles	1
	Probability (2) -12%	1. Identify the sample space of simple and compound experiments	1
	Probability (2) -12%	2. Determine the probability of an event (e.g., tossing a die or a coin).	1
		TOTAL	30(100%)

Responses	Distinguishing factors across the responses in 4A
	Explanation	Payment			Sector
	Explanation	Organisation	Expectation	Source/destination	Sector
1. Worked for pay (cash or in-kind)	Choose this option for respondents who had been engaged by other people, and either received or would receive salaries or wages at agreed time periods. Note that respondents who worked in a household or family business/ enterprise or in enterprises and are paid salaries/wages also fall in this category.	Defined with an agreement (structured or not)	Within the reference period, payment could either have occurred or in anticipation to receive payment later.	Employer to Employees	All three sectors
2. Worked for profit on own/ family business	Choose this option for respondents who worked for themselves in non-agricultural activities. It also includes those who worked in either a household or family business and earn profit. Note that these persons do not receive salaries or wages for the work done.	Not structured	Expected	Self-employed & Work in non-agricultural household/ family business/ enterprise	Industry and Services
3. Engaged in economic activity, but received no pay/ profit	Choose this option for respondents who had been engaged in any economic activity within the reference period but received no remuneration (pay/ profit) for the work done.	Not structured	Not expected	Not applicable. Employer or the person engaging does not receive any payment/ profit. It also includes contributing family workers in non-agricultural activities	All three sectors
4. Worked in own/ family agricultural activity	Choose this option if the respondent was into his/her own agricultural holding – crop and animal production, cultivation or harvesting of trees, fish farming, bee keeping, snail rearing, etc. It excludes those who worked on other peoples’ farms.	Not structured	Expected or not expected	Self-employed in agricultural activities	Agriculture