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USAID/MALAWI MONITORING,
EVALUATION AND LEARNING
SUPPORT (MELS) PROJECT
Baseline Survey Enumerator Manual
For the FTF Agricultural Diversification Project
AID-612-TO-17-00001
September 2017
International Business & Technical Consultants, Inc.
8618 Westwood Center Drive, #400
Vienna, VA 22182
DISCLAIMER
This Deliverable was prepared by International Business & Technical Consultants, Inc. (IBTCI) for review by the
United States Agency for International Development. The views expressed in this report do not necessarily
reflect the views of the United States Agency for International Development or the United States Government.
ii
TABLE OF CONTENTS
ACRONYMS .................................................................................................................................................. iv
INTRODUCTION ........................................................................................................................................... 1
SURVEY DESIGN ............................................................................................................................................ 1
OVERVIEW OF THE SURVEY MODULES ........................................................................................................ 3
SURVEY IMPLEMENTATION ........................................................................................................................... 4
CONFIDENTIALITY........................................................................................................................................ 4
ENUMERATOR’S ROLE .................................................................................................................................. 4
CONDUCTING THE INTERVIEW .................................................................................................................. 5
General Guidance ........................................................................................................................................ 5
Approaching the Household ......................................................................................................................... 5
Building Confidence ..................................................................................................................................... 6
Translations................................................................................................................................................. 6
Asking Questions ......................................................................................................................................... 6
Interviewing Guidelines and Instructions ....................................................................................................... 7
Differences between the Printed Questionnaire and the Tablet Screens .......................................................... 7
FIELDWORK PROCEDURES ........................................................................................................................... 8
Highlight ..................................................................................................................................................... 8
Household Assignment Form ........................................................................................................................ 8
Reporting to the Field Supervisor ................................................................................................................. 8
Following-Up on Missed Interviews ............................................................................................................... 9
Ensuring High Data Quality .......................................................................................................................... 9
DETAILED DESCRIPTION OF THE SURVEY MODULES ................................................................................ 10
Module A - Household Identification Cover Sheet ....................................................................................... 10
Module B - Informed Consent .................................................................................................................... 12
Module C – Household Roaster and Demographics ..................................................................................... 14
Module D – Enterprise value Chain ............................................................................................................. 18
Module E - Climate Disaster Mitigation ....................................................................................................... 35
Module F - Water Harvesting Systems ........................................................................................................ 39
Module G - Women’s Empowerment in Agriculture Index (WEAI) ............................................................... 40
Module H: Female Consumption of A Diet Of Minimum Diversity .......................................................... 50
Module I: GPS Area Measurement of Value Chain Fields............................................................................... 50
ENTERING AND MANAGING DATA ON THE TABLET ............................................................................... 52
Tablet/Screen Components ........................................................................................................................ 52
Getting Started .......................................................................................................................................... 53
Navigation ................................................................................................................................................. 53
Advancing through Modules ....................................................................................................................... 53
Entering Responses .................................................................................................................................... 53
iii
Dealing with Refusals ................................................................................................................................. 55
Troubleshooting ........................................................................................................................................ 56
COMPLETING THE MODULES ..................................................................................................................... 56
Numbering of Modules and Questions ........................................................................................................ 56
Question Text ........................................................................................................................................... 56
Required Responses ................................................................................................................................... 56
How to Administer Module/Ask Questions/Enter Responses........................................................................ 57
Initial Screens ............................................................................................................................................ 57
Module A - Household Identification Cover Sheet ....................................................................................... 57
Module B - Informed Consent .................................................................................................................... 59
Module C – Household Roster and Demographics ....................................................................................... 60
Module D - Enterprise Value Chain ............................................................................................................. 61
Module E - Climate Disaster Mitigation ..................................................................................................... 107
Module F - Water Harvesting Systems ...................................................................................................... 109
Module G - Women Empowerment in Agriculture .................................................................................... 110
Module H - Females Consumption of a Diet of Minimum Diversity ............................................................. 114
MODULE I: GSP Area Measurement of Plots............................................................................................. 115
POST INTERVIEW DETAILS ........................................................................................................................ 119
ANNEX A: HOUSEHOLD ASSIGNMENT SHEET ......................................................................................... 120
ANNEX B: AREA DIRECT MEASUREMENT METHOD ................................................................................. 121
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ACRONYMS
ACE Agricultural Commodity Exchange
AgDiv Agricultural Diversification
CDM Center for Development Management
EA Enumeration Area
ENV Environment
EPA Extension Planning Area
FTF Feed the Future
GCC Global Climate Change
GPS Global Positioning System
Ha Hectare
IDIQ Indefinite Delivery Indefinite Quantity Contract
Kg Kilogram
M&E Monitoring and Evaluation
MELS Monitoring Evaluation and Learning Support
OFSP Orange Fleshed Sweet Potatoes
PBS Population Based Survey
PHH Post-Harvest Handling
PICS Perdue Improved Crop Storage Bag
ROSCA Rotating Savings and Credit Association
SACCO Savings And Credit Co-operative
SEG Sustainable Economic Growth
USAID US Agency for International Development
USG US Government
VSLAs Village Savings and Loan Association
WEAI Women’s Empowerment in Agriculture Index
WRS Warehouse Receipt System
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INTRODUCTION The purpose of the Monitoring Evaluation and Learning Support (MELS) activity is to implement
performance evaluations and assessment services under the Monitoring and Evaluation (M&E)
Indefinite Delivery Indefinite Quantity Contract (IDIQ). MELS provides support to the Feed the
Future (FTF) and Environment (Global Climate Change (GCC) and biodiversity) activities that are managed by USAID/Malawi’s Sustainable Economic Growth (SEG) Office. The MELS activity
aims to achieve the following four primary objectives:
Objective 1: Performance evaluations of FTF and ENV activities and of the Sustainable
Livelihoods Project designed and implemented;
Objective 2: Assessments of Feed the Future Malawi Ag Diversification (AgDiv) activity
performance designed and implemented;
Objective 3: Studies and analyses on selected topical issues developed and conducted; and
Objective 4: Local capacity to undertake evaluations and assessments strengthened.
Under its objective 2, the MELS activity is required to implement a baseline survey for the FTF
Malawi Agricultural Diversification project (AgDiv), the flagship project of the USAID Malawi SEG
office. Palladium, a US based consulting firm is the implementing partner of the AgDiv activity and
has a local office in Malawi based at Lilongwe. This manual is designed to provide the baseline
survey enumerators with in-depth information that will help them carry out their tasks
successfully.
SURVEY DESIGN The baseline data will be gathered from farmers, both males and females, who produced one or
more of the three target value chain crops: groundnuts, soybeans and orange fleshed sweet
potatoes (OFSP) in the 2016-17 production cycle. The farmers reside in 26 AgDiv priority
Extension Planning Areas (EPAs) in Rural Lilongwe, Mchinji, Dedza, Ncheu, Balaka, Machinga and Mangochi.
The survey is a descriptive Population Based Survey (PBS) using a two-stage cluster sampling
design. Enumeration Areas (EAs) were first selected probability proportional to size then a listing
operation was conducted in those EAs to list all of the farmers who had produced one or more
of the target crops in the previous agricultural year (2016-2017). Following the listing, 30 farmers
were selected at random in each EA. and then 235 of these farmer’s fields have been randomly
selected through systematic sampling methods for direct area measurement.
An estimated sample size of 1,800 farmers will be surveyed. Questions will be asked to the
farmers growing one or several of the targeted crops.
The goal of the baseline survey is to gather information to establish values of AgDiv.’s farm level outcome indicators listed in Table 1 prior to the roll-out of project activities.
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Table 1. Farm Level Outcome Indicators Definition
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Number of hectares (ha) of land under improved technologies or management practices with
USG assistance.
Enumerator: For each selected farmer, you will be collecting data on areas planted under
groundnuts, soybeans and Orange Fleshed Sweet Potatoes (OFSP). You also will be collecting
data on direct measurements of areas for those same commodities, for a selected number of
farmers who will be provided to you before the survey. This indicator measures the amount of
land in hectares under improved technologies so we start with the total land the farmer has
under a given crop and then we determine what improved technologies or management
practices the farmer uses.
2
Yield (Kg/Ha) of groundnuts, soybeans and OFSP
Enumerator: For each selected farmer, you will be collecting data on the quantity of groundnuts,
soybeans and OFSP produced. Those measurements, in association with the area planted
information, will allow for the calculation of yields for each targeted commodity.
3
Farmers Gross Margin per hectare, obtained with USG assistance:
Enumerator: You will be collecting data on the total value of sales, total quantity sold and total
quantity produced, and the value of cash inputs for each commodity produced by the selected
farmers. Those measurements, in association with the area planted information, will allow the
calculation of Gross Margin per unit of land, for each targeted commodity.
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Number of farmers direct beneficiaries who have applied improved technologies or management
practices
Enumerator: You will be gathering data on the number of selected farmers who have applied
improved technologies and management practices for groundnuts, soybeans and OFSP.
5
Value of annual sales ($US) for farmers receiving USG assistance.
Enumerator: You will be collecting data on the value of annual sales for the targeted commodities:
groundnuts, soybeans and OFSP.
6 Number of targeted farmers using climate information or risk reducing actions to improve
resilience to climate change as supported by USG assistance.
7 Number of groundnuts, soybeans and OFSP producing households applying improved storage
or preservation practices.
8 Percentage of female direct beneficiaries consuming at least one product from the targeted value
chains.
9 Percentage of female direct beneficiaries of USG nutrition sensitive agriculture activities
consuming a diet of minimum diversity.
10
Percent of women achieving adequacy on Women’s Empowerment in Agriculture Index
Indicator to measure the improvement, agency and inclusion of women in agriculture: Access to
and decision on credit. Enumerator: We are trying to determine if women has access to credit
and if they are empowered to make decisions on the credit obtained.
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Percent of women achieving adequacy on Women’s Empowerment in Agriculture Index
Indicator to measure the improvement, agency and inclusion of women in agriculture: group
Member. Enumerator: We are trying to determine if women have access to groups and whether
or not they participate.
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Percent of women achieving adequacy on Women’s Empowerment in Agriculture Index
Indicator to measure the improvement, agency and inclusion of women in agriculture: Input on
productive decisions. Enumerator: Do women make decisions on crops grown and how to
spend the earnings?
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OVERVIEW OF THE SURVEY MODULES
This section presents a general description of the survey questionnaire and its division by modules
and sub-modules. A detailed discussion of the survey questionnaire is provided in Section XX,
under the detailed description of the survey modules. The questionnaire is divided into 8 modules
as described below:
Module A: Household Identification Cover Sheet. This module gathers information
on the household of the selected farmer regarding its location, along with GPS coordinates
and family composition. In addition, the number of interviews and the final visit date are
requested. This module is completed by enumerators before starting the survey for each
selected farmer.
Module B: Informed Consent. This module has two parts. Part 1 (B1) provides
explanations to the responsible adult decision marker in the household (could be the
selected farmer), about the objectives of the survey, and to obtain informed consent for
the participation of the selected farmer. Part 2 (B2) is identical to part 1 and is to be
shared with the respondent. You will need to have extra copies of B2 in case the
respondent to module C is different from the selected farmer respondent of module D-
H. It contains information of the survey organization who is implementing the survey with
the supervision of MELS.
Module C: Household Roster and Demographics. This module helps the
enumerators document the identification of the household and its members, along with
other data elements such as sex, relationships with the primary decision maker, age,
education and capabilities to read or write. It ensures that an identification number (line
number) is assigned to each member of the household. Questions are asked to the
primary male or, in absence of male, female decision maker.
Module D: Enterprise Value Chains. This module gathers information on selected farmers who cultivated the target crops i.e. groundnuts, soybeans and OFSP, and the
adoption of the improved technologies and management practices proposed by AgDiv.
Enumerator: You will need to read to the selected farmer the statement of
objective of the survey and obtain a signed consent before starting the
interview.
Module D is divided into 4 sub-modules: D0, D1, D2 and D3. Sub-module D0 identifies
the farmer being interviewed. Sub-modules D1 to D3 collect data on area planted,
production, value of production and sales, and input costs, respectively for groundnuts,
soybeans and OFSP. In addition, these sub-modules gather information of the application
of improved technologies and management practices, and on storage methods and
preservation practices utilized by the selected famers.
Module E: Climate Disaster Mitigation. Module E comprises four sub-components
and addresses activities linked to community or radio listening memberships used in early warning systems, mini weather stations, climate information centers, and climate
adaptation. The sub-module E1 asks questions on early warning systems while sub-
modules E2 and E3 collect information related to mini weather stations/agro-net and
climate information sources, respectively. E4 collects data on climate adaptation practices
4
to mitigate the impact of climate change. Questions are asked to the male or female
selected farmer.
Module F: Water harvesting Systems. This module gathers information on the
utilization of farm ponds or check dams as a source of water to grow groundnuts or soybeans or OFSP. Questions are asked to the male or female selected farmer.
Module G: Women’s Empowerment in Agriculture Index (WEAI). This module
collects information on the selected farmer, if the farmer is f a woman, age 18 or older.
It includes 4 sub-modules. E0, E1 to E3. Sub-module E0 identifies the women farmer being
interviewed. Sub-module E1 to E2 ask questions respectively on the woman’s access to
and decision on credits, group membership and decision making. Sub-module E3 has 2
components: (A) for input to productive decisions, and (B) personal decisions.
Module H: Females’ Consumption of a Diet of Minimum Diversity. This module
collects information on liquids and food ate the previous day or night by the selected
farmer, if the farmer is a woman of any age.
Module I: GPS Direct Measurement of Randomly Selected fields from the
Sampled Farmers.
SURVEY IMPLEMENTATION The baseline PBS is being implemented for the FTF Malawi Agricultural Diversification (AgDiv)
activity of the USAID Malawi SEG office. The MELS activity is providing technical assistance to the survey implementation and has contracted the Center for Development Management (CDM)
to conduct the survey. CDM, under the technical assistance of MELS will plan, conduct, and
supervise the survey. This includes training and managing the supervisors and enumerators and
providing quality assurance and quality control on the quality of the information to be collected.
CONFIDENTIALITY
All data collected by the enumerators will be confidential. The shared copy of the data sets should
not include the names of the respondents. Respondents’ names will not be reported, to make it
impossible to deduce their identities from the reports.
In addition, to ensure confidentiality and avoid potential conflicts of interest, supervisor will be
asked not to assign enumerators to interview the respondent they are familiar with. In the
eventuality of this happening, the household will be swapped with one from another enumerator
team.
ENUMERATOR’S ROLE
The enumerator’s responsibility is vital to the success of the survey. It is essential that
enumerators adhere to a strong code of conduct and develop good work habits conducive to a
successful survey.
The enumerator’s responsibilities include:
Advising the supervisor if s/he is familiar with the family of the farmer to interview;
Locating the assigned households and completing Module 1 for each household;
5
Explaining the survey to the household and obtaining informed consents to participate in
the survey;
Interviewing eligible farmers, including returning to the household if the eligible farmer(s) was absent on the first visit;
Entering the collected data onto the tablet as they are trained to do;
Submitting the interview data to the field supervisor and discussing with him/her any challenges faced; and
Tracking and reporting progress in completing assignments within the survey EAs.
Enumerators will be assigned specific households and specific farmer(s) within the household in
each EA. These assignments will be listed in the Enumerator Assignment Sheet (Annex 1). When
received, they must complete the form as indicated and double check its accuracy. They must
ask for the help of the supervisor if needed. They are expected to enter into this form information
about each visit to a household with a selected farmer(s).
CONDUCTING THE INTERVIEW
General Guidance
The enumerator morally represents USAID/FTF, the MELS activity, and CDM. It is therefore
important for the enumerator to make a good impression on households and their members.
Each interview will be conducted by a team of two enumerators, one male and one female.
Interviews of male farmer(s) will be conducted by male enumerators and female respondents will
be interviewed by female enumerators.
The following guidelines are highly recommended to the teams of enumerators:
Dress appropriately for fieldwork;
Treat all community and household members with respect;
Visit households and selected farmers during appropriate hours which before the rainy
season range from 7am to 5pm. Plan the visit in advance with the household and selected
farmer; and
Treat all collected information as strictly confidential. Do not share it outside of the household or with other household members. Do not identify specific households in any
team discussions with other enumerators.
Approaching the Household
Complete the relevant parts of the household information in Module A before approaching the
selected household. Observe the local rules and customs governing visits to other people’s
houses:
Ask to speak with the primary decision maker male or the primary female decision maker
if there is no male primary decision maker in the household when completing modules
A to C (this person could be the selected farmer(s).
Introduce yourself politely. Explain that you are there to conduct a baseline on agricultural production, sales and post-harvest handling and storage, and preservation
6
practices, targeting farmers growing groundnuts or soybeans or OFSP, and that local
authorities have approved the survey.
Put the household primary decision makers and the selected farmers at ease, be friendly and
relaxed. Then read the statement about the survey at the start of Module B1, Informed Consent.
Show patience with respondents who appear suspicious of the interview. Explain the purpose of
the interview carefully and stress that respondents can refuse to respond to any question.
If asked, make it clear that participants cannot be compensated for their time. Express your
gratitude for their willingness to participate in a survey that will help decision-makers better
understand the three targeted value chain systems, along with the adoption of improved
technologies and management practices.
Answer any questions frankly and courteously. After answering any questions, obtain signatures
for Module B1, Informed Consent and share copies of B2 with the primary decision maker and
selected farmer(s) if different.
Building Confidence
Try to put the respondent at ease if needed. For example, you could discuss general topics of interest like the current weather, the status of the rainfall this year, and so on as starting topics.
If the respondent is distracted by the tablet, explain that this tool is a small computer to gather
the answers, avoiding using paper. Emphasize that it is not recording the conversation. If
necessary, show the respondent a typical survey screen and explain how it works in simple terms.
Avoid doing the interview in a group. The interview should only be conducted with the primary
decision maker and the selected farmer(s).
Translations
The interview will be conducted in Chichewa although all enumerators are fluent in English. The
Chichewa translated version of the questionnaire is preloaded in the tablets. Farmers in the seven
baseline districts of the survey speak Chichewa for day to day communication. Although some
farmers in Mangochi, Balaka and Machinga speak Yao, they speak Chichewa as well.
Asking Questions
Use the following guidelines when you ask questions:
Do not rush the interview. Allow the respondent time to think before responding. Let
the respondent know that his/her answer is very important.
If the respondent does not understand the question, explain what the question is asking, and then ask the question again slowly.
Do not read the list of possible answers to the respondent. Let the respondents answer
on their own. You then select the survey response that best matches the answer given by
the respondent.
Remain neutral. Do not give the impression that any response is more appropriate than others. Never show your preference for any response.
7
Do not ask leading questions such as “What type of irrigation system did you use?”
without asking first “Did you irrigate your groundnuts field?” Do not suggest responses.
Respondents may have multiple responses for a given question. You should enter the response that the respondent says is true most of the time.
Respondents may provide long answers that include a lot of information not directly
relevant to the question. Simply record the relevant response and ignore non-pertinent
information. If the respondent has not answered the question at all, steer the respondent
politely back to the question.
Do not argue with respondents.
If the respondent is reluctant to answer a question, re-explain that individual responses
will be completely confidential. If the respondent still will not answer the question, select
‘refused’ and proceed to the next question.
If you are unsure of the respondent’s response, enter the answer provided and write the answer
down on paper and discuss it with your field supervisor. Your dedication to the quality of the
interview and the interview data will be respected if you bring questions and concerns to the
attention of your field supervisor.
Interviewing Guidelines and Instructions The printed questionnaire and the questions on the tablet contain instructions for the
enumerator. The following formats are used to provide instructions to enumerators.
Text to read aloud to the interviewee: Appear in regular text with no special
formatting.
Instructions intended only to the enumerator: Appear in bold between quotes “”
or in all CAPITAL LETTERS. These instructions should not be read to the respondent.
Words to Insert: In several places, the enumerator will need to insert words into a
question; Brackets [ ] are placed around words that need to be inserted. Here is an
example from response codes for questions about technology adoption: “Did you adopt
any [TECHNOLOGY]?”
Differences between the Printed Questionnaire and the Tablet Screens
There are a number of differences between the printed questionnaire and the tablet, as illustrated
below:
Number of Questions on Printed Questionnaire vs. Tablet Screen. The printed questionnaire has many questions on one page. A screen on the tablet can display less
information, and therefore has fewer questions. Several screens on the tablet may be
needed to cover the questions on one page of the printed questionnaire.
Multiple Versions of the Same Question. The same question may involve many
different items. On the printed questionnaire, the different items usually appear on the
same page. On the tablet, the different items appear as separate questions on different
screens.
8
Response Options. Some questions may have a variety of possible answers. On the
printed questionnaire, these potential answers are generally listed in the next right-hand
column. On the tablet, these response options are provided in dropdown menus.
Skip Instructions. If a particular response to one question makes subsequent questions irrelevant, you skip to the next appropriate question. On the print questionnaire, this is
indicated by “→” Following the “ →” are instructions about what to do next – for
example, skip to Soybean Value Chain if groundnut is not grown. On the tablet, there
are no skip instructions. Instead, the tablet automatically skips to the next appropriate
question.
FIELDWORK PROCEDURES
Highlight
Each enumerator will be assigned a tablet for entering data and he/she will be fully responsible for the assigned tablet. The field supervisor will collect the assigned tablets every evening to review and save the data and also to recharge the tablets for the next day.
Household Assignment Form
Each enumerator will be given a Household Assignment Sheet in each assigned EA. Those forms
list the names of all selected farmers in the assigned EA. The household identification number will
be listed in the form. Enumerators will use this form to track progress when completing all
assigned surveys.
Reporting to the Field Supervisor
Enumerators will work closely with their designated field supervisors. Their responsibilities
toward their supervisors include:
Receive household assignments on the Household Assignment Sheet from the field supervisor;
Inform the field supervisor when conflictual situations arise, such as:
o The enumerator knows someone in the household, or
o The enumerator does not speak the language spoken in the household;
Under those circumstances, supervisors will re-assign the selected household and farmer
to another enumerator.
Ask the field supervisor for advice about how to interpret responses or handle confusing parts of the survey or data entry process;
Report progress in completing assignments to the field supervisor; and
Provide their tablets each evening to the field supervisor.
The enumerator will meet with the field supervisor at the end of each day to discuss the items
from the list above. In return, the field supervisor will review the data from the household
interviews conducted by the enumerator that day and provide feedback on any errors
encountered. The field supervisor will check to see that each enumerator’s tablet has all the
9
completed modules. The field supervisor will back up and archive the enumerators’ data, finalize
and submit data to the MELS team, and will recharge the enumerators’ tablets.
Note that the field supervisor may ask you to return to a household to interview or collect
missing data on a specific farmer who was absent on the first visit or to check data that appears
to be incorrect. In all cases, the field supervisor and the MELS team will review the collected data
regularly.
Following-Up on Missed Interviews
A selected farmer may be present but not be available for the interview during an enumerator’s
first visit to the household. In these cases, the enumerator will plan a time with the farmer for a
return visit, to administer the missing interview. This will happen while the enumerator is still in
the EA and can return to the household. In the eventuality that the selected farmer is not
expected to be available when the survey team is working in that EA, the enumerator will note
this in Module D0 on the tablet and on the assignment form and will report it to his field
supervisor.
Ensuring High Data Quality The enumerator has a key role in ensuring the quality of the survey. To succeed, enumerators
must:
Visit all assigned households and farmers;
Obtain the cooperation and informed consent of the selected farmer, and the primary
decision maker is different;
Connect positively with the respondents, to create the conditions to complete the interview;
Ask the questions exactly as written while providing helpful explanations when necessary;
Interpret the respondent’s answers correctly; and
Enter all responses accurately.
Enumerator commitment to completing each of these activities in accordance with this manual
and the training is central to the quality of the survey.
In addition, several other measures aimed at quality control to limit potential errors and identify
areas for further improvements are required; specifically,
Organize team meetings where enumerators and supervisor can discuss together problems encountered and solutions applied;
Field supervisors will observe enumerators as they conduct some of their interviews;
Field supervisors will return to a random sample of interviewed households to confirm that the household members were interviewed;
Enumerator will support each other. For example, enumerator can help each other
interpret responses;
The tablet has some automated edit checks that will notify the enumerator immediately
if the entered data is out of range. The tablet also is programmed to ensure that the enumerator enters a response to all required questions;
The enumerator will discuss any responses about which he or she is uncertain with the
field supervisor;
10
The field supervisor will review the completed questionnaire to identify missing or
problematic information;
The field supervisor will confirm that there is data for every farmer assigned to an enumerator; and
Data managers in the MELS team will carefully review all data to see if there are unusual
patterns of responses or outliers through batch file editing. He will immediately
communicate with the survey firm (CDM) to clarify the validity of the flagged data
elements and to find appropriate corrective measures.
DETAILED DESCRIPTION OF THE SURVEY MODULES
Module A - Household Identification Cover Sheet
Objective: The objective of Module A is to identify the household where the interview will be held
and provides information on the geographical location of the household. It also serves to identify
the interviewer team that is responsible for administering the survey.
Who answers this module? This Module is answered by the interviewer and will partially be
completed before reaching module C. Data items A01-A07 can be completed prior to the
interview. Those elements relate to the household identification code, the EA (cluster) number,
EPA, village and TA names, District and Region codes, and GPS coordinates. A10-A13 can only
be filled after Module C is completed. These items relate to the total number of people in the
household, the total number of women age 15-49, the total number of children age 0-5, and the
line number of the respondent. A09, A14 and A15 refer respectively to interviewer visits,
interviewer name and the native language of the respondent. They can be completed after the
interview, Ao8 records the GPS coordinates of the household dwelling.
Detailed Instructions for Administering Module A
A01. HOUSEHOLD IDENTIFICATION
A02. CLUSTER (EA) NUMBER
A03. EPA NAME
A04. VILLAGE
A05. TRADITIONAL AUTHORITY/TOWN
A06. DISTRICT
A07. REGION
The purpose of Items A01 through A07 is to ensure that the household you are about to
interview is correctly identified. It is essential that this household information is correctly
recorded.
Instructions: Drop-down menus for each questionnaire item will allow you to select the correct
region, district, traditional authority/town, village, cluster number, and household identification
number. The information for each of these items is listed on your interviewer assignment sheet.
11
Complete your selections for each of these items on your tablet prior to approaching the
household.
A08. GPS COORDINATES OF HOUSEHOLD
The purpose of this questionnaire item is to record the correct GPS coordinates from the GPS
device that has been provided to you.
Instructions: Immediately prior to asking to enter the household or compound, activate the GPS.
Instructions on how to correctly record the GPS data appear in Appendix A of the manual.
Ensure that you are at the doorway of the household of the respondents you are
interviewing, and not in some other location where you may have found the respondent, e.g., at
the community well or at the family’s farm plot.
A09. INTERVIEWER VISITS
The purpose of this questionnaire item is to record the survey visit dates.
Instructions: Record the first visit date, Interviewer’s name and the result. Use the appropriate
result code from the list of result codes provided. Use ‘OTHER’ and specify the situation if none
of the result codes matches your survey scenario. If multiple visits were scheduled, record the
appropriate date, interviewer name, and result code for each visit completed.
If the result code is ‘COMPLETE’ or ‘REFUSED’ for the first visit, do not conduct a second or
third visit. However, ‘REFUSED’ should not be considered a final status until the team supervisor
or QC interviewer has had a chance to speak with the respondent in order to see if it is possible
to reverse the refusal. This procedure applies whether the refusal occurs on visit 1, 2, or 3. If
the dwelling is destroyed, vacant, or non-existent, or the structure is not a dwelling, you should
enter the corresponding code as the final result code; there is no need to return to the household
for a call-back.
Final visit: After completing the entire questionnaire and making sure accurate responses have
been satisfactorily obtained, complete the final visit section. Record the day, month, year,
interviewer number, and result (by selecting the appropriate result code).
Total number of visits: Since you are administering the survey on a tablet, this information will
be automatically generated.
A10. TOTAL PERSONS IN HOUSEHOLD
Key definition: A household consists of all people, including adults and children, who live
together under the same roof, share cooking or housekeeping arrangements, and recognize the
same lead decision makers in the household. Household members can include servants, lodgers
and agricultural laborers, as well as family members – as long as they live under the same roof,
share cooking or housekeeping arrangements, and recognize the same lead decision makers in
the household.
Instructions: NOTE: This data item will be automatically generated by the tablet. In the event
that your tablet is not working or is otherwise unavailable, record the total number of people in
the household including all adults and children. You can count the total number of people in the
household using the information on the completed household roster (Module C).
12
A11. TOTAL NUMBER OF WOMEN 15-49
Instructions: NOTE: This data item will be automatically generated by the tablet. In the event that
your tablet is not working or is otherwise unavailable, record the total number of women aged
15-49 in the household
A12. TOTAL NUMBER OF CHILDREN AGE 0-5
Instructions: NOTE: The only time you will need to complete this item is when you fill out a
paper questionnaire in the event that your tablet is not working or is otherwise unavailable.
Record the total number of children aged 0-5 in the household.
A13. LINE NO. OF RESPONDENT TO MODULE C
Instructions: Record the line number of the household member who responded to Module C,
Household Roster and Demographics.
A14. INTERVIEWER NAME
NOTE: This is your name.
Instructions: Record your name in the specified field.
A15. NATIVE LANGUAGE OF RESPONDENT
The purpose of this questionnaire item is to record the respondent’s native language.
Instructions: Record the appropriate language code using the choices provided at the bottom of
the page. It is possible that different respondents to the various modules of this survey will have
differing native languages. If this occurs, please record for Item A19 the native language of the
respondent to Module C, and record in the notes section at the end of your questionnaire the
native language(s) of other respondents in the household.
Module B - Informed Consent
Objective. The objective of this module is to make certain that each respondent understands the
purpose of the survey, that all answers are confidential, that he or she can refuse to participate
in the survey, may refuse to answer particular questions, and may stop the interview altogether
at any point. Establishing informed consent ensures that the respondent has been fully informed
about the survey she or he is being asked to participate in. The informed consent process will be
handled on paper based informed consent sheets and not on the tablet.
Who Responds to This Module? The respondent for Module B should be an adult (age 18 or older)
member of the household who is capable of answering questions about the age, relationships,
education, and other characteristics of all household members. You must get a respondent’s
informed consent to participate in the survey before you begin to administer any other modules.
Sometimes you will come across a household that is headed by a child – there is no one age 18
or older in the household. If you find that there is no one age 18 or older in the household, try
to determine if there is a household member under age 18, but at least 15 years old, who is
13
competent to respond to the interview. If there is a person competent to respond who is under
age 18 but is at least 15 years old, this person may legally provide consent.
If there is no person in the household who is at least 15 years old, thank the household members
for their time, select ‘OTHER (SPECIFY)’ as the Result Code for the interview, and enter “age
ineligible: child-headed household” in the corresponding text box.
Definitions
Consent is agreement or permission to do or allow something.
Informed consent is based upon a clear appreciation and understanding of the facts, implications,
and future consequences of participation in the study before giving agreement or permission.
Instructions for Administering the Module with Item-by-Item Guidance
There are two paper documents to use for this module:
Informed Consent Register (B1), and
Informed Consent and Contact Information to Leave with the Household (B2).
The respondent should listen as you read the statement on the Informed Consent sheet that
begins with the words, “Thank you for the opportunity to speak with you.” Read the entire
statement exactly as it is written. After reading the statement, “Do you have any questions?”
encourage the respondent to ask questions about the survey or any questions about what you
have said. If you are asked about compensation, explain that households cannot be paid for their
time. Instead, express your gratitude for their willingness to participate in a survey that will help
people who make decisions to better understand the food security situation in the country.
Answer all questions directly and courteously. Try to make sure the respondent understands
your answers.
You can only interview people who provided informed consent to be interviewed after having heard and understood the Informed Consent Statement. Enter the name of the respondent at
“NAME OF RESPONDENT” field and the date. After answering all of the respondent’s questions,
then ask “May I begin the interview now?” If the respondent agrees to be interviewed, enter ‘1’
on the provided B1 sheet, thank the respondent for agreeing to participate, and ask if you may
begin the interview now. If the respondent does not agree to be interviewed:
Sincerely thank the respondent for his or her time and end the interview, and record 2
at the ‘RESPONDENT DOES NOT AGREE TO BE INTERVIEWED” as the result for this
visit; however, do not record the disagreement as the final result. Instead, inform the
Quality Control (QC) Interviewer and/or the Field Supervisor of the refusal and the
possible reasons for refusal.
The Field Supervisor will determine whether it may be appropriate for them to return to the household and encourage the respondent to participate in the survey. Only record
the interview result of the next visit as 2 after the QC Interviewer and/or the Field
Supervisor have confirmed the refusal with the respondent. This will be the final result
for the household.
14
To proceed with the interview, you must complete the appropriate field on the consent sheet to
affirm that you have read the statement to the respondent and check the field “May I begin now?”,
and that the respondent consents to participate in the interview. Give the Informed Consent
and Contact Information sheet (B2) to the respondent, telling her or him that this is a record of
participation in the study and information about someone to contact if the respondent has any
further questions about the survey and the interview, or any concerns or complaints.
Note that you only give a copy of the Informed Consent and Contact Information sheet to the
respondent for Module B1. You do not need to give a copy of this to other members of the
household who provide informed consent for other modules.
The consent statement is specified below (also included on the top of the informed consent page
in the tablet.
“Thank you for the opportunity to speak with you. We are a consulting firm based at Lilongwe and we are
conducting a survey to learn about agricultural production and marketing of groundnuts, soybean and orange
fleshed sweet potatoes from farmer households in this area. Your household has been selected to participate in an
interview that includes questions on topics such as your family background, areas planted, improved production
technologies, production and sales of crops, costs of crop inputs, food consumption, resilience to climate change
and women in agriculture. The survey includes questions about the household generally, and questions about
individual farmers within your household. The questions about the household and its characteristics will take about
30 minutes to complete. Selected members from your household will be asked additional questions. The interview
in total will take approximately 2-3 hours to complete. Your participation is entirely voluntary. If you agree to
participate, you can choose to stop at any time or skip any questions you do not want to answer. Your answers will
be completely confidential; we will not share information that identifies you with anyone. After entering the
questionnaire into a data base, we will destroy all information such as your name that could link these responses
to you”.
Do you have any questions about the survey or what I have said? If in the future you have any questions regarding
the survey and the interview or concerns or complaints we welcome you to contact our agency. We will leave one
copy of this form for you so that you will have record of our contact information and about the study (Module
B2).
May I begin the interview now?
NAME OF RESPONDENT: _________________________ Date
RESPONDENT AGREES TO BE INTERVIEWED: Yes ….1 . Continue on Module C (Household Roster)
RESPONDENT DOES NOT AGREE TO BE INTERVIEWED: No ….2 . END “Thank you
Module C – Household Roaster and Demographics
Objective. The objective of this Module is to collect information on all members of the household.
This will help you to determine who will need to respond to other sections of the questionnaire.
It will also help researchers to better understand the socioeconomic characteristics of
households in the study area.
Who Responds to This Module? The respondent for the module should be a competent adult (age
18 or older) member of the household. This person should be capable of answering questions
about all household members, including their names, ages, education, and other characteristics
15
asked about in Module C. If the household is headed by a child who is at least 15 years old, that
child can complete the module.
Instructions for Administering the Module with Item-by-Item Guidance
Items C01a, C01b, and C01 will be discussed together.
C01a. To complete Module C, first ask question C01a to find out if there is a primary adult male
decision maker in the household: “Who would you say is the primary adult male decision maker
in this household? This person should be 18 years old or older.”
If a primary adult male decision maker1 exists in the household, select ‘1’ (YES) and enter the
name of the primary adult male decision maker on Line 01 of the household roster. This person
must always be male; the information about this person’s sex is pre-filled on the tablet computer
for you.
If there is no primary adult male decision maker, select ‘2’ (NO) and leave Line 01 of the roster
blank.
C01b. Proceed to item C01b to determine if there is a primary adult female decision maker2 in
the household: “Who would you say is the primary adult female decision maker in this household?
This person should be 18 years old or older.”
If a primary adult female decision maker exists in the household, select ‘1’ (YES) and enter the
name of the primary adult female decision maker on Line 02 of the household roster. The person
entered on Line 02 of the roster must always be female; the information about this person’s sex
is pre-filled on the tablet computers for you. You will be prompted to enter the relationship of
the primary adult female decision maker to the person listed on Line 01 (the primary adult male
decision maker). If there is no primary adult male decision maker in the household,
enter code ‘01’ (‘SELF’) for item C03 for the primary adult female decision maker.
If there is no primary adult female decision maker, enter ‘2’ (NO) and leave Line 02 of the roster
blank.
Sometimes there is neither a male nor a female primary decision maker age 18 or older in the
household. If you find that there is neither a male nor a female primary decision maker age 18
or older in the household, try to determine if there is a household member under age 18, but at
least 15 years old, who can respond to the interview.
If so, record the name of this person on Line 03 of the roster in column C01. Record the sex of
the person and enter a value of “16” (NO DECISION MAKER AGE 18 OR OLDER IN
HOUSEHOLD) for the relationship code.
If there is no person in the household who is at least 15 years old, thank the household members
for their time, select “OTHER (SPECIFY)” as the Result Code for the interview, and enter “age
ineligible: child-headed household” in the corresponding text box.
1 A primary adult male decision maker is the male adult (age 18 or older) in the household who is responsible for making
the most important economic decisions.
2 A primary adult female decision maker is the female adult (age 18 or older) in the household who is responsible for
making the most important economic decisions.
16
C01. After completing C01a and C01b, ask the respondent to tell you the names of all of the
other members of the household: “Now, please tell me the names of all of the other people who
usually live here.”
For each person the respondent names, enter their name on the next available line, enter their
sex (Item C02: male=’1’ and female=’2’), and record their relationship to the primary adult
decision maker named in Line 01 (or named in Line 02, if no household member is listed on Line
01) (Item C03).
After the respondent tells you all the names of the members of the household, you will need to
probe a bit further, because sometimes respondents forget to name some of their family
members, especially if it is a large family.
Ask: “Are there any other people who live here, even if they are not at home now? These may
include children in school or household members at work.”
If the respondent gives you additional names, enter the name, sex, and relationship to the primary
adult decision maker in the tablet for each person, as you did before.
Continue to probe: “Are there any other people like small children or infants that we have not
listed?”
Again, if the respondent gives you additional names, enter the information about each person in
the tablet.
For a final probe, ask: “Are there any other people who may not be members of your family,
such as domestic servants, lodgers, or friends who usually live here?” Confirm that these
individuals share cooking or housekeeping arrangements and recognize the same decision maker.
Again, record the name, sex and relationship to the primary adult decision maker of each person
named by your respondent.
After you have completed listing all household members’ names, sex, and relationship to the
primary adult decision maker, begin asking questions starting with item C04 (AGE) for each
person. You will complete all the information in Module C (items C04 through C12) for each
eligible person (items C09 through C12 only apply for household members age 3 and older), one
at a time, before moving to the next person on the roster.
C04. “What is [NAME’s] age?”
The purpose of this questionnaire item is to identify the age of each of the people listed in the
roster. This is a very important question because it helps determine who will be interviewed in
later modules of the survey.
Instructions: Ask the respondent the age of each household member. Record the age
corresponding to the names listed in the roster. If the respondent is age 95 or older, enter ‘95.’
If the respondent is unsure of any of the household member’s age, it may be necessary to probe
further using the Country-specific Event Calendar (Annex 1) that has been provided to you.
Always record the household member’s age in completed years. For example, if a household
member’s age is 14 years and 4 months, the age in completed years will be recorded as 14 years.
Similarly, if a household members’ age is 14 years and 11 months, the age in completed years
would still be recorded as 14 years.
17
C05. “Did [NAME] stay here last night?”
Instructions: For each person listed on the roster, ask the question and enter ‘1’ (YES) or ‘2’
(NO).
If ‘1’ (YES) is entered, the tablet will automatically skip to item C09 (school attendance) for age-
eligible household members.
Note that if you are using the paper questionnaire, you will first complete items C07 and C08
before proceeding to item C09.
If ‘2’ (NO) is entered, you will continue to item C06.
C06. “How long has it been since [NAME] has spent the night in this household?”
Instructions: Ask the question about each person who did not spend the previous night in the
household. Select the C06 result code that matches the respondent’s answer.
Note: You will need to convert days to completed weeks if the respondent gives you a number
of days in excess of 6 days by dividing the number of days reported by 7. Similarly, you will need
to convert weeks to completed months if the respondent reports a number of weeks in excess
of 5 weeks by dividing the number of weeks reported by 4.
If the respondent answers by telling you a number of days, select ‘1’ (DAYS). Then enter
the number of days since the household member has spent the night in the household.
If the respondent answers by telling you a number of weeks, select ‘2’ (WEEKS). Then
enter the number of completed weeks since the household member has spent the night
in the household.
If the respondent answers by telling you a number of months, select ‘3’ (MONTHS). Then
enter the number of completed months since the household member has spent the night
in the household.
C07–C10. Items C07, C08, C09, and C10 are questions on education and literacy that are asked
about household members who are age 3 or older. The term “school” means formal schooling,
which includes formal pre-school, primary, secondary, and post-secondary school, and any other intermediate levels of schooling in the formal school system. It also includes technical or
vocational training beyond the primary-school level, such as long-term courses in mechanics or
secretarial work.
Bible school or Koranic school, or short courses like typing or sewing, may be reported by
respondents, but are not considered formal schooling.
C07. “Has [NAME] ever attended school?”
The purpose of this item is to learn if the household member age 3 or older has ever attended
school at any time in their entire life. If a respondent has attended school even for a short
time/sometime in the past, this would be a “YES” for ever attended.
Instructions: Ask this question for each household member age 3 or older.
18
If the household member has attended school, enter ‘1’ (YES) and continue asking items C08,
C09 and C10.
If the household member has never attended school, enter ‘2’ (NO) and skip to C10 (literacy).
C08. “Is [NAME] currently attending school?”
The phrase “currently attending school” refers to whether the person generally attends school
during the current school year.
Instructions: Ask this question for each household member age 3 or older who is reported as
having attended school in Item C07 (ever attended school); enter ‘1’ (YES) or ‘2’ (NO).
You should record ‘YES’ for Item C08 if a person goes to school occasionally, or usually
goes to school but has been absent from school recently, or is on school break or vacation
but otherwise would be attending school. If the person is on summer break and is
expected to attend school in the coming year, record ‘YES’.
You should record ‘NO’ for Item C08 only if the person did not attend school at all during
the current school year, or if it is summer break and the person is not expected to attend
school in the coming year.
C09. “What is the highest grade of education completed by [NAME]?”
Instructions: Ask this question for each household member age 3 or older who is reported as
having attended school in Item C09 (ever attended school). Select the C09 Result Codes
Education that matches the respondent’s answer.
C10. “Can [NAME] read and write?”
Instructions: Ask this question for each household member age 3 or older. Select the C10
Result Code that matches the respondent’s answer.
Module D – Enterprise value Chain
Objective: Module D identifies the selected farmer being interviewed and the status of the
interview on groundnuts, soybeans and Orange Fleshed Sweet Potatoes (OFSP). It gathers
information on areas planted, production, sales, input costs, and, adoption of improved
technologies and management practices.
Who Responds to This Module? This module must be administered to each selected farmer; male
or female, from the list of 1,800 farmers randomly selected by MELS and made available
to CDM, after a listing operation was completed.
Instructions for Administering the Module D
This Module has four submodules; D0 to D3. Sub-module D0 identifies the farmer being
interviewed and the status of the interview. Sub-module D1 to D3 are for Groundnuts, Soybeans
and OFSP value chains. They asks questions about areas planted, production, sales, input costs,
consumption and adoption of improved technologies and management practices.
D0. FARMER IDENTIFICATION
The purpose of this questionnaire item is to provide information on. The farmer selected for
interview, along the outcome of the interview.
19
Instructions: Please ensure that the following guidelines have been fulfilled:
You have gained informed consent for the farmer you are about to interview, if
different from Module B. Otherwise read the statement of the survey objective in
Module B1 and have the farmer approves the consent. Share the B2 copy with
him/her;
Plan to interview the farmer in private or where other members of the household
cannot overhear or contribute answers.
Note: All the questions in this Module D refer to the specific plots the farmer
cultivated, not to all of the plots cultivated by members of his or her household.
D01 asks about the household Identification Code. This code has been determined during the
listing operation. A drop-down menu will allow the enumerator to select the household
identification code of the assigned farmer.
D02: “Name of the respondent being interviewed” Can be selected from the tablet; all the names
of the selected farmers for interview are pre-loaded into the tablet.
D03a-c asks about the outcomes of the first, second and third visits, respectively. A list of codes
is provided at D03 Codes to register the response.
D04 Asks about the ability of the respondent to be interviewed alone. D04 Codes
provides the codes to register the response.
D05 asks multiple choice questions about PICS Bag trainings or demonstrations,
groundnuts and soybeans, inoculant, aflatoxin trainings, drip irrigation, OFSP vine
multiplication. The list of codes is provided to register the respondent’s answer is
available through a drop-down list.
D06: asks questions about the number of people in the respondent’s household who
participated in the event described at D05. The drop-down list will allow registering the
number of people involved.
D07: ask Yes/No question about Maize storage using PICS Bags after harvest.
D1. GROUNDNUTS VALUE CHAIN
The purpose of this questionnaire item is to collect areas, production, sale and input cost data
from the selected farmer, along with the adoption of improved technologies and management
practices.
D10: “Did you grow groundnuts during the 2016-2017growing season?” First ask if the farmer grows groundnuts. If yes, ask the questions in this sub-module.
If no, continue with sub-module D2 (Soybeans).
20
D11: Area, production, sales and input cost
Instructions:
D111: “What was the total area you planted under groundnuts?” Enter the response under 111a.
Pay a particular attention on units of area in 111b. Farmers usually provide their answers in Acres,
However, occasionally, hectares could also be used. Circle the code of the relevant response
received. If the question is answered under “Other”, chose code 9 from the drop down list and
specify the unit given. Some farmers might have grown groundnuts under more than one plot.
Ascertain that area reported by the farmer includes all the groundnuts plots that particular farmer
has cultivated and not the other members of the household.
D112: “Did you finish harvesting your groundnuts field(s)?” If farmers respond No in D112
(unlikely at this time of the year), ask D113 on the proportion of crop harvested. This data
element is expressed in fractional quantities: ¼, ½, ¾ .
Use visual elements to represent those quantities. For example, you can use four beans to illustrate those fractions, three out of four would mean ¾, two out of four ½, etc. …. Otherwise
skip to question D114
D114 and D115 “What is the total quantity of groundnuts you harvested unshelled?” and “What
is the total quantity of groundnuts you harvested shelled (pods separated from the straw)?”.
Farmers usually harvest their groundnuts unshelled. Occasionally they could harvest shelled
groundnuts. Please ask the question for both practices. Make sure you have noted correctly the
unit reported by the farmer under 114b and 115b; 115a and 115b.
D116 “Did you sell any [ITEM?”. farmers might sell unshelled and/or shelled groundnuts. If the
farmer does not sell unshelled groundnuts, skip to the next [ITEM], shelled groundnuts.
Otherwise ask question on D117. If the farmer does not sell shelled groundnuts, skip to D120.
D117a: “What is the quantity of [ITEM] sold?” Note the quantity sold in 117a and record the unit
of quantity according to 117b. Pay a special attention to the units of quantity. The codes specified
under 117b capture the entire units that are known so far. In case where the unit is not contained
in the list of codes, choose code 9 “Others” and specify the unit given by the respondent. A
window will open to allow you to register textual information. Input the new unit.
D118: “What is the value of [ITEM] sold?” It asks about the value of sales expressed in Kwacha.
Register the value of sales by using the numeric key pad.
D119: When did you sell your groundnut?” Captures the seasonality of sales by asking the months
during which the sales happened. Check the months that apply.
D1110 to D1113 ask questions on whether the interviewed farmer did purchase farm inputs, the
quantities inputs purchased, along with the unit price and the proportion on inputs applied to the
groundnuts field(s).
Definition: Farm Inputs are defined as all factors of production such as land, seeds, fertilizer, labor,
21
pesticide, fuel, transport cost, inoculant, herbicides, that allow the farmer to achieve a higher production.
They relate to the primary factors of production: Land, Labor and Capital.
D1110: “Did you purchase any [INPUT]?” If the answer is No, the tablet will skip to the next
[INPUT] line. Otherwise, question D111a will be asked.
D1111a: “What quantity of input did you purchase?” Register the quantity of input purchased
using the key pad.
D111b: “What is the unit of input?” Register the unit of input purchased by checking the relevant
unit.
D1112: “What is the unit price of input?” Register the unit price of input using the key pad.
D1113: “What proportion of [INPUT] did you apply to your groundnuts?” Check the relevant
proportion from the choices shown. Note that it will be helpful to use visualization to explain
those proportions. For example, you can use four beans to mean: all fertilizer purchased is used
in the groundnuts plot(s), and alternatively, use 3 beans out of four to mean ¾ and so forth.
Instruction: Continue the same process until the lines of [INPUT] are exhausted and
then skip to D12 (Agronomic Practices).
Table D12: Agronomic Practices
Definition: In the context of this survey, Agronomic Practices are proven agriculture technics of
producing specific crops that will help farmers produce more per unit of land than they would
have produced by using their traditional methods of production
Table D12 presents the definition adopted for each agronomic practices this survey is collecting
information on, along with the challenges anticipated to measure them during the data collection
process. It also provides instructions on how to handle those challenges.
D122: “Did you apply any [TECHNOLOGY]?”. If the answer is No, the tablet will skip to the next [TECHNOLOGY] line, otherwise, question D123 will be asked.
D123: “What proportion of your total area is planted under [TECHNOLOGY]?” Check the
relevant proportion from the choices shown. Note that it will be helpful to use visualization to
explain those proportions. For example, you can use four beans to mean: all area planted on
groundnuts is under [TECHNOLOGY], and alternatively, use 3 beans out of four to mean ¾ and
so forth.
Instruction: Continue the same process until the lines of [TECHNOLOGY] are
exhausted and then skip to D13 (Water Management).
22
Table D12: AGRONOMIC PRACTICES DEFINITIONS AND
CHALLENGES
Technology Definition Challenges Instruction
Double up
legume
There is a relatively
new phenomenon that
involves intercropping
two legumes that have
different growth habits
called the double-up
legume technology. It is
an approach that takes
advantage of beneficial
interactions between
the two legume crops.
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
Crop rotation
The system of rotating
successive crops in a
definite order on the
same ground, especially
to avoid depleting the
soil and to control
weeds, diseases, and
pests. It involves
interchanging between
cereals with legumes.
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
23
Technology Definition Challenges Instruction
Sowing seeds with a hand jab or
filling gaps after
germination (jab
planting)
It is a type of
planting implement
that uses a jab planter in making
holes where seed is
planted in the field.
It is popularly used
in Conservation
farming.
In capable of
specifying the
actual proportion of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
Improve plant
density (Double
row planting)
Double row planting
refers to the
planting of two rows
per bed. The
technique makes
better use of
available space,
increasing the
amount of plants or
crops that can be
harvested.
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
24
Technology Definition Challenges Instruction
Crop
diversification or
intercropping
(with what
crop?)
Intercropping is a
multiple cropping
practice involving
growing two or
more crops in
proximity. The most common goal of
intercropping is to
produce a greater
yield on a given
piece of land by
making use of
resources or
ecological processes
that would
otherwise not be
utilized by a single
crop. Furthermore
it creates
biodiversity, which
attracts a variety of
beneficial and
predatory insects
that isn't possible
with monoculture
gardening
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
Early maturing
varieties (Short
duration
varieties):
Kakoma 9JL
24), CG 7,
Nsinjiro, baka
A variety that
matures early;
variety that matures
at least 10 days
earlier than
common types. In
rice, varieties that
mature in 100 days
are called very early.
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
25
Technology Definition Challenges Instruction
Use of soil
microbes to assist
groundnuts in
fixing
atmospheric
nitrogen
(Inoculants)
Agricultural
amendments that
use beneficial endophytes
(microbes) to
promote plant
health. Many of the
microbes involved
form symbiotic
relationships with
the target crops
where both parties
benefit (mutualism).
While microbial
inoculants are
applied to improve
plant nutrition, they
can also be used to
promote plant
growth by
stimulating plant
hormone
production
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
Stress tolerant
varieties (JR24)
Is the process of
breeding plants with
the goal of reducing
the impact of
dehydration (water
stress) on plant
growth like
prolonged dry spells,
drought.
In capable of
specifying the
actual proportion
of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions
with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
26
D132:”Did you apply any [TECHNOLOGY]?” If the answer is No, the tablet will skip to the next
[TECHNOLOGY] line. Otherwise, question D133 will be asked.
D133: “What proportion of your total area is planted under [TECHNOLOGY]?” Check the
relevant proportion from the choices shown. Note that it will be helpful to use visualization to
explain those proportions. For example, you can use four beans to mean: all area planted with
groundnuts is under [TECHNOLOGY], and alternatively, use 3 beans out of four to mean ¾ and
so forth.
Instruction: Continue the same process until the lines of [TECHNOLOGY] are
exhausted and then skip to D14 (Irrigation).
Table D13 presents the definition adopted for each Water Management technology this survey
is collecting information on, along with the challenges anticipated to measure them during the
data collection process. It also provides instructions on how to handle those challenges.
Technology Definition Challenges Instruction
Buying or keeping
early maturing
seed? (how long)
In capable of
specifying the
actual proportion of area allocated
to the technology
taking into
consideration
that most of the
responses are
recalls
The enumerator should
have four beans
representing the
proportions and the farmer
should use these to
determine the proportions with 1 bean representing
quarter, 2 beans is half, 3
beans is three quarter and 4
beans is full.
The enumerator should take
note of the skip instruction
if the answer is 2 on the
question did you apply any
27
Table D13: WATER MANAGEMENT TECHNOLOGIES
DEFINITIONS AND CHALLENGES
Technology Definition Challenges Instruction
Zero tillage:
A way of growing crops or
pasture from year to year
without disturbing the soil
through tillage.
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore farmers
may fail to approximate
the proportions
allocated to this
particular technology
Skips
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
Mulching:
Covering of the
exposed soil with crop
residues or other
organic materials to
conserve moisture and
control erosion
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore, farmers
may fail to approximate
the proportions
allocated to this
particular technology
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
28
Technology Definition Challenges Instruction
Box ridges:
These are small ridges
connecting one crop
ridge to the next and
slightly lower than the
main crop ridges.
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore, farmers
may fail to approximate
the proportions
allocated to this
particular technology
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
Contour ridge:
Ridges of earth that
follow positions located
at the same altitude and
are planted with strips
of grass or left fallow
(also called contour
vegetative strip or
contour earth bund).
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore, farmers
may fail to approximate
the proportions
allocated to this
particular technology
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
29
Technology Definition Challenges Instruction
Infiltration pits:
The reconstruction of
crop ridges to be
aligned along the
contour vegetative row.
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore, farmers
may fail to approximate
the proportions
allocated to this
particular technology
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
Swales:
Infiltration trenches are
dug to capture flow of
water from a hillside
area or concentrated
flow from open
channels or gullies.
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore, farmers
may fail to approximate
the proportions
allocated to this
particular technology
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
30
Technology Definition Challenges Instruction
Contour
vegetation rows:
Ditches usually dug out
on the outer contours
of a particular landscape
for the purpose of
holding and sinking the
water.
Farmers may be
unfamiliar with the
technical terms applied
hence adhere to the
translation provided in
the questionnaire in
order to portray the
intended message.
Furthermore, farmers
may fail to approximate
the proportions
allocated to this
particular technology
The enumerator should
have four beans
representing the
proportions and the
farmer should use these
to determine the
proportions with 1 bean
representing quarter, 2
beans is half, 3 beans is
three quarter and 4
beans is full.
The enumerator should
take note of the skip
instruction if the answer
is 2 on the question did
you apply any
D141: “Did you irrigate your groundnuts field(s)?” If the answer is No, the tablet will skip to
D15, Otherwise, question D142 will be asked.
D142: “What type of irrigation system did you use?” Check your choices from the possible
answers that are listed for you.
D143: “What proportion of your total area in groundnuts was irrigated?” Choose the relevant
proportion from the choices shown. Note that it will be helpful to use visualization to explain
those proportions. For example, you can use four beans to mean: all area planted on groundnuts
is irrigated, or alternatively, use 3 beans out of four to mean ¾ and so forth.
Table D14 presents the definition adopted for each type of irrigation system available, along with
the challenges anticipated to explain them to the. It also provides instructions on how to handle
the challenges to ask the questions.
Table D14: IRRIGATION SYSTEMS DEFINITIONS AND
CHALLENGES
Irrigation
System Definition Challenges Instruction
Drip Irrigation
Drip irrigation is defined
as any watering system
that delivers a slow-
moving supply of water at
a gradual rate directly to
the soil. Drip irrigation,
which is also sometimes
referred to as micro-
irrigation or trickle
irrigation, consists of a
network of pipes, tubing
valves, and emitters
Not popular
because they are
expensive.
There is a
possibility that
they may be
known by a few
farmers who
attended
agricultural
shows or
trainings.
The Enumerator should observe
the skip instruction on the first
column under Irrigation. If the
answer is 2, the enumerator
should proceed to PHH section.
The enumerator should be aware
of how the system operates and
probe more from the respondent
on how they applied it. Mostly,
the farmers will not be
conversant with the system.
31
Irrigation
System Definition Challenges Instruction
Seepage Well
Is a type of water well in
which a long 100–200
millimeters (3.9–7.9 in)
wide stainless-steel tube
or pipe is bored into an
underground aquifer. The
lower end is fitted with a
strainer, and a pump lifts
water for irrigation.
Not done in
Malawi
The enumerator should be aware
of how the system operates and
probe more from the respondent
on how they applied it. Mostly,
the farmers will not be
conversant with the system.
Water Wheels
Irrigation water for crops is
provided by using water
raising wheels, some
driven by the force of the
current in the river from
which the water was being
raised
Not done in
Malawi
The enumerator should be aware
of how the system operates and
probe more from the respondent
on how they applied it. Mostly,
the farmers will not be
conversant with the system.
Flex pumps
A Flexible Impeller Pump is
a type of rotary positive
displacement pump with a
rubber rotor.
Not used by
farmers
The enumerator should be aware
of how the system operates and
probe more from the respondent
on how they applied it. Mostly,
the farmers will not be
conversant with the system.
Solar pumps
Solar irrigation system, a
mobile solar energy
system with photovoltaic
modules (up to 3kW) is
connected to a wheeled
pump which can pump
from wells or rivers. The
solar-powered pump then
distributes the water
through the hoses,
directly to the crops.
Not popular
because they are
expensive
The enumerator should be aware
of how the system operates and
probe more from the respondent
on how they applied it. Mostly,
the farmers will not be
conversant with the system.
D152: “Did you apply any PHH, Storage and Preservation [PRACTICES] on your groundnuts
production?” If the answer is No, the tablet will skip to the soybean value chain if yes it will move
to the next [PRACTICES],
Table D15 presents the definition adopted for each type of storage and preservation practices
available, along with the challenges anticipated to explain them to the. It also provides instructions
on how to handle the challenges to ask the questions.
32
Table D15: PHH, STORAGE AND PRESERVATION PRACTICES
DEFINITIONS AND POTENTIAL CHALLENGES
Practices Definition Challenges Instruction
Use of mechanized tools
(cleaners and shellers,
dryers or
sorters/graders)
These are
instruments used
during post-harvest
handling readying
the produce for
consumption or
marketing.
No challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Moisture meters
An instrument for
determining the
percentage of moisture
in a material (as timber,
flour, soil, or tobacco)
commonly by
measuring its electrical
resistivity. Moisture
meters are used to
measure the percentage
of water in a given
substance. This
information can be used
to determine if the
material is ready for
use, unexpectedly wet
or dry, or otherwise in
need of further
inspection. Wood and
paper products are
very sensitive to their
moisture content.
Farmers don’t use them
at all hence no
challenge
The enumerator should
be aware of the use of
the gadget and probe
more from the
respondent on how
they applied it. Mostly,
the farmers will not be
conversant with the
gadget.
Regardless of the
response, the
enumerator should
proceed to the next
practice
Use of Warehouse
Receipt System (WRS)
A warehouse receipt is
a document that
provides proof of
ownership of
commodities (e.g., bars
of copper) that are
stored in a warehouse,
vault, or depository for
safekeeping. Most
warehouse receipts are
issued in negotiable
form, making them
eligible as collateral for
loans.
Not popular, only for
those trading under
ACE or AXHL although
not many are engaged
in such an organized
market.
The enumerator must
probe on the process
involved in transacting
under WRS.
Regardless of the
response, the
enumerator should
proceed to the next
practice
33
Practices Definition Challenges Instruction
Improved storage bags
– PICS, ZeroFly
Purdue Improved Crop
Storage (PICS) bags
provide a simple, low-
cost method of
reducing post-harvest
losses due to bruchid
infestations.
A new technology
hence most farmers are
not familiar with them.
They’ll be need to carry
them or show a picture
The enumerator should
carry PICS bag
Regardless of the
response, the
enumerator should
proceed to the next
practice
Storing in shell Keeping the produce in
its shell No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Drying
Letting the crop to
achieve optimal
moisture content so
that molds or aflatoxin
do not develop
No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Roasting
Processing the nuts by
cooking in an open fire
or oven.
No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Processing into flour
Grinding the
nuts/beans/tuber into
flour
No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Processing into peanut
butter
Roasting and grinding
the nuts into paste
(peanut butter)
No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Processing into oil Extracting oil from the
nuts or beans No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Processing into milk A process of producing
milk from soy No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
Pits with ash
Storing the tubers in
pits after applying ash
to long storage on the
tubers (preservation)
No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
34
Practices Definition Challenges Instruction
Chips + drying
Cutting the tubers in
small cubes and frying
or drying
No Challenge
Regardless of the
response, the
enumerator should
proceed to the next
practice
D2. SOYBEAN VALUE CHAIN
The purpose of this questionnaire item is to collect areas, production, sale and input cost data
from the selected farmer, along with the adoption of improved technologies and management
practices for the soybeans commodity.
D20: “Did you grow soybeans during the 2016-2017growing season?”
First ask if the farmer grows soybeans. If yes, ask the questions in this sub-module. If
no, continue with sub-module D3 (OFSP).
Instructions: Sub Module D2 on Soybeans Value Chain follows the same structure and question
layouts you have been trained on in the groundnuts sub-module. Ask the questions related
to this crop or continue on OFSP if the farmer does not grow Soybeans.
D3. OFSP VALUE CHAIN
The purpose of this questionnaire item is to collect areas, production, sale and input cost data
from the selected farmer, along with the adoption of improved technologies and management
practices for the soybeans commodity.
D30: “Did you grow OFSP during the 2016-2017growing season?”
First ask if the farmer grows soybeans. If yes, ask the questions in this sub-module. If
no, continue with Module E.
Instructions: Sub Module D2 on Soybeans Value Chain follows the same structure and question
layouts you have been trained on in the groundnuts sub-module. Ask the questions related
to this crop or continue on OFSP if the farmer does not grow Soybeans.
35
Module E - Climate Disaster Mitigation
Objective. The objective of module E is to collect data on questions related to early warning
systems, mini weather stations/agro-net systems, climate information dissemination and climate
adaptation practices. Those management practices help the farming community adapt to the effect
of climate change.
Who Responds to This Module? This module must be administered to each randomly selected
farmer; male or female, after the listing operation.
Instructions for Administering Module E
Module E is composed of four sub-modules described below:
1. Sub-module E1 focuses on questions related to early warning systems such as community
or radio listening groups.
2. Sub-module E2 collects data on activities related to mini weather stations/agro-net
systems.
3. Sub-module E3 addresses climate information sources such as public lectures, video
shows, SMS stations and disaster committees.
4. Sub-module E4 collects data on climate adaptation practices to mitigate the impact of
climate change.
E1. Early Warning Systems.
E12: “Did you participate as a member in any [SYSTEM] of early warning?”
Check the right answer. If the given answer is No, the tablet will resume on the next [SYSTEM]
line. If the answer is Yes, ask question E13.
E13: “Did you use information from your participation to any [SYSTEM] to implement climate
resilient actions?”
Whither the answer is Yes or No, the tablet will bring you to the next [SYSTEM]. When the list
in [SYSTEM] is exhausted, questions in sub-module E2 will be asked.
E2. Mini weather Stations/Agro-net Systems
E22: “Are you aware of the existence of a weather station in your community?
Check the right answer. If the given answer is No, the tablet will resume on sub-module E3. If
the answer is Yes, ask question E23.
E23: “Did you use climate information from [SYSTEM] to make farm management decisions?”
Whither the answer is Yes or No, the tablet will bring you to the next [SYSTEM]. When the list
in [SYSTEM] is exhausted, questions in sub-module E3 will be asked.
36
E3. Climate information Sources
E32: “Did you visit climate information centers in your community belonging to any [SOURCE]?”
Check the right answer. If the given answer is No, the tablet will resume on the next [SOURCE].
If the answer is “Yes”, ask question E33.
E33: “Did you receive climate information from any [SOURCE]?”
Whether the answer is Yes or No, the tablet will bring you to the next [SOURCE]. When the
list in [SOUCE] is exhausted, questions in sub-module E4 will be asked.
Table E1: CLIMATE DISASTER MITIGATION DEFINITIONS AND
CHALLENGES
System / Station /
Source Definition Challenges Instruction
Community Group
a group or organization
which works for the
public benefit and
membership is
voluntary
No Challenge
Observe the skip code
to next system in E11 if
2…No and
Radio Listening Group
It is a group formed
for a sole purpose of
listening to the
programs on the radio
that affects their
livelihood
No Challenge end module E2 if
2…No
Mini Weather
Station/Village ago-net
A mini weather station
is a local weather
station that measures
temperature and
humidity and basic
weather data with the
aim of feeding into the
main weather station.
No Challenge End module to E3 if
response is 2…No
Printed reading
materials
Materials that have
weather and climate
information that will
inform the farmer in
crop production and
decision making in
relation to climatic
shocks
No Challenge
Proceed to E33 if
response is 1 and next
source if response is 2
Group discussions
Discussion made in a
group in relation to
climatic changes and
the crops to be
produced
No Challenge
Proceed to E33 if
response is 1 and next
source if response is 2
37
System / Station /
Source Definition Challenges Instruction
Briefing services
It is a weather briefs
that provide current
weather situation in a
particular location
No Challenge
Proceed to E33 if
response is 1 and next
source if response is 2
Public lectures
It is a type of
information
dissemination to the
community by an
expert in a specialized
field like climate change
No Challenge
Proceed to E33 if
response is 1 and next
source if response is 2
Video shows
It’s a place where the
community could watch
videos
No Challenge
Proceed to E33 if
response is 1 and next
source if response is 2
Extension
workers/disaster
committee/lead farmer
Those farmers selected
to lead “farmer-to-
farmer” extension.
No Challenge
Proceed to E33 if
response is 1 and next
source if response is 2
SMS station (mobile
phones)
The use of a short
message service facility
on a mobile phone to
disseminate climate
information
No Challenge
Proceed to E33 if
response is 1 and if
response is 2, End sub-
module to E4
E4. Climate Adaptation
E42: “Did you apply any [TECHNOLOGY]?”
Check the right answer. If the given answer is No, the tablet will resume on the next
[TECHNOLOGY]. If the answer is Yes ask question E43.
E43: “What proportion of your total area in OFSP is planted under [TECHNOLOGY]?”
Choose the relevant proportion from the choices shown. Note that it will be helpful to use
visualization to explain those proportions. For example, you can use four beans to mean: all area
planted on OFSP, or alternatively, use 3 beans out of four to mean ¾ and so forth. For any other
proportion not listed select “Others”, a pop-up window will open and we will enter the new
proportion.
Note: When all [TECHNOLOGY] lines are exhausted, the tablet will skip to Module F.
38
Table E4: CLIMATE ADAPTATION DEFINITION AND
CHALLENGES
Technology Definition Challenges Instruction
Agroforestry
integration of trees and
shrubs in the farming
system
No Challenge
The enumerator should have
four beans representing the
proportions and the farmer
should use these to determine
the proportions with 1 bean
representing quarter, 2 beans is
half, 3 beans is three quarter and
4 beans is full.
The enumerator should take
note of the skip instruction if the
answer is 2 on the question did
you apply any
Management of tree
regeneration and
harvesting
Farmer Manages
Natural Regeneration
of trees
No Challenge as
the communities
have forestry
management
committees
The enumerator should have
four beans representing the
proportions and the farmer
should use these to determine
the proportions with 1 bean
representing quarter, 2 beans is
half, 3 beans is three quarter and
4 beans is full.
The enumerator should take
note of the skip instruction if the
answer is 2 on the question did
you apply any
Truncheons
Dry season planting of
local indigenous tree
branches/stems
Not popular
among farmers
The enumerator should have
four beans representing the
proportions and the farmer
should use these to determine
the proportions with 1 bean
representing quarter, 2 beans is
half, 3 beans is three quarter and
4 beans is full.
The enumerator should take
note of the skip instruction if the
answer is 2 on the question did
you apply any
39
Technology Definition Challenges Instruction
Disaster Risk
Reduction
Planting other crops or
using special cultivars
to mitigate the effects
of climate change
No Challenge
The enumerator should have
four beans representing the
proportions and the farmer
should use these to determine
the proportions with 1 bean
representing quarter, 2 beans is
half, 3 beans is three quarter and
4 beans is full.
The enumerator should take
note of the skip instruction if the
answer is 2 on the question did
you apply any
Module F - Water Harvesting Systems
Objective. This module asks questions to gauge if farm ponds or check dams are used for land
drought proofing or water source recharging, in order to grow groundnuts or soybeans or OFSP.
Who Responds to This Module? This module must be administered to each randomly selected
farmer; male or female, after the listing operation.
Instructions for Administering Module F
F: Water Harvesting
F2: “Did you use any of these sources of [WATER]?”
Check the right answer. If the given answer is No, the tablet will resume on the next [WATER].
If the answer is Yes, ask question F2.
F2: “What proportion of your total area in groundnuts, soybeans or OFSP is irrigated with
[WATER]?”
Choose the relevant proportion from the choices shown. Note that it will be helpful to use
visualization to explain those proportions. For example, you can use four beans to mean: all area
planted on crops, or alternatively, use 3 beans out of four to mean ¾ and so forth. For any other
proportion not listed select “Others”, a pop-up window will open and we will enter the new
proportion.
40
Table F1: WATER HARVESTING DEFINITIONS AND CHALLENGES
Water Definition Challenges Instruction
Farm ponds
Water source created by
constructing an embankment
or excavating a pit that is
intended to provide water
for the irrigation of crops or
water supply for livestock
operations.
No challenge
The enumerator should have
four beans representing the
proportions and the farmer
should use these to determine
the proportions with 1 bean
representing 25%, 2 beans is
50%, 3 beans is 75% and 4
beans is 100%.
The enumerator should take
note of the skip instruction if
the answer is 2 on the question
did you apply any
Check dams/small
dams
A check dam is a small,
sometimes temporary, dam
constructed across a swale,
drainage ditch, or waterway
to counteract erosion by
reducing water flow velocity.
No challenge
The enumerator should have
four beans representing the
proportions and the farmer
should use these to determine
the proportions with 1 bean
representing quarter, 2 beans is
half, 3 beans is three quarter
and 4 beans is full.
The enumerator should take
note of the skip instruction if
the answer is 2 on the question
did you apply any
Module G - Women’s Empowerment in Agriculture Index (WEAI)
Objective. The objective of this section is to measure the inclusion of women in agricultural sector
growth. It was developed as a monitoring tool for the Feed the Future initiative. Module G should only be administered by a female interviewer.
Who Responds to This Module? The respondent for the module should be the primary adult (age
18 or older) female decision maker in the household. If there is not a primary adult female
decision maker in the household, you will not see Module G on the tablet – it will be skipped
automatically).
Instructions
Check the Informed Consent Register and ensure that the respondent to Module G has
previously provided Informed Consent. If not, administer the Informed Consent Form for
Respondents Answering Module G Who Were Not Consented for Prior Modules before asking
any questions.
Interview this respondent in private or where other members of the family cannot overhear or
contribute answers. Sometimes it is challenging to ensure privacy, but you should use some of
the techniques practiced in training to establish privacy with the respondent. If respondents do
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not feel free to speak honestly because family members or neighbors are trying to overhear the
discussion, the information you collect will not be reliable. It is therefore very important to
establish privacy for this module in particular.
SUB-MODULE G0: INDIVIDUAL IDENTIFICATION
Objective. Sub-Module G0 records the respondent’s identification form.
Instructions for Administering the Sub-Module G0
G0.01. HOUSEHOLD IDENTIFICATION
Instructions: This data item will automatically be entered for you by the tablet.
G0.02. NAME OF RESPONDENT CURRENTLY BEING INTERVIEWED (LINE NUMBER FROM
ROSTER IN SECTION C HOUSEHOLD ROSTER): SURNAME, FIRST NAME:
The purpose of this questionnaire item is to record the name of the primary adult female decision
maker (age 18 or older) who is being interviewed for this module.
Instructions: If you are administering the questionnaire on the tablet, the computer will record
this information for you.
G0.03. OUTCOME OF INTERVIEW
The purpose of this questionnaire item is to record the outcome of the interview for this module.
Instructions: Enter the appropriate code depending on the outcome of the interview.
G0.04. ABILITY TO BE INTERVIEWED ALONE: (SELECT ALL THAT APPLY)
The purpose of this questionnaire item is to record if the household member was able to be
interviewed alone, or if other family or community members were present while the interview
was conducted.
Instructions: Select all the appropriate codes that apply, depending on whether or not the
respondent was able to be interviewed alone, or if other people were present during the
interview. If other people were present, it is important to know if they were adults or children.
Respondents may answer questions somewhat more freely in front of very young children
compared to how they might respond in front of other adults. Respondents also may answer
some questions less freely if adult men are present.
SUB-MODULE G1: ACCESS TO and DECISION ON CREDIT
Objective. The objective of Sub-Module G1 is to collect information about the household’s
experience in borrowing money from various lending groups, including the following types:
A non-governmental organization (NGO) is an organization that does not include any
government or government-appointed representatives in its membership.
An informal lender is a private lender or a person who does not belong to a bank or an
organization and generally lends money for a higher interest rate. Informal lenders can use formal
debt agreement terms or they can create their own style of informal debt agreements. They can
accept collateral that banks would not accept or accept barter as payments in kind. Informal debt
agreements can include labor instead of payment.
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A formal lender provides a formal debt agreement that includes the loan amount, payment
schedule, late fees and interest rate. These are usually banks or other formal financial institutions.
Examples of formal lenders in Malawi include OIBM, FINCA, PRIDE, and CUMO.
Group-based microfinance or lending is a source of financial services for entrepreneurs and
small businesses lacking access to more formal banking and related services. One of the main
mechanisms for the delivery of financial services to such clients are group-based models, where
several entrepreneurs come together to apply for loans and other services as a group. Examples
of group-based microfinance or lending in Malawi include [merry-go-rounds, VSLAs (Village
Savings and Loan Associations), ROSCAs (Rotating, Savings and Credit Associations), SACCOs
(Savings and Credit Co-Operatives].
Instructions for Administering the Sub-Module G1
Read the introductory statement to Sub-Module G3(B) to the respondent before asking
questions. “Next I’d like to ask about your household’s experience with borrowing money or
other items in the past 12 months.”
Use the list (A-E) provided in the column titled LENDING SOURCE NAMES.
G1.01. “Has anyone in your household taken any loans or borrowed cash/in-kind from
[SOURCE] in the past 12 months?”
Instructions: Ask the question, with the name of the potential lending source incorporated into
the question where indicated by the word [SOURCE]. Enter the appropriate answer choices
provided.
If ‘1 is entered (YES response), continue asking the rest of the questions for this source.
If ‘4’ (NO) is entered, skip the remaining questions for this source and move to the next
lending source.
G1.02. “Who made the decision to borrow from [SOURCE]?”
Instructions: Ask the question and enter the appropriate answer choices provided for this item.
If borrowing was done by more than one person, or more than one person contributed to the
decision making to borrow, enter all applicable answers. Record all applicable responses.
G1.03. “Who makes the decision about what to do with the money/item borrowed from
[SOURCE]?”
The purpose of this questionnaire item is to find out who has the authority to decide what to do
with the money or item borrowed from the lending source.
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Instructions: Ask the question and enter the appropriate answer choices provided for this item.
If the borrowing was done by more than one person, or more than one person contributes to
deciding what to do with the money or item that has been borrowed, enter all applicable answers.
Record all applicable responses.
SUB-MODULE G2: ACCESS TO and DECISION ON CREDIT
Objective. The objective of Sub-Module G2, Group Membership, is to collect information on the
respondent’s knowledge about the existence of groups in the community and the respondent’s
involvement in these groups.
Instructions for Administering the Sub-Module G2
Read the introductory statement for Sub-Module G2, Group Membership, to the respondent
before asking questions: “The next few questions are about different groups or organizations that
may exist in your community.”
To administer Sub-Module G2, begin with Group Category A and work in order, one Group
Category at a time, for Groups A through K:
Ask question G2.01, inserting the Group Category into the question where indicated:
[GROUP].
If the answer to G2.01 is ‘NO’ or ‘DON’T KNOW’, skip to the next Group Category.
If the answer to G2.01 is ‘YES’, continue and ask question G2.02, again inserting the Group
Category into the question where indicated: [GROUP].
Go to the next Group Category and continue with this procedure for each remaining
Group Category.
For group Category J, include a women’s group only if it does not fit into one of the other categories. For Group Category K, if the respondent names any other group or organization,
specify the type of group in the text box provided on the tablet.
Definitions of concepts that pertain to the Group Categories (see Table G2 for a description of
what these groups do):
Group Category A
A producer is somebody or something that makes, grows, creates, or manufactures
goods or services.
Marketing is communicating the value of a product or service, for the purpose of selling
that product or service.
Group Category D
Credit is when one party provides another party with financial resources or goods or
services. The receiving party either repays or returns those resources (or other materials
of equal value) at a later date.
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Microfinance is a source of financial services for entrepreneurs and small businesses
lacking access to banking and related services.
Group Category E
Mutual means something experienced, performed, or shared by each of two or more
with respect to the other.
Group Category F
Trade is any work pursued as a business or to make a living, usually some line of skilled
manual or mechanical work or a craft.
Table G2. Types of Community Groups
Groups Definition
Agricultural/livestock/fisheries
producer’s group (including
marketing groups)
Producer groups are formed by farmers who cultivate a
particular commodity and wish to act cooperatively to
advance their group interests as they relate to
production and marketing of the commodity. These
organizations are often independent, non-governmental,
membership-based rural organizations of part- or full-
time self-employed smallholders and family farmers,
pastoralists, artisanal fishers, landless people, women,
small entrepreneurs and indigenous peoples. They range
from formal groups covered by national legislation, such
as cooperatives and national farmers’ unions, to looser
self-help groupings and associations.
Water users’ group
Water users’ groups are made up of water users, such
as irrigators, who pool their financial, technical, material,
and human resources for the operation and maintenance
of a water system. The groups collectively manage the
water resource allocated to them, primarily during times
of restriction.
Forest users’ group
The practice of community forestry is intended to
ensure that forest resources remain sustainable and are
available for the benefit of local people. Forest user
groups operate community forestry activities related to
the protection, production and distribution of forest
products. The groups also may carry out activities for
the protection and sustainable management of forest
resources.
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Table G2. Types of Community Groups
Groups Definition
Credit or microfinance group
(including merry-go-rounds,
VSLAs, ROSCAs, and
SACCOs
Microfinance is a source of financial services for
entrepreneurs and small businesses lacking access to
banking and related services. One mechanism for the
delivery of these services includes group-based models, where several entrepreneurs come together to apply for
loans and other services as a group.
- Merry-go-round is a type of group-based microfinance
in which members make weekly donations to a common
pool of money from which members can take loans, and
another weekly donation to a pool of money to be given
to one member, who can use the money as their
household needs dictate.
- VSLA stands for Village Savings and Loan Association
- ROSCA is the acronym for Rotating Savings and Credit
Association, which is a group of individuals who agree to
meet for a defined period in order to save and borrow
together, a form of combined peer-to-peer banking and
peer-to-peer lending.
- SACCO is the acronym for Savings And Credit Co-
operative, which is owned, governed and managed by its
members who have the same common bond: working
for the same employer, belonging to the same church,
labor union, social fraternity or living/working in the
same community.
Mutual help or insurance
group (including support
groups)
In the absence of public welfare or assistance, or access
to private financial institutions, people may form various
types of co-operative societies to supplement meager
incomes. These include women’s self-help groups where
participants pool their money, to be withdrawn when
needed and then paid back.
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Table G2. Types of Community Groups
Groups Definition
Trade and business
association
A trade association, also known as an industry trade
group, business association or sector association, is an
organization founded and funded by businesses that
operate in a specific industry. An industry trade
association participates in public relations activities such
as advertising, education, political donations, lobbying
and publishing, but its main focus is collaboration
between companies to promote the business interests of
their members. By combining their voices under one
banner, companies are better able to establish a strong
and unified presence and effectively protect their shared
interests.
Civic groups (improving
community) or charitable
group (helping others)
Civic groups are comprised of people who join together
to network with each other to provide a service or services to their community. Some examples are
charities, foundations, social welfare or advocacy groups,
professional/trade associations, and religious
organizations.
Local government
Local government is a form of public administration
which usually exists as the lowest tier of administration
within a given state. Local governments generally act
within powers delegated to them by legislation or
directives of the higher level of government.
Religious group
A religious group is formed by a set of individuals who
share an identity in terms of common religious creed,
beliefs, doctrines, practices, or rituals.
Other women’s group
Women’s groups are formed by women who are brought together by common social standards. Such
groups may meet to network and to discuss and share
personal and/or professional interests and goals.
Note: Only classify a respondent as a participant if this
“other women’s group” does not have the same
objectives as another group listed in this table.
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G2.01. “Is there a [GROUP] in your community?”
The purpose of this questionnaire item is to collect information about the respondent’s
knowledge of different groups or organizations in the community. These include both formal and
informal groups.
Instructions: Read the question to the respondent, being sure to insert the Group Category into
the question where indicated: [GROUP].
If the answer is ‘YES’, continue to G2.02.
If the answer is ‘NO’ or ‘DON’T KNOW’ for group categories A through J, skip to the
next group category.
If the answer is ‘NO’ or ‘DON’T KNOW’ for the group category named any other group
or organization (SPECIFY), skip to Module G3A.
G2.02. “Are you an active member of this [GROUP]?”
The purpose of this questionnaire item is to collect information about whether the respondent
is active in any of the groups or organizations in the community.
Instructions: Read the question to the respondent, being sure to insert the Group Category into
the question where indicated: [GROUP].
After completing Item G2.01 and G2.02 (if applicable) for a Group Category, continue on to the
next Group Category and repeat the process for questions G2.01 and G2.02. Continue until the
questions have been asked for all the Group Categories.
SUB-MODULE G3 (A): DECISION MAKING – INPUT IN PRODUCTIVE DECISIONS
Objective. The objective of Sub-Module G3 (A) is to collect information on women’s participation
in household decision making, particularly with regard to work activities for production and
income generation. Research has shown that when women participate in this type of household
decision making, household members’ well-being is enhanced.
Definitions
Activity A: Food Crop Farming means that the food is grown to be eaten by the household
members.
Activity B: Cash Crop Farming means these are crops that are grown primarily for sale n the
market.
Activity C: Livestock raising includes oxen, cattle, goats, pigs, and sheep.
Activity F: Fishing or Fishpond is the raising of fish in ponds. Raising fish in ponds entails feeding,
breeding, growing, and harvesting the fish in a planned way.
Instructions for Administering the Sub-Module G3(A)
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Read the introductory statement to Sub-Module G2 to the respondent before asking questions.
“Now I’d like to ask your inputs on productive decisions.”
Questionnaire Items G3.01A, G3.01B.
Beginning with Activity Code A, work in order, one Activity at a time, for each Activity
Code A, B, C, D.
Read aloud the Activity Description for the Activity Code to the respondent.
For each activity, ask question G3.01A: “Did you yourself participate in [ACTIVITY] in
the past 12 months (that is, during the last one/two cropping seasons)?”
If the answer is ‘NO’, skip to the next Activity. If the answer is ‘YES’, continue and ask
questions G3.02A about the Activity. Then go to the next Activity and continue with this procedure for each remaining Activity.
G3.01A. “Did you yourself participate in [ACTIVITY] in the past 12 months (that is, during the
last one/two cropping seasons)?”
The purpose for this question is to find out for each activity whether or not a woman participated
in the activity during the past 12 months. If you think that the respondent is becoming confused
about the 12-month reference period as a result of the reference to the cropping season(s), re-
emphasize that the reference period for this question is the past 12 months.
Instructions: Read the activity and the descriptions for the activity to the respondent. Then read
questionnaire item G3.01A, with the name of the activity incorporated into the question where
indicated by the word ‘[ACTIVITY]’.
For example:
“The first activity I’d like to ask you about is food crop farming. Food crops are crops that are
grown primarily for household food consumption.
Did you yourself participate in food crop farming in the past 12 months, that is, during the last
cropping season?”
Communicate clearly to the respondent that this question is about the entire past 12-month time
period. You can use Annex 1, Country-Specific Event Calendar, as an aid to prompt the respondent’s
memory.
If the answer is ‘NO’, skip to the next Activity. If the answer is ‘NO’ for the last Activity listed
(Activity Code F), go to the next module. If the answer is ‘YES’, continue to G2.02.
G3.02A. “How much input did you have in making decisions about [ACTIVITY]?”
The purpose for this question is to find out for each activity how much input the woman had in
making decisions for that activity during the past 12 months.
Input means being able to give ideas, information, or suggestions for a plan or discussion. Instructions: Read the activity and the description for the activity to the respondent. Then read
questionnaire item G3.02A, with the name of the activity incorporated into the question. If the
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respondent needs clarification about the time period being referenced, you may remind the
respondent that this question is about the entire past 12-month time period. You can use Annex
1, Country-Specific Event Calendar, as an aid to prompt the respondent’s memory.
Respondents may have multiple responses for a given question. You should enter the response
that the respondent says is true most of the time. Record the response. Be carefully neutral if
you need to probe further for a response that fits one of the categories for the amount of input.
SUB-MODULE G3 (B): DECISIONMAKING – PERSONAL DECISIONS
Objective. The objective of Sub-Module G3 (B) is to collect information about the household
decision making dynamics for different types of activities, and the capacity of the primary adult
female decision maker to make independent decisions with regard to each of the listed activities.
Instructions for Administering the Sub-Module G3(B)
Read the introductory statement for Sub-Module G3 (B), Decision Making, to the respondent before asking questions: “Now I have some questions about making decisions about various
aspects of household life.”
Move through this module for each activity (A through E), one activity at a time. Begin by reading
out the first activity to see if the activity pertains to the household. If the activity is not performed
or not applicable to the household, enter 5 and move to the next activity. For each activity, ask
G3.01B, check for G3.02B, and then ask G3.03B, if applicable. When you have recorded all the
responses to the questions about the activity, go to the next activity and follow this same
procedure.
G3.01B. “When decisions are made regarding [ACTIVITY], who is it that normally makes the
decision?”
The purpose of this questionnaire item is to identify which household members have the authority
to provide input or make decisions regarding various activities listed in this module.
Instructions: Ask the question, inserting the activity name into the question where indicated by
the word [ACTIVITY]. Select the response(s) for this item based on the respondent’s answer. If
decisions are made by more than one person, enter all applicable answers. Enter 5 if the response
is ‘NOT APPLICABLE’ and skip to the next activity. Enter 9 if the response is ‘REFUSED’ and
skip to the next activity.
G3.02B. Filter: Check 05.01
Instructions: Check the response in G3.02B. If the response is ‘SELF (1) IS THE ONLY
RESPONSE’, go to the next activity. Otherwise, go to G3.03B.
G3.03B. “To what extent do you feel you can make your own personal decisions regarding these
aspects of household life if you want(ed) to?”
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The purpose of this questionnaire item is to find out whether the respondent feels at liberty to
make her own independent decisions regarding the specified activities.
Instructions: Ask the respondent the question. You may need to interpret the respondent’s
answer in order to select one of the provided response categories. Be carefully neutral if you
need to probe to obtain an answer from the respondent that corresponds with a questionnaire
response category.
Module H: Female Consumption of a Diet Of Minimum Diversity
Objective. This module gathers data on liquids and food ate the previous day or night by the
selected woman farmer
Who Responds to This Module? All women of any age who is member of the household with a
selected farmer are eligible to be interviewed for this module.
Instructions for Administering the Module H
H14 through H30: WOMEN’S DIETARY DIVERSITY
The purpose of these questions is to obtain information on the dietary intake of the respondent
from the time she first woke up yesterday until the time she went to sleep for the night. We will do this by recording any items that she ate during this period. Note that Items H20A and H20B
refer to ONLY local commonly-consumed wildlife. For item H25, milk that is added in small
quantities (e.g., a teaspoon added to coffee) should not be counted.
Instructions: Read the introductory statement to this section of questions on Women’s Dietary
Diversity: “Now I would like to ask you about liquids or foods that you ate yesterday during the
day or at night. I am interested in whether you had the item even if it was combined with other
foods. For example, if you ate a millet porridge made with a mixed vegetable sauce, you should
reply yes to any food I ask about that was an ingredient in the porridge or sauce. Please do not
include any food used in a small amount for seasoning or condiments (like chilies, spices, herbs,
or fish powder), I will ask you about those foods separately.
Then ask the following question for each food group:
Yesterday during the day or night did you drink or eat any [ASK QUESTIONS H14 to H30]?
Foods in small amounts (less than a teaspoon) or used as seasonings should be listed
as condiments.
Module I: GPS Area Measurement of Value Chain Fields
Objective. This module gathers GPS direct area measurement data on areas cultivated for
groundnuts, soybeans and OFSP, on randomly selected farmers’ fields.
Who Responds to This Module? This Module is administered to those selected farmers whose
field(s) has been randomly sampled to participate in the GPS direct area measurements operation.
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To initiate the direct measurement process, the enumerator has to respond “Yes” to the
question “Is this farmer sampled for GPS measurement of plots?”
Instructions for Administering the Module I
Note: The tablet is programmed to automatically remember the crops cultivated by the
respondent once you respond Yes to question I00.
If the farmer does not grow groundnuts, the tablet will initiate direct measurement for
soybeans. If soybeans is not grown by the farmer, then OFSP measurements will be
selected.
I00: “Is this farmer sampled for GPS measurement of plots?”
If the answer is “No” you will reach the End of this interview.
If the answer is “Yes” you will start the GPS measurements.
I01: “What is the GPS measurement of area under groundnuts?”
This screen shot is only available if the selected farmer grows groundnuts. Follow the process
below:
Use your GPS and from the main menu and SELECT – AREA CALCULATION
Press “START”. After you have completed measuring the plot,
Press “CALCULATE”. Chose the unit you want to use, in this case chose m2.
To do that, select Change units. ENTER the number displayed on your GPS using the numeric
keypad (with all the decimals).
Select SAVE TRACK. Give it a name, preferably farmer’s name.
I02 “What is the GPS measurement of area under soybeans?”
This screen shot is only available if the selected farmer grows groundnuts. Follow the process
below:
Use your GPS and from the main menu and SELECT – AREA CALCULATION
Press START. After you have completed measuring the plot,
Press CALCULATE. Chose the unit you want to use, in this case chose m2.
To do that, select Change units. ENTER the number displayed on your GPS using the numeric
keypad (with all the decimals).
Select SAVE TRACK. Give it a name, preferably farmer’s name.
I03: “What is the GPS measurement of area under OFSP?”
This screen shot is only available if the selected farmer grows groundnuts. Follow the process
below:
Use your GPS from the main menu and SELECT – AREA CALCULATION
Press START. After you have completed measuring the plot,
Press CALCULATE. Chose the unit you want to use, in this case chose m2.
To do that, select Change units. ENTER the number displayed on your GPS using the numeric
keypad (with all the decimals).
Select SAVE TRACK. Give it a name, preferably farmer’s name.
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ENTERING AND MANAGING DATA ON THE TABLET
This section describes the physical features of your tablet, how to start a survey or navigate
through the survey, and how to enter responses into the tablets. The digital survey consists of
forms and modules. A “form” is the complete survey for a farmer. Each household’s interview is
saved as a separate form. A “module” contains a number of related questions. The MELS baseline
survey includes 8 modules.
Module A will be completed by the enumerators. The adult household primary decision maker
or the selected farmer will answer questions on modules B and C. The survey modules D to F
will be answered by the selected farmers, males or females, producing one or several of the three
targeted crops which are groundnuts, soybeans and Orange Fleshed Sweet Potatoes (OFSP).
Modules G and H will be answered by the selected female farmers only.
Tablet/Screen Components
Power Button.
The shot below shows a generic outlook of a tablet and key layout. The power key is denoted
with (1). A short press on (1) will turn the screen on or off, but leave the device turned on. Press
and hold to turn your device off. (2) is the volume key to control the volume of the device. This
key will not be relevant during your data collection. (3)
Navigation symbols. There are four navigation symbols at the bottom of the screen:
The symbol 5 in screen shot above is for the Back button - Tapping this opens the
previous screen.
Home screen (4) - Tapping this opens the home screen.
. Applications (3) - Tapping this opens a list of all of the applications on the tablet. You will not need to access these.
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Getting Started
Turn on the tablet - Press and hold the power button until you see the screen light up.
Navigation
Scroll down/up the screen – If the question text is more than the space of the tablet screen
you will need to scroll down to access the rest of the text of the question. To do this you swipe
the text up. The converse is true for scrolling up
Advance one screen – To advance one screen forward you swipe the tablet screen from right
to left
Advance multiple screens – To do this you can either swipe right to left until you arrive at
the screen of your interest. Alternatively, you can navigate among different screens using the
module tree in the left side of the tablet screen. When you tap on the module heading of your
interest, a list of question under that module will show up and you can tap specific question
whose screen you want to appear. You will not be able to advance to a different module unless
prior modules have been completed.
Go back one screen – To advance one screen backward you swipe the tablet screen from left
to right
Go back multiple screens – The process is the same as for advancing multiple screens above.
Advancing through Modules
Open a Module. To open a module of your interest, you can use the module navigation tree
mentioned above in the right side of the screen. Once you tap on the module it opens up the
questions that are on it.
Save a Module: You can save a module by tapping on the menu icon , and then you select the save icon, to save the data entered so far. You also will use the save method when an
interview is curtailed for a later time (call back).
Entering Responses
Enter a number: When a field requires a number to be entered, a number pad will pop up
immediately if you reach such a question. You simply type in numbers from the number pad.
Enter a date: When a field requires a date to be entered, it will show scroll down list day,
month and years. To enter a particular date you scroll down/up to particular day, months and
year. See screen shot below.
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Enter a word or words: A field that requires words input data comes along with a key board.
You simply type in the word/words you want to input using the keyboard.
Select one of several options: A field that requires only one response can be filled by tapping
on the choice response from the list of responses. It is impossible to input more than one
response for such fields.
Select multiple response options: A field that requires several responses will allow you to
check more than one response. The options do have square check box that you can tap on to
check responses. The screen shot below illustrate a survey question with multiple responses,
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Correcting Responses after Saving a Form
You can correct responses anytime, during interview or after you finish the interview. During
interview, you simply navigate to the field that requires editing using the module navigation tree
and do the edit. If it is after the interview, you can navigate from a list of Household IDs, for the
cases that have already been entered. All the cases that have been entered are displayed as a list
of Household IDs which you can see after completion of every interview. Once you tap on the
case of interest, it open up the questionnaire and you can navigate to the field of interest for
editing.
Dealing with Refusals
There are three types of refusals, which should be dealt with as follows:
Refusal of a respondent to answer an individual question. If the respondent refuses to answer a question in the middle of a module, select “refused” for that question
and continue to the next question.
Refusal of a respondent to answer the remaining questions in a module. If the
respondent refuses to continue after you politely encourage him/her to do so, select
“refused” for all the remaining questions in the module. Then initiate the next module
with the next consented respondent. For example, this procedure is particularly relevant
when the primary decision maker refuses to complete module C.
Refusal of the household primary decision-maker(s) to continue with the survey. If the primary decision maker or the selected farmer refuses to continue the
survey, terminate the survey. Select Menu > Go to Start. Swipe forward to the “Interview
Status” screen that follows Module A, Household Identification Sheet. Select “Survey
Terminated by Participant.”
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Troubleshooting
Check battery level – The battery level of the tablet is displayed at the top right side of the
battery as:
. Like this one, is showing that it is 38 percent. Once the level runs down to 15 percent you need to plug in to the power backup that will be provided to you.
Review the list of things to carry
Tablet Times Out: When the Tablet time is out (blank screen), you simply need to press the
home screen followed by swiping the screen.
COMPLETING THE MODULES
Numbering of Modules and Questions
The survey modules and questions are numbered sequentially, as they appear on the paper
version of the questionnaire. The translations show directly under the English version of the
question,
Question Text
The question text on the tablet screen may be a slightly abbreviated version of the question text on the printed questionnaire, the question number on the tablet screen always matches the
question number on the printed questionnaire so you always will know where to enter the
response.
Required Responses
You must enter a response for every question. If you try to advance to the next screen without
entering a response to all questions on the current screen, you will receive a message “Sorry,
this response is required!” Locate the question that has not been answered on the current
screen and enter a response.
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Note that respondents can refuse to answer any question. Enter or select “refused” if the
respondent refuses to answer a question.
How to Administer Module/Ask Questions/Enter Responses
The following sections provide information on each module in the survey. They explain the
objective of the module and who should be interviewed for each module. They also explain how
to administer the module and any special instructions for dealing with questions or responses.
Advice on how to ask the question or enter the response is only provided if special instructions
are needed. Most questions and their responses are straightforward so, for these, no special
instructions are provided.
Initial Screens
Before you start the household survey, you will have to tap on the “Apps” icon that looks like
this:
This will lead you to a screen with different applications on the tablet. Swipe from right to left
until you find the CSPro icon with the name CSEntry which looks like this:
Once you tap it you will see the initial screen.
The first screen indicates that you are at the start of the form and shows you how to advance.
There is a statement “Start a new case” if you want to start interviewing a new household, you
tap on this statement.
Module A - Household Identification Cover Sheet
Objective
This module should be partially completed by the enumerator before beginning the interview. It
serves to identify the household and the enumerator to administer the survey. GPS coordinates
may take several minutes to load.
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Who Responds to This Module
This module should be answered by the enumerator.
When starting the survey, you will select “Start a new case.” If, during the survey, the
respondent refuses to allow the survey to continue, you will return to the “Start a new case.”
screen. You then select “Survey Terminated by Participant” to cancel the survey.
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Module B - Informed Consent
Note: The informed consent process will be handled on an informed consent sheet and
not on the tablet although it will show on the screen. The age of consent is 18 and above. Every
interview will need informed consent.
Objective
The informed consent process ensures that the household members understand the purpose of
the survey, that their data are confidential, and that they can refuse to participate in the survey
or to answer any question. You will read background information on the survey to the primary
decision maker or selected farmer, if the primary decision maker did not do it, answer their
questions, and then ask them to approve the interview in where their name appears in the
paper informed consent sheet. Share the second copy with each of the respondent(s) (if more
than one) (B2)
Who Responds to this Module?
A responsible decision maker of age 18 or above should listen to the background information
on the survey. The responsible decision maker should sign or mark whether or not they
consent to participate. The responsible decision maker includes the household primary
decision maker – male or female -, in case that person is absent, any eligible adult in the
household knowledgeable about the targeted value chain crops.
If you have to return to the household and interview an adult who was not present during the
first interview, you must read the background information again and obtain that person’s
consent. Only people who have signed or marked that they consent to participate can be
interviewed.
Instructions for Administering the Module
Read the following statement (included on the top of the informed consent sheet) to adult
household members.
“Thank you for the opportunity to speak with you. We are a consulting firm based at Lilongwe and we
are conducting a survey to learn about agricultural production and marketing of groundnuts, soybean and
orange fleshed sweet potatoes from farmer households in this area. Your household has been selected to
participate in an interview that includes questions on topics such as your family background, areas planted,
improved production technologies, production and sales of crops, costs of crop inputs, food consumption,
resilience to climate change and women in agriculture. The survey includes questions about the household
generally, and questions about individual farmers within your household. The questions about the
household and its characteristics will take about 30 minutes to complete. Selected members from your
household will be asked additional questions. The interview in total will take approximately 2-3 hours to
complete. Your participation is entirely voluntary. If you agree to participate, you can choose to stop at
any time or skip any questions you do not want to answer. Your answers will be completely confidential;
we will not share information that identifies you with anyone. After entering the questionnaire into a data
base, we will destroy all information such as your name that could link these responses to you”.
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Do you have any questions about the survey or what I have said? If in the future you have any questions
regarding the survey and the interview, or concerns or complaints we welcome you to contact our
agency. We will leave one copy of this form for you so that you will have record of our contact
information and about the study (Module B2).
You will only administer questionnaires to individuals who provided informed consent. At the
start of each module, make sure the appropriate respondent(s) signed the informed consent
sheet.
If the respondent has questions about who is part of the household, read the household
definition provided earlier.
Module C – Household Roster and Demographics
Objective
This module should be completed before beginning the farmer interviews; It serves to identify
and list the household primary decision maker, male or female and all the other household
members, along with their sex, their relationships with the primary decision maker (listed in 01
or 02), their age, their school attendance status and their ability to read or write.
Who Responds to This Module
The respondent to this module should be the primary decision maker – male or female, age 18
or above. (see capture screen below)
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Module D - Enterprise Value Chain
Objective
This module must be administered to each selected farmer - male or female - from the list
provided to you by the MELS team.
Instructions for Administering the Module
Enumerators must ensure that the guidelines below are strictly followed:
the household ID and the farmer individual ID (Module C) are correctly
completed for the farmer you are about to interview;
You have gained informed consent for the farmer you are about to interview,
otherwise read the statement of the survey objective in Module B1 and have the
farmer sign the consent. Share the B2 copy with him/her;
Plan to interview the farmer in private or where other members of the
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household cannot overhear or contribute answers.
Enumerator: All the questions in this Module refer to the specific plots you
cultivated, not to all of the plots cultivated by members of your household.
Who Responds to This Module
The respondent to this module should be each selected farmer, male or female, who grows
one or more of the targeted three crops: groundnuts, soybeans or OFSP.
Module D has four sub-modules described below. It gathers the data elements that will allow us
to calculate indicators on area planted, areas under improved technologies and management
practices, yield and crop gross margins, for Groundnuts, Soybeans and OFSP.
Sub-module D0 – Farmer Identification: identifying the farmer being interviewed and the
status of the interview. Make sure that the household identification code and the farmer
identification number are correctly entered as listed in module C. The household
identification code will be filled automatically. However, for the line number of the respondent,
you will need to navigate back to module C by using the navigation tools discussed before to
access the names in the roster, and identify the line number of the respondent for this section.
Sub-module D1 - Groundnuts Value Chain: asking questions about areas planted,
production, sales, input costs, consumption and adoption of improved technologies and
management practices, on groundnuts.
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Enumerator: Ask question D10 first which determines if the farmer grows
groundnuts. If yes, the table will lead you through the questions in this sub-module.
If no, continue with sub-module D2 (Soybeans). Once you select no, the tablet will
automatically skip all groundnut questions to D20.
If No is selected, the tablet will automatically skip all groundnuts questions to D20. D111 What was the total area you planted under groundnuts? (answer might contain decimals)
a. Area
Enter the requested quantity for area using the keypad
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b. Units (Please note that there are no translations of units in Chichewa, farmers use the same
names)
.
Check one option. If you check Others, a window will pop up to allow you to enter textual data to specify the new unit of area.
D112 Did you finish harvesting your groundnuts field(s)?
65
Check one option: Yes or No. If the answer is Yes, you will be taken to question D114, Otherwise, you will
ask about Question D113 before going to Question D114.
D113 What proportion of the groundnuts harvest did you finish?
66
Check one option. Note that you might use a visual to explain the proportions. For example, three beans out of four can be shown to the farmer to represents ¾ and so on. If you check Others, a window will pops up to allow you to enter textual data to specify the proportion.
D114 What is the total quantity of groundnuts you harvested Unshelled?
Enter the total Quantity harvested unshelled using the numeric keypad.
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Units
Check one option. If you check Others, a window will popsup to allow you to enter textual data to specify the unit answered by the farmer.
D115 What is the total quantity of groundnuts you harvested, SHELLED?
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Enter the total quantity of shelled groundnuts harvested using the numeric keypad.
D115b Units.
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Check one option. If you check Others, a window will pop up to allow you to enter textual data to specify the unit answered by the farmer.
D116: Did you sell any [ITEM]?
Check the answer that applies: Yes or No. If the answer is no, you will be taken to the next line ITEM (Shelled
groundnuts), Otherwise, ask about the next question.
D117a: Quantity of [ITEM] sold
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Enter the quantity of unshelled groundnuts sold using the numeric keypad.
D117b: Unit of quantity sold
71
Check one option. If you check Others, a window will pop up to allow you to enter textual data to specify the unit answered by the farmer.
D118 Value of Unshelled ITEM sold in Kwacha
72
Enter the value of sales in Kwacha using the numeric keypad.
D119: Months of shelled groundnuts sales
73
Check the months that apply to capture the seasonality of sales.
D116: Did you sell any Shelled [ITEM]?
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Check the answer that applies: Yes or No. If the answer is No, you will be taken to Question D120, Otherwise,
ask about the next question.
D117. Quantity of Shelled [ITEM] sold Quantity
75
Enter the shelled Quantity sold using the numeric keypad.
D118: what is the value of [ITEM] sold? Shelled Groundnuts
Enter the value of the shelled groundnuts sold using the numeric keypad.
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D119: when did you sell your groundnuts?
Check the months that apply to capture the seasonality of sales.
D1110: Did you purchase any [INPUT]? Fertilizer
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Check the answer that applies: Yes or No. If the answer is No, you will be taken to the next [INPUT] line.
Otherwise, ask about question D1111.
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D1111: What quantity of [INPUT] did you purchase?
Enter the quantity of fertilizer purchased using the numeric keypad.
Units
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Check the choice that applies. The answer will depend on the type of input purchased.
Fertilizer is usually sold in bags of 50KG, in that case, check 50kg bag. Otherwise, choose the
appropriate unit given by the respondent. If other units are answered, check “Others” and a
pop-up window will allow you to enter textual information to specify the unit.
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D1112: what was the unit price for [INPUT]?
Enter the unit price given by the respondent using the numeric keypad. D1113What proportion of [INPUT] did you apply to your groundnuts field(s)?
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Check the appropriate box. To help the respondent visualise the proportions use four beans
for example. All four beans meaning “All”, three out of four meaning ¾, etc.….
Check “Others” for non-coded proportions and a pop-up window will allow you to enter
textual information to specify the proportion.
Repeat the process until all lines of [INPUTS] are exhausted and then skip to D12 (Agronomic
Practices).
Pay a particular attention to the quantity of inputs. For example, Labor is expressed in Man-
days, Seeds and Fertilizer are sold in Bags, Pesticides are expressed in Packets, Herbicides are
sold in ml, liters, grams, and inoculants in packets.
D12: Agronomic Practices
D122. Did you apply any [TECHNOLOGY]?
Example of Double up legume
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Check the appropriate response: Yes or No. If the answer is No, you will be taken to the next
technology (Crop Rotation). Otherwise you will be asking about question D123.
D123. What proportion of your total area in groundnuts is planted under [TECHNOLOGY]?
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Check the appropriate choice. You can help the respondent visualise the proportions by using
four beans for example. All four beans meaning “All”, three out of four meaning ¾, etc.….
This process will be repeated until all lines of [TECHNOLOGIES] are exhausted and then skip
will be made to D13 (Water Management).
D13 Water Management
D142. Did you apply any [TECHNOLOGY]?
Zero Tillage
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Check the appropriate response: Yes or No. If the answer is No, you will be taken to the next
technology (Mulching). Otherwise you will be asking about question D143.
D143. What proportion of your total area in groundnuts is planted under [TECHNOLOGY]?
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Check the appropriate choice. You could help the respondent visualise the proportions by
using four beans for example. All four beans meaning “All”, three out of four meaning ¾, etc.….
This process will be repeated until all lines of [TECHNOLOGIES] are exhausted and then skip
will be made to D14 (Irrigation).
D14 Irrigation
D151. Did you irrigate your groundnuts, fields?
86
Check the appropriate response: Yes or No. If the answer is No, you will be taken to the
question D15. Otherwise you will be asking about question D142.
D152. What type of irrigation system did you use?
87
Check all that applies.
D153. What proportion of your total area in groundnuts was irrigated?
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Check the appropriate choice. You could help the respondent visualise the proportions by
using four beans for example. All four beans meaning “All”, three out of four meaning ¾, etc.….
D15 PHH, Storage and Preservation Practices
Use of mechanized tools
D1611. Did you apply any mechanized tools (cleaners and shellers, dryers or sorters/graders)
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Moisture Meters.
D1612. Did you use any moisture meters
89
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Receipt System.
D1613. Did you use any ware house receipt system
90
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Improved Storage Bags.
D1614. Did you use any improved storage bags?
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
groundnuts Storage in Shell.
D1615. Did you store your groundnut in shell?
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Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Groundnuts Drying.
D1616. Did you dry your groundnut?
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Groundnuts Roasting.
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D1617. Did you roast your groundnut?
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Groundnuts Flour.
D1618. Did you process your groundnut into flour?
93
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Peanut Butter.
D1619. Did you process your groundnut into peanut butter?
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Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Groundnuts Oil.
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D16110. Did you process your groundnut into oil?
Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:
Moisture Meters.
Enumerator: Note that sales of groundnuts are seasonal. The quantities reported here should
reflect the status of sales until the current period; some farmers might be still selling their
production.
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Sub-module D2 - Soybeans Value Chain: gathers information about areas planted,
production, sales, input costs, consumption and adoption of improved technologies and
management practices, on Soybeans
Note: Under soybeans, ask the questions related to this crop or continue on OFSP
if the farmer does not grow Soybeans. If you select No, the tablet will take you to
OFSP module
Enumerator: For Question D25 on PHH, Storage and Preservation Practices, make
sure you bring with you a PICS Bag to show to the respondent.
The same procedures explained to you on the groundnuts modules apply exactly to the soybeans
modules. For consolidation purposes, we will only repeat the major modules here.
D211 What was the total area you planted under soybeans? A. Area
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b. Units
D212 Did you finish harvesting your soybeans field(s)?
98
D214 What is the total quantity of soybeans you harvested? a. quantity
b. units
99
D216 what is the quantity of soybeans sold? a. quantity
b. units
100
D217: what is the value of the soybeans sold?
Enumerator: Note that sales of Soybeans are seasonal. The quantities reported here should reflect
the status of sales until the current period; some farmers might be still selling their production.
Sub-module D3 - OFSP Value Chain: asks questions about areas planted, production,
sales, input costs, consumption and adoption of improved technologies and management
practices, on OFSP
Note: Under OFSP, ask the questions related to this crop or continue on Module E,
if the farmer does not grow OFSP. If the response to D30 is No, all questions
related to OFSP will automatically be skipped.
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The same procedures explained to you on the groundnuts modules apply exactly to the OFSP
modules. For consolidation purposes, we will only repeat the major modules here.
D311 What was the total area you planted under OFSP? a. quantity
b. Units
102
D312 Did you finish harvesting your OFSP field(s)?
103
D314 What is the total quantity of OFSP you harvested? a. Quantity
b. Units
104
D315: Did you sell any OFSP?
D316 what is the quantity of OFSP sold? a. Quantity
105
B. Units
D317: what is the value of the OFSP sold?
106
Enumerator: Note that sales of OFSP are seasonal. The quantities reported here should reflect the
status of sales until the current period; some farmers might be still selling their production.
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Module E - Climate Disaster Mitigation
Objective
This module collects information about climate disaster mitigation strategies such as community
or radio listening memberships used in early warning systems, mini weather stations, climate
information center utilizations, and climate change adaptation.
Who Responds to This Module
The respondent to this module should be the selected farmers; male or female, who grow one
or more of the targeted three crops: groundnuts, soybeans or OFSP.
Module E has three sub-modules described below:
Sub-module E1 – Early Warning Systems: focuses on climate mitigation questions related
to early warning systems such as community or radio listening groups, to access information in
a timely manner through radios or phone messages (see capture screen below)
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Sub-module E2 – Mini Weather Stations / Agro-Net: collects data on climate mitigation
activities related to mini weather stations/agro-net systems, to develop weather based thumb
rules for making appropriate farm level decisions.
Sub-module E3 – Climate Information Sources: gather data on climate information
related sources such as public lectures, video shows, SMS stations and disaster committees, to
manage risk associated with climate change.
Sub-Module E4 – Climate change adaptation: This module gathers data on farmers’
adaptation strategies to climate changes such as agroforestry, FMNR and Truncheons. Size of
areas on which these strategies are practiced are also collected. See capture screen below.
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Module F - Water Harvesting Systems
Objective
This module asks questions to the selected farmer; male or female, to gauge if farm ponds or
check dams are used for land drought proofing or water source recharging, in order to grow
groundnuts, soybeans or OFSP.
Who Responds to This Module
The respondent to this module should be the selected farmers; male or female, who grow one
or more of the targeted three crops: groundnuts, soybeans or OFSP.
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Module G - Women Empowerment in Agriculture
Objective
This module collects information on the status of women empowerment in agriculture as it
relates to three of its indicators: access to and decision on credit, group membership, and input
in productive decisions.
Instructions for Administering the Module
Enumerators must ensure that the guidelines below are strictly followed:
The respondent to this module is women age 18 or older;
The household and farmer identification numbers are correctly entered;
you have sought to interview the individual in private or where other members of the household cannot overhear or contribute answers;
you have checked the informed consent register and ensured that the respondent to this
sub-module has previously provided informed consent; if not, administer the informed
consent procedure (Module B1).
Who Responds to This Module
The selected female farmer of age 18 and older grooving one of the targeted crops should
respond to this module.
Module G includes 4 sub-modules described below:
Sub-module G0 identifies the women farmer being interviewed and provides information on the
status of the survey currently being completed. The enumerator must ensure that the
household identification number as well as the farmer line number are entered
correctly, as it appears in Module C. Screen shots below introduce module G. In the first shot
you see that the text is more than the screen space. When you scroll down it will show like the
second screen shot below.
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Sub-module G1 collects data on women access to and decision on credits. It considers several
lending sources and focuses on questions associated with who make the decision to borrow and
who decide on the utilizations of the borrowed money.
112
Sub-module G2 gathers information on group membership by considering several potential group
categories in the community, in association with the existence of that particular group in the
community and the interviewee’s involvement in the group’s activities.
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Sub-module G3 collects information about the women farmer’s participation in making
productive decisions, and personal decisions. This sub-module has two components. G3(A)
focusses on inputs in productive decisions making, and G3(B) emphasizes decision making on
personal decisions. See screen shots below for module G3(A) and G3(B). For G3(B) we see that
it is a multiple response question as we earlier highlighted how multiple response question
responses are formatted like.
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Module H - Females Consumption of a Diet of Minimum Diversity
This module gathers data on the selected female farmer of age 18 and above, who was
interviewed in Module G. It collects information on liquids and food ate the previous day or night
by the selected woman farmer, in order to measure her dietary diversity.
Instructions for Administering the Module
Specify that you are interested to know if the respondent had the item asked, even if it was combined with other foods. For example, if they ate a millet porridge made with a
mixed vegetable sauce, they should reply yes to any food you ask about, that was an
ingredient in the porridge or sauce.
Do not include any food used in a small amount for seasoning or condiments (like chilies,
spices, herbs, or fish powder), you will ask about those foods and products separately.
Ask the question directly: “Yesterday during the day or night did you drink or eat any [ASK QUESTIONS H14 to H30]?”
Who Responds to This Module
The respondent for this module should be the selected female farmer of age 18 and above
grooving one of the targeted crops who answer Module G. See capture screen below.
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MODULE I: GSP Area Measurement of Plots
Note: The tablet is programmed to automatically remember the crops cultivated by the
respondent once you respond yes to question I00 (below).
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Enumerator: Verify that this farmer’s plot(s) has been selected for direct area measurement. If
yes, answer this question to move on to the direct area measurement questions. If no, the tablet
will move to another interview. Please don’t ask this question to the respondent.
I01: Groundnuts Area Direct Measurement
This screen shot is only available if the selected farmer grows groundnuts
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Use your GPS and from the main menu SELECT – AREA CALCULATION and then Press START.
After you have completed measuring the plot, press CALCULATE. Chose the unit you want to use, in
this case chose m2. To do that, select Change units. ENTER the number displayed on your GPS using
the numeric keypad (with all the decimals). Select SAVE TRACK. Give it a name, preferably a farmer’s
name.
I02: Soybeans Area Direct Measurement
This screen shot is only available if the selected farmer grows soybeans
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Use your GPS and from the main menu SELECT – AREA CALCULATION and then Press START.
After you have completed measuring the plot, press CALCULATE. Chose the unit you want to use, in
this case chose m2. To do that, select Change units. ENTER the number displayed on your GPS using
the numeric keypad (with all the decimals). Select SAVE TRACK. Give it a name, preferably farmer’s
name.
I03: OFSP Area Direct Measurement
This screen shot is only available if the selected farmer grows OFSP
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Use your GPS and from the main menu SELECT – AREA CALCULATION and then Press START.
After you have completed measuring the plot, press CALCULATE. Chose the unit you want to use, in
this case choose m2. To do that, select Change units. ENTER the number displayed on your GPS using
the numeric keypad (with all the decimals). Select SAVE TRACK. Give it a name, preferably farmer’s
name.
POST INTERVIEW DETAILS
Enumerator: Verify that the status of the interview’s outcome is clearly stated before closing
the interview:
Code the interview as complete if all modules were completed.
Code the interview as incomplete if some but not all modules were completed during
the interview(s). This would occur if one or more eligible respondents refused to
participate.
Code the interview as absent, an eligible adult was not available.
Code the interview as refused if the survey was terminated (i.e., the household decision
maker refused to participate from the outset or, partway through the survey, refused to
permit the household to continue. In these cases, you would have gone to the Interview
Status form and selected “survey terminated by participant.” This would have brought
you to this “Final Outcome of Interview” screen).
Code the interview as could not locate if the enumerator was unable to locate the household dwelling.
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ANNEX A: HOUSEHOLD ASSIGNMENT SHEET
EA (Cluster) Number: ________ Supervisor Number: _______ Primary Enumerator Number: _______ Tablet Number: _________ Date:: ______ Household ID: __________________________Farmer Name: ___________________
FARMER
ID
PRIMARY
ENUMERATO
R
SECON-
DARY
ENUMERAT
OR
VISIT RESULTS AND COMMENTS
Date/Time of
First Visit
Result
1 Complete
2 Incomplete
If partial complete, circle
modules that still need to
be completed:
A B C D E F G H I
Comments Date next visit
scheduled
Date/Time of
Second Visit
Result
1 Complete
2 Incomplete
If partial complete, circle
modules that still need to
be completed:
A B C D E F G H
Comments Date next visit
scheduled
Date/Time of
Third Visit
Result
1 Complete
2 Incomplete
If partial complete, circle
modules that still need to
be completed:
A B C D E F G H
Comments
Date/Time of
First Visit
Result
1 Complete
2 Incomplete
If partial complete, circle
modules that still need to
be completed:
A B C D E F G H
Comments Date next visit
scheduled
Date/Time of
Second Visit
Result
1 Complete
2 Incomplete
If partial complete, circle
modules that still need to
be completed:
A B C D E F G H
Comments Date next visit
scheduled
Date/Time of
Third Visit
Result
1 Complete
2 Incomplete
If partial complete, circle
modules that still need to
be completed:
A B C D E F G H
Comments
Instructions: Enumerators will be assigned by teams of two, one male and one female. Each day, the primary enumerator will receive and fill out the top section of this form.
The supervisor will assign farmers for each enumerator to visit each day. The first 3 columns of the table will be provided to the enumerator by the supervisor.
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ANNEX B: AREA DIRECT MEASUREMENT METHOD
This annex provides instructions on the use of Garmin etrex GPS 10x, 20x and 30x for waypoints collection and area measurement. The Ag.
Div baseline survey will use Etrex 20x to collect area data from the randomly selected fields which are cultivated by the selected farmers.
The goal of the direct measurement of area is to generate GPS acquired area data to compare with farmers reported area data, in order to
estimate conversion factors to adjust the actual area reported data from the survey respondents. Direct area will be measured in m2 and
later converted into Ha.
1. The Device overview
Take out batteries when the GPS is not in use.
1.1. Using the etrex keys
Move the thumb stick up, down, left and right to highlight menu selections or to move around the map
Press the center of the thumb stick to select the highlighted item
Press back to move back one step in the menu structure
Press menu to display a list of commonly used functions for the current page
2. Turning the GPS Receiver ON or OFF
Press the power key slightly harder for about 3 - 5 seconds. (Note: DON’T press with nails or objects, the keys are very delicate
and gets damaged so easily).
1 Zoom in and out
Zoom out
Zoom in
2 Back / next page key
3 Thumb stick/ mouse/ pointer
4 Menu key
5 Power/ Back light
6 USB port (to connect to PC)
7 Battery cover
8 Battery cover locking ring
9 Mounting spine
Steps to insert batteries
1 Turn the D – ring counter 0 clockwise, and pull up to remove the cover
2 Insert batteries (+AA size) observe the +/- signs
3 Replace the battery cover and turn the D – ring clockwise
4 Select Setup – System – Battery type
5 Select ALKILINE, LITHIUM or RECHARGEABLE NiMH
6 Batteries are inserted in opposite directions as directed
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3. Satellite Signals
After the device is turned on, it begins acquiring satellite signals. Good signal strength is necessary to collect accurate data. To attain
good accuracy you must log on to at least 4 or more satellite signals that are health for accuracy. Check the bars if they are full and
stable. All the satellites whose signal has been accessed by the receiver will be shown by their IDs just above the bars.
Satellite IDs
Tips to acquire good satellite signal are:
Collect data when the sky is clear
Collect data outside the house
Avoid collecting data under trees with thick canopies or behind tall buildings
4. Way points
These are collected as points. They are locations you record and store in the device, for example household, farm, borehole etc.
Waypoints have a unique location from each other. In this assignment coordinates (collected as Northings and Eastings) for each
sampled HH where the questionnaire will be administered will be recorded. An example of coordinate of a HH in Ntcheu District:
Northing; 8387421 and Easting; 665166.
You must always make sure to record 6 digits for Eastings and 7 Digits for Northings.
Each place on earth has a unique coordinate. Depending their location districts will start with different digits for both Eastings and
Northings. For example the starting digit for Northings and Eastings for the following districts will be;
District Start digit Easting Start Digit Northing
Lilongwe 530000 – 639999 8300000 – 8499999
Mchinji 460000 – 539999 8400000 – 8599999
Dedza 590000 – 689999 8400000 - 8499999
Balaka 710000 - 719999 8300000 - 8399999
Ntcheu 650000 – 679999 8300000 – 8499999
Machinga 730000 – 799999 8300000 – 8399999
Mangochi 680000 – 769999 8300000 – 8499999
4.1. Creating a Waypoint
Features or places with a defined and stable location spatially can be recorded as a waypoint. For example, HH and farms can be
recorded as waypoints. In this study you will be recording coordinates of both HH and farms measured.
Procedure
From main menu, SELECT Mark Waypoint using a pointer and press. Make sure the waypoint has been labelled. Write the name
accordingly e.g. Household number or name. Note, DO not use numbers by default to label the way points. It is confusing especially
when there are more waypoints collected. When labeling make sure the name do not exceed 16 characters otherwise you may
consider using standard and acceptable abbreviations. To write the name of the way point, click on the first row/ line a key board
This page appears once the receiver has been put on. It disappears when the device have acquired enough signal.
This page is never stable, it depends on a number of factors, that is why it is advisable to keep checking it when you are collecting data
To open it, Go to the Main menu and select SATELLITE. Just to check how it is doing
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will appear, use it to name the waypoint. After writing the name press DONE to save the name and Press DONE again on the
bottom of the page to the right corner to save the whole page if there are no changes to make. In case of abbreviations, they must
be agreed and these must be written in a field note book.
To make changes to the waypoint, select the row where changes must be made, click to EDIT and select DONE to save when changes have
been made.
4.2. Searching for saved waypoints from the device
After saving a waypoint, just to be sure you may need to view it. You may want to check it in relation to the other waypoints
collected, or to edit it or see it on the map. From Main Menu, select Waypoint manager. Select the point.
4.3. Editing Waypoints
Editing waypoints is done to waypoints that were saved
Procedure
Select Waypoint manager
Select a Waypoint
Select the row to edit
Enter the information
Select Done to save
4.4. Deleting a way point
In case of mistakes made to a waypoint that has been saved, it can be deleted.
Procedure
Select a waypoint manager, All waypoints saved will appear
Select/ highlight a waypoint to be deleted
Select MENU, DELETE, YES.
5. Tracks
A track is a recording of your path. The track log contains information about points along the recorded path. Tracks are recorded
as lines or polygon. When measuring area a polygon is preferred. Features measured as polygons include, farms, reservoirs, ground
etc. In this study we will be recording polygons of pieces of land value chain crops farmers cultivate. Lines are collected to non-
closed features like rivers, roads etc.
5.1. Recording Track logs (NOTE that this is a set up and it is not done every time you want to collect track, you may
just need to check before starting work in case of a shared GPS receiver)
i. From main menu Select – SETUP – Tracks – Track log
ii. Select Record, SHOW ON MAP, a line on the map indicates your track
iii. Select Record method
iv. Select RECORD METHOD
Mark Waypoint
Main Menu
Farmer name here
Key board
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6. Reset the Device
Different receivers have a different capacity to store recorded information. The memory capacity for track logs and waypoint is
different. The two are stored differently. Different receivers have different capacities to store information. Other receivers are only
able to collect 1000 waypoints others can record less or more. Other receivers can record 50 tracks others can only record 10 or
even less. It all depends on GPS models. If the receiver is almost full it gets slower in its operation. Other receivers have a card
facility to create more space for data collection.
Reset is done to delete data recorded but also to clear all unnecessary data especially tracks. To reset – SELECT Setup from
Main menu – SELECT Reset. You select Delete all waypoints if you have saved the waypoints and want to start new work. When
collecting new track (measure new farm) you select clear current track so it gets to 0%. This reduces data cleaning time after
downloading to PC but also for accuracy.
7. Calculating the size of an area
Area can only be calculated to a feature that is closed. If errors were made during measurements and the line fail to close, errors in
area occur. To produce a polygon, when measuring make sure:
Have a clear conversation with the farmer (farm owner) on the boundaries of the farm
Start measuring, Chose a corner as a start point. This is to make sure the line closes
You must walk clockwise
Mark the start point, you can either fix a stick on the ground as a marker or put a stone or make a hole.
Switch on the GPS receiver, Wait until the satellite page disappear on its own
From main menu, select area calculation
Start walking, the farmer should lead
Stop in corners (You can count 20 to 0 backwards in corners)
The farmer should be in front and you follow him
Hold your GPS in front preferable with the right hand
Finish at the same point you started. Make sure the start and end CROSS to close.
Steps to follow when measuring area
From main menu SELECT – Area Calculation (1)
The SD card is inserted under the two batteries
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Press START (2)
After you have completed measuring the farm, press CALCULATE (3)
Chose the unit you want to use, in this case chose m2. To do that select Change units. Record on the questionnaire the
number that come on (4) to record with all the decimals on questionnaire, some farms are very small. Don’t wait to save and
record Save the track, Select Save track. Give it a name, preferably farmer’s name (5)
8. Viewing track information/ Viewing saved tracks
After saving a track you may want to check it in case of any problem. From main menu select TRACK MANAGER. All tracks saved
will appear. Select the track you want to view. Make sure to view the track/ farm after measuring to see if the shape is the same
and also if the area calculated make sense or you will need to re do if not satisfied.
9. Deleting Track
In case there is a mistake made, and you may need to delete the saved track (farm/ garden).
From main menu, Select track manager
Select a track to be deleted
Press DELETE, YES.
10. Deleting all way points and Tracks
This is done when all the information have been off loaded from the GPS. Deleting one by one can be hectic.
To delete all way points:
Main menu select waypoints manager, all the save points will appear
Press menu key and select delete all, YES.
To delete all saved tracks:
Main menu, select track manager, all saved tracks will appear.
Press menu key and select delete all saved tracks, YES.
1 2 3 4 5
List of tracks saved
Farm boundary map
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