2nd report on affected and excluded
vulnerable children in Southern West Darfur
By Dr Jean-François Trani and Dr Maria Kett
Leonard Cheshire Disability and Inclusive
Development Centre
2nd report on affected and excluded vulnerable children
in Southern West Darfur
June 2009
Dr Jean-François Trani* and Dr Maria Kett*
* Leonard Cheshire Disability and Inclusive Development Centre.
Working Paper Series: No. 13
Full Working Paper Series
http://www.ucl.ac.uk/lc-ccr/centrepublications/workingpapers
CONTENTS
Acronyms...................................................................................................................................... 3
Acknowledgements........................................................................................................................ 4
Foreword: Working towards reliable data ........................................................................................ 6
Introduction .................................................................................................................................. 6
Background research ..................................................................................................................... 7
Objectives of the study .............................................................................................................. 7
Initial Goal ................................................................................................................................8
Modification of objectives...........................................................................................................9
Areas addressed by the study................................................................................................... 10
General knowledge about the population through a census ........................................................11
Keeping the focus on vulnerable children ..................................................................................11
Revised Methodology ............................................................................................................... 14
Qualitative interviews............................................................................................................... 14
Free Listing exercise ................................................................................................................14
Focus groups and semi-structured interviews ............................................................................18
Taking a census of the population of Um Kher as an initial step.................................................. 18
Organisation of the study.........................................................................................................18
Village assessment ..................................................................................................................19
Training process ......................................................................................................................20
Data entry and cleaning ...........................................................................................................20
Limitations and constraints........................................................................................................... 21
Security Issue ......................................................................................................................... 21
Lack of Human Resources ........................................................................................................ 21
Administrative constraints ........................................................................................................ 22
Financial constraints ................................................................................................................ 24
Other logistical constraints ....................................................................................................... 24
Quality of data ........................................................................................................................ 25
First Results ................................................................................................................................ 28
General Population characteristics ............................................................................................ 28
Children characteristics and situation ........................................................................................ 32
Education................................................................................................................................32
Children’s Activity ....................................................................................................................39
Living conditions......................................................................................................................40
The Specific Situation of Adults and Children with Disabilities ..................................................... 48
The experiences of persons with disabilities when fleeing danger and in IDP camps .................... 50
Identification and registration of persons with disabilities........................................................... 52
Disability and gender ............................................................................................................... 55
Impact of disability on the household ....................................................................................... 56
Access to education ................................................................................................................. 57
Child clubs (child friendly spaces) ............................................................................................. 58
Concluding remarks ..................................................................................................................... 60
Annex 1: Questionnaire ............................................................................................................... 62
Annex 2: Training Schedule.......................................................................................................... 78
Indicative Bibliography................................................................................................................. 81
1
TABLE OF FIGURES
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
Figure 9
Figure 10
Figure 11
Figure 12
Figure 13
Figure 14
Figure 15
Figure 16
Figure 17
Figure 18
Figure 19
Figure 20
Figure 21
Figure 22
Figure 23
Figure 24
Figure 25
Figure 26
Figure 27
Figure 28
Figure 29
Figure 30
Figure 31
Figure 32
Figure 33
Figure 34
Figure 35
Figure 36
Figure 37
Figure 38
Number and quality of Tukuls .......................................................................................... 28
Size of land possessed and of cultivated land................................................................. 29
Distribution of the whole population by gender and by heads of households ................. 29
Marital status above 17.................................................................................................... 30
Migration. ......................................................................................................................... 30
Activity for the population above 10 years old. ................................................................ 31
Education received or not for persons above 6 years old and between 6 and 14........... 31
Reasons why children aged 6-14 do not attend school. .................................................. 32
Distribution according to gender between 6 and 18 years old......................................... 32
Proportion of children between 8 and 18 years old who can read, write and count. ....... 33
Proportion of children aged 8 to 18 and level of school................................................... 34
Proportion of children aged 13 to 18 and level of school................................................. 34
Number of children per class and proportion who understood last class. ....................... 35
Proportion of children with a place to do homework, and who receive help.................... 35
Proportion of children whose family member met with their teacher at least once during the
school year....................................................................................................................... 36
Proportion of children going to school paying fees. ......................................................... 36
Proportion of children going to school contributing to the teacher wage. ........................ 37
Proportion of children going to school paying for books, pens and other expenses. ...... 37
Language of instruction.................................................................................................... 38
Absenteeism at school..................................................................................................... 38
Level of school year repetition. ........................................................................................ 39
Level of participation, and time spent on household chores............................................ 39
Level of activity................................................................................................................. 40
Food sufficiency. .............................................................................................................. 41
Access to safe source of water. ....................................................................................... 41
Health situation. ............................................................................................................... 42
Source of water. ............................................................................................................... 42
Access to health care....................................................................................................... 43
Person you go to when you need help. ........................................................................... 43
Mistreatment of a family member..................................................................................... 44
Mistreatment of children................................................................................................... 44
Person responsible for mistreatment of child................................................................... 45
Type of mistreatment. ...................................................................................................... 45
Children’s reactions to mistreatment................................................................................ 46
Level and intensity of happiness...................................................................................... 46
Frequency of sleeping problems (left) and bad dreams (right)........................................ 47
Frequency of headaches (left) and stomach aches (right). ............................................. 47
Frequency of nausea (left) and other types ache (right).................................................. 48
2
ACRONYMS
AU
CFS
CSO
DC
DE
EFA
GIS
GoS
ICC
IDP
IE
INTERSOS
HAC
HH
LCD
LCDIDC
MoE
NGO
PHCC
PHCU
PWD
SEN
UK
UN
UNFPA
UNHCR
UNICEF
UNAMID
UNOCHA
USAID
VAF
WFP
WHO
Administrative Unit
Child Friendly Spaces
Civil society organisation
data collectors
data entry officers
Education For All
Geographic Information System
Government of Sudan
International Criminal Court
Internally Displaced Peoples
Inclusive Education
Internazionale Soledarieta
Humanitarian Aid Commission
Household
Leonard Cheshire Disability
Leonard Cheshire Disability and Inclusive Development Centre, University College
London
Ministry of Education
Non Governmental Organization
Primary Health Care Centre
Primary Health Care Unit
Person with disability
Special Education Needs
Um Kher
United Nations
United Nations Population Funds
United Nations High Commission for Refugees
United Nations International Children’s Education Fund
United Nations African Union Mission in Darfur
United Nations Office for the Coordination of Humanitarian Assistance
United States Agency for International Development
Village Assessment Form
World Food Programme
World Health Organization
3
ACKNOWLEDGEMENTS
The authors wish to thank all the staff from the INTERSOS team for their continuous
support and high commitment to the project and for making it possible to the launch the
survey. In particular our gratitude goes to:
Marco Rotelli, Intersos Africa regional Director, who initiated the collaboration between
Intersos and LCD.
Marcello Garcia Dalla Costa, Intersos Head of Mission for Sudan for his understanding
of the multiple issues raised by this project.
Valentina Stivanello, Darfur Coordinator, for her strong support in facilitating the visits.
Micol Picasso, former Darfur Coordinator, for her strong support in facilitating the
overall mission by taking care of all sensitive matters and removing major constraints
linked to the demanding and challenging environment.
Filip Lozinski, Child Protection Manager, who, despite all his other duties, found time to
facilitate the whole survey preparation process.
Marco Procaccini, Intersos Profiling Officer West Darfur, for his unique sense of
organisation, logistic support, and for his supervision of the whole fieldwork and data
process.
Gerd Buta, Profiling Officer, for his dedication, constant work, useful advice and
suggestions.
Abdu Salam Haram Tagel Koko and Montasim Abdallah for their supervision work as
well as their very thorough translation of the survey instruments as well as translating
throughout the training and the fieldwork.
Rabie Gaffer, WebGIS expert, who helped considerably in establishing the timeframe
for data collection and looked over data collection and entry.
4
Finally, a very big thank you to all the team of data collectors and data entry officers for
their patience and efforts in learning how to carry out the survey in the field, as well as
to the people of Darfur who accepted to answer our questions.
5
FOREWORD: WORKING TOWARDS RELIABLE DATA
The present document is an update of the report transmitted to Intersos on the 8th of
May 2009. It is a further attempt to analyse some of the data of the survey carried out
between November 2008 and January 2009. The results presented here at the request
of UNICEF and Intersos are not definitive as more work is needed to clean the
database in order to have a reliable and usable database.
Considering the large amount of inconsistencies in the database, LCDIDC decided to
initiate (and start funding) a process of double entry to clean the data. In fact, the
database is currently not reliable due to mistakes in the data entry process. Among
them we identified the following: several entries of the same record, errors in entering
data including the identification components of each record (locality code, village code,
household code, member code).
The update only concerns module 3, 4 and 5 about education, activity and livelihood of
children aged 6 to 18 included. In fact, we could not merge these modules with
modules 1 and 2 because of absence of unique identifier. As soon as the double entry
process will be achieved, more analysis will be provided to the humanitarian aid
community in Darfur. We apologize for this delay mainly due to the complexity of
carrying research in Darfur.
INTRODUCTION
Darfur has been in a state of conflict since 2003. There have been numerous Security
Council resolutions to enforce stability in the region since 2004 with little improvement
in the security of civilians. Currently there is only a small force of African Union and
United Nations (UNAMID) peacekeepers in the region to protect the civilian population.
Many have questioned the extent to which there is a unified and enforceable
programme for protection of people in Darfur. The population has been subjected to
6
forced displacement and armed conflict, with children being most at risk of violence in
comparable armed conflict situations (Jason and Bex, 2006).
Darfur is currently in a very complex situation making humanitarian work, let alone
research, a very challenging endeavour. The expulsion of 13 major NGOs following the
International Criminal Court (ICC) decision constitutes a major threat for the well-being
of the population (Saracosta, 2009a). These NGOs were collectively providing
healthcare and nutrition aid to 840 000 people and food to 1.1 million people
(Saracosta, 2009b). The early warning alert and response systems as well as the
nutrition surveillance system have been affected. In some areas, where these agencies
were the only health providers, the population may be deprived of means of survival.
Many supplementary feeding programmes for malnourished children and for pregnant
and nursing women have been interrupted (ANALP, 2009).
These events also raise concerns about the capacity to conduct further research in
Darfur, as well as about the possible outcome of research for improving humanitarian
programmes. Our study aims at describing the situation of the population of Darfur,
focussing particularly on children.
BACKGROUND RESEARCH
Objectives of the study
The initial aim of the research study was to support Intersos with its programme to
include out-of-school vulnerable children, estimated to be about 8000 children, in the
localities of Habila and Wadi Salih in South Western Darfur. The success of the
inclusion of disadvantaged children (including young labourers, disabled children and
street children) into the formal education system or, if necessary, into an ad hoc
informal education system, relies on an accurate assessment of their needs, and of the
barriers to inclusion linked to livelihood, and more generally the economic, cultural and
social environment. The assessment aims to provide reliable information to complete
7
data collected through a profiling exercise undertaken by Intersos twice or three times
a year since 2005 which interviews Sheiks and key informants in villages, towns and
camps.
During the initial phase of our study at the time of our mission in November 2008, it
was proposed to Intersos and agreed that we merge both the profiling exercise carried
out to feed the online Geographic Information Management System (WebGIS) wiith
reliable data and our vulnerability survey to avoid duplication of assessments; to use
resources more effectively; and to enable all stakeholders to benefit from better quality
data collection. It was decided to try and apply the new methodology in at least 2
Administrative Units (AU) depending on the availability of the existing funding and on
time for implementation, under a continuous and accurate management of the
achieved results against the resources and time employed. As previously planned, all
the information gathered would be made available on the WebGIS.
As the profiling exercise for the WebGIS system (funded by UNHCR) covers seven AU,
members of the team continue to gather data about livelihoods and services available
in villages, towns and camps, using the same instrument as was previously being
used, which interviews Sheiks and key informants in all seven administrative units.
Initial Goal
The initial goal was to collect general knowledge regarding the living conditions of
vulnerable children in order to define an adequate programme for their education and
to improve their access to formal schools.
The pilot assessment aimed:
to identify the percentage of children who can be considered as vulnerable children,
to develop a general typology concerning these children in terms of needs, types of
vulnerability, access to school, their environment, etc.
8
The aim was to do this by creating a database with information about vulnerable
children and their families/environments that could be included in the WebGIS platform
and continually updated. There was recognition of the necessity for in-depth knowledge
and understanding of the situation of these children to improve the design of the
programme, and to be more effective in a context of limited resources. Unfortunately,
due to late arrival of funding and a change of staff, the research project was delayed
and has been implemented instead at the same time as the schools and resource
centres for children have been opened.
Modification of objectives
The original objective was modified to implement a general census of all the
inhabitants of South Western Darfur starting with the Aus covered by the Intersos
mission to avoid duplication of data collection with the profiling exercise. During this
first year, the survey aimed to cover two AU of South Western Darfur, providing basic
socioeconomic information. If time and resources allowed, we would have covered a
third AU. It was envisaged that by April 2009, the rest of the AU would also be covered,
making a total of four surveyed AU. Three more AU would have been covered the
following year. However, this would have required additional funding which has not
been made available.
The newly defined study has been carried out only in Um Kher AU, in both rural and
urban localities and IDP settlements. A few villages in Garsila, Forobaranga and Habila
have been also covered. All households have been interviewed using a general
socioeconomic research instrument and in 10% of households (HHs), the head of
household has been interviewed using a screening tool to determine if there are any
persons with disability in the HH. In addition, all children between the ages of 6 and 18
in these HH have been included. Interviews have been carried out with the head of
household, as well as with vulnerable children and their caretakers when necessary.
9
As originally planned, this study aimed:
To provide insight into the needs and opportunities of vulnerable children. These may
include rehabilitation needs, education needs including special education needs (SEN),
employment needs, vocational training, and social integration.
To identify what barriers, difficulties and stigmatization these children face in everyday
life, especially in accessing school.
To provide strategic guidelines to overcome the main difficulties faced by these
vulnerable children.
On top of these objectives, we had a further new objective, which was to develop a
general socioeconomic profile regarding this population in terms of livelihood,
education, employment means and level of income, and recent migration. We also
identified persons with disabilities using a disability screening tool. Although Intersos
revoked its decision of merging both surveys a week later, we could not come back to
our initial objective as the training was over and the tools were printed.
Areas addressed by the study
The general objective of the study was to provide a broad understanding of the living
conditions of families in Darfur, as well as vulnerable children. This is essential in order
to enable Intersos to adapt their programme to suit the conditions on the ground, as
well as to provide updated, reliable and ongoing scientific-based knowledge to all other
stakeholders working in Darfur. From the data, we can also identify pragmatic ways to
reinforce the basic capabilities of vulnerable people (especially children) in order to
help them improve their living conditions and to gain control over their own lives (Sen,
1992). One objective was to identify the factors that may contribute to a better quality
of life, based on questions such as: are people accessing basic livelihoods such as
shelter, work, food? Are children gaining access to education facilities? Are they
working? Do they benefit from any kind of social networks? The interaction between
10
financial, human and social assets possessed at individual level may enhance both
economic conditions and socialization (Dubois et al., 2003). This type of information
was obtained using the tools elaborated and described below.
General knowledge about the population through a census
The new household instrument elaborated in collaboration with practitioners from
Intersos was administered to all households of Um Kher AU. It provides basic
information about the status of each member within the household (e.g. relationship of
the child with the chief of the household, age, gender, civic status, ethnic origin, work
situation, income, education etc). But it also informs us about state of the shelter;
amount of land possessed and cultivated; types of crops, fruit trees and animals
possessed by the household; as well as some information about recent migration
movements due to the ongoing conflict (see annex 1: questionnaire).
Keeping the focus on vulnerable children
A key objective is to identify which children belong to the target group (vulnerable
children) and what makes them vulnerable. This might include those who do not go to
school and do not receive any kind of education: child-headed households; street
children (children on and off the street); children affected by violence; disabled
children; children released from armed forces; and girl mothers. Education is a
protection mechanism for children, and sending all children to school reduces
vulnerability. Considering education as the central aspect (in line with the main goal of
the study) we argue that vulnerable children are defined by their exclusion from
education and formal school. Therefore, the assessment considered all children
between the ages of 6 and 18, whether they have access to school or not. In fact, a
comparison of the situation of both groups is possible and could provide invaluable
information.
11
The survey gathers information about education from different elements of the
educational process. These elements include accessibility (including the opportunity to
go to school), literacy and numeracy rates (a section in the questionnaire requires the
children to write and count), the duration of school studies, satisfaction derived from
the studies and from the conditions provided. Despite the protective function of
education (as a place to learn about health and hygiene as well as literacy and
numeracy) many villages in South Western Darfur do not even have a school.
Therefore we argue that even though education is a major concern of the study, basic
knowledge about child health is useful to understand the overall situation of these
children. The interplay between health and different dimensions of vulnerability has to
be taken into consideration to ensure the success of humanitarian assistance. Children
with health difficulties (physical or psychological) might need particular attention before
being able to access formal school or even a specific education programme. There is
also a question of food security which is linked to health: children who have limited
access to food will struggle to access school and are unlikely to stay in school.
Similarly, children who do not have access to health services or who are sick or at risk
of becoming sick will not be able to attend school, or will be at risk of dropping out.
The survey also asks questions about social networks and protection: given the
situation in the region, if a child is frightened or is a victim of violence, what they do? To
whom do they turn for protection? How they report violence? Indeed, do they feel safe
enough to report violence? We ask questions about the necessity of moving house or
shelter; safety; difficulties with and modalities for movement in every day life: going to
school, collecting wood, fetching water etc.
Because many vulnerable children work, the survey assesses the level of incomegenerating activity of the vulnerable children, as well as participation to household
chores which can be an important burden for children. We explore the hypothesis that
12
employment is a major cause of exclusion from school for vulnerable children. In many
cases, child labour is essential to ensure a minimum level of livelihood for the
household. We argue that it is very challenging to convince a child helping on the farm,
or earning money and providing an income to his/her household, to go to school. The
assessment provides information on childrens perception of labour.
The general understanding of living conditions of vulnerable children and their
households will be used to identify barriers to accessing school and education:
displacement; conditions of housing; nutritional status; and access to labour and
income.
The research also aims to gather information about self perception and general
perception of people with disabilities. Self perception and self esteem will be
considered and analyzed in our research through the main issues studied: health,
education, employment, social network, livelihood etc. In fact, these two sets of
questions have complementary objectives: changes can only be sustainable if children
believe they are involved in the process to improve their situation.
In a traditionally patriarchal society, particularly one affected by years of conflict, girls
are often subjected to violence and discrimination. In the current situation,
characterized by poverty, insecurity and political instability, the likelihood of girls being
excluded from school is high, and therefore their specific needs have to be identified
and then addressed. Our study allows for specific questions to be asked to girls, with
the caveat that exploring sensitive issues such as violence is very challenging in a
household survey, and has been complemented whenever possible by qualitative
interviews. Therefore, the study provides some information regarding perceptions
about gender, in particular the role and status of women within the family and the
community and their choices within the traditional setting.
13
REVISED METHODOLOGY
Qualitative interviews
Although a lot of time was devoted to the quantitative survey, we managed to
undertake a small number of semi-directed interviews: these included an interview with
a group of disabled women in a women’s centre at an IDP camp; as well as focus
groups with small groups of children at a children’s club. The purpose of this qualitative
phase was two-fold: (i) to look at sensitive issues such as violence, stigma, sexual
reproductive health and other social experiences and social stressors of children and
youth and (ii) to assess the suitability of the quantitative instrument. We could not fulfil
the objective of testing the capacity of interviewers and supervisors as they were
already busy with the training and afterwards with the pilot survey.
Free Listing exercise
The free listing exercise is a tool to identify main causes for a given issue. The idea in
our case was to identify what were all possible barriers to education for children. The
tool is based on the participatory principle: people who are interviewed provide their
own view and perception of the causes of a given phenomenon, in our case education
and access to school. The idea was also to ask different groups (children themselves,
parents, community leaders) about all possible solutions to improve or change the
current situation as well as about potential sources of harm for the children. A list of
questions has been prepared and tested in the field before being submitted to a wider
group of respondents (see box 1 for list of questions). All answers were listed. After
having written down all the answers, the interviewer had to ask the respondent to rank
his/her answers by order of importance. To put children at ease and to avoid being too
intrusive, we first ask a question about things they like: games, football teams,
fruits,etc. Then, when trust was established, the interviewer could ask more sensitive
questions.
14
15
Box 1: Questions for the free listing
First set of questions to children themselves (ages 10 and above):
1. What games are most fun to play here? Tell me about all the games you like. Please
rank your answers by order of preference.
2. What are the possible causes/ reasons for children in the area (village…) not going
to school? Please give me all the reasons you might think of. Please rank these
reasons by order of importance.
3. What kind of bad things happen to children in this area (village, camp…)? Please tell
me about all the possible bad things. Please rank by order of probability of happening
(what are the most frequent)
4. In case of harm, who would you go to for support and help?
Please tell me about all the persons that might help. Please rank your answers by
order of preference of person you would go to.
5. In case of harm, who would any child go to for support and help?
Please tell me about all the persons that might help. Please rank your answers by
order of preference of person you would go to.
Second set of questions to parents and community leaders:
1. What do you most enjoy doing when you are not working? Give me a list of activities
you like and rank them by order of preference.
2. What are the possible causes/ reasons for a child in the area (village…) for not going
to school? Please give me all the reasons you might think of. Please rank these
reasons by order of importance.
16
3. What kind of bad things happen to children in this area (village, camp…)? Please
give me all the reasons. Please rank by order of importance.
4. According to you, in case of harm, who would any child go to for support and help?
Please tell me about all the persons that might help a child. Please rank your answers
by order of preference of person you think children might go to for support.
We interviewed 40 children and 40 parents individually. This helped us to identify all
barriers to include in our questionnaire for the survey.
17
Focus groups and semi-structured interviews
In order to support the aim of the PPE to gather information about self perception and
general perceptions of people with disabilities, several key informant and focus group
interviews were carried out in Forobaranga and in Garsila. A number of issues arose
during these discussions that impact on the current system of delivering humanitarian
aid and protection. These include:
The experiences of persons with disabilities when fleeing danger and in IDP camps
Identification and registration of persons with disabilities
Disability and gender
Impact of disability on the household
Access to education (formal and non-formal)
Taking a census of the population of Um Kher as an initial step
Organisation of the study
Despite earlier plans to undertake the survey in four AUs, due to a number of
challenges, including budgetory constraints, human resource constraints,
administrative obstacles posed by GoS representatives, security situation, only one AU
(Um Kher) was uniformly surveyed, and encompassed rural and urban localities,
nomadic households and IDP settlements. Data from this AU (a total of around 13000
HH) has been collected and entered using Epidata® software. In addition, samples of
HH in the remaining three AU (Forobaranga, Garsila and Habila) have also been
collected and entered into Epidata® for analysis.The choice of clusters was based on
the presence of CFS. Um Jukuty was covered only partially (approx. in 10%) and it was
decided that for the given situation the survey must be suspended.
The study was organised as follows: All HHs are visited and all heads of HHs were
interviewed in all villages including Ferricks and Damra (nomad settlements), internally
18
displaced peoples (IDP) camps, and towns. 10% of the HHs were randomly selected
for interviews on disability prevalence as well as vulnerability of children.
The following areas related to living conditions were addressed by the questionnaire
(see annex 1):
Consent form requesting consent of the interviewee.
Module I:
Household File
Module II:
Screening questions
Module III:
Educational situation
Module IV:
Labour, Work related information
Module V:
Vulnerability
The consent form and Module 1 were administered to the Head of the Household in all
HH. The remaining four (Modules 2 to 5) were asked to every 10th HH. The Screening
Questions (Module 2) were administered to the Head of Household of the 10th HH and
the remaining Modules (3 Education, 4 Work and 5 Vulnerability) were asked to ALL
children in the HH between the ages of 6 and 18 years. If they were unable to answer
for themselves, the questions were asked to the caregiver while the interviewee was
present.
Module 1 (Household file) was amended to include questions related to shelter, land
cultivation, animal ownership and last migration of the family, in line with the previous
profiling exercise.
Village assessment
A new village assessment form (VAF) was initially proposed in order to gather the
information needed for the UNHCR profiling exercise. We removed from the original
VAF used previously for the profiling exercise all the information included in module 1
19
of the vulnerable survey to be asked at the level of the HHs. We proposed a pre-coding
system for the rest of the information gathered with the new VAF to reduce the time
taken for the interview as well as the data entry process.
However, Intersos decided to carry out in parallel the two surveys and to keep the
initial UNHCR VAF. All questions for the UNHCR profiling exercise were to be asked at
the level of the village heads (Sheiks) and none at the level of the household as in the
previous rounds. It has therefore been administered in all 7 Aus end of 2008, at the
same time of our vulnerable survey. The lack of time and resources did not allow for
both VAFs to be asked during both data collections, and consequently the newly
proposed VAF has been discarded in our vulnerability survey.
Training process
The initial training programme of 8 days was amended to acknowledge the change of
methodology as well as the needs of data collectors (see annex 2). The training
included role plays and mock interviews, and it was partially attended by the three
international Intersos staff participating in the survey. After the classroom-based
training, the team spent two days in the villages of Mindu and Borsusu (Garsila
District), undertaking interviews to test the amended tools, as well as the capacity and
understanding of the data collectors. Finally, time management training was organised.
2 additional days of training were organised to improve the skills of data collectors and
supervisors.
Data entry and cleaning
Data entry was carried out using Epidata® software for the PPE. Training on the data
entry process using Epidata® was organised for the data entry officers as well as the
profiling officer and the project manager. Data cleaning was done using Access®
software to identify inconsistencies.
Double entry is currently under process.
20
LIMITATIONS AND CONSTRAINTS
Security Issue
Security is of course an important consideration for any programme undertaken in
Darfur. The security situation reduced the time available for fieldwork, making it
impossible to reach the objective of covering more than 1 AU by the end of February.
By late January tensions rose following the ICC inquiry. Security started to deteriorate,
with carjacking and other worrying incidents taking place. Coverage of south Um Kher,
with 2 largest settlements (Dulmonya and Um Jukuty) was only possible from
Forobaranga – due to excessive travel times from any other location. Unfortunately the
Sudanese authorities, despite many meetings (including large support of traditional
leadership) and official approval of the project denied in practice the survey team travel
authorizations. Um Jukuty was covered only partially (approx. in 10%) and it was
decided that for the given situation the survey should be suspended.
Lack of Human Resources
There is very little research currently being carried out in Darfur, and therefore there
were no staff in the area with significant experience of undertaking surveys. The
training of data collectors and supervisors took this fact into consideration.
Nevertheless, even after 8 days of theoretical training, 2 days of field training, 2 days of
mock interviews and other exercises, several members of the survey team had not
reached the requisite level to carry out quality interviews. A system of close supervision
was established for them during the first month of fieldwork, where they were partnered
with a more capable data collector who could demonstrate how to carry out the
interview, or accompany them during their interviews and finally check all their
questionnaires before leaving the surveyed area. Although necessary, this did create
additional delays to the whole process. However, close supervision has not been
carried out during the whole fieldwork due to lack of human resources allocated to the
survey. A very loose supervision took place after we left the field and systematic review
21
of questionnaires before leaving the cluster has been abandoned, jeopardising
considerably the quality of data.
The type of contracts proposed to data collectors and the recruitment process
constituted a further difficulty. Although contracts met Sudanese law requirements,
they apparently could not include any minimum objectives to be reached as we
requested (in terms of number and quality of questionnaires done per day), and the
standard recruitment test proposed was not specific enough to systematically test for
the DCs abilities to interview. It would be advisable to follow a stricter recruitment
process in the future to make sure all parties are aware of the standards required, and
so that the project would not be obliged to keep individuals who do not have the
capacity to fulfil the necessary requirements.
As well as this, the decision agreed upon between the authors and Intersos during our
visit in November 2008 to merge the two data collection processes in order to save
time and resources as well as improve the data collection was revoked by Intersos.
Therefore, UNHCR monitoring officers have been also busy collecting a new round of
data for UNHCR: as a result we had to divide the team of DCs that we trained for our
survey. Due to this smaller team, the data collection was possible only in one AU. The
lack of staff available also led to the impossibility to conduct double entry of data. We
partially funded this in June 2009 in order to reduce number of errors that can
compromise validity of data.
Administrative constraints
The Humanitarian Aid Commission (HAC) of the Government of Sudan (GoS) is the
administrative structure overlooking the work of NGOs and UN agencies in Darfur. Its
role is very broad as it includes staff recruitment and release, as well as monitoring the
movements of all NGO personnel within their jurisdiction. This can be very restrictive:
for example, obtaining daily authorisation to go and undertake interviews in villages in
22
the locality of Garsila was very difficult and resulted in the loss of several days of
fieldwork due to an absence of authorisation. Consequently, the profiling officer
suggested moving to UM Kher, for various reasons. Firstly, we faced governmental
movement restrictions. Although government officials at all levels approved the
principle of carrying out the survey, some difficulties were still observed in Garsila area
to timely obtain the necessary daily travel permits. Our initial pilot field test carried out
in Garsila has been complicated by delays in receiving daily permits for the movement
of the team. Going on with the survey in Garsila would have had significant impact on
the performance of the team. Security and logistic arrangements were a second
concern. This round of survey had only sufficient funding for one or two AU. No census
with such a long questionnaire has ever been carried out in Darfur. Therefore, we
decided to start on relatively smaller area, characterised by shorter travel distances.
Thirdly, Um Kher area throughout the Intersos presence in Darfur remained the least
researched and documented area, while most neglected. Fourthly, we aimed at
covering uniformly an entire AU at least, therefore a smaller AU was chosen to start.
Fifthly, Um Kher AU seamed of significant interest as it encompasses all sorts of
settlements present in West Darfur – nomad ferricks and damras of various sizes,
African settlements, both abandoned/destroyed or not, with IDP/refugees/returnees as
well as host population that never moved, large towns etc. The tribal and social
organization presents a similar variety. Due to low international presence, isolation and
the several reasons mentioned above Um Kher might be seen as quite representative
of other parts of West Darfur. For comparison purpose, 4 settlements were also
surveyed in each of the other 3 AUs – Forobaranga, Habila, Garsila. This 4 settlements
were chosen as the ones where Intersos is also implementing other Child Protection
activities. Background knowledge on these communities would be an added and
immediate advantage for these activities.
23
By the mid January Intersos informed us that HAC and national security increased their
control over the fieldwork. Although they did not stop the survey, we were told that they
denied travel permits which practically equalled to stopping the work. Therefore not all
of Um Kher Au has been covered. However, was argued to us – the boundaries of AUs
are not always clearly defined and we covered most of Um Kher. At the time of writing
this report, we were informed by Marcello Garcia Dalla Costa, Intersos Head of Mission
for Sudan that “HAC in fact did not allowed INTERSOS staff to carry out any survey
during that period”.
Financial constraints
The available funding did not permit a lot of flexibility, and created additional
constraints. The main constraint was that international staffs were not exclusively
available for the survey and had other duties to carry out. This slowed down the
process and made it more difficult to keep the data collection and processing to a high
quality. Available funds did not permit staff to work overtime. At the time of writing the
present report, the cleaning of the dataset has not yet been achieved and LCD will
have to put some financial resources to finish to clean the data and carry out a partial
double entry.
Other logistical constraints
The printing of questionnaires was an issue rose in the initial phase of the project, and
remained a pending question for a long time. Printing was complex issue considering
the large number of HHs covered.
Additional data collectors were not recruited until after the training started. Therefore,
we had to organise supplementary sessions during the evenings and on Fridays to
enable them to catch up with the rest of the team. Unfortunately, the limited time
available did not allow us to redo all the training. A similar situation occurred with the
data-entry process. Several DE officers were recruited in a second phase due to the
24
slow progress in the first phase. Another training was organised for them. Once the
data entry process was completed, not enough time remained for data to be cleaned
thoroughly. Consequently, this report only includes some quantitative results at
present. More will be delivered once and if the data has been fully cleaned.
Finally the timeframe was very short to carry out such a complex survey from
beginning to end.
Quality of data
As a result of these constraints, the quality of data might be partially inaccurate. A
number of challenges with the data collection were noted. As already mentioned
above, some of the data collectors required one month to get used to the interview
techniques and to become efficient. The lack of effective supervision due to lack of
time of the international staff busy with other duties has translated into insufficient
precision on asking questions and writing down the accurate answer. It should be
noted that as a result of time constraints, one of the authors, while in the field, only
partially reviewed the forms which had been entered and cross-checked by the project
leader. However, the author did check all the survey forms in each village set for
missing data, comments etc. A number of the forms had missing data, despite having
been supervised in the field. It is not clear whether when the data is missing because
the person refused to answer, or did not know (codes 88 or 99), or whether the data
collector did not ask the questions. This sometimes led to errors on behalf of the data
enterer (DE) as to how to complete the forms, and there were many examples of
answers being filled in by the DE primarily as code 88 – ‘don’t know’.
It was evident even from the limited number of checks undertaken by the author whilst
in the field that some data entry mistakes were being made. A number of mistakes are
of course inevitable, but a system to check and correct these is necessary to reduce
the margin of error. On checking the survey forms, several areas for clarification were
25
highlighted to the project leader. These included minor revisions to the data entry
template, and issues of clarification regarding methods of checking and revising data.
Areas of particular confusion were around land use in module 1 (Q. 1.16 – 1.18); work
and what someone does all day (Q. 1.21 – 1.23) - primarily around the amount of time
spent on activities defined as ‘work’ but not remunerated (this confusion was carried
through into Module 4). Again, this was discussed in detail during the training and in
the training manual as well as in the field when the project leader participated in the
supervision at the beginning of the data collection. As a consequence, some results
such as the level of child labour might be under-estimated.
In addition, there was also some clarification required about type of education, in
particular Koranic schools, which were also carried through into Module 3 (education).
It should be noted that all of these issues had been discussed, explained and reiterated
during the training; however, it seems there was a degree of (re)interpretation in the
field. According to the supervisors, as Koranic school is not viewed as full time
education, there is an ambiguity about the status. Anecdotally, Koranic schools also
serve the purpose of disciplining older boys, in particular those who are seen as
‘difficult’ or ‘troublemakers’. Many are sent to Koranic schools outside of the areas
they live, and are provided with board and lodging at the school. They may stay at the
school for one or two years; however, if they (or their parents) cannot afford the fees,
then they must leave. The fees are often paid in kind, with rice or other food. Once the
families have enough money, the boys may return to the school.
Due to general time constraints, a checking system that suits all parties has been
implemented, which requires considerable input from all sides but has hopefully
reduced the number of errors.
A further consideration is the ongoing data collection for the UNHCR WebGis profiling
exercise, which entails interviewing Sheiks and other key informants about the number
26
of households, land use, vulnerable people characteristics, etc. using a Village
Assessment Form (VAF). In our experience, obtaining detailed information concerning
members of household from an informant who has knowledge at the village level leads
to at best approximative and at worse false data which seriously compromises the
validity of conclusions and findings. This data was previously collected across all seven
AUs up to two to three times a year and entered into the WebGis system. Whilst there
is a need to track population movement in the region in order to better position
programmes and allocate the humanitarian aid available, we argue that household
information has to be collected from the adequate respondent, i.e. members of
household through a census or a random sample survey (see for instance Biemer and
Lyberg, 2003). During our visits, we conducted several interviews of Sheiks and other
key informants and found that they were not the adequate respondents as they were
not equipped to answer all the questions regarding characteristics of HHs, such as the
number of people with disabilities or belonging to other vulnerable groups in the village,
and various questions about land ownership, cultivation and animal ownership of HHs.
This raises questions about the reliability of the above information gathered for the
Webgis, as well as potential areas of conflict over data results and aid allocation.
A number of challenges with the data entry were also noted. First and foremost, no
double entry has been conducted due to insufficient resources (a small part was
conducted with LCDIDC funding recently). Secondly, the time required to enter all the
data was more than initially planned, requiring an increase in the number of DE.
Supervision and checking of DE also needed to be improved and increased. The
project manager was provided with a list of identified mistakes to be checked. Some of
these checks have been carried out. However, at the time of writing a completely clean
database has not been handed back to the author. We are still looking for a solution to
the problem of completing the data cleaning.
27
Despite all the constraints, the data generated by this survey might prove invaluable in
improving the understanding of the living conditions of families in the region, and in
particular the vulnerabilities faced by children. The results might facilitate adaptation of
humanitarian aid programmes in the region (for example, provision of children’s clubs,
women’s groups etc); provide empirical data on specific vulnerabilities (in particular
disability) that can be used by other national and international organisations working in
the region; and will further knowledge about a very under-researched area. This
survey might contribute to gaps in the availability of accurate quantitative data from
humanitarian crisis areas (protracted and emergency); and also support global data on
disability and its effects on people in specifically vulnerable circumstances, such as
situations of conflict. Indeed, most of the evidence currently available is based on
development contexts rather than acute or protracted crisis situations, thus making it
difficult to draw any comparisons or draw any meaningful conclusions which would
improve the lives of persons with disabilities. It is hoped that further analysis of the
data of this survey will help address these gaps.
FIRST RESULTS
The following results are based on qualitative interviews and partly on the quantitative
survey questions (see annex 1). The database as mentioned above is still incomplete,
so these results have to be considered cautiously.
General Population characteristics
The average size of an household is 3.4 people which is quite small compared to other
areas in the region. Almost all of the population in Um Kher live in one or two tukuls;
and only 17% of those are considered in good condition.
Figure 1
Number and quality of Tukuls
28
3%
11%
17%
26%
1
44%
good
2
fair
3
bad
4
42%
57%
The average total size of land for a household is 3.2 mokhammas and the average size
of the land cultivated is 2.0 mokhammas. Very few families do not possess any land.
Only a minority possesses more than 4 mokhammas.
Figure 2
Size of land possessed and of cultivated land
Size of land
15%
1%
Size of land cultivated
No land
20%
7%
<1 mokhammas
14%
19%
4% 1%
No land
34%
15%
<1 mokhammas
<2 mokhammas
<2 mokhammas
<3 mokhammas
<3 mokhammas
<4 mokhammas
<4 mokhammas
31%
39%
>4 mokhammas
>4 mokhammas
Although there are slightly more females than males in Um Kher, two thirds of the
households are headed by males.
Figure 3
Distribution of the whole population by gender and by heads of
households
38%
48%
52%
male
male
female
female
62%
After 18 years old, almost all Darfurians have been married or are engaged or live with
a partner. Only 2% are single and live alone. But very few people are married before
the age of 18 (3.6%, data not shown).
29
Figure 4
5% 0%
Marital status above 17.
10%
11%
1%
single, never married
married, monogamous
married, polygamous
engaged
divorced/separated
10%
w ith a partner
63%
w idow ed
Almost half of the population of Um Kher did not move from their birth place. However,
more than 30% of the population moved because of violence. The rest, about 20% of
the total population, moved for economic reasons (looking for land or for a job) and in
some cases for security reasons as well.
Figure 5
Migration.
birth place
crop destruction
1%
thefts
19%
48%
1%
homicides
beatings
1%
1%
extorsions
factional fightings
4%
harrassment by armed groups
1%
1%
kidnappings
harrassment by local nomads
7%
1%
8%
7%
house/infrastructure destruction
to get married
other - please specify below
A large part of the population over 10 years old is working. Activity before 14 years old
(definition of child labour according to the International Labour Organisation) is quite
widespread. 7.7% of children between 5 and 15 years old are working (data not
shown).
30
Figure 6
Activity for the population above 10 years old.
w orking
7%
2%
not w orking, seeking for
a job
not w orking, not looking
for a job
1%
15%
60%
person in charge of
household tasks
student
12%
long disease, not
looking for a job
other
3%
Only 32% of the population over 6 years old received some kind of education. The
proportion is higher among children aged 6 to 14 years old.
Figure 7
Education received or not for persons above 6 years old and between
6 and 14.
32%
46%
education
no education
68%
54%
education
no education
The two major reasons why children cannot go to school are the absence of school
(36%), the absence of means (28%) and the need to help at work or in the house
(16%).
31
Figure 8
Reasons why children aged 6-14 do not attend school.
school too far
No school or no
teacher because of
w ar
lack of money to send
me to school
32%
15%
5%
need to w ork
12%
need to help w ith
household chores
28%
4%
4%
school not for girls
Other
Children characteristics and situation
Education
We observe a balanced distribution between girls and boys in our sample (Fig. 9).
Figure 9
Distribution according to gender between 6 and 18 years old.
50.7%
49.3%
boys 5-18
girls 5-18
Access to school constitutes a major issue for children in West Darfur. Many NGOs
have concentrated their action on providing access to school for children. However,
only a third of children have access to a school - either a governmental school, a
private school or a religious school - which shows that the aid effort to get children into
school is currently insufficient.
32
Government or
public school
29.8%
private school/
community school/
NGO school
training center
3.0%
religious school
0.6%
63.8%
0.1%
2.6%
w ithin the
family/or w ith
someone from the
community
no education
Only about 30% of children interviewed could read, write a short text and count up to
twenty (Fig. 10) which questions the efficiency and the quality of basic education. At
this stage we cannot provide any feedback about why children were not included in
school, as the 56% of children who did not go to school did not provide any answers to
this question, or to the questions in module 3 of the questionnaire.
Figure 10
Proportion of children between 8 and 18 years old who can read,
write and count.
70.9%
29.1%
can read
and w rite
cannot
read and
w rite
68.3%
31.7%
can
count
cannot
count
Among school-age children, 29.3% currently go, or had been to primary school (Fig.
11).
33
Figure 11
Proportion of children aged 8 to 18 and level of school.
primary
school
29.3%
secondary
school
high school
0.1%
no school
1.0%
69.6%
other
0.1%
Among children of secondary school age, only 2.5% currently go, or had been to
secondary school.
Figure 12
Proportion of children aged 13 to 18 and level of school.
primary
school
28.3%
secondary
school
don't know
2.5%
68.2%
no school
1.0%
Classes are often overcrowded which makes teaching difficult for the teacher, and as a
consequence might explain the low level of quality observed (Fig. 13). If we only
consider the valid responses to this question, two thirds of the children are learning in
crowded classes (over 25 pupils per class) and 35% in overcrowded classes (over 50
pupils per class). In these conditions, it is difficult for a teacher to dedicate any time to
a single student. However, almost 70% of children claimed they understood their
classes, which is quite a high percentage. It is likely that the children who are unable to
follow the class will drop out or leave without having learned the basic requirements.
34
Figure 13
Number of children per class and proportion who understood last
class.
11.7%
less than
25pupils
23.0%
understood
last class
7.7%
26 to 50
pupils
18.1%
more than
50 pupils
did not
understood
last class
don't know
24.5%
22.8%
no answ er
23.2%
69.1%
no answ er
A very positive sign is that familes are often involved in their children’s studies. 93% of
children receive some help, mainly from their mother (44.4%) or father (21.8%) but also
from a teacher (18.6%). Only about 14% of children said they had no place to study
(Fig. 14).
Figure 14
Proportion of children with a place to do homework, and who receive
help.
mother
18.6%
13.9%
5.6%
0.6%
place to study at home
place to study outside
home
44.4%
other family
member
friend
0.8%
65.3%
no answ er
older brother
older sister
1.1%
no place to study
15.1%
father
6.0%
teacher
2.1%
4.5%
21.9%
no one
no answ er
Another sign of family support is the fact that in 58.3% of cases, a member of the
child’s family met with the teacher at least once during the school year in two third of
the cases (Fig. 15, out of valid answers).
35
Figure 15
Proportion of children whose family member met with their teacher at
least once during the school year
10.0%
Family met w ith
the teacher
3.4%
Family did not meet
w ith the teacher
don't know
58.3%
28.3%
no answ er
Sending children to school has a price for the household. Almost 84% of children (out
of the valid answers) declared that they (or their parents) pay fees for them to go to
school (Fig. 16). 16% of children (out of the valid answers) paid over 25 pounds for the
school year.
Figure 16
Proportion of children going to school paying fees.
pay fees
14.9%
0.9%
6.8%
1.9%
13.9%
no fees paid
1.7%
23.4%
don't pay
fees
less than 10
pounds
11 to 25
pounds
don't know
more than
25 pounds
no answ er
77.4%
don't know
59.1%
Fees do not constitute the only education-related expense households have to face.
Almost all families (96% of valid answers, Fig. 17) contribute to the wage of the
teacher, usually in the form of money (92%).
36
Figure 17
Proportion of children going to school contributing to the teacher
wage.
contribution
in money
6.4%
3.2%
3.4%
contribution
in kind
7.9%
26.7%
2.8%
0.4%
19.2%
no
contribution
4.0%
10.6%
don't know
no answ er
11 to 40
pounds
41to
100pounds
more than
100 pounds
don't know
32.4%
83.1%
no w age
paid
less than 20
pounds
no answ er
Half of the families of children going to school also have expenses for books, pen and
other school materials, and almost a third experience other types of expenses as well
(see Fig. 18). Very few families spend on transportation to school or meals whilst the
child is at school (data not shown).
Figure 18
Proportion of children going to school paying for books, pens and
other expenses.
material
expenses
6.4%
6.2%
28.3%
other
expenses
no other
expenses
no material
expenses
50.7%
42.9%
No answ er
65.5%
no answ er
For most of the children children who go to school, the language of instruction is Arabic
(Fig. 19).
37
Figure 19
Language of instruction.
English
5.5%
19.4%
Arabic
75.1%
no answ er
A small proportion of those children who do attend school missed classes - 18.1%
during the week before the interview, 8.5% during the term (Fig. 20). The difference
between the two figures is probably linked to the difficulty for children to remember if
they missed class in a distant time.
Figure 20
0.4%
Absenteeism at school.
7.3%
18.1%
74.2%
class missed
during last w eek
0.2%
7.7%
8.5%
class missed
during last term
no class missed
during last w eek
no class missed
during last term
don't know
don't know
no answ er
83.6%
no answ er
Only about 10% of children interviewed who do go to school have repeated a school
year. Again, this might be a sign of the rather good quality of education; but it could
also mean that given the already difficult situation, school teachers cannot afford to
have children repeating school and had rather let them go on to the next level or drop
out.
38
Figure 21
Level of school year repetition.
9.4%
8.3%
repeated
school year
not repeated
school year
no answ er
82.3%
There is an urgent need to increase the general current effort of getting children into
school by building more schools on one hand, and providing more teachers on the
other.
Children’s Activity
Participation of children in household chores or other activities is quite common in
Western Darfur. When undertaking the survey, children were often working out in the
fields and were called back for the interview. 72.8% of children participate in household
chores and 56% spend more than one hour per day doing them (Fig.22).
Figure 22
Level of participation, and time spent on household chores.
no chores
17.3%
27.2%
do chores
28.3%
23.5%
less than 1
hour
1 hour
72.8%
does not do
chores
15.1%
1 to 2 hours
15.8%
more than 2
hours
The level of activity outside the home is unexpectedly low: only 4.2% of children aged 6
to 18 are supposedly working. This is likely to be a strong underestimation that can be
explained by inconsistencies in the data collection process, as explained in the
limitations section of this report. Compared with the same information given by module
1 of this survey, 11.7% of respondents of the same age category declared they were
39
active (Fig. 23). The discrepancy between those two figures can only be explained by
lack of rigour in the fieldwork process. It is interesting to note that more than 58% of
children are willing to work, increasing to 63.5% among those older than 14 years old
(data not shown). Taking into account our field experience, we can assume without a
very high risk of mistake that most respondents who answered were not working (often
because they considered that helping a family member in the field is not a real job),
were also answering that they were willing to work, and that the latter is a good
reflection of the former.
Figure 23
1.4%
Level of activity.
4.2%
w illing to w ork
w orking
0.1%
3.0%
not w illing to
w ork
not w orking
ddon't know
94.4%
no answ er
38.6%
58.3%
no answ er
As a conclusion for this subsection, we regret that we are unable to provide a more indepth analysis of children’s activities due to the minimal number of respondents who
answered the questions about work load, working conditions and income.
Living conditions
Difficult living conditions are a common burden in the whole of Darfur. The situation of
many children might be even more difficult. Looking at basic needs, such as access to
food, clean water, shelter and medical care, provides us with an overview of the
livelihoods of children in this region. We also explore how children are treated within
the family and the community by including questions about love and affection, violence
and mistreatment.
40
Diversity and quality of food intake is central for survival and growth. Only 43% of
children considered that they receive enough food. This means that 57% of them
reported food shortages (Fig. 24). There is no significant difference between girls and
boys (data not shown).
Figure 24
Food sufficiency.
alw ays enough
4.0%
1.9%
12.0%
43.1%
sometimes not
enough
frequently not
enough
alw ays not
enough
14.9%
alw ays enough
but w ith poor
quality
24.1%
no answ er
Results on access to water and to health care seems at first more encouraging. Most
children (84.3%) consider that they can access a safe source of water (Fig. 25) and
that they are in good health (Fig. 26).
Figure 25
Access to safe source of water.
access to safe
source of
w ater
2.4%
14.5%
no access to
safe source of
w ater
83.1%
don't know
41
Figure 26
Health situation.
good health
0.6%
3.9%
11.2%
not good health
don't know
84.3%
no answ er
However, a closer look at the type of water source as well as the type of health care
facility available to them shows that the situation is not so positive. Less than 2% of
respondents declared having access to a private or public tap. About 36% of children
have access to a public hand pump and about 30% to a open well.
Figure 27
Source of water.
piped into residence/
co mpound/ plo t
public tap/standpipe
0.1%
0.2%
0.6%
15.1%
1.5%
0.7%
35.6%
1.3%
hand pump in
residence/compound/
plot
public Hand-pump
well in
residence/compound/
plot
o pen well
4.2%
3.1%
spring
7.7%
rain water
29.8%
0.1%
river/ stream
tanker/ truck
po nd / lake
o ther
31.74% of children get water from rivers, ponds, lakes, streams or collected rainwater.
Similarly, medical care is only available to about two thirds of the children (Fig. 28).
42
Figure 28
Access to health care.
medical care
accessible
3.2%
27.7%
medical care
not accessible
69.1%
no answ er
Most children can rely on one or both parents. Almost 90% of children believe their
parents love them, and consider that they take care of them (data not shown). 89.6%
go to either their mother or their father when they need help (Fig. 29).
Figure 29
Person you go to when you need help.
mother
1.0%
0.9%
2.5%
0.5%
0.1%
1.6%
0.2%
father
3.8%
sister
brother
19.5%
uncle, aunt
grandparents
spouse/partner
70.1%
community
leader
other
no answ er
The repercussion of war on children can be also reflected by recording violence
against a member of their family. 7.9% of children mentioned that someone has been
mistreated in their family circle. (Fig. 30) This was mainly looting and robbery (45.5% of
cases).
43
Figure 30
Mistreatment of a family member.
mother
3.3%
3.0%0.8%
3.8%
2.3%
bad event
7.9%
father
1.5%
9.1%
24.2%
sister
brother
8.3%
uncle, aunt
grandparents
no bad event
in law s
6.1%
37.1%
88.8%
3.8%
no answ er
spouse/partner
children
friend
no answ er
Looting, theft
0.8%
0.8%
6.1%
0.8%
2.3%
45.5%
0.8%
beating,
chasing
injury due to
knife, gunshot
or fighting
rape
15.9%
abduction
destruction of
house/shelter
27.3%
destruction of
the village
other
About the same proportion of children have been a victim of mistreatment (Fig. 31)
Figure 31
2.1%
Mistreatment of children.
7.4%
mistreatment
no mistreatment
90.5%
no answ er
44
Most of this mistreatment has taken place within the family: in 31% of cases, either the
mother or the father is responsible; it is the brother or the sister in 8.6% of cases, and
the uncle or aunt in 5.6% of cases. Other children are responsible in 27.2% of cases
(Fig. 32). In 67% of cases, information about the kind of mistreatment is unavailable.
Figure 32
Person responsible for mistreatment of child.
mother
father
9.6%
3.2%
14.4%
9.6%
sister
16.8%
brother
uncle, aunt
grandparents
0.8%
4.8%
27.2%
5.6%
2.4%
Figure 33
4.0%
spouse/partner
other children
teacher
community
leader
gunmen, militia,
police
no answ er
1.6%
Type of mistreatment.
bad
language/verbal
abuse
5.6%
28.8%
1.6%
laugh at me
push me/ physical
abuse
hit me/ physical
abuse
45.6%
9.6%
8.8%
w ound me
no answ er
In 45.6% of cases, children were bitten, and in 28.8% of cases they were verbally
abused (Fig. 33).
45
Figure 34
Children’s reactions to mistreatment.
7.2%
nothing, I don't know
w hat to do
24.0%
nothing, I am afraid of
hav ing more problem
24.8%
I abuse them/fight back
I keep quiet all the time
3.2%
9.6%
18.4%
I try to stay aw ay from
the person
12.8%
I complain to another
member of family
no answ er
Children are passive victims of mistreatment most of the time: in 58.4% of the cases
they did not react, and only in 9.6% of the cases they react violently to abuse and
mistreatment.
Using a Likhert scale, we also asked children if they felt happy. Results are shown in
Fig. 35. 68.6% of children feel often or always happy. But 5.7% feel rarely or never
happy.
66.7% of children feel very or rather happy. But a noticeable minority (6.0%) feels very
sad or rather sad.
Figure 35
Level and intensity of happiness.
happy all of the time
4.6%
1.1%
2.3%
1.0%
35.7%
4.9%
often happy
23.4%
v ery happy
0.1%
2.5%
31.5%
rather happy
24.7%
neither happy nor sad
sometime happy
rather sad
rarely happy
35.2%
32.9%
nev er happy
no answer
v ery sad
don' know
no answ er
46
We finally asked children about any difficulties they experienced. Almost 6% of children
declared having often or always difficulty sleeping, or having nightmares (Fig 36).
Figure 36
Frequency of sleeping problems (left) and bad dreams (right).
nev er
3.3%
3.9%
2.4%
2.3%
2.0%
2.0%
almost nev er, rarely ,
less than 1 time a
month
sometimes, 2-3 times a
month
9.3%
8.8%
often, 1 time a w eek
65.1%
almost alway s, almost
ev ery day
17.7%
64.9%
18.3%
no answer
8.7% of children have often or always headaches, and 4.2% have often or always
stomach aches.
Figure 37
7.1%
Frequency of headaches (left) and stomach aches (right).
nev er
1.6% 2.4%
3.5%
0.8% 2.4%
almost nev er, rarely ,
less than 1 time a
month
sometimes, 2-3 times a
month
16.3%
16.5%
often, 1 time a w eek
27.4%
45.0%
almost alw ay s, almost
ev ery day
21.4%
55.7%
no answ er
Finally very few children suffer frequently from nausea or other forms of aches.
47
Figure 38
3.5%
Frequency of nausea (left) and other types ache (right).
0.2%
0.8%
2.4%
nev er
0.2%
2.4%
almost nev er, rarely ,
less than 1 time a
month
sometimes, 2-3 times a
month
0.2%
16.3%
22.7%
74.2%
21.4%
often, 1 time a w eek
almost alw ay s, almost
ev ery day
no answ er
55.7%
Most of the children interviewed have a high level of resilience and, although some of
them may show some signs of anxiety and even post-traumatic stress disorder, these
children seem to manage to deal with their trauma in everyday life, and their
functionings are not necessarily impeded by it.
The Specific Situation of Adults and Children with Disabilities
The qualitative research undertaken during the course of this project indicates that the
situation for most of the adults and children with disabilities in the region is especially
challenging. Overall, attitudes by non-disabled Darfurians to adults and children with
disabilities is that of charity, based on (Islamic) religious beliefs. Prior to the conflict,
adults and children with disabilities were frequently beneficiaries of zakat, the Islamic
system of charity for those seen as most in need. One of the most common Arabic
terms used for disability in the region is mushkeler, which translates as ‘problem’.
However, since the conflict and large influx of humanitarian aid, the zakat system has
been disbanded, and many people feel they are all in a vulnerable and precarious
situation. In order to assist those seen as especially in need, many agencies follow the
UNHCR categorisation of ‘extremely vulnerable individuals’ (EVIs) or later renamed
‘persons with specific needs’ (PSN). This group includes orphans and unaccompanied
children; older adults; people with disabilities; and people with mental health problems.
Agencies use various different methods to determine and assess who should be seen
48
as an ‘EVI/PSN’, including identification and registration by local Sheiks and/or
identification through specific targeting, including local disabled peoples organisations
(DPOs) when available. Once categorises as such, benefits include assistance with
food and non-food items and preference in programme delivery.
Disabled Peoples Organisations (DPOs) in the region are quasi-governmental
structures, though they are run by persons with disabilities and have links to regional
DPOs and national umbrella organisation.
The Forobaranga Association of the Disabled was set up in 2007 and has around 850
registered ‘members’, both locals and IDPs. The number is not disaggregated by age
or gender, but there are three different categories of registration: blind; deaf and
physically disabled, though in practice most other impairments are categorised as
physical. It is run by a committee of 12 members. Registration costs are SDG15 per
person (of which SDG10 is the cost of the production of the laminated membership
card; the remaining SDG5 goes to the DPO funds). Fees can be wavered for extremely
vulnerable cases. In most instances, the DPO members go to villages and ask Sheiks
if they have any persons with disabilities living in the villages and then encourage them
to register. Membership benefits include preferential access to schools and hospitals
as well as some government assistance with costs (some of which are already free).
The list is also shared with the Ministry of Social Welfare delegation in El Geneina and
with agencies to identify EVI cases. The local Forobaranga organisation does not
appear to carry out any advocacy or awareness raising campaigns, nor does it meet on
a regular basis.
The Sudanese Society for Disabled Welfare and Qualifications in El Geneina is a more
established organisation, and is the regional head office. It is again made up of three
impairment groups (blind, deaf and physically disabled), and has over 2200 registered
members. Its fees are SDG10, and again, it has an outreach programme to
49
surrounding areas, including IDP camps and hospitals, to locate potential members.
The centre has a part time physiotherapist and social worker, as well as two teachers.
These are all funded by the Ministry of Social Affairs. From the centre it also runs a
WFP food distribution point, a prosthetic and assistive devices workshop and a small
school mainly for extremely poor children (often parents have disabilities, in particular
Leprosy).
Overall, DPOs receive little external assistance as many of their previous support came
from disability and development agencies that no longer operate in the region. Most
support now is in-kind, such as donations of assistive devices to distribute. The centre
in El Geneina does receive some support from the ICRC.
The experiences of persons with disabilities when fleeing danger and in IDP
camps
A recent report has highlighted the specific challenges persons with disabilities face in
situations that lead to displacement, and guidelines on inclusion do already exist
(Women’s Refugee Commission, 2008).1 At a focus group discussion with a number of
women with disabilities in an internally displaced persons (IDP) camp in Garsila,
several of the women highlighted the increased difficulties persons with disabilities
faced during their initial flight from their villages. Their journeys had taken on average
double the length of time than other non-disabled villagers, putting them at greater risk
of further attack and insecurity along the route to safety. This was largely due to
mobility or transportation difficulties – for example, one of the woman interviewed had
to share her tricycle with her disabled husband, and they had to flee their village with
their three children and as many belongings as they could carry, taking turns to use the
tricycle. There is an overall lack of availability of assistive devices across the region;
those that already have them often paid for them. Though sturdy, many of the devices
1
The report “Disabilities among Refugees and Conflict-Affected Populations”, and its companion
Resource Kit for Fieldworkers, was the culmination of a six-month project led by the Women’s
Commission, co-funded by UNHCR.
50
were worn and required repair. None of the women interviewed mentioned receiving
any assistance from neighbours or fellow villagers during flight (though this is perhaps
understandable in the circumstances) but many did receive help in the camps. Some
of the help, such as collecting water and firewood, was undertaken by younger family
members, again increasing the risk of attacks outside the camp on them. Other
assistance came in the form of distribution mechanisms: in this particular camp (and in
many others) food is distributed to groups of ten, rather than on an individual basis.
Therefore an elected representative collects the vouchers from each household and
receives all ten household supplies which are then divided. This facilitates access to
food supplies for persons with disabilities. Nevertheless, it should be pointed out that
this is only the case for those registered with food distribution programmes (usually in
camps), and is reliant on the goodwill of friends and neighbours.
But in many instances, this goodwill is not forthcoming. One of the groups of women
with disabilities interviewed included a number of IDPs who had fled to Forobaranga at
the height of the conflict in 2005. They had ended up in what can loosely be termed as
a ‘segregated’ camp, alongside other extremely vulnerable people, for example older
adults, the destitute, as well as persons with disabilities and persons with Leprosy.2
Some were married or widowed, and some had children. One was very elderly and
relied on support of her neighbours in the camp. Most of the men, women and children
from the camp spent their days begging in the local market place. The women were
not included in any of the formal registration programmes, and in fact told the author
that although they knew about the DPO and the registration process, the Sheik in
charge of submitting names for registration had wanted to charge them SDG1 to be
included in the list, which they could ill afford.3 Therefore they were not put on the list
2
3
It is not known if such camps are widespread across Darfur.
SDG1 = 0.30 pence
51
and are excluded from programmes that specifically target EVIs, despite clearly being
in need of this support.
Identification and registration of persons with disabilities
Another issue that arose during focus group discussions in Forobaranga (one with 24
men and another with six women) was the whole issue of registration. Official
registration can benefit persons with disabilities in a number of ways: it can facilitate
free access to schools; reduced healthcare costs and a number of other potential
benefits besides. However, it is debatable to what extent these benefits are actually
realised in the current context, and whether persons with disabilities actually perceive
registration to be beneficial.
In theory, the process of registration eventually links to the Ministry of Social Welfare,
and is primarily undertaken by local disabled people’s organisations (DPOs) in the
field. It is also unclear as to what relationship they have with governmental structures,
given the restrictions placed on civil society movements in Sudan (Flint and de Waal,
2005). It is also debateable as to what extent ministries actually take any
responsibilities for certain issues, for example, welfare of persons with disabilities.
There are a number of DPOs in western Darfur, including the Sudanese Society for the
Disabled Welfare and Qualifications in El Geneina, which has around 3000 registered
‘members’. Registration (and hence ‘membership’) has a number of benefits, including
access to specifically targeted humanitarian aid, a reduction in healthcare bills, and
free schooling. Membership is free (there are no annual fees) but there is a one-off
charge for the registration card, which must be shown to access these benefits. As is
common in many countries, the DPOs have tended to be traditionally divided into three
main categories - for the blind, deaf and physically disabled (incorporating people with
Leprosy). There are apparently no specific DPOs for people with learning disabilities
52
or mental health problems and it is not clear whether they are registered with any of the
existing DPOs.
The Sudanese Society for the Disabled Welfare and Qualifications in El Geneina is
housed in a large compound, and has two social workers, a physiotherapist and two
teachers seconded to them on a part time basis by the government. They have a small
school (two classes) for children excluded from local school either because of their
parents (for example if they have leprosy) or because they themselves are disabled
(see below). It also has a workshop to make artificial limbs and other assistive
devices, as well as a small vocational training centre. It has close links with a number
of organisations including the ICRC who both receive and make referrals to the
Society, for example for people requiring artificial limbs. According to the ICRC in El
Geneina, the lack of access to medical care across the region contributes to the rates
of limb amputations undertaken. It also has links with the WFP, who allocate specific
food rations to the Society for distribution to registered members, considered as
‘extremely vulnerable individuals’ (‘EVIs’). EVIs are those whose specific
circumstances lead them to require additional support such as food and non-food items
(NFIs - plastic sheets, jerry cans etc), as well as protection activities and referral to
specific support networks if available. Each organization has its own methods of
assessing who should be considered as EVIs, but the list usually includes adults and
children with disabilities, older adults, those with mental health problems, and femaleheaded households.
DPOs in regional towns have a more limited capacity. The Forobaranga Disabled
Association was set up to support the work of the Sudanese Society for the Disabled
Welfare and Qualifications in El Geneina in 2007. As of February 2009, the
organisation has around 850 registered members. This figure is not disaggregated in
any way, though the board claims they have members aged from 5 – 70 years old.
53
People can self-select to be registered, either by coming in person to the centre in
town, or members of the board go out to surrounding towns and villages and ask
sheiks and village leaders to identify adults and children eligible to register. The
committee has the final decision on who is eligible for registration. There is clearly
potential for missing a number of potential persons who could be registered within this
process. A number of groups are significantly under-represented within this process,
for example persons with mental health problems and those with learning disabilities.
In addition, registration requires a fee, which many persons with disabilities in Darfur
cannot afford.
Again, it is unclear what other purpose registration (and hence ‘membership’) has
aside from the potential reduced fees and increased access to healthcare, education
etc. and the possibility of receiving assistive devices. In Forobaranga, a one-off fee of
SDG15 is charged for the card.4 Fees can be wavered at the discretion of the board.
The board consists of a Director, Deputy Director and three other representatives – all
men with disabilities. This structure feeds into a committee with a further seven
members (five men and two women) selected by the Board. The organisation is
registered with the National government, but do not receive any direct funding from
them. They receive some money or donations from NGOs (including tricycles from
Intersos) and are the focal point for activities regarding disability in the area. This
includes their list of registered members being passed onto NGOs and UN agencies,
specifically the WFP, to assist them in locating ‘extremely vulnerable individuals’ (EVIs)
for targeted aid.
Whilst there is potential for NGOs to increase their work with DPOs, particularly with
the identification of vulnerable and hard to reach groups, there is also more potential
on behalf of the DPOs to collaborate and increase their lobbying and advocacy work to
4
Around UK £5 at the present rate exchange. This money goes toward the photograph, the actual
laminated card, and the slush fund of the organisation.
54
NGOs and the UN for greater disability inclusion in their programmes, beyond EVIs to
a more rights-based approach in line with the UN Convention on the Rights of Persons
with Disabilities (UNCRPD), specifically Article 11 on situations of risk and
humanitarian emergencies. At present, this is almost non-existent. In other parts of
the world, for example Sierra Leone, conflict acted as a catalyst to drive DPOs to
strengthen their capacity in this area of work (Kett 2007). Raising these issues early
on also has the potential of increasing DPOs chances of being included in the planning
and implementation of post-conflict recovery programmes (though of course this is still
too early to consider in Darfur).
The issue of identification of ‘EVIs’ is therefore one where the PPE will give a more
accurate and nuanced picture than that provided by village leaders, who clearly may
have a vested interest in the information they supply, or may (un)intentionally exclude
some adults and children from the process, for example, those who cannot afford
registration.
Disability and gender
As part of wider protection activities, many NGOs have set up and support communitybased women’s centres, where women meet, talk about issues such as gender-based
violence, and undertake activities such as literacy classes, sewing, bread making etc.
These are based on previously existing traditional structures whereby women met to
talk, make decisions about community life and undertake other activities. The women
each contributed a small amount of money to the group, which was then distributed to
those considered to be particularly vulnerable within the community, or to make food
for guests, or other such activities. Those women considered particularly vulnerable
included older adults, orphans, persons with disabilities, those whose homes had been
damaged (e.g. by fire). The NGO support had increased their capacity and widened
their activities to include potential income-generating activities (such as the bread and
55
sweet making). The groups still request membership fees, or in-kind donations (such
as grain), the excess of which can be donated to those considered particularly
vulnerable in the current context. This was decided on an ad hoc basis by the group,
and cases could be presented by any relative, friend or member of the group. The
men’s group (also known as the youth group) have a similar process.
Membership of the women’s groups is decided by the committee – the committee first
meet the potential candidate, often visiting her house to talk to her before making their
decision. In theory, women with disabilities have the same opportunities as all other
women to become a part of the women’s groups, and fees were usually wavered for
women with disabilities. However in the groups visited, though women with disabilities
were apparently included in activities where it was considered possible – when asked
about blind women, members laughed off the idea that they could be included, asking
how they could see to take part in the activities. As classes and activities have included
literacy classes, small business initiatives etc, women excluded from such activities
lose out on more than just the support of the women’s group.
Impact of disability on the household
All the persons with disabilities who were IDPs interviewed spoke about the need for
jobs and food, and the lack of welfare support. There are limited opportunities for
income-generating activities in general within the region, and poverty is endemic. For
many of the persons with disabilities interviewed, their main [only] source of income
was from begging in the local market place.
The presence of a person with disabilities within the household can put extra strain not
only on finances, but also on family coping strategies. It is worth noting that of the nine
street children interviewed by the author (all now part of a small apprenticeship
programme with Intersos in Garsila); two had struggled at school and perhaps had a
degree of learning disability; whilst two others, brothers, were the offspring of parents
56
with mental health problems. Such children clearly slip through targeted programmes,
including education and EVI registration, and are only picked up through initiatives
such as that run by Intersos in Garsila.
Access to education
There are relatively few formal schools in western Darfur; according to the WebGis,
there are 160 primary schools in all 7 AUs. In addition to the lack of physical school
buildings, a shortcoming that Intersos works with communities to overcome through its
school construction programme, UNICEF works with the Ministry of Education to
provide school supplies, and train salaried and unsalaried teachers. Though ostensibly
free, there are still some costs related which range from SDG3 month (government)5 to
more than double that for private schools (essentially schools set up and run by private
individuals). However classes are overcrowded, there is a lack of trained teachers,
materials and other resources. Despite this, according to UNICEF data, primary school
enrolment has increased from 516,000 children in 2006 to more than 976,000 in 2008.6
This information is not disaggregated by gender or disability, though it is hoped that the
survey will provide data on the numbers of children with disabilities both in and out of
formal schooling.
According to one very experienced teacher at a school in a semi-settled nomad camp,
there are very few children with disabilities attending schools in the region because of
parental and teacher attitudes – including common misunderstandings about disability;
lack of access and assistive devices, and overall lack of support. The teacher felt that
these prejudices could be overcome, but would take much time and sensitisation.
Therefore access to school for a child with disabilities depends on parental attitudes,
proximity, physical access and likelihood of acceptance in class. Moreover, it seemed
from discussions with other teachers that even if there are children with disabilities
5
6
Fees can be wavered for EVIs
http://www.unicef.org/infobycountry/sudan_darfuraction.html
57
registered in school, they often do not attend school regularly; however, the absence of
good governance structures means that such cases are rarely followed up.
Child clubs (child friendly spaces)
There are other non-formal education structures for children in the region, including
child-friendly space, or children clubs. Intersos run a programme of children’s clubs
funded by UNICEF. These centres operate as ‘safe spaces’ for children to come and
play, learn and socialise. They are run by local men and women who are trained as
‘animators’. These animators also function to sensitise the communities about the
benefits of the children’s clubs. Each club can have up to several hundred children
who use them, though all the children rarely attend every day. There was no formal
registration system, though there were discussions about implementing this during the
authors visit. It seems that a formal registration system, both for new children and for
daily attendance monitoring, has been set up since and is running in most CFS at the
time of the writing. If the animators do not see a child for several days, in theory they
go and visit the parents to see if there is a problem. According to the animators, the
main reasons given for non-attendance are ill health, and the child being left alone at
home. On probing, there are few children with disabilities attending (though see below)
and most animators questioned thought this was due to shame on behalf of their
families (in particular regarding physical disabilities) and the reactions of other children
(e.g. teasing them). Few had though about ways to specifically include them.
Though technically children over seven years old should attend primary school, in
reality, many don't, for reasons of access, money or parental understanding. Therefore
clubs are open to all children and ages range from babies (with older siblings) to 12
years or older. Classes were roughly divided into the under-three’s and four years old
and above. Attendance depended on a number of factors: proximity, whether the child
attended primary school, siblings at the centre and knowledge of the centre. This was
58
usually by word of mouth, and by staff working in the local communities advising
families about them. Some families would rather their children helped with household
chores, such as looking after cattle, though the community workers tried to educate
them about the benefits of the clubs. Children considered orphans (though often from
a single female-headed household, or living with grandparent(s), as well as some
children with disabilities also participated in these clubs, though there were no specific
provisions made for them, for example, no sign interpreters for deaf children.7 For all
children, it seems physical proximity to a club was the key factor in their attendance.
This of course raises the issue that a child with disabilities who cannot physically get to
the club will be excluded.
In terms of which children do not attend the clubs, the main reasons cited by the
animators were lack of parental knowledge/education around the benefits of
attendance; keeping the child at home to assist with domestic chores; or orphans
(again, this can mean singe female-headed household, or living with grandparents).
Most of the children’s clubs are run along semi-structured lines, with the animators
deciding on the activities on a daily ad-hoc basis. These range from formal literacy
lessons, to painting, singing and sports activities. Several of the animators interviewed
saw them as a ‘first step’ to school. Again, it seems that by the end of the project this
component has been developed with most CFS having clearly established weekly
activity plan.
Sudan does have an official preschool education policy, and there is some discussion
underway as to the benefits of formalising the children’s clubs into formal preschool
education structures. Hence, the official pre school policy and curriculum of the GoS
developed during the project period has been made available in official curriculum
7
Though these children used ‘home signs’ rather than formal sign language.
59
books by March in Khartoum. By April, Intersos and the MoE carried out several
trainings on this curriculum for all CFS animators.
Certainly the more vibrant children’s clubs were those attached to, or next to, primary
schools. Formalising them would have the benefit of the state and UNICEF support,
for example for curriculum, supplies and offer the benefits that preschool has been
proven to show in terms of retention in formal education structures. Intersos and
UNICEF objectives are keen to take this direction: formalizing the whole institution by
involving the MoE and overseeing its action. The problem remains the low capacity of
MoE in the field.
In addition, from a disability perspective, Sudan has legislated for free education for
disabled children. This is contingent on them accessing school, and preschool access
would certainly facilitate this. There had been a great deal of research one on the
benefits of early childhood care and education (ECCE).8 There is also growing
evidence of the links between early childhood development and ‘risky youth
behaviour’.9
Children not attending school are more vulnerable. Access to school in the first place is
difficult for vulnerable children.
CONCLUDING REMARKS
This is a first overview of the situation of vulnerability in Western Darfur, in particular in
Um Kher AU. Some limitations due to the quality of the data gathered did not allow for
a detailed analysis of some important questions, such as barriers to education, and
level and condition of labour for children. We are hopeful that further data cleaning
might help to obtain more knowledge from this database.
8
See for example Young (2007)
Preventing Youth Risky Behaviour through Early Child Development The World Bank 1 (3) February
2006
9
60
The survey project relied on a strong partnership between the researchers and the
team in Darfur. The latter ensured the quality and validity of the work being carried out
on the field. Some limitations have resulted from the level of missing data for some of
the questions.
The preliminary results show the relative importance of child labour as well as the
extent to which all children are excluded from school, and probably more so for the
more vulnerable children. Access to health, food and drinking water is also far from
universal.
Finally, in spite of very difficult living conditions, violence and war, the mistreatment of
children remains at a low level, as does the level of children showing signs of anxiety
and depression. A large majority expressed a rather high level of general happiness.
The design of a sound educational policy aiming to include all children needs to take
into account scientific-based knowledge. This survey might eventually provide some
understanding in order to build relevant policies within the Darfur context. In the
perspective of achieving universal primary education for all by 2015 (Goal 2 of the
Millennium Development Goals), knowledge from this field survey aims at providing
some guidance for sustainable solutions.
Finally, we want to reiterate our great appreciation of the work achieved by all the
Intersos team in Darfur in the very difficult circumstances.
61
ANNEX 1: QUESTIONNAIRE
1 - HOUSEHOLD FILE
/___/
/___/
1.1.Number of tukul (huts) in the coumpound
1.2. Condition of the shelter (1=good, 2=fair, 3=bad)
1.4. Total size of this land cultivated by the household (in mokhammas)
1.5 Give me the size of the land cultivated for each culture?
sorghum
/___/___/ corn
/___/___/ tomato
/___/___/ onions
/___/___/ garlic
1.6 Why part of this land is not cultivated?
/___/
millet
/___/___/
/___/___/
okra
groundnut
/___/___/
/___/___/
1.9. How many? (ask for each following type)
1 = camels /___/___/ 3 = donkeys
/___/___/
2 = cows
/___/___/ 4 = goats
/___/___/
other,
specify_____
/___/___/ 1.23.
1.24.
N.B.:Listing members of household from the head to the youngest member respecting the type of relationship.
1 = head of household 4 = father
7 = sister
10 = member of spouse family
1.12. Relationship
to the head
2 = spouse
5 = mother
8 = nephew/niece
11 = friend
of household
3 = son or daughter
6 = brother
9 = uncle/aunt
12 =other, specify________________
status
1.16. Length of
1 = single, never married
3 = married, polygamous
5 = divorced/separated
2 = married, monogamous
4 = engaged
6 = with a partner
7 = widowed
1.28.
8 = other, specify___________
1.29.
write the code of the profession in which the person works
Code of the
(list of professions in the manual)
1= Agriculture (farming, etc.)
4 = Manufacturing / Industry
sector of
2 = Cattle keeping
5 = Land and Construction (house building)
activity
3 = Mining
6 = Craft (mechanic, weaver, etc.)
9 = State and Administration
7 = Transport (taxi, bus, train, airplane)
10 = Services
Level of
Evaluate the number of hours worked, including household chores. Try to evaluate number of days a week
1 = pre-school
3 = secondary
5 = university
school
2 = basic school
4 = technical school
6 = coranic school
Degree
1 = basic certificate
3 = diploma
5 = master degree
2 = Sudan school certificate
4 = bachelor
6 = PhD degree
6 = from Other foreign country
(persons
4 = kidnappings
7 = extorsions
10 = harassment by local nomads
above 5)
Migration
2 = crop destruction
5 = homicides
8=factional fightings
11 = house/infrastructure destruction
4 = lack of money to send me to school/ poor family
12 = child to young to go to school
Displacement
3 = thefts
6 = beatings
9 = harassment by armed groups
12 =to get married
5 = need to work
13 = because of disability/my difficulty
13 = other, specify_______________
6 = need to help for household chores
14 = insecurity and risk of child abduction
7 = school not adapted to girls: no latrines…
15 = there was no school in my time
8 = school useless for girls
16 = other, specify_________________
situation
1.22. Status of
activity
1.10.
1 = working
7 = others, specify_______________
1 = farmer
4 = work with an NGO
7 = apprentice
2 = work with the Government
5 = I do business
8 = family helper (no cash paiement)
3 = work with a Company
6 = small jobs
9 = employer
1.12.
1.13.
1.14.
1.15.
1.16.
1.17.
10 = other specify________________
Name
1 = absence of school because of war/situation
9 = school not very useful (for children in general)
of education 2 = school too far
3 = no teacher because of war / situation
4 = person in charge of household tasks
not working,
seeking
for a job
5 = student
52==retraité,
vieillard
6 = handicapé
7 = autre (préciser)
3 =not working, not looking for a job
6 = long disease, not looking for a job
1.11.
Absence
1.31.-1.32. Income
10 = did/do not like school
11 = child too old to go to school
Give an approximation of income in cash even if it is in kind. Calculate a daily/weekly amount and evaluate
for a month. For contract worker, the monthly wage is indicated. For farmers, give an estimated value of the
crops. For shepherd, animal keeper who owns animals, income from activity.
1.18.
1.19.
1.20.
1.21.
1.22.
1.23.
For all members of household
1.24.
1.25.
1.26.
For active members
1.27.
1.28.
1.29.
1.30.
1.31.
1.32.
(For all members above 4)
With
Is (name)
What
Is
How
Are
Where
Why
Is
If (name)
Under
What is
Sector
How many
How many
Does (has)
If YES,
If YES,
If
Does (name)
If YES
whom
male
is
(name)
long
you
(name)
did
(name)
is not
which of
the
of activity
hours/day
days/week
(name)
What is the
What is the
NO
have an
How much
do you
or
the
married?
of (name)
do (name)
do (name)
receive(d)
highest
highest
why?
income
is (name)
live?
Female ?
age
usually
usually
some
level
degree
(whatever
monthly
(members
(circle
of
work ?
work ?
education?
(name)
(name)
the source)
income ?
of HH)
choice)
(name)?
M / F
/_5_/
8 = Trade
4 = from another village or town of Darfur
1.30.
/___/
/___/___/
/___/___/
Profession
1 = birth place
1.21. Employment
/_4_/
Village/camp/town code
Household code
2 = from Khartoum
Displacement
/_3_/
Locality
/___/___/
/___/___/
5 = sheep
6 = horses
5 = from Tchad
1.19. Reason for
/_2_/
16 = other, specify_________________
People who never moved since they were born : just code their age in month
1 = never moved
3 = from another State of Sudan
1.18. Migration
/_1_/
14 = dalaib
15 = dom
Code of the
1.25.-1.26. Work load
Specify number of months in the place. Translate years in months. If less than a month code 1
stay
N°
page :2 / 2
(5 possible answers)
9 = aradaib 11 = gunguleiz 13 = nabak
Household code
(1=lack of security, 2=shortage of seeds, 3=lack of farmers, 4= land occupation, 5= land overexploited, 6=other, specify______)
1.15. Civil/marital
/___/ / /___/ / /___/ / /___/ / /___/
6 = medaika 8 = tamarindi 10 = gudein 12 = lalob
/___/___/___/____/ 2 =papaya 4 = lemon
/___/___/ 1.8. Does the household own animals? (1=yes, 2=no)
/___/
Village/camp/town code
/___/___/___/
/___/___/___/
1.3. What is the size of the household land (in mokhammas)?
page : 1 / 2 1.7. What kind of fruits do you grow?
5 = banana 7 = joghan
/___/ 1 =mango 3 = guyave
Locality
(ask only
have
planning
is
(name)
working?
working
the above
profession
(name)
to stay
coming
come
(ask for
what
status
of (name)?
been
perma
from?
here?
the month
he/she
categories
Indicate
if over
in this
nently?
3 possible
before)
does all
(name)
Indicate
10 years)
place ?
Yes / No
answers
Yes / No
day ?
fall?
the code
the code
Specify
Specify
(If 2=>Q1.30.)
reached?
reached?
hours/day
days/week
Yes / No
Level:
Degree:
if 1=>Q1.32 (ask for last
Yes / No
one in pound)
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62
2 - SCREENING QUESTIONS FOR IDENTIFICATION OF DIFFERENT TYPES OF DISABILITY
Locality
village/camp/town code
Household code
page : 1 / 4
/___/ Locality
/___/___/___/ village/camp/town code
/___/___/ Household code
page : 2 / 4
/___/
/___/___/___/
/___/___/___/___/
FILL IN PROPER CODE FOR THE PERSON TO WHOM THE CONDITION APPLIES
0
N°
1
Name
Please copy the name
from the Household form
2
What
is the
age of
(name)?
2.1
Does
(name)
lack part
of
one or
more
limb?
2.2
2.3
Is (name)
partially
or
totally
paralysed?
Is
(name)
unable
to move
part or
entire
body?
1 = YES, 1 = YES,
part of one totally
limb
paralysed
2.4
Does (name)
have any
difficulties
walking/
moving
around or
climbing
steps?
2.5
Does (name)
2.6
Does (name)
2.7
Does
2.8
Does
2.9
Does
2.10
Was
2.11
Was
(name)
have any
difficulties
seeing even
if wearing
glasses?
(name)
have any
difficulties
hearing, even
if using
a hearing aid?
(name)
unable
to talk, or
has difficulties
pronouncing
words?
(name)
later than
the others
beginning
to walk?
(name)
later than
the others
beginning
to talk?
1 = YES, constantly
/always
1 = YES,
cannot see at
all
1 = YES, cannot
hear at all
2 = YES, a lot
of difficulty to
see, needs
glasses
2 = YES, a lot of
difficulty to hear,
needs a hearing
aid
3 = YES, some
3 = YES, some
difficulty to hear
have a part
have difficulty
of the body
or need assistance
that looks
taking care of
different
themselves,
from the other
such as bathing,
persons
getting dressed,
of the family? or going to the toilet?
1 = YES,
unable
1 = YES,
unable
2 = YES,
partially
paralysed
2 = YES, a
lot of
difficulty
2 = YES, a lot
2 = NO
of difficulty
2 = YES, often
3 = YES,
3 = NOT
two or
paralysed
more limbs
3 = YES,
some
difficulty:
move slowly
3 = YES, some
difficulty: move
at a slow pace
3 = YES, sometimes difficulty to see,
4 = NO
4 = NO
difficulty to
move the
4 = NO
difficulty to
move or climb
4 = NO, never
2 = YES,
one limb
1 = YES
needs glasses
4 = NO
4 = NO difficulty
difficulty to see
to hear at all
at all
1 = YES,
1 = YES, cannot
several
talk at all
years
2 = YES, a lot of
difficulty to talk,
pronounce
words
3 = YES, some
difficulty to talk,
pronounce
words
2.12
Does (name)
have more difficulty
or is slower than
others in learning
things and needs
to be constantly
encouraged
to do things?
2.13
Does (name)
2.14
Does (name)
2.15
Does (name)
have difficulty have difficulty have difficulty
acting/behaving
in generally
in generally
his/her age
understanding
to make
or behave
what people himself/herself
much younger
are telling
understood
than his/her
her/him?
by others?
age?
1 = YES, a lot 1 = YES, cannot learn 1 = YES,
late, more
or with very high
constantly/
than 5 years difficulty
always
1 = YES,
constantly
/always
1 = YES,
constantly
/always
2 = Yes,
2 = YES,
rather late
more than a
between 2
year
and 5 years
2 = YES, have some
2 = YES, often/
difficulty to learn and to
many times
do things
3 = YES,
3 = Yes,
but less
slightly late
than a year about 1 year
3 = Little difficulty to
learn and to do things
3 = YES,
sometimes/few
times
3 = YES,
sometimes
4 = NO difficulty to
learn and do things at
all
4 = NO, never
4 = NO, never 4 = NO, never
4 = NO difficulty
4 = NO
to talk at all
4 = NOT late
at all
2 = YES, often 2 = YES, often
3 = YES,
sometimes
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/___/ Locality
/___/___/___/ village/camp/town code
/___/___/___/___/ Household code
Locality
village/camp/town code
Household code
2.16
Does
2.17
Does
(name)
(name)
have
behave
difficulty
in a
concentrating
strange
or remembering manner?
things?
2.18
Does (name)
constantly
make up
(imaginary)
stories which
are not true?
2.19
Does
2.20
Does
(name)
(name)
see
talk to
or hear him/herself
things
constantly
that are
or often ?
not there?
2.21
Does (name) make
2.22
Does (name)
2.23
Does (name)
the same gestures
over and over
again such as
rocking, biting
their arm,
swinging their
head?
scream loudly
have a tendency
when they
to physically
are touched
hurt her/himself?
or hear a noise (like hititing her/ his
that they
head against
do not like?
the wall, pulling
her/his hair)
2.24
Does (name)
2.25
Does
have trouble
adjusting
to change
and always
want to do
things in the
same way?
(name)
refuse to be
with family
or other
people
and prefers
to stay alone?
not notice
(name)
have trouble
when someone
feel
getting along
is speaking
afraid
with other
to them, or
for no
children the
not be aware
reason or
same age ?
of the presence feel easily (for children
of others?
scared? 5 to 12 included)
2.33
Has
(name)
fainting
in the
past
3
months?
2.34
Does (name)
experience
sudden jerking
of the (parts of)
body with loss of
consciousness
during the
last 3 months?
2 = YES, often 2 = YES, often
2 = YES,
often
2 = YES, often
2 = YES,
often
2 = YES,
often
2 = YES, often
2 = YES,
often
3 = YES,
sometimes
3 = YES,
sometimes
3 = YES,
sometimes
3 = YES,
sometimes
3 = YES,
sometimes
3 = YES,
3 = YES,
sometimes sometimes
3 = YES,
sometimes
3 = YES, 3 = YES,
sometimes sometimes
4 = NO, never
4 = NO, never
4 = NO, never
4 = NO,
never
4 = NO, never
4 = NO,
never
4 = NO, never
4 = NO,
never
2 = YES,
often
2 = YES,
often
2 = YES, often
2 = YES, often
3 = YES,
sometimes
3 = YES, 3 = YES,
sometimes sometimes
3 = YES, 3 = YES,
3 = YES,
3 = YES, sometimes
sometimes sometimes
sometimes
4 = NO, never
4 = NO,
never
4 = NO,
never
4 = NO, never
2.32
Does (name)
1 = YES,
1 = YES,
1 = YES,
1 = YES, more
more
constantly
constantly /always than 10 than 10 times
/always
times
2 = YES, often
4 = NO, never
2.31
Does
1 = YES,
constantly
/always
1 = YES,
1 = YES, constantly
constantly
/always
/always
4 = NO,
never
(name)
seem to not
care about
others or
be aware of
the feelings
of others?
2.30
Does (name)
1 = YES,
constantly
/always
1 = YES,
1 = YES, constantly
constantly
/always
/always
4 = NO, never
(name)
have rapid
extremely
become
changes
active
angry and
of mood,
and cannot
aggressive
for instance
keep still
without
feel depressed,
or sit in
reason or
then happy
one place
fight a lot? and then angry? for long ?
2.29
Does
1 = YES,
constantly
/always
1 = YES, 1 = YES,
constantly constantly
/always
/always
2 = YES, often
2.28
Is (name)
1 = YES,
constantly
/always
1 = YES, 1 = YES,
constantly constantly
/always
/always
2 = YES,
often
2.27
Does (name)
1 = YES,
constantly
/always
1 = YES,
constantly
/always
2 = YES, often
2.26
Does
page : 4 /4
/___/
/___/___/___/
/___/___/___/___/
1 = YES,
constantly
/always
4 = NO,
never
2 = YES, often
4 = NO, never
2 = YES,
often,
more
than 5
3 = YES,
sometim
es, 1 to 3
times
4 = NO,
never
2.35
Does (name)
bite his/her
tongue
or froth
at the mouth
on occasions
in last 3
months?
1 = YES,
more than 10
times
2 = YES,
2 = YES, often,
often, more
more than 5 times
than 5 times
3 = YES,
3 = YES,
sometimes, 1 to 3 sometimes, 1
times
to 3 times
4 = NO, never
4 = NO, never
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64
65
Locality /___/
Village/ camp/town code /___/___//___/
Household code /___//___/
Child code
/___/___//___/
3. Education
Indicate if the interviewee is a girl or a
boy
1 = male
2 = female
3.1 How old are you?
Age in years
3.2 Do you know how to read and write
1 = YES
(for instance a short note)?
2 = NO
N.B.: Ask to child above 8
The surveyor asks the child to read and then to write the following:
My name is (specify). I am from (specify the village or town name). I am (X) years old. I would like to
tell you about my situation.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
N.B. :
Code again in the box below 1=YES if the interviewee could write the entire text,
and 2=NO if he/she could not write the entire text
3.3 Do you know how to count?
N.B.: Ask to child above 8
1 = YES
2 = NO
/___/
specify the
gender
/___/___/
specify the age
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
The surveyor asks the child to count and write until 20 :
________________________________________________________________________________
N.B. :
Code again in the box below 1=YES if the interviewee could count until 20, and 2=NO if he/she could
not.
1 = Government or public school
3.4 What kind of education did you
2 = private school/ community school/ NGO school
receive or are you receiving mainly? (2
3 = training center
answers possible)
4 = religious school, please
N.B. : Children who went to school are also
specify________________________
considered. For answers 1 to 3 go to Q. 3.14. 5 = within the family/or with someone from the
For answers 4, 5 and 6 go to 3.5
community
6 = no education
1 = there was/is no school in the village/vicinity,
school is too far away, no transportation
2 = lack of money to pay for fees
3 = lack of money for uniform
4 = lack of money to pay for other school
expenditures (books, teacher’s wage…)
5 = no money for food
6 = teacher is violent
3.5 Why did you receive no formal
7 = other children are violent at school
education? (2 answers possible)
8 = other people are violent at school
N.B.: Be careful and specific in the coding.
9 = it is dangerous to go to school: risk of violence on
Ask precision/more detail answer to the child
the way
if needed.
10 = too much work in the house (household chores)
1-to 5 – lack of money;
11 = need to work, too much work in the field/other
6 to 9 – some form of violence
job
10 to 11 – family wanted/needed the child at
12 = nobody to take care of me/parents missing
home
13 = school useless for girls/family does not allow
12 – no parents to take care of me
girls to be educated
13 to 14 – someone did not let the child go;
14 = education not very useful in general
15 to 16 – no learning materials, bad
15 = poor quality of school and teaching
teaching, no facilities
16 = no access to toilet/ water
17 – child did not work at school
17 = child doesn’t like school
18 to 21 – reason linked to disability/illness
18 = My teacher thinks there is something wrong with
me
19 = my parents think I cannot go because I am
disabled
20 = other parents complain
21 = other reason linked to my disability,
specify____________________
22 = other reason, specify_________________
/___/
specify thechoice
/___/ / /___/
specify the
choice
/___/___/ /
/___//___/
specify the
choice
66
/___/
specify the
choice
3.6 Did you face problems in being able to
travel to and from school (cannot walk, no
bus, bus too expensive, violence, etc)?
1 = YES
2 = NO------------------>go to Q. 3.8
3.7 If YES, what kind of problem? (2
answers possible)
1 = no transportation
2 = physical violence (beating, chasing, whipping)
3 = sexual harassment/violence
4 = theft
5 =nobody can come with me
6 = other, specify________________________
3.8 Did you (or your parents) not have
enough money to pay for you to go to
school?
1 = YES
2 = NO
3.9 Did you (your child) face a problem
with the teacher?
1 = YES
2 = NO------------------>go to Q. 3.11
3.10 If YES, what kind of problem?
1 = my teacher thinks there is something wrong with
me and I was refused a place in the class
2 = the teacher was abusing and cursing me
3 = sexual harassment/violence
4.= the teacher does not think disabled children can
learn
5 = the teacher thinks that disabled children should
not take up spaces in the classroom that would
otherwise be filled by a non-disabled child.
6 = other, specify________________________
/___/
specify the
choice
3.11 Did other children ill-treat you (your
child)?
1 = YES
2 = NO------------------>go to Q. 3.13
/___/
specify the
choice
3.12 If YES, what kind of ill-treatment did
you experience? (2 answers possible)
1 = cursing, abuse – (saying mean things)
2 = mockery
3 = throwing stones or other objects
4 = being violent towards me: biting hitting, kicking,
tripping etc.
5 = sexual harassment/violence
6 = other, specify________________________
/___/ / /___/
specify the
choice
3.13 Did other parents ill-treat you (or
your child) or complain about you (or
your child) going to school?
N.B.: go to Q. 3.51
1 = YES
2 = NO
/___/
specify the
choice
3.14 Which grade did you (your child)
reach?
Basic School
1 = primary 1
2 = primary 2
3 = primary 3
4 = primary 4
5 = primary 5
6 = primary 6
7 = primary 7
Secondary School
8 = secondary 1
9 = secondary 2
10 = secondary 3
11 = secondary 4
High School
12 = high school 1
13 = high school 2
14 = university grade
16 = other grade, specify_______________
3.15 Approximately, how many pupils are
in your (your child’s) school/ training
center, including all levels? And in your
class?
Number in school
Number in class
3.16 Is there a water point close to the
school?
1 = YES, permanent water point,
2 = YES, temporary water point
3 = NO water point
3.17 Are there latrines close to the
school?
1 = YES
2 = NO------------------>go to Q. 3.21
3.18 If YES, how many latrines?
Number
/___/ / /___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/___/
specify the grade
/___/___/___/
Number in school
/___/___/___/
Number in class
/___/
specify the
choice
/___/
specify the
choice
/___/___/
specify the
number
67
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
3.19 If more than one, are they separate
for girls and boys?
1 = YES
2 = NO
3.20 Are there latrines accessible for
disabled children? (ramp, handles, and
lower seat)
1 = YES
2 = NO
3.21 Do you wear a uniform?
1 = YES
2 = NO------------------>go to Q. 3.23
3.22 If YES, how much did you or your
parents spend for the uniform?
N.B.: amount spent last time you bought the
uniform
Specify amount
in Pounds,
in Piastres or Girush
88 = don’t know
99 = no answer
3.23 Do you pay fees?
1 = YES
2 = NO------------------>go to Q. 3.25
3.24 If YES, how much is this
contribution?
N.B.: Indicate in pounds if it is more than 100
piastres. Do not indicate twice the same
amount in pounds and then in piastres. Do
indicate for instance 1 pound and 20 piastres
using both boxes
Indicate the Amount of all fees including exam fees
per year.
/___/___/___/
Pound
Pound
Piastres or qirush
/___/___/Piastres
88 = don’t know
99 = no answer
3.25 Do you (or your parents) contribute
to the teacher’s wage in goods or money?
1 = YES, in money
2 = YES, in goods---->go to Q. 3.27
3 = NO------------------>go to Q. 3.29
88 = don’t know------------------>go to Q. 3.29
3.26 If YES, how much is this contribution
in money?
N.B.: Indicate in pounds if it is more than 100
piastres. Do not indicate twice the same
amount in pounds and then in piastres. Do
indicate for instance 1 pound and 20 piastres
using both boxes.
Indicate the Amount
Pound
Piastres or qirush
88 = don’t know
99 = no answer
3.27 How often do you (your parents)
contribute this money?
N.B.: If no contribution in goods or money,
go to Q. 3.30.
3.28 If you (your parents) contribute in
goods, what kind of goods do you (your
parents) contribute?
3.29 How often do you (your parents)
contribute in goods?
1 = per day
2 = weekly
3 = bimonthly (2x a month)
4 = monthly
5 = quarterly (4 x per year)
6 = biannually (twice a year)
7 = annually (once a year
8 = other specify_____________________
1 = cereals, specify_____________________
2 = other agriculture, specify________________
3 = animals, specify_____________________
4 = meals _______________
5 = tools for cultivation _____________
6 = lending land for cultivation _________
7 = other specify_____________________
1 = per day
2 = weekly
3 = bimonthly (2x per month)
4 = monthly
5 = quarterly (4x per year)
6 = biannually (2x per year)
7 = annually (once a year)
8 = other specify_____________________
3.30 Do you (your parents) spend money
for transportation to school?
1 = YES
2 = NO------------------>go to Q. 3.32
3.31 If YES, how much do they spend
everyday? N.B.: Indicate in pounds if it is
more than 100 piastres. Do not indicate twice
the same amount in pounds and then in
piastres. Do indicate for instance 1 pound
and 20 piastres using both boxes
Indicate the Amount per day
Pound
Piastres or qirush
88 = don’t know
99 = no answer
3.32 Do you (your parents) spend money
for your meal at school?
1 = YES
2 = NO------------------>go to Q. 3.34
3.33 If YES, how much do they spend
everyday? N.B.: Indicate in pounds if it is
Indicate the Amount per day
Pound
/___/___/ Pound
/___/___/ Piastres
/___/
specify the
choice
/___/
specify the
choice
/___/___/___/
Pound
/___/___/
Piastres
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/___/ Pound
/___/___/
Piastres
/___/
specify the
choice
/___/___/ Pound
68
more than 100 piastres. Do not indicate twice
the same amount in pounds and then in
piastres. Do indicate for instance 1 pound
and 20 piastres using both boxes
3.34 Do you (your parents) spend money
for textbook, pen, pencil, chalk and other
material for school during the year?
3.35 If YES, how much do they spend
every year? N.B.: Indicate in pounds if it is
more than 100 piastres. Do not indicate twice
the same amount in pounds and then in
piastres. Do indicate for instance 1 pound
and 20 piastres using both boxes
3.36 Do you (your parents) spend money
for something else for school during the
year?
Specify_________________________
3.37 If YES, how much do they spend?
N.B.: Indicate in pounds if it is more than 100
piastres. Do not indicate twice the same
amount in pounds and then in piastres. Do
indicate for instance 1 pound and 20 piastres
using both boxes
Piastres or qirush
88 = don’t know
99 = no answer
1 = YES
2 = NO------------------>go to Q. 3.36
Indicate the Amount per year
Pound
Piastres or qirush
88 = don’t know
99 = no answer
1 = YES
2 = NO------------------>go to Q. 3.38
Indicate the Amount per year
Pound
Piastres or qirush
88 = don’t know
99 = no answer
/___/___/
Piastres
/___/
specify the
choice
/___/___/___/
Pound
/___/___/
Piastres
/___/
specify the
choice
/___/___/ Pound
/___/___/
Piastres
3.38 What is the language of your
instruction / teaching?
N.B.: two possible choices
1 = English
2 = Arabic
3 = Mother tongue, specify_____________
4 = Other tongue, specify______________
/___/ / /___/
specify the
choices
3.39 Did you understand today’s class/
the last class you attended?
N.B.: Ask what the class was about
1 = YES------------------->go to Q. 3.41
2 = NO
/___/
specify the
choice
3.40 If NO, why not?
3.41 Where do lessons take place?
3.42 Do you receive help from someone
with your homework? (2 answers
possible)
3.43 Do you receive help from someone
getting to school? (2 answers possible)
3.44 Is there a place at home or outside
home where you can study/do your
homework during the day or after school?
1 = I could not hear
2 = I could not see
3 = It is complicated/I found it complicated
4 = I was not listening/ I was distracted
5 = Other, specify________________________
1 = in a dedicated building/permanent structure
2 = in a building used for something else,
specify_______
3 = outside/ open sky
4 = other place, specify________________
1 = mother
2 = father
3 = older brother
4 = older sister
5 = other family member
6 = friend
8 = teacher
9 = no one
10 = other person, specify___________________
1 = mother
2 = father
3 = older brother
4 = older sister
5 = other family member
6 = friend
8 = teacher
9 = no one
10 = other person, specify___________________
1 = YES, at home
2 = Yes, outside home: school, friend’s home,
outdoors, etc.
3 = NO
3.45 Has anyone from your home met with
the teacher(s) since the beginning of this
school year?
1 = YES
2 = NO
3.46 Have you missed any classes during
the last 7 days of school?
1 = YES
2 = NO------------------->go to Q. 3.49
3.47 If YES, how many days?
N.B.: days normally off during the last 7 days
are not to be considered
Indicate number of days
/___/
specify the
choice
/___/
specify the
choice
/___/
/___/
specify 1st and
2nd choice by
order of
importance
/___/
/___/
specify 1st and
2nd choice by
order of
importance
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
69
1 = I was sick
2 = I had to work
3 = no means of transportation/ no one to take me to
school as usual
4 = I had to take care of children/ elder people
5 = I had to do household chores
6 = special event occurred (e.g. a wedding, funerals,
death, visit, etc.)
7 = Problem of violence, it was not safe to go
8 = I did not want to go
9 = other reason, specify___________________
/___/
specify the
choice
1 = YES
2 = NO------------------->go to Q. 3.52
/___/
specify the
choice
- several days
- a week or more – if so, Indicate in number of weeks
(1 month=4 weeks)
/___/
specify the
choice
3.51 For what reason did you miss
school?
N.B.: make sure the distinction is made
between work and household chores.
1 = I was sick
2 = I had to work
3 = no means of transportation/ no one to take me to
school as usual
4 = I had to take care of children/ elder people
5 = I had to do household chores
6 = a special event occurred (e.g. wedding, funerals,
death, visit, etc.)
7 = Problem of violence, it was not safe to go
8 = I did not want to go
9 = other reason, specify___________________
/___/
specify the
choice
3.52 Have you ever repeated a school
year?
1 = YES
2 = NO------------------->go to Q. 3.54
/___/
specify the
choice
3.53 How many times have you repeated a
school year since your first year of
school?
Number of times
3.54 Did you ever have to interrupt your
studies, or stop for more than a couple of
months and resume school after the
interruption?
1 = YES
2 = NO------------------->go to Q. 3.58
3.55 When? (year)
Year
3.56 For How long? (in months)
N.B.: put 99 if the child did not come back to
school
Number of Months
3.57 For what reason? (2 possible
answers)
Political Reasons
1 = the school was destroyed
2 = the school was shut down
Reasons linked to the school
3 = there was no teacher
4 = teachers were not paid and did not teach
5 = I was mistreated (by teachers, other children,
parents of other children) so I quit
6 = school was too difficult, so I quit
7 = I became disabled and I could not access school
anymore
Family, personal reasons
8 = I have to look after somebody in the family/ do the
household chores/ work to get money
9 = there was no money to pay for my education
10 = there was nobody to take me to school
11 = other, specify____________________
3.58 How old were you when your
education stopped completely?
N.B.: Code 77 if the interviewee is still going
to school, and go to 3.52.
Age
3.48 For what reason did you miss
school?
N.B.: make sure the distinction is made
between work and household chores.
3.49 Did you miss any classes during the
last school term?
N.B.: you have to consider only the period of
time when school was open. If it is totally or
partially outside of school opening period,
then put emphasis on the last school term
3.50 If YES, how much time did you miss
from school?
NB: if more than 2 months, consider it is an
interruption and make sure Q. 3.45 is filled.
/___/
specify the
number of times
/___/
specify the
choice
/___/___/___/___/
specify the year
/___/___/
specify number
of months
/___/ / /___/
specify the
choice specify
1st and 2nd
choice by order
of importance
/___/___/
specify the age
70
3.59 Why did your education stop? (2
answers possible)
3.60 Would you like to go (back) to
school/university?
3.61 If YES, what prevents you from going
to school today? (2 answers possible)
3.62 Are you satisfied with what you
learnt or are learning?
3.63 Do you think education is useful?
3.64 If YES, for what reason?
N.B.: skip next questions
3.65 If NO, for what reason?
3.66 If you go to school, do you feel safe
at school now?
N.B.: please read the choices
1 = school was shut down
2 = lack of financial means of the family/ to much work
at home/in the field
3 = switched to an apprenticeship
/___/ / /___/
4 = I didn't like it/ I failed at school/ I didn't learn
specify 1st and
anything
2nd choice by
5 = I found a paid job
order of
8 = because I became disabled
importance
9 = I got pregnant
10 = I got married
11 = I completed my studies
12 = other, specify___________________
1 = YES
/___/
2 = NO------------------->go to Q. 3.62
specify the choice
1 = No school available
2 = No teacher available
3 = I would not be accepted because of my disability
4 = I have to work and feed my family/ I have to earn
/___/ / /___/
specify 1st and
money to start a family (dowry)
5 = I am too old to go back to school/university
2nd choice by
6 = I am not allowed by my parents/family member
order of
7 = I am not allowed by my husband
importance
8 = I have to take care of my child(ren)
9 = I have to take care of the house
10 = Other, specify_______________________
/___/
1 = YES
specify the
2 = NO
choice
/___/
1 = YES
specify the
2 = NO------------------->go to Q. 3.65
choice
1 = it is useful for everyday life, to exchange with
others
2 = it improves the prospects for finding a job
3 = I liked school
/___/ / /___/
4 = I like to be with other children
specify 1st and
5 = I have a better position in society/ the community, I
2nd choice by
am recognized
order of
6 = I want to be independent/ I want to be less of a
importance
burden on others
7 = it is important for personal progress/ because it is
better for getting married/ I am more confident
8 = other, specify________________________
1 = school is useless
2 = it does not improve job prospects/ I am still jobless
/___/
3 = school is boring
specify the
4 = I am happy with the level I have achieved
choice
5 = I was mistreated by the teachers
6 = I was mistreated by the other children
7 = other, specify________________________
1 never
/___/
2 almost never, rarely
specify the
3 sometime
choice
4 often
5
almost always
Go to section 4 Labor
71
Locality /___/
Village/camp/town code /___//___//___/
Household code /___//___/
Child code /___//___//___/
4. Labour
4.1 Do you do any household chores?
4.2 If YES, which ones?
N.B.: Fill for each chore if it is usually done
or not.
9stqte the choices
1 = YES
2 = NO------------------->go to Q.4.4
1 = cooking
2 = cleaning
3 = fetching water
4 = taking care of elderly members of the family
5 = taking care of children of the family
6 = laundry
7 = groceries/everyday shopping
8 = other, specify____________________
/___/
specify the
choice
1=YES 2=NO
1 /___/ 2 /___/
3 /___/ 4 /___/
5 /___/ 6 /___/
7 /___/ 8 /___/
1 = cooking
2 = cleaning
3 = fetching water
4 = taking care of elderly members of the family
5 = taking care of children in the family
6 = laundry
7 = groceries/everyday shopping
8 = other, specify____________________
/___/ / /___/___/___/
specify choice and
time /___/ /
/___/___/___/
specify choice
and time
/___/ / /___/___/___/
specify choice and
time /___/ /
/___/___/___/
specify choice
and time
1 = YES-------------------> go to Q.4.9
2 = NO------------------ go to Q. 4.5
/___/
specify the choice
1 = YES-------------------> go to Q.4.6
2 = NO------------------ go to Q. 4.16
/___/
specify the choice
Indicate duration since he/she stopped in
months
/___/___/
duration in months
Indicate duration since beginning of work in
months
/___/___/
duration in months
4.8 Why are you not working anymore?
NB: go to 4.16
1 = I was fired
2 = I quit because I was beaten/abused/exploited
3 = I am going to school now, no time left for work
4 = my boss is dead
5 = I don’t have any money left to buy materials for
my work
6 = it was too tiring
7= because of the war: destruction of village, work
place, etc.
8 = other, specify____________________
/___/
specify the choice
4.9 If YES, how long ago did you start
working? NB: indicate in months. For
instance 3 years=36 months. If it is less than
a month just write 1
Indicate duration since beginning of work in
months
/___/___/
duration in months
4.3 How long does it take every day?
N.B.: Try to translate time in number of
minutes how long it takes by task mentioned
in question 4.2 above. For instance, if the
child spends 1 hour cooking write 60
minutes.
4.4 Do you do any work or small jobs
outside the house which bring money (or
goods)?
NB: include all kinds of jobs, including
begging. Be persistent, give examples.
4.5 If NO, have you ever worked or had
any type of job which brings money or
goods?
4.6 If YES, how long ago did you stop
work? NB: indicate in months. If it is less
than a month ago just write 1
4.7 For how long did you work?
NB: indicate in months. For instance 3
years=36 months. If it is less than a month
just write 1
4.10 What kind of work do you do?
4.11 How many hours per day, days per
week, days per month did you work?
N.B.: write the usual number of hours per
1 = employed in a fixed job
2 = employed in occasional work
3 = helping someone with his/her work
4 = begging
5 = odd jobs (rag-picking, bottle collecting...)
6 = independent small jobs (shoe polishing,
newspaper vendor…)
7 = other, specify _____________________
Hours per day
/___/
specify the choice
/___/___/
Duration per day
Days per week
72
day, and then calculate the total with her/him
per week. If s/he does not work every day,
indicate the weekly total by multiplying the
number of hours/day by the number of
days/week. And ask the number of days in
the last month.
4.12 How much do you earn per day?
N.B.: Indicate in pounds if it is more than 100
piastres. Do not indicate twice the same
amount in pounds and then in piastres. Do
indicate for instance 1 pound and 20 piastres
using both boxes. If the child is self
employed, he/she must indicate how much
he/she earns as a benefit.
Days per month
/___/___/
duration per month
Indicate the Amount
Pound
Piastres or qirush
Indicate the Amount
Pound
Piastres or qirush
Indicate the Amount
4.14 How much do you earn per month?
Pound
NB: help to calculate if needed
Piastres or qirush
1 = I am just helping someone, I receive food
4.15 If you are not paid, why not? (2
2 = I receive shelter
possible choices)
3 = I receive some goods
NB: Only if the child indicated above s/he
4 = I am forced to work for nothing
was not paid.
5 = other, specify _____________________
1 = YES
4.16 Are you happy/ willing to work?
2 = NO------------------->go to Q.4.18
1 = I have no choice, I need to survive (eat…)
2 = I have no choice, I am forced to
3 = I have to help my family/friend
4.17 If YES, why?
4 = I like to make money, I am independent
NB: go to 4.19
5 = I cannot go to school instead as I have no money
6 = I cannot go to school instead as I am too old
7 = other, specify _____________________
1 = I have no choice, I need to survive (eat…)
2 = I have no choice, I am forced to
4.18 If NO, why not?
3 = I have to help my family/friend
4 = I would rather study/learn a profession
5 = other, specify _____________________
4.19 Do you have any other source of
1 = Yes, specify _____________________
income?
2 = No
Go to section 5, vulnerability. This is the most difficult and sensitive module.
4.13 How much do you earn per week?
N.B.: Indicate per week
/___/___/
duration per week
/___/___/ Pound
/___/___/ Piastres
/___/___/___/
Pound
/___/___/ Piastres
/___/___/___/
Pound
/___/___/ Piastres
/___/ / /___/
specify the choice
/___/
specify the choice
/___/
specify the choice
/___/
specify the choice
/___/
specify the choice
73
5. Vulnerability (N.B.: for this module, please be very careful to be alone with the child and carry out the interview in
privacy. All questions are sensitive)
Locality /___/
Village/camp/town code /___//___//___/
Household code /___//___/
Member code
/___/ /___//___/
Q.5.1. With whom do you live?
(several answers possible)
Q.5.2 Where do you sleep usually?
Q.5.3 Where do you usually take
care of yourself?
(wash body and clothes, get dressed,
use the toilet, dress a wound, take
medicine when ill, …)
Q.5.4 Where do you usually eat?
5.5 Where do you get food? (2
choices possible)
5.6 How often do you get enough
to eat?
N.B.: please state choices
5.7 Do you have access to a safe
drinking water source?
5.8 If YES, how? (2 choices
possible)
5.9 What is mainly used at home to
cook food?
N.B. :For answers 1 go to Q. 5.10.
For answers 2 to 76 go to 5.11
1
2
3
4
5
6
7
8
9
10
11
12
99
1
2
3
4
5
6
99
Father
Mother
Step-father
Step-mother
Brothers
Sisters
Other relatives
On my own
Friends
Street gang (Friends)
NGO/Institution
Other (specify)__________________
No answer
Family home/tent
With friends in a room/tent
NGO/Institution
Street (with friends)
I rent alone
Other (specify)___________________
No answer
1
2
3
4
5
6
99
1
2
3
4
5
6
99
1
2
3
4
5
6
1
2
3
4
5
Family home/tent
With friends in a room/tent
NGO/Institution
Street (with friends)
Where I rent alone
Other (specify)___________________
No answer
Family home/tent
With friends in a room/tent
NGO/Institution
Street (with friends)
Where I rent alone
Other (specify)___________________
No answer
from my family
from someone else outside my home
from school
from a feeding programme
I buy it myself
other, specify_______________
always enough
sometimes not enough
frequently not enough
always not enough
always enough but with poor quality
1
2
YES
NO
/___/
specify the
choice
1
2
3
4
5
6
7
8
9
10
11
12
13
piped into residence/ compound/ plot
public tap/standpipe
hand pump in residence/compound/ plot
public Hand-pump
well in residence/compound/ plot
open well
spring
rain water
river/ stream
tanker/ truck
pond / lake
still water: dam
other, specify_______________
/___/ / /___/
specify the
choice
1
2
3
4
firewood------------------>go to Q. 5.10
stove with kerosene/petrol
dung
charcoal
/___/
/___/
/___/
/___/
/___/
/___/
/___/
specify the 7
possible
choices
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/ / /___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
74
5
6
7
gas
electricity
other, specify_______________
1
2
YES NO
1.
2.
YES
NO
5.12 Can you get medical care?
1
2
YES
NO
5.13 Where would you go in case of
accident, injury or health problem?
(state the possibilities and specify
yes or no)
1
2
3
4
5
6
7
Doctor
clinic
pharmacy
NGO
traditional medicine
prayer, reciting Quran
other, specify_______________
5.14 Are you invited to participate
in community events such as
ceremonies?
N.B. (Intersos list of ceremonies: Eid
Ramadan, wedding…
1
2
YES
NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
1
2
3
4
5
6
7
8
9
10
11
12
13
mother
father
sister
brother
uncle, aunt
grandparents
in laws
spouse/partner
children
other member of family, specify____________
teacher
community leader
other member of the community, specify__________
friend
people in a NGO
no one
other, specify______________________
mother
father
sister
brother
uncle, aunt
grandparents
in laws
spouse/partner
children
other member of family, specify____________
teacher
community leader
other member of the community, specify__________
friend
people in a NGO
no one
other, specify______________________
mother
father
sister
brother
uncle, aunt
grandparents
in laws
spouse/partner
children
other member of family, specify____________
teacher
community leader
other member of the community, specify__________
5.10 Do you go to gather firewood?
5.11 Are you in good health?
5.15 Who takes care of you?
N.B.: 4 possible choices. Order by
level of importance
5.16 Who do you love?
N.B.: 4 possible choices. Order by
level of importance in case of multiple
answers. If the child is reluctant to
rank those s/he loves, then just note
his/her answers as they come.
5.17 Who do you feel loves you?
N.B.: 4 possible choices. Order by
level of importance in case of multiple
answers. If the child is reluctant to
rank those s/he loves, then just note
his/her answers as they come.
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
1 Yes
2 No
1 /___/
2 /___/
3 /___/
4 /___/
5 /___/
6 /___/
7 /___/
/___/
specify the
choice
/___/ / /___/
specify the
choice
/___/ / /___/
specify the
choice
/___/ / /___/
specify the
choice
/___/ / /___/
specify the
choice
/___/ / /___/
specify the
choice
/___/ / /___/
specify the
choice
75
5.18 Who do go to if you need
support or help?
N.B.: 4 possible choices. Order by
level of importance
5.19 Has anything bad happened to
anyone in your family or friends?
5.20 If YES, who was it? (4 possible
answers)
5.21 If YES, what was it?
N.B.: Indicate up to 4 choices for
each person.
14
15
16
17
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
friend
people in a NGO
no one
other, specify______________________
mother
father
sister
brother
uncle, aunt
grandparents
in laws
spouse/partner
children
other member of family, specify____________
teacher
community leader
other member of the community, specify__________
friend
people in a NGO
no one
other, specify______________________
1 = YES
2 = NO------------------>go to Q. 5.23
1
2
3
4
5
6
7
8
9
10
11
12
1
2
3
4
5
6
7
8
mother
father
sister
brother
uncle, aunt
grandparents
in laws
spouse/partner
children
other member of family, specify____________
friend
other, specify______________________
Looting, theft
beating, chasing
injury due to knife, gunshot or fighting
rape
abduction
destruction of house/shelter
destruction of the village
other, specify _____________________
/___/ / /___/
specify the
choice
/___/ / /___/
specify the
choice
/___/
specify the
choice
1/___/ 2/___/
3/___/ 4/___/
specify the
choice
1/___/ 2/___/
3/___/ 4/___/
specify the
choice
1/___/ 2/___/
3/___/ 4/___/
specify the
choice
5.22 If YES, how many months
ago? N.B.: Indicate choice for each
person. If less than a month put 1
Number of Months
5.23 Has anyone ever mistreated
you – been violent towards you in
any way? Threatened to hurt you?
Cursed, yelled or otherwise bullied
or made fun of you?
N.B.: You have to explain to make the
child feel at ease.
1
2
5.24 If YES, Who was/is it?
N.B.: 2 possible choices.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
mother
father
sister
brother
uncle, aunt
grandparents
in laws
spouse/partner
children
other member of family, specify____________
teacher
community leader
other member of the community, specify__________
friend
people in a NGO
gunmen, militia, police
other, specify______________________
/___/ / /___/
specify the
choice
5.25 When you were mistreated,
1
bad language/verbal abuse
/___/ / /___/
YES
NO------------------>go to Q. 5.27
/___/
specify the
choice
76
what were the 2 things done to you
that bothered you most?
N.B.: 2 possible choices.
5.26 What do (did) you do after?
N.B.: 2 possible choices.
2
3
4
5
6
7
8
1
2
3
4
5
6
9
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
laugh at me
push me/ physical abuse
hit me/ physical abuse
rape me
wound me
torture me
other, specify___________
nothing, I don't know what to do
nothing, I am afraid of having more problem
I abuse them/fight back
I keep quiet all the time
I try to stay away from the person
I
complain
to
another
member
of
family,
specify____________________
I went to see an association for help, specify
______________________
I went to see a member of the community for help, specify
______________________
Other, specify______________________
All of the time
Often
Sometime
Rarely
Never
Very happy
rather happy
neither happy nor sad
rather sad
very sad
never
almost never, rarely, less than 1 time a month
sometimes, 2-3 times a month
often, 1 time a week
almost always, almost everyday
never
almost never, rarely, less than 1 time a month
sometimes, 2-3 times a month
often, 1 time a week
almost always, almost everyday
never
almost never, rarely, less than 1 time a month
sometimes, 2-3 times a month
often, 1 time a week
almost always, almost everyday
never
almost never, rarely, less than 1 time a month
sometimes, 2-3 times a month
often, 1 time a week
almost always, almost everyday
never
almost never, rarely, less than 1 time a month
sometimes, 2-3 times a month
often, 1 time a week
almost always, almost everyday
1.
2.
YES, specify___________________
NO------------------>go to Q. 5.36
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
never
almost never, rarely, less than 1 time a month
sometimes, 2-3 times a month
often, 1 time a week
almost always, almost everyday
never
almost never, rarely,
sometimes,
often,
almost always
7
8
5.27 Do you feel happy…?
N.B.: please read options 1 to 5
5.28 Do you feel…
N.B.: please state choices
5.29 Do you have problem
sleeping?
N.B.: please state choices
5.30 Do you have bad
dreams/nightmares?
N.B.: please state choices
5.31 Do you get headaches?
N.B.: please state choices
5.32 Do you get stomachache?
N.B.: please state choices
5.33 Do you get nausea?
N.B.: please state choices
5.34 Do you get any other form of
aches?
N.B.: please state choices
5.35 How often?
5.36 Do you feel safe…
N.B.: please read options 1 to 5
specify the
choice
/___/ / /___/
specify the
choice
/___/
specify the
choice
‫ﺣﺪد اﻟﺨﯿﺎرات‬
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
/___/
specify the
choice
Thank the interviewee for his/her participation. Yet, leave a bit of time before leaving in
case the subject wants/needs to tell you more about what happened to them.
77
ANNEX 2: TRAINING SCHEDULE
Day and
Content
Facilitator
Session
1300-1330
1330-1400
1400-1500
1500-1515
1515-1530
1530-1730
0830-1015
1015-1030
1030-1230
1230-1330
1330-1515
1515-1530
1530-1730
0830-1015
1015-1030
1030-1230
1230-1330
1330-1500
1500-1530
1530-1730
0830-1015
1015-1030
Day 1 : 13th October
Opening the training workshop/ Welcome Remarks
Overview of training
Aims and objectives of survey
Tea break
Overview
of survey and its concept: methodology/sampling
Overview of survey and its concept: structure of questionnaire, tools, manual
Day 2: 14th October
Overview of Vulnerabilities (I)
Tea break
Overview of Vulnerabilities (II)
Lunch
Disability Concepts (I)
Tea break
Disability Concepts (II)
Day 3: 15th October
Review of where we are so far
Tea break
Attitudes
Lunch
Explaining the questionnaires : consent form and module 1 demography/family composition
Tea break
Explaining the questionnaires : consent form and module 1 demography/family composition
continued…
Day 4: 16th October
Explaining the questionnaires : Module 2 disability
Tea break
Flozinski
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
Mkett/JFTrani
Mkett/JFTrani
Mkett/JFTrani
Mkett/JFTrani
Mkett/JFTrani
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
78
1030-1230
1230-1330
1330-1500
1500-1530
1530-1730
0830-1015
1015-1030
1030-1230
1230-1330
1330-1500
1500-1530
1530-1730
Explaining the questionnaires : Module 2 disability continued…
JFTrani/Mkett
Explaining the questionnaires : concept of inclusion in education
Tea break
Mkett/JFTrani
Lunch
Explaining the questionnaires: Module 3 education…
Day 5: 19th October
Explaining the questionnaires: Module 3 education continued…
Tea Break
Explaining the questionnaires: Module 4 labour…
Lunch
Explaining the questionnaires: Module 4 Tea
labour
continued…
break
Explaining the questionnaires: Module 5 vulnerability
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
Day 6: 20th October
0830-1015
Explaining the questionnaires: HH questionnaire reviewed
JFTrani/Mkett
1015-1030
1030-1230
1230-1330
1330-1730
Tea break
Explaining the questionnaires: HH questionnaire and village form reviewed
Lunch
JFTrani/Mkett
0830-1015
1015-1030
1030-1230
1230-1330
JFTrani/Mkett
Review and questions
Day 7: 21st October
All modules reviewed
Tea Break
All modules reviewed
Lunch
JFTrani/Mkett
JFTrani/Mkett
79
1330-1730
0830-1015
1015-1030
1030-1230
1230-1330
1330-1730
JFTrani/Mkett
All modules reviewed
Day 8-9: 22nd-23rd October
Vulnerability explained to new recruited data collectors
Tea Break
All modules explained to new recruited data collectors
Lunch
All modules explained to new recruited data collectors
0830-1730
Day 9: 24th October
Survey in Garsila clusters: Borsusu and Mindu
0830-1730
Day 10: 25th October
Mock exercises all day
0830-1730
Day 11: 26h October
Survey in Garsila clusters: Borsusu and Mindu
0830-1730
Day 12: 27th October
Mock exercises all day and training on time management
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett
JFTrani/Mkett/Gbuta/Flozinski
/MProcaccini
JFTrani/Mkett/Gbuta/Flozinski
/MProcaccini
JFTrani/Mkett/Gbuta/Flozinski
/MProcaccini
JFTrani/Gbuta/Flozinski/MProc
accini
80
DO NOT CITE WITHOUT PRIOR PERMISSION FROM AUTHOR
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(eds), Exploring Theories and Expanding Methodologies, Research in Social Science and
Disability, Volume 1, Elsevier, Oxford, U.K.
2. Biemer PP, Lyberg LE, 2003. Introduction to survey quality, Hoboken: John Wiley &
Sons.
3. DFID, ‘Disability, Poverty and Development”, February 2000
4. Dubois Jean-Luc, Mahieu François-Régis, Poussard Aurélie (2003), “Social Sustainability
as a Component of Human Development”, Capabilities and Freedom, 3rd International
Conference on the Capability Approach, 7-12 September 2003, Pavia University.
5. Flint Julie and De Wall Alex (2005), Darfur: A Short History of a Long War. London: Zed
Books.
6. Hart Jason and Tyrer Bex (2006), Research with Children Living in Situations of Armed
Conflict: Concepts, Ethics & Methods, RSC Working Paper No. 30, Queen Elizabeth
House, Department of International Development, University of Oxford.
7. Saracosta J. (2009a). Expulsion of 13 relief agencies from Darfur could devastate health
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8. Saracosta J. (2009b). UN says disruptions to health care in Darfur caused by expulsion
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9. Sen, Amartya K. (2000) "A Decade of Human Development", Journal of Human
Development, vol.1 no.1, pp. 17-23.
10. Sen, Amartya K. (1999), Development as Freedom, Oxford Indian Paperbacks, seventh
impression, 2004.
11. Sen, Amartya K. (1992), Inequality re-examined, Oxford: Oxford University Press.
12. Sen, Amartya K. (1985), Commodities and Capabilities, Oxford Indian Paperbacks,
seventh impression, 2003.
Copyright © 2010 Leonard Cheshire Disability and Inclusive Development Centre, UCL.
81