COMMON FRAMEWORK FOR A LITERACY SURVEY PROJECT
Literacy Survey
Interviewers’ Manual
May 2014
<< Insert other relevant information on cover page of Guide>>
Table of Contents
Preface ................................................................................................................................................. 5
Chapter 1............................................................................................................................................... 6
Survey Overview ................................................................................................................................ 6
Chapter 2............................................................................................................................................. 12
Survey Sections ................................................................................................................................ 12
Chapter 3............................................................................................................................................. 19
Schedule and Supplies ....................................................................................................................... 19
Chapter 4............................................................................................................................................. 27
Survey Procedures ............................................................................................................................ 27
Chapter 5............................................................................................................................................. 33
The Contact ..................................................................................................................................... 33
Chapter 6............................................................................................................................................. 41
The Background Questionnaire (BQ) .................................................................................................. 41
Chapter 7............................................................................................................................................. 93
Description of the Booklets ................................................................................................................ 93
Chapter 8............................................................................................................................................. 97
The Filter Booklet ............................................................................................................................. 97
Chapter 9............................................................................................................................................. 99
The Locator or Main Booklet ............................................................................................................. 99
Chapter 10 ......................................................................................................................................... 102
The Reading Exercises .................................................................................................................... 102
Chapter 11 ......................................................................................................................................... 104
Outcome Codes .............................................................................................................................. 104
Chapter 12 ......................................................................................................................................... 111
Maintaining Response ..................................................................................................................... 111
Chapter 13 ......................................................................................................................................... 115
Reports .......................................................................................................................................... 115
Chapter 14 ......................................................................................................................................... 116
Reporting and Monitoring Cost and Progress ..................................................................................... 116
Chapter 15 ......................................................................................................................................... 118
Delivery of Survey Documents and Supplies ...................................................................................... 118
Chapter 16 ......................................................................................................................................... 121
Debriefing ......................................................................................................................................... 121
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Interviewer’s Manual
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Note to countries:
This Interviewer’s Manual is provided as a base for creating your own version of the manual. Each country is
required to carefully review the content and adapt the information provided.
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Interviewer’s Manual
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Preface
The Interviewers’ Manual builds upon a project “Common Framework for a Literacy Survey” which
was executed by the Caribbean Community (CARICOM) Secretariat under funding provided by the
Inter-American Development Bank (IDB) Regional Public Goods Facility. The main aim of the project
was intended to design a common approach to the measurement of literacy in countries. This common
framework is built upon international methodologies and fundamentally the International Survey of
Reading Skills (ISRS) that enable reliable measurement of literacy than what presently exists in the
Region.
The literacy assessment is designed to measure functional literacy. In other words, it will determine an
individual’s literacy level by employing a series of questions designed to demonstrate the use of their
literacy skills. This involves two steps – the objective testing of an adult’s skill level and the
application of a proficiency standard that defines the level of mastery achieved. The assessment
measures the proficiency of respondents on three continuous literacy scales - prose, document and
numeracy. In addition it will collect information on reading component skills. Component skills are
thought to be the building blocks upon which the emergence of reading fluency is based. Information
on the reading component skills will be collected from people at the lower end of the literacy scale
only. The testing phase is preceded by a selection phase which includes the administering of a
Background or Household questionnaire and post the selection of the respondent from the specific
household an initial pre-assessment is undertaken through a filter test booklet to determine what type of
assessment should be undertaken in the testing phase.
A consultant, Mr. Scott Murray of Canada was hired to undertake the provision of services on this
project.
The CARICOM Secretariat (including Regional Statistics and Human and Social
Development Directorate) and the CARICOM Advisory Group on Statistics (AGS) were instrumental
in the execution of the project throughout all phases. In addition, there was participation by Member
States and some Associate Members relative to the technical rollout of the instruments and documents.
This Interviewers’ Manual is aimed at providing <<country undertaking a Literacy Survey>> with all
the necessary information relative to the questions in the background questionnaires as recommended
under the IDB-funded CARICOM project.
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Interviewer’s Manual
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Chapter 1
Survey Overview
Background
The Literacy Survey is designed to provide valid, reliable and comparable measures of proficiency in
literacy for the adult population of participating countries. The survey also collects background
information on the adult population in order to provide a profile of population characteristics related to
the literacy and numeracy measures.
<< Insert Country Name >> decided to conduct this survey to gain information on the distribution of
literacy skills of the population and the areas where interventions in literacy education would be most
useful.
<< Insert Country Name >> places a great deal of importance on Human Resource Development as
Human Resources form a major resource for the sustainable development of the economy.
The relationship between literacy and socio-economic indicators will highlight the importance of
literacy and the need for improvement to promote better living conditions.
In addition <<Insert Country Name>> hopes to benefit from the survey results to better evaluate and
plan its programmes for reducing levels of illiteracy.
The << Insert Country Name >> Literacy Survey is being undertaken by the <<Survey Executing
Agency>> in partnership with <<Name of Ministry/Agency/Partner>>.
The methods employed in this survey builds upon predecessor literacy surveys of the past such as the
International Adult Literacy Survey (IALS) and its successor, the Adult Literacy and Life-Skills (ALL)
survey. The <<Insert Country Name>> Literacy Survey includes the measurement of prose literacy,
document literacy and numeracy. However, unlike the IALS and the ALL, it also includes a module to
measure a set of reading components skills which will be administered to the population with low
literacy skills.
Main Objectives of the Literacy Survey
The main objectives of the Literacy Survey are to:




Obtain quality data on the distribution of the literacy skills of adults and young people in;
Promote its effective use in formulating national policy, in monitoring and evaluation of its
programmes;
Design appropriate programme interventions to improve literacy levels; and
Build national capacity in the measurement of literacy using survey methodologies.
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Interviewer’s Manual
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Specific Objectives of the Literacy Survey
The specific objectives of the Literacy Survey are as follows:

To help the Government to objectively diagnose the different levels of literacy among persons
aged 16 to 65;

To find practical solutions and suggestions to reduce illiteracy in all its forms and eventually to
eliminate it completely;

To document how skill influences labour market, health, educational and social success;

To profile the skills of youth aged 16 to 25. This will shed light on the quality of recent school
leavers;

To provide literacy profiles for small areas for program planning and delivery;

To raise the levels of literacy of the population in order to increase its social, health, economic
and living levels and to eliminate illiteracy in all its forms.
Use of Information
The information can be used by:

policymakers to plan national programs aimed at improving literacy skills (including identifying
best practices) through providing them with information about the distribution of literacy and
numeracy skills which can then assist in developing skill enhancement policies and
programmes;

local/community level officials to enhance adult education and other literacy programs;

business and educational organizations to better understand the skills of the labour force and
plan programs to address skill gaps;

Social/welfare and related agencies, civil society to assist in identifying those
individuals/households at risk because of low literacy skills so that programs can be better
targeted to improving their skills.

researchers and other users to inform the public about similarities and differences of literacy of
the adult populations across countries.
Definition of Literacy
Literacy can be defined as is the ability to identify, understand, interpret, create, communicate
and compute, using printed and written materials associated with varying contexts.
Literacy involves a continuum of learning enabling an individual to achieve his or her goals,
develop his or her knowledge and potentials, and to participate fully in the community and
wider society1.
1
The Plurality of Literacy and its implications for Policies and Programs, UNESCO Education Sector Position Paper: 13. 2004.
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Interviewer’s Manual
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<< For the purpose of this survey, literacy is interpreted as "official language literacy" and defined as:
“The information processing skills (referring to reading, writing and numeracy skills) necessary to use
printed material commonly encountered at work, at home and in the community>> [Alternate form
taken from Bermuda’s ALLS]>>
Literacy proficiency will be measured using the following three domains:
Prose literacy – the knowledge and skills needed to understand and use information from texts that
include editorials, news stories, poems, and fiction; for example, finding a piece of information in a
newspaper article, interpreting instructions from a health brochure, inferring a theme from a poem, or
contrasting views expressed in an editorial.
Document literacy – the knowledge and skills required to locate and use information contained in
materials that include job applications, transportation schedules, maps, tables and graphs; for example,
locating a particular intersection on a street map, using a schedule to choose the appropriate bus, or
entering information on an application form.
Numeracy – the knowledge and skills required to apply arithmetic operations, either alone or
sequentially, using numbers embedded in printed materials; for example, totalling the cost of two or
more purchases, working with fractions and decimals, completing an order form, or determining the
gain or loss on an investment.
Reading Skills
Studies have shown that several abilities are very important for the acquisition of reading. These
abilities are defined below:
Word Recognition – The ability to decode and recognize new words. This is a fundamental
component of fluent reading.
Vocabulary Knowledge – The ability to access a wide vocabulary. This allows a reader to access new
and varied texts with less difficulty. Vocabulary makes reading possible and is enhanced by reading.
Listening Comprehension – The ability to comprehend information that is presented out loud. Some
adults may have difficulty with reading because they have general comprehension difficulties. These
adults will also have problems getting information from complex oral text.
Processing and Memory – The ability to segment text and organize it in memory.
Method of Data Collection
The Literacy Survey will be conducted using a <<Paper and Pencil Interviewing (PAPI)/ Computer
Assisted Personal Interviewing (CAPI) method. >> [delete as required]
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Interviewer’s Manual
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Target Population
The target population for the survey is usual residents, aged 16 to 65 years of age, who are living in
private housing units at the time of the survey. Persons living in institutions are excluded.
Institutions are living quarters in which the occupants live collectively for disciplinary, health,
educational, religious or other purposes. The institutional population comprises persons who are not
members of households. These include those in military installations, correctional and penal
institutions, dormitories of schools and universities, religious institutions, hospitals and so forth.
Personnel responsible for the running of an institution, and not living in dormitories or similar
accommodations, are not part of the institutional population. In addition, persons living in hotels or
boarding houses are not part of the institutional population, and so should be distinguished as members
of one- or multi-person households, on the basis of the arrangements that they make for providing
themselves with the essentials of living.
Therefore, institutional population includes residents of prisons, hospitals, senior homes, barracks,
student dorms etc.
Sample
The sample selected will yield a good cross section of individuals in terms of education,
age, and gender, which will reflect the socio-economic status of the communities of
<<Country Name>>.
The Literacy Survey is a household-based survey where one eligible person will be
selected from participation in the survey using the kish selection method.
Collection Period
Data collection for the Literacy Survey will begin <<Insert Collection Start Date>> and is scheduled to
end << Insert Collection End Date>>.
Confidentiality
The Literacy Survey will be conducted on the authority of the Statistics Act <<Chapter>>. All persons
employed on this survey will be required to take an oath of secrecy.
The Literacy Survey collects personal information from respondents. It will be managed according to
the rules set out in the Statistics Act. The Statistics Act requires the protection of the identities of
individual respondents.
In addition, the Literacy Survey data collection is subjected to all aspects of the Statistics Act which
stipulate very strict procedures for handling and securing personal data. Data will not be published or
delivered in such a way that a respondent’s identify can be revealed.
The Statistics Act does not permit the publication of any data at a personal level.
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Interviewer’s Manual
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Proxy Interview/ Interpreter
Proxy Interview
This survey does not allow proxy interviews. All interviews conducted must be non-proxy (answered
by the selected respondent directly). Proxy interviews with other household members will only be
allowed in extreme cases, when a respondent has been selected but cannot be interviewed for one of
the following reasons:


Mental or physical state of health does not allow response for the duration of the survey period;
Language barrier.
The only parts of the interview that can be conducted by proxy are the Screener questionnaire
and the Background Questionnaire. The assessment booklets must be completed by the selected
respondent without any help from others.
Although someone else is responding and providing the responses, the selected respondent MUST be
present and providing the information to the translator. If the selected respondent is not available, then
the interview cannot proceed.
Interpreter
A respondent may need the assistance of an interpreter to understand and respond to the questions in
the survey. This is NOT the same as a proxy interview. An interpreter may be used to translate the
questions if the selected respondent does not speak English or the language being tested. Interpreters
can ONLY be used for the initial Contact, Screening Questionnaire, the Housing questions (if
applicable) and the Background Questionnaire, and the Exit. The Filter, Locator and Main
Booklets CANNOT be completed with the help of an interpreter.
Response Rate
The success of a survey such as the <<Country Name>> Literacy Survey depends on the number of
respondents who provide information. The target response rate for the <<Country Name>> Literacy
Survey is 85%. Therefore, we need to obtain the lowest possible non-response rate. Information must
be passed on to your Supervisor on a daily basis for monitoring purposes, if we are to achieve the
required response rate.
An interview will be deemed complete if it matches one of the three scenarios as shown in Table
below.
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Interviewer’s Manual
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Table: Survey Scenarios
Scenario 1
Contact/Entry
(complete)
Background
Questionnaire (BQ) (attempt at every
question)
Filter Booklet (attempt at
every question)
Filter Booklet score is
05 or less

Reading Exercises
(attempt at every
question)
Exit
Scenario 2
Contact/Entry
(complete)
Background
Questionnaire (BQ) (attempt at every
question)
Filter Booklet (attempt
at every question)
Filter Booklet score is
06 to 15
Locator Booklet
(attempt at every
question)
Reading Exercises
(attempt at every
question)
Exit
<<Country Name>> Literacy Survey
Interviewer’s Manual
Scenario 3
Contact/Entry
(complete)
Background
Questionnaire (BQ) (attempt at every
question)
Filter Booklet (attempt
at every question)
Filter Booklet score is
16 or more
Main Booklet (attempt at
every question)

Exit
Page 11
Chapter 2
Survey Sections
Survey Flow
The <<Country Name>> Literacy Survey will use several instruments to collect the required data.
<<With the exception of the Reading Exercises, all sections will be administered in paper and pencil
(PAPI) form>>.
Below is a brief explanation of all the sections of the survey.

Contact/Entry (Household Questionnaire) – this section includes contacting a selected dwelling,
introducing yourself, explaining the reason for the visit, asking screening questions and selecting one
person to interview. The Person Selection Grid will be used to select a person within the household.

Background Questionnaire (BQ) – this questionnaire collects general information about the respondent,
on factors thought to be associated with literacy skills, i.e., background, education, labour force status,
literacy practices, etc.

Filter Booklet – this booklet resembles literacy-related activities people commonly perform. A set of 21
items will be administered and scored by the interviewer. e.g. signing a library card or reading an
advertisement.

Locator Booklet – this booklet will measure skills in prose and document literacy. These items resemble
literacy-related activities people commonly perform such as reading a newspaper or following a recipe.
There are 49 questions in this booklet. This booklet will be administered to respondents who score 06-15
in the Filter Booklet. This booklet will be scored in <<Survey Executing Office>>.

Main Booklet – this booklet will measure skills in prose and document literacy. These items resemble
literacy-related activities people commonly perform such as reading a newspaper or following a recipe.
There are 57 questions in this booklet. This booklet will be administered to respondents who score 16 or
more in the Filter Booklet. This booklet will be scored in <<Survey Executing Office>>.

Reading Exercises – these exercises will be administered to respondents who score 5 or less on the Filter
Booklet and respondents who scored 05 to 16. These exercises will measure a set of reading skills. Some
of the Reading Exercises will be tape recorded. Some of the Reading Exercises have paper forms the
interviewer or respondent will complete. There are 5 Reading Exercises:
o
o
o
o
o

PPVT (Peabody Picture Vocabulary Test) – Shortened Version
RAN – Rapid Automatized Naming
TOWRE – Test of Word Reading Efficiency
Digit Span Forward/Backward
Spelling
Exit – the interview assigns an outcome code to the case and thanks the respondent. This is found
on page 2 of the Screening/ household questionnaire.
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Interviewer’s Manual
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The flowchart below illustrates the flow for this survey.
All respondents will be administered the Contact/Entry(Household Questionnaire), Background
Questionnaire (BQ), the Filter Booklet, and the Exit.
The Locator Booklet will be administered to respondents who score 06 to 15 in the Filter Booklet.
The Main Booklet will be administered to respondents who score 16 or more in the Filter Booklet.
The Reading Exercises will be administered to respondents who score 05 or less in the Filter Booklet
and 06 to 15 in the Filter Booklet.
Contact/Entry
Household Questionnaire
Background Questionnaire (BQ)
Filter Booklet (21 questions)
Filter Booklet Score
05 or less
Filter Booklet Score
06 to 15
Locator Booklet
(49 questions)
Filter Booklet Score
16 or more
Main Booklet
(57 questions)
Reading Exercises
- PPVT
- RAN
- TOWRE
- Digit Span
- Spelling
Exit
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Interviewer’s Manual
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Interview Steps
Below are the interview steps carried out by an interviewer to obtain a complete interview.
Scenario 1 applies when the respondent scores less than 05 in the Filter Booklet.
Scenario 2 applies when the respondent scores 06 to 15 in the Filter Booklet.
Scenario 3 applies when the respondent scores 16 or more in the Filter Booklet.
Scenario 1
Scenario 2
Scenario 3
Step 1:
Administer the Initial Contact
(Household Questionnaire –
including screening questions/
roster) and select respondent.
Administer
the
Initial
Contact
(Household Questionnaire) – including
screening questions/ roster and select
respondent.
Administer the Initial Contact
(Household Questionnaire) –
including screening questions/
roster and select respondent.
Step 2:
Administer the Entry (selected
respondent)
Administer
respondent)
Administer the Entry (selected
respondent)
Step 3:
Administer the BQ
Administer the BQ
Administer the BQ
Step 4:
Administer the Filter Booklet
Administer the Filter Booklet
Administer the Filter Booklet
Step 5:
Score the Filter Booklet
Score the Filter Booklet
Score the Filter Booklet
If Score less than or equal to 5
If Score greater than 6 or less than 15
If Score greater than or equal to
16
Administer the Locator Booklet
Administer the Main Booklet
Step 6:
the
Entry
(selected
Step 7:
Administer the PPVT Exercise
Administer the PPVT Exercise
Step 8:
Record the PPVT Exercise
responses
Record the PPVT Exercise responses
Step 9:
Administer the RAN Exercise
Administer the RAN Exercise
Step 10:
Administer the TOWRE
Exercise
Administer the TOWRE Exercise
Step 11:
Administer the Digit Span
Forward/Backward
Administer the Digit Span
Forward/Backward
Step 12:
Record the Digit Span
Forward/Backward responses
Record the Digit Span Forward/Backward
responses
Step 13:
Administer the Spelling
Exercise
Administer the Spelling Exercise
Step 14
Administer the Exit
Administer the Exit
Step 15
Review Work for
Completeness, Accuracy and
Legibility
Review
Work
for
Accuracy and Legibility
Step 16
Assign Final Status Code
Assign Final Status Code
Assign Final Status Code
Step 17
Return documents to the
<<Survey Executing Office>>
of <<Country Name>>
Return documents to the <<Survey
Executing
Office>> of <<Country
Name>>
Return documents to the
<<Survey Executing Office>> of
<<Country Name>>
<<Country Name>> Literacy Survey
Interviewer’s Manual
Administer the Exit
Completeness,
Review Work for Completeness,
Accuracy and Legibility
Page 14
Interviewer information and instructions as well as instructions that will be read out loud to the
respondent are found in the document, ‘Step-by-step Instructions for the Administration of the Literacy
Survey Instruments.
Contact section including the Screening component
The Contact is a Paper and Pencil Interview (PAPI)/ Computer Assisted Personal Interview (CAPI)
and is administered by you, the interviewer. Contact will be made by personal visit.
The Contact section is administered to all selected households. It contains contact and demographic
information as well as household questions.
After the selected household is rostered, the respondent is selected based on age (16-65 years), sex and
education, using the Personal Selection Grid/Quota.
When no contact with the selected respondent is made, the interviewer will be required to make all
efforts to meet with the respondent. A maximum of three (3) attempts should be made by personal
visits to conduct the interview. These visits must be strategic and vary by time of day and day of the
week based on information received from household members or neighbours on possible times the
selected respondents may be available. If the three attempts fail, the case will be sent to the Supervisor
for further follow-up.
Special instructions to the interviewer, instructions to be read to the respondent are found in the
document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.
Note
It is possible that, owing to the requirements of the survey and the constraints on the selection process,
a household could be deemed out of scope and no interview will be conducted.
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Background Questionnaire (BQ)
The Background Questionnaire (BQ) is administered to all selected respondents. It is primarily
composed of questions that fulfill the international requirements of the survey. There are 9 sections.
Section
Topic
1.
Section A
General Information/ Background and Education
2.
Section B
Linguistic Information
3.
Section C
Parental Information
4.
Section D
Labour Force Activity
5.
Section E
Literacy and Numeracy Practices at Work
6.
Section F
Participation in Education and Learning
7.
Section G
Literacy and Numeracy Practices Generally, Social
Capital and Well Being
8.
Section H
ICTL - Information and Communication Technology
Literacy
9.
Section K
Household Information and Income
The Interviewer administers the Background Questionnaire (BQ) as a Paper and Pencil Interview
(PAPI)/ CAPI.
Special instructions to the interviewer, instructions to be read to the respondent are found in The
document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.
Filter Booklet
The respondent completes the Filter Booklet as a Paper and Pencil Interview (PAPI)/ CAPI.
While the respondent is completing the booklet, the interviewer will be scoring each answer. The
scoring must be transparent to the respondent.
Special instructions to the interviewer, instructions to be read to the respondent, and scoring
instructions are found in The document, ‘Step-by-step Instructions for the Administration of the
Literacy Survey Instruments’.
Locator or Main Booklet
The Locator Booklet is administered to the selected respondent who scores 06 to 15 in the Filter
Booklet.
The Main Booklet is administered to the selected respondent who scores 16 or more in the Filter
Booklet.
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Interviewer’s Manual
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Therefore, neither the Locator nor the Main Booklet is administered to a selected respondent who
scores 05 or less.
The questions in the Locator and the Main Booklets are designed to resemble literacy-related activities
people commonly perform, such as reading the newspaper, and following a recipe.
The respondent completes the Locator or Main Booklet as a Paper and Pencil Interview (PAPI). This
booklet is scored in <<Survey Executing Office>>.
Special instructions to the interviewer, instructions to be read to the respondent are found in the
document, ‘Step-by-step Instructions for the Administration of the Literacy Survey Instruments’.
Reading Exercises
The Reading Exercises are administered to the selected respondent who scored 05 or less in the Filter
Booklet, and selected respondents who scored 06 to 15 on the Filter Booklet. In other words, these
exercises are NOT administered to selected respondents who score 16 or more in the Filter Booklet.
During the interview all of the exercises will be administered by you. You will need to administer and
record responses during some of the exercises, the respondent will be writing responses during some
exercises, and you will be using a tape recorder and timer during some of the exercises. This variety is
illustrated in the following table.
Instrument
Response Recorded by:
Scored by:
1.
PPVT
Interviewer
Interviewer
2.
RAN
Tape recorded
<<Survey
Executing Office>>
3.
TOWRE
Tape recorded
<<Survey
Executing Office>>
4.
Digit Span
Tape recorded
Interviewer
5.
Spelling
Respondent
Interviewer
Special instructions to the interviewer, instructions to be read to the respondent, and scoring
instructions are found in the document, ‘Step-by-step Instructions for the Administration of the
Literacy Survey Instruments.
Exit
This is the final section of the interview, where a final outcome code is assigned to the case. This is
found on page 2 of the Contact/ Entry (Household questionnaire).
<<Country Name>> Literacy Survey
Interviewer’s Manual
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Interview Time
<< countries are required to update the time based on pilot study>>
The following are estimated times for the interview components in the survey.
Section
Time
Contact/Entry (Household Questionnaire)
10 minutes
Background Questionnaire
30 minutes
Filter Booklet
12 minutes
Locator or Main Booklet
50 minutes
Reading Exercises
40 minutes
Exit
5 minutes
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Interviewer’s Manual
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Chapter 3
Schedule and Supplies
Schedule of Activities
Activity
Date
Training:
Interviewer Home Study Package

Read the Interviewer’s Manual

Complete the Exercise to Minimize Non-Response

Complete the Review Exercise
Classroom Training (5 days)
Before training
<<Training Start Date>> to
<<Training End Date>>
Data Collection:
Interviewers in the field
<<Collection Start Date>> to
<<Collection End Date>>
Target Dates:



60% completed by:
75% completed by:
100% completed by:
<<Target Date 1>>
<<Target Date 2>>
<<Target Date 3>>
Document Return:
Interviewers must return completed cases to
Supervisors weekly during data collection
Monday of each week
Debriefing:
Interviewers will complete a Interviewer’s Debriefing
Questionnaire
<<Country Name>> Literacy Survey
Interviewer’s Manual
<<Collection end date + 1
week>>
Page 19
Supplies
Provided by Interviewer

Identification Card
Provided by <<Survey Executing Office>>





















Assignment Control List (ACL)
Background Questionnaire (BQ) Response Card
Calendar
Copy of the Introductory Letter
Exercise to Minimize Non-Response
Interviewer’s Manual
Interviewer Bag
Interviewer’s Debriefing Questionnaire
Interviewer’s Progress and Cost Report
Materials Return Form
Notice of Visit
Numeracy Toolkit – Calculator, Photo, Ruler
PPVT Notebook – Shortened Version
Reading Exercise Cards (6)
Reference Card
Review Exercise
Respondent Envelope (pre-packaged in <<Survey Executing Office>>)
o Respondent Envelope Checklist
o Household Questionnaire
o Background Questionnaire (BQ)
o Filter Booklet
o Filter Scoring Sheet
o Locator Booklet or Main Booklet
o PPVT – Interviewer’s Recording Sheet
o Digit Span Forward – Interviewer’s Recording Sheet
o Digit Span Backward – Interviewer’s Recording Sheet
o Spelling Answer Sheet
o Interview Observation Note
o Non-Interview Report
o Change of Address Form
Sample Quota Sheet
Tape recorder, cassettes, labels for cassettes, spare batteries, timer
Transmittal Form
2B pencils, erasers, pencil sharpeners
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Interviewer’s Manual
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Bulk Materials and Supplies
The bulk materials and supplies you will receive include materials you will use when contacting and
conducting interviews with selected respondents; and when documenting and delivering survey
material.
You will use the following items when contacting and conducting interviews with the selected
respondent:













Assignment Control List (ACL)
Background Questionnaire (BQ) Response Card
Calendar
Interviewer bag: 2B pencils, erasers, pencil sharpeners,
Introductory letter
Notice of Visit
Numeracy Toolkit – Calculator, Photo, Ruler.
PPVT Notebook – Shortened Version
Reading Exercise Cards (6)
Reference Card
Respondent Envelope containing the following:
o Respondent Envelope Checklist
o Household Questionnaire
o Background Questionnaire (BQ)
o Filter Booklet
o Filter Scoring Sheet
o Locator or Main Booklet
o PPVT – Interviewer’s Recording Sheet
o Digit Span Forward/Backward – Interviewer’s Recording Sheet
o Spelling Answer Sheet
o Interview Observation Note
o Non-Interview Report
o Change of Address Form
Sample Quota Sheet
Tape recorder, cassettes, labels for cassettes, spare batteries, timer
You will use the following items when documenting and delivering material:




Assignment Control List (ACL)
Materials Return List.
Progress and Cost Report
Transmittal Form
A description of the materials used for the <<Country Name>> Literacy Survey follows.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 21
Assignment Control List (ACL)
The Assignment Control List (ACL) is used by the Interviewer/Supervisor/<<Survey Executing
Office>> to manage cases. The information on this report will be summarized on the Progress and
Cost Report and reported to the Supervisor every Monday.
The following information will be recorded on the Assignment Control List:

Respondent ID (EDNUMBER, HOUSEHOLDNO, and PERNO)

Selected Dwelling/ household Address and Telephone Number

On-going status of case
Background Questionnaire (BQ)
The Background Questionnaire (BQ) is administered by the Interviewer to all selected respondents and
is found inside the Respondent Envelope. The Background Questionnaire (BQ) is used to gather
general demographic information.
Background Questionnaire (BQ) Response Card
The Background Questionnaire (BQ) Response Card is used by the Interviewer when administering the
Background Questionnaire (BQ). It contains answer categories that are used for a series of questions.
Calendar
The Calendar is used by the Interviewer when administering the Background Questionnaire (BQ). It is
used as a reference document when referring to activities in the past.
Change of Address Form
This Change of Address Form is used by the Interviewer to record a change of address if the selected
respondent changes address during the collection period.
Digit Span Forward/Backward – Interviewer’s Recording Sheet
The Digit Span Forward and Backward – Interviewer’s Recording Sheet is used by the Interviewer to
record the respondent’s answers to the Digit Span Forward/Backward exercises and indicate incorrect
responses.
Filter Booklet
The Filter Booklet is administered by the interviewer. It contains 21 questions that are asked of all
selected respondents. The Filter Booklet will be scored as the respondent completes the tasks.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 22
Filter Scoring Sheet
The Filter Scoring Sheet is used by the Interviewer to record/score the respondent’s answers to the
Filter Booklet.
Household Questionnaire
The Household Questionnaire is administered by the Interviewer to all selected respondents and is
found inside the Respondent Envelope.
The Household Questionnaire is used by the Interviewer





to record all attempts to contact the selected dwelling/respondent,
to roster all household members of the selected dwelling,
to select one person from the household for an interview,
to record the date, time, outcome codes of the interview, and
to ask a series of household questions.
Interview Observation Note
The Interview Observation Note is used by the Interviewer to report any difficulties encountered while
conducting the interview.
Interviewer’s Debriefing Questionnaire
The Interviewer’s Debriefing Questionnaire is completed by the Interviewer. The questionnaire asks
about your experiences with the survey and any problems you may have encountered while conducting
interviews. Your answers to this questionnaire will be used to improve survey procedures, manuals,
and training for other surveys.
Introductory Letter
<<Survey Executing Office>> will prepare Introductory letters. Interviewers will deliver the
Introductory Letter during the first home visit.
Locator Booklet
The Locator Booklet will be administered by the Interviewer to respondents who score 06 to 15 in the
Filter Booklet. There are 49 questions in this booklet. The items resemble literacy-related activities
people commonly perform such as reading a newspaper or following a recipe.
Main Booklet
The Main Booklet will be administered by the Interviewer to respondents who score 16 or more in the
Filter Booklet. There are 57 questions in this booklet. The items resemble literacy-related activities
people commonly perform such as reading a newspaper or following a recipe.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 23
Materials Return Form
The Materials Return Form is used by Interviewers when returning unused survey documents and
material to <<Survey Executing Office>> at the end of collection.
Non-Interview Report
The Non-Interview Report is used by the Interviewer, Supervisor and/or <<Survey Executing Office>>
to document (explain) any non-interview case as well as any follow up action taken.
Notice of Visit
The Notice of Visit is used by the Interviewer to notify a respondent that a visit has been attempted and
that the Interviewer will return at a later date.
Numeracy Toolkit
Calculator - To be used by the selected respondent to accomplish certain tasks in the Filter, Locator or
Main Booklet.
Photo of 24 People - To be used by the selected respondent to accomplish certain tasks in the Locator
Booklet.
Ruler - To be used by the selected respondent to accomplish certain tasks in the Locator Booklet.
PPVT Notebook – Shortened Version
The PPVT (Peabody Picture Vocabulary Test) Notebook – shortened version is an instrument used by
the Interviewer to administer the PPVT exercise to the selected respondent.
PPVT Recording Sheet
The PPVT – Interviewer’s Recording Sheet is used by the Interviewer to record the selected
respondent’s answers to the PPVT exercise, and indicate incorrect responses.
Progress and Cost Report
The Progress and Cost Report is used by the Interviewer/Supervisor/<<Survey Executing Office>> to
record the progress and cost for all cases. The Interviewer will complete this report every Monday and
forward it to the Supervisor.
Reading Exercise Cards (6)
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 24
The Reading Exercise Cards (6) are used by the Interviewer to administer the following Reading
Exercises to the selected respondent.
1. RAN (Rapid Automatized Naming)
2. TOWRE (Task of Word Reading Efficiency)
Reference Card
The Reference Card is used by the Interviewer and contains important facts about the survey.
Respondent Envelope
Each of your cases will require a Respondent Envelope. The envelope (pre-packaged in <<Survey
Executing Office>>) contains the following material:













Respondent Envelope Checklist
Household Questionnaire
Background Questionnaire (BQ)
Filter Booklet
Filter Scoring Sheet
Locator Booklet or Main Booklet
PPVT – Interviewer’s Recording Sheet
Digit Span Forward – Interviewer’s Recording Sheet
Digit Span Backward – Interviewer’s Recording Sheet
Spelling Answer Sheet
Interviewer Observation Note
Non-Interview Report
Change of Address Form
Respondent Envelope Checklist
The Respondent Envelope Checklist is used by the Interviewer, Supervisor and <<Survey Executing
Office>> to record/account for all contents of the Respondent Envelope.
Sample Quota Sheet
The Sample Quota Sheet is used by the Interviewer to determine whether the first eligible household
member on the roster, matches any profile on the Sample Quota Sheet.
Spelling Answer Sheet
The Spelling Answer Sheet is used by the selected respondent to record his/her answers to the Spelling
Exercise.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 25
Tape recorder, Cassettes, Labels, and Timer
The tape recorder and timer are used by the Interviewer when administering some of the Reading
Exercises. You will receive a supply of cassettes and labels, as well as spare batteries. The tape
recorder must be stored carefully so as not to damage it.
Transmittal Form
The Transmittal Form is used by the Interviewer and Supervisor every time completed questionnaires
or survey material are delivered to <<Survey Executing Office>>.
Supplies to be Returned to <<Survey Executing Office>>
At the end of collection the following supplies must be returned to <<Survey Executing Office>>:







Reading Exercise Cards (6)
PPVT Notebook – Shortened Version
Background Questionnare (BQ) Response Card
Unused Respondent Envelopes containing:
o Household Questionnaire
o Background Questionnaire (BQ)
o Filter Booklet
o Locator or Main Booklet
o All Scoring Sheets
o Administration Forms
Tape recorder, cassettes, labels, timer
Numeracy Kit – Calculator, Photo, Ruler
Interviewer Bag
Return survey documents at the end of data collection to:
<<Contact Information>>
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 26
Chapter 4
Survey Procedures
Preparing for the
Interview
Upon receipt of your material, check that contents. If any supplies are missing,
contact your Supervisor immediately.
Ensure that you have the following material for each case:
1 Respondent Envelope (containing the following documents)













Background Questionnaire (BQ)
Change of Address Form
Digit Span Forward – Interviewer’s Recording Sheet
Digit Span Backward – Interviewer’s Recording Sheet
Filter Booklet
Filter Scoring Sheet
Household Questionnaire
Interview Observation Note
Locator Booklet or Main Booklet
Non-Interview Report
PPVT – Interviewer’s Recording Sheet
Respondent Envelope Checklist
Spelling Answer Sheet
Ensure that you have the following material at each interview:









Background Questionnaire (BQ) Response Card
Calendar
Interviewer bag: 2B pencils, erasers, pencil sharpeners
Numeracy toolkit – Calculator, Photo, Ruler
PPVT Notebook – Shortened Version
Reading Exercise Cards (6)
Reference Card
Sample Quota Sheet
Tape recorder, cassettes, labels, spare batteries, timer
Note: Ensure that the tape recording equipment is tested before going to the
selected dwelling.
Try to contact all your selected dwellings in the first week of data collection so
that all non-response cases can be identified early.
Be prepared to conduct an interview anytime you contact a selected dwelling.
Continued on next page
Survey Procedures, Continued
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 27
Contact – Initial
Contact and Entry
The Initial Contact will be made in person. The Assignment Control List (ACL)
will be prepared by the <<Survey Executing Office>> of <<Country Name>>.
Special instructions to the interviewer and instructions to be read to the
respondent are found in The document, ‘Step-by-step Instructions for the
Administration of the Literacy Survey Instruments’.
If …
Then …
You make contact with the selected
household …





Introduce yourself
Roster the Household
Select a respondent
Schedule an appointment
Record any information obtained on
the Household Questionnaire
You visit the selected dwelling and
no one is home …


Leave a Notice of Visit Card
Record any information obtained on
the Household Questionnaire
You are unable to make personal
contact with the selected respondent
…


Attempt to trace the respondent
Be sure to mention that you are from
the <<Survey Executing Office>> of
<<Country Name>>
Record any information obtained on
the Household Questionnaire

There is a maximum of (3) personal visits to the selected respondent’s dwelling
during the course of the collection period.
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 28
Survey Procedures, Continued
Selecting a
Respondent
During the Initial Contact you will select a respondent to complete the interview.
Below are the steps to be followed:
Step
Action
1.
Roster all household members in the selected dwelling, starting with the
oldest
2.
Determine the eligibility of all household members, ie. 16-65
3.
Assign a listing number to all eligible household members
4.
Determine whether the first eligible household member on the roster,
matches any profile on the Sample Quota Sheet.
5.
If yes, record the listing number of the selected respondent on the
Household Questionnaire Question S9. Proceed with the interview.
6.
If no, continue down the list of eligible household members until you
find a household member that matches a profile on the Sample Quota
Sheet.
7.
It is possible that due to the requirements of the survey and the
constraints on the selection process, a dwelling could be deemed out of
scope.
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 29
Survey Procedures, Continued
The Interview
All questionnaires and exercises must be completed in a personal visit.
If the interview is interrupted during the Filter Booklet, the Locator Booklet, the
Main Booklet or the Reading Exercises and you must leave the respondent’s
home you cannot return to continue the interview.
The Step-by-Step Instructions for the Administration of the Literacy Survey
Instruments document contains all the instructions for administering the
Contact/Entry (Household Questionnaire), Background Questionnaire (BQ),
Locator or Main Booklet, Reading Exercises and the Exit.
Step
Action
1
Administer the Initial Contact (Household Questionnaire) – roster and select
respondent
2
Administer the Entry (selected respondent)
3
Administer the Background Questionnaire (BQ)
4
Administer the Filter Booklet
5
Score the Filter Booklet
6
Administer the Locator or the Main Booklet
7
Administer the PPVT Exercise
8
Record the PPVT Exercise responses
9
Administer the RAN Exercise (tape recorded and timed)
10
Administer the TOWRE Exercise (tape recorded and timed)
11
Administer the Digit Span Forward/Backward Exercise (tape recorded
and timed)
12
Record the Digit Span Forward/Backward Exercises (tape recorded and
timed) responses
13
Administer the Spelling Exercise
14
Administer the Exit
15
Review Work for Completeness, Accuracy and Legibility
16
Assign a Final Status Code
17
Return documents to the <<Survey Executing Office>> of <<Country
Name>>
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 30
Survey Procedures, Continued
Flow of the Survey
During the interview, the survey instruments will be administered by you. Some
of the instruments will be administered using a tape recorder. During some of
the exercises, you will score/record responses; during other exercises the
respondent will record responses. This variety in administration is illustrated in
the following table:
Instrument
Administered using:
Responses
recorded by:
Contact
Household Questionnaire
Interviewer
Background Questionnaire
Background Questionnaire
Interviewer
Filter Booklet
Administration Guide
Respondent
Locator or Main Booklet
Administration Guide
Respondent
Reading Exercises

PPVT
PPVT Notebook
Interviewer

RAN 1 and 2
Administration Guide/Cards
Tape recorder

TOWRE 1 and 2
Administration Guide/Cards
Tape recorder


Digit Span Forward
/Backward
Digit Span
Forward/Backward
Recording Sheet
Tape recorder
+ Interviewer

Spelling
Administration Guide
Respondent
Administration Guide
Interviewer
Exit
After the Interview
After the Interview, follow the steps below:
Step
Action
1
Review the Respondent Envelope Checklist and ensure all documents are
complete, legible and accounted for
2
Complete the Interview Observation Note – if applicable
3
Complete the Non-Interview Report – if applicable
4
Place all the survey documents in the Respondent Envelope
5
Update the Assignment Control List (ACL)
6
Update the Interviewer’s Progress and Cost Report and report this
information to your Supervisor.
7
Send all completed cases to <<Survey Executing Office>> every
Monday. The first five cases should be sent to your Supervisor to ensure
that proper procedures are being followed
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 31
Survey Procedures, Continued
Communicating
with your
Supervisor
The Supervisor is your immediate line of communication for all survey
procedures and is there to help you.
Contact your Supervisor:
Monitor Progress

If you require any assistance on survey procedures and/or your encounter
difficult or unusual circumstances;

If you have technical problems with the Reading Exercises;

To report all non-interviews;

To report transmittal of documents;

To report your progress and costs (weekly using the Interviewer Summary
Progress and Cost Report – Form 1);
During the survey period, your Supervisor will monitor your progress and costs,
perform quality edits on completed work and will schedule mutually convenient
times to discuss any problems or unusual situations that may have occurred.
In some situations, your Supervisor may transfer cases to or from your
assignment in order to fulfill operational requirements. You will be informed of
this if the situation arises.
Administration
Forms

Update your Assignment Control List (ACL) regularly.

Complete the Interviewer Summary Program and Cost Report – Form 1
every Monday and report your progress to your Supervisor;

Complete the Transmittal Form every time you deliver questionnaires and
related documents to your Supervisor and/or <<Survey Executing Office>>;

Complete the Materials Return list at the end of collection when returning
survey material;
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 32
Chapter 5
The Contact
General
Information
The Contact section of the interview is divided into two parts – the initial contact
and the entry.
Administering the
Contact – Initial
Contact
The Initial Contact, which is the first part of the interview, can be administered
to any responsible member of the household.
It is made up of the following sections:





Interviewer Introduction
Contact Information
Roster the Household - demographic information (age, marital status,
relationship to head of household, education, and sex)
Determination of eligibility for interviewing, and
General household questions.
Special instructions to the interviewer and instructions to be read to the
respondent are found in The document, ‘Step-by-step Instructions for the
Administration of the Literacy Survey Instruments’.
Administering the
Contact – Entry
The Entry is administered at the start of the interview with the selected
respondent. The objective is to:



Introduce the survey, confidentiality,
Locate a good space for the interview. You will need a quiet room with
adequate light for reading, a desk or table with clear workspace on it, and
two chairs. Make sure the respondent is seated opposite you across a table
or desk, and
Inform the respondent that some activities will require the use of a tape
recorder and timer.
Special instructions to the Interviewer, instructions to be read to the respondent
are found in the document, ‘Step-by-step Instructions for the Administration of
the Literacy Survey Instruments’.
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 33
The Contact, Continued
Initial Contact –
Interviewer
Introduction
Household Questionnaire - Pre-fill the following cells before starting the
interview.



EDNUMBER, HOUSEHOLD NO
Address and Telephone Number of Household
CO2. – Int. Assignment Number
Hello, I am <interviewer name> from the <<Survey Executing Office>> of
<<Country Name>>.
INTERVIEWER: Introduce yourself using both your given and last name.
The <<Survey Executing Office>> of <<Country Name>> is conducting an
international literacy survey in partnership with <<Partner>>.
This is the statement used to introduce the interviewer and inform the
household/respondent that the caller is a <<Survey Executing Office>> of
<<Country Name>> interviewer.
Confirm Address
I’d like to confirm your address and telephone number. Is it:
This survey requires verification that the right dwelling has been contacted. If
the address has changed or there is a typo in some part of the address, update the
Household Questionnaire, complete the Change of Address Form in the
Respondent Envelope, and update the Assignment Control List (ACL).
Roster
S1
I would like to select one person from your household for an
interview. Starting with the oldest, what is the first name and last
name of each person who is now living or staying here and has no
usual place of residence elsewhere?
S2
Are there any persons away from this household attending school,
visiting, travelling or in a hospital who usually live here?
S3
Does anyone elseusually live at this dwelling as part of your
household such as other relatives, roomers, boarders or employees?
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 34
Definition of a
Household
Head of household
Usually live
Demographics

<<to be defined by countries>>

<<to be defined by countries>>

Remember, for the purpose of the survey, “usually live” refers to residing in
a usual residence for a continuous period of 6 months or more.
S4,5,6,7,
8b,Sex
Name of Person, Age, Marital Status, Relationship to Head of
Household, Education and Sex
You will now collect demographic information for each household members
listed. The demographic information includes age, marital status, relationship to
head of household, education and sex.
Age and education are mandatory items as they determine whether the
respondent will be eligible for the survey.
S5- Age: If the respondent does not know the age of another member of the
household, probe to determine if the household member qualifies, ie. between the
age of 16 to 65. Record the estimate and make a note on Page 4 of the
Household Questionnaire in the Comments section and on the Interview
Observation Note. We are trying to determine if the respondent is between the
age of 16 and 65 and therefore eligible. If age is less than 15 year, go to S7
S6- Marital Status- <<to be defined by countries>>
S7- Relationship to the head of household- Write the number of the appropriate
response in the box provided to describe the relationship of each person to the
person listed as the household head. If members of the household are unclear or
undecided as to who is the household head, suggest the eldest person or the
breadwinner. <<to be defined by countries>>
S8b- Did <name> complete Secondary School?
If the respondent does not know the education of another member of the
household, probe to determine the level of last school attended and if the
household member had completed all the years at that level/ school to enable you
to determine if they have less or more than secondary school education. Record
the response and make a note on Page 4 of the Household Questionnaire in the
Comments section and on the Interview Observation Note.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 35
The Contact, Continued
Selection of
Respondent
S9
Now I am going to select the person to interview.
Step
Action
1.
Determine the eligibility of all household members, ie. 16 to 65 years
2.
Assign a listing number to all eligible household members
3.
Using the Sample Quota Sheet, starting at the top of the roster,
determine whether the 1st eligible household member matches up with
one of the desired profiles on the Sample Quota Sheet.
4.
If yes, ie. male, 16 to 24, Education A or B, conduct the interview.
5.
If no, continue down the list until you find a respondent.
It is possible that due to the requirements of the survey and the constraints on the
selection process, a dwelling could be deemed out of scope and no interview will
be conducted.
S9
Listing number of selected person
Step
Action
1.
Enter the listing number of the selected respondent in the box in
Question 9 of the Household Questionnaire.
2.
Update the Sample Quota Sheet, by crossing off the selected
respondent.
3.
Continue until all Quotas have been met.
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 36
The Contact, Continued
Selection of
Respondent,
continued
S10
If someone other than the current respondent is selected, then
inform the current respondent that <name of selected respondent>
has been chosen. Is <selected respondent> available?
If the selected respondent is available, re-introduce the survey and continue with
the interview.
Appointment
If the Selected Respondent is not available, set-up an appointment to proceed at
another time. Record the appointment information on the Household
Questionnaire.
Unable to contact
the Selected
Respondent
If you are unable to contact the selected respondent, attempt to trace the
respondent. Record all attempts to trace the selected respondent on the
Household Questionnaire.
Any travel to locate the respondent must first be authorized by <<Survey
Executing Office>>.
Continued on next page
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 37
The Contact, Continued
Survey
Introduction –
Selected
Respondent,
continued
Hello, I am … from the <<Survey Executing Office>> of <<Country
Name>>.
INTERVIEWER: Introduce yourself using both your given and last name.
The <<Survey Executing Office>> of <<Country Name>> is conducting an
international literacy survey in partnership with <<Partner>>
Results from the survey will be used to plan reading programs suited to the
needs of the population of <<Country Name>>. It will also be used to
compare <<Country Name>>’s needs to those of other countries who are
conducting a similar study.
Your answers will be kept confidential and will be combined with those of
others to produce statistics. While your participation is voluntary, your
assistance is essential if the results of the survey are to be accurate.
Collected under the authority of the Statistics Act, <<Chapter>>.
The survey has several parts. We will begin with a Background
Questionnaire. It should take about 15 minutes to complete. Then I will
give you a series of reading exercises to complete.
Parts of the survey will involve some reading. Therefore, if you normally
wear glasses/ specticles, you will need them to complete the survey.
We will also need to use a tape recorder for part of the survey.
Do you have any questions?
This is the introduction of the survey to the selected respondent.
If we are not speaking to someone that can speak English, the Interviewer should
try to speak to someone else in the household that can, if this is impossible then
the interviewer can not continue.
Room
Requirements
You will need a quiet room with adequate light for reading, a desk or table with
clear workspace on it and two chairs. Make sure the respondent is seated
opposite you across a table or desk.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 38
The Contact, Continued
Initial Contact Household
Questions
The purpose of the household questions is to help determine the socio-economic
status of the household and allow the data to be classified and analyzed
according to poverty quintiles.
Any responsible household member can respond to these questions.
H1
What is the construction material of the outer walls of your
drelling?
1 Wood/Timber
5 Brick/Blocks
2 Concrete/Concrete Blocks
6 Plywood
3 Wood & Concrete
8 Other/Don’t Know
4 Stone
7 Makeshift (Specify ……………)
7
Makeshift – Includes any material which is not normally used for housing
e.g. galvanize, cardboard, etc. Some persons may use an old car/truck, for
example, to provide shelter; or live under a bridge or other unconventional
dwelling structure. These materials are to be included in this category. Be
sure to write the answer given in the space provided.
8
Other/Don’t Know – As noted before, this category is to be used only as a
last resort.
H2
What is the MAIN type of toilet facilities used by this household?
1 W.C. (Flush toilet) linked to sewer
2 W.C. (flush toilet) linked to Septic tank/Soak away
3 Pit-latrine
4 Ventilated Pit-latrine
5 Other (please specify ………….)
6 None
1
2
3
4
WC linked to sewer is a flush or water closet which fills from a piped water
supply and empties into a sewage disposal system.
WC not linked to sewer is waterborne and empties into a septic tank or soakaway. This is the more popular form of sewage disposal when compared to
option 1.
Pit latrine – is not water borne.
Other – any type of other than those listed above. This response must be
written.
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 39
The Contact, Continued,
Household
Questions,
continued
H3
What type of lighting does this household use most often?
1 Gas
2 Kerosene
3 Electricity – Public
4 Electricity – Private Generator
H4
5 Other (Please specify)
6 None
How many rooms does your dwelling unit contain? (Do not count
bathrooms, porches, kitchens, laundry rooms, balcony, attic,
corridor)
Number of Rooms

A room is defined as an area permanently separated by means of walls from
other parts of the dwelling unit; but excludes galleries, toilets, pantries, corridors
and kitchens. Include as rooms, living rooms, bedrooms, dining rooms, sewing
rooms, libraries, servant rooms (attached or detached from the main building). If
you find a room with a portion curtained off as a temporary partition, the whole
area must be counted as one room. If however, there is a permanent partition
dividing the floor area, you must count this as two rooms. Curtains or blinds do
not separate rooms, walls and permanent partitions do. Bedrooms are rooms
used exclusively for sleeping. There must be some permanency about the walls
enclosing the bedrooms. A room used for other activities by day and sleeping by
night is not a bedroom. Makeshift arrangements, blinds, etc. do not count as a
room. A one room dwelling unit has NO bedrooms.
H5
Indicate whether your household owns any of the following items.
(Items must be in good working condition and can be owned by any
household member?
Select All that Apply
1 Television Set
2 Refrigerator
3 Washing Machine
4 Telephone – Land Line
<<Country Name>> Literacy Survey
Interviewer’s Manual
5 Electric/Gas Stove
6 Motor Vehicle
7 Video/VCR/DVD Player
8 Electric Iron
Page 40
Chapter 6
The Background Questionnaire (BQ)
The Background
(BQ) – General
Information
This chapter provides information on how to complete the Background
Questionnaire (BQ). It also includes instructions and clarifications that may be
needed during interviews.
The Background Questionnaire (BQ) is administered by the Interviewer to the
selected respondent in each survey household once the Initial Contact is
completed.
Special instructions to the Interviewer as well as instructions to be read to the
respondent are found in the document, ‘Step-by-step Instructions for the
Administration of the Literacy Survey Instruments’.
General Rules
It is mandatory that 2B pencils are used to complete all survey forms and
questionnaires. Both Interviewers and respondents must use these pencils, which
will be supplied by <<Survey Executing Office>>. These pencils are optimal if
scanners are use Survey Executing Officefor data processing.
Select only one answer per question, unless otherwise instructed to Code all that
applies.
Unless otherwise instructed, answer categories appearing in bold should be read
to the respondent.
For questions with a list of response categories provided (i.e. closed ended
questions), mark an “X” in the box or boxes that is/are beside the appropriate
response category/ categories. If you make an error and put an “X” in the wrong
box, use your pencil to completely fill in the wrong box and put an “X” in the
correct box.
When the respondent’s answers does not fit any of the listed options, mark an
“X” besides the option, “Other (Specify)” and record the respondent’s response
in the space provided. Please record the response verbatim in a clear, concise
and neat manner. Pay particular attention to the questions that need detailed
answers.
The “Don’t know” and “refused” options should be recorded only as last resort
when extensive probing does not elicit appropriate responses. Most respondents
will remember dates, year etc. with gentle non-directive probing.
For a few questions, you can use the Background Questionnaire (BQ) Response
Card that lists the response options for two or more questions.
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The Background Questionnaire (BQ), Continued
Introduction
As the title suggests, this section deals with general demographic
information. This information is used in the analysis of the survey
results. Given the close relationship between literacy and education,
the section on highest level of education is crucial to the proper
measure of literacy.
Modules
The Background Questionnaire (BQ) contains 9 sections/ modules as
follows:
Section
Topic
Section AA:
Initial Contact Information
Section A
Background and Education
Section B:
Linguistic Information
Section C:
Parental Information
Section D:
Labour Force Activities
Section E:
Literacy and Numeracy Practices at Work
Section F:
Participation in Education and Learning
Section G:
Literacy and Numeracy Practices Generally, Social
Capital and Well Being
Section H:
ICTL - Information and Communication Technology
Literacy
Section K:
Household Information and Income
Use this chapter when a respondent needs clarification regarding a
question in the Background Questionnaire (BQ). All Interviewers need
to be familiar with the contents of this manual and should always have
it at hand during interviews.
Continued on next page
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The Background Questionnaire (BQ), Continued
Cover page
Person Responding
C01
Did a third party provide any assistance for the completion of the
Background Questionnaire?
This question is used to determine if responses to the background questionnaire
were obtained from the sampled individual with the assistance of another
household member or an interpreter. This survey does not allow for proxy
interviews without participation from the sampled individual.
This situation may commonly occur in cases where the sampled
individual/respondent has low language skills, e.g. recent immigrants. It is
acceptable to obtain BQ responses with the assistance of other household
members or interpreters. However, this is not allowed for the Filter Booklet, the
Locator or Main Booklet, or the Reading Exercises. In which case, the sampled
individual must complete thesewithout any assistance.
COMMENT
section
This section is to be used for comments, concerns and difficulties encountered
during the particular interview. When referring to a particular question, the
question number must be stated before the comment.
Interviewer Check
Items
INTERVIEWER CHECK ITEM
Calculate the 12 months before this interview and enter the information below:
From:______________<month> <year> To: ______________<month> <year>
Note: ‘from <month> <year> to <month> <year>’ corresponds to the 12
months prior to the interview. For example, if the interview takes place in June
2012, then the fills would be from <June> 2011 to <May> 2012.
The Interviewer Check Item is used by the interviewer to calculate the reference
period for the interview. This reference period will be used in several questions.
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Section AA: Initial Contact Information
Age
AA1
What is your date of birth?.
Age is a mandatory item, as it will determine whether the respondent will be
eligible for the survey. All efforts must be made to solicit this information.
If all efforts fail, probe to determine if the selected respondent is eligible for the
survey i.e. if he/she is aged 16 to 65. Record the estimate and make a note on
cover page of the Background Questionnaire (BQ) in the Comments section as
well as on the Interview Observation Note.
Enter the day, month and year in space provided or enter age in space provided.
Sex
AA2
Is the respondent male or female? (If necessary, ask).
Select ‘1’ for ‘Male’ and ‘2’ for Female
Note: At the beginning and end of each module, a Date/ Time Stamp must be filled out by the interviewer
indicating the date and time the module started and the date and time the module ended respectively (see below)
Date/ Time Stamp
AT1, BT1,
CT1, DT1,
ET1, FT1,
GT1, HT1,
KT1
Interviewer, please enter the date and time you begin this
module
AT2, BT2,
CT2, DT2,
ET2, FT2,
GT2, HT2,
KT2
Interviewer, please enter the date and time you ended this
module
This is an instruction to the Interview and should not be read to
the respondent. This information will be used to inform other
similar surveys relative to the average time it will take to
administer this module.
Date/ Time Stamp
<<Country Name>> Literacy Survey
Interviewer’s Manual
This is an instruction to the Interview and should not be read to
the respondent. This information will be used to inform other
similar surveys relative to the average time it will take to
administer this module.
Page 44
Section A: Background and Education
First, I would like to ask you some questions about your background and your education.
Were you born in <<Country Name>>?
Born in <<Country
Name>>
A1
Select ‘1’ for ‘Yes’ and ‘2’ for ‘No’. If ‘Yes’ or ‘Refused’, go to Question A3.
Option ‘98- Refused’ should be selected only as last resort.
Depending on the sample selected, there could be no eligible respondent for a
particular dwelling.
Immigrant
A2
In what year did you first come to live in <<Country Name>>?
Enter the year in the space provided. Options ‘Don’t know’ and ‘Refused’ should
be selected only as last resort.
If in response to this question, the respondent indicates that he/she was born in
<Country> then confirm that this is so and select ‘9996’ and make a note on
cover page of the Background Questionnaire (BQ) in the Comments section as
well as on the Interview Observation Note then continue the interview. Do NOT
go back to question A1 to correct.
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Formal Education
A3
How many years of formal education have you completed beginning
with primary level education and not counting repeated years at the
same level? Convert any part-time schooling to its full-time
equivalent.
For this question, record the number of years of formal education that the
respondent successfully completed. For example, if the respondent was attending
Form 4/Grade 10 of Secondary School and left school before completing that
year, record ‘09’ (i.e. 6 years at Primary and 3 years at Secondary). Remember,
although Form 4/ Grade 10 was the highest year attended, the respondent
completed 9 years of schooling. If the respondent started Grade 1 at Primary
School but did not complete the academic year, record ‘00’ for completed years.
Options ‘Don’t know’ and ‘Refused’ should be selected only as last resort.
Formal education: This is the hierarchical, structured ‘education system’ running
from primary school through to university, in addition to general academic studies, a
variety of specialised programmes and institutions for full-time technical and
professional training.
Academic year: would be equivalent to a school year or a grade in primary and
secondary institutions. At the tertiary level, the length of the academic year is
typically defined by the institution (for example, in most tertiary institutions the
academic year would be about eight to nine months). For most programs at the
tertiary level, it is possible to determine the normal full-time length of the
program. Respondents who completed their education part-time should be asked
to estimate the full-time equivalent number of academic years they would have
taken to complete the program.
Highest level of
schooling
A4
What is the highest level of education you have ever completed?
Select the highest level of education attained by respondent
Highest level of education completed: This refers to the highest level of education
completed within the most advanced level attended in the educational system.. This
means that the last exam was successfully completed by the respondent; the
respondent submitted the last paper, report or project or successfully defended
his/her thesis.
Examples of levels of education attained are primary, secondary, post secondary,
tertiary-diploma, first degree, Master, Phd.
Continued on next page
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Section A: Background and Education, Continued
Highest level of
Education,
continued- ISCED
2011 Levels (1/2)
Grades
Examples of
Schools/
Programmes
ISCED
Level
Education Level
ISCED0
Early childhood educationProgrammes designed for
children below aged 3 years
All public and private
Pre-schools
Pre-primary Education
including KindergartenProgrammes designed for
children from age 3 years to
start of primary education
All public and private
pre-schools
ISCED1
Primary education
Grades 1 to 6
All public and private
primary schools
ISCED2
Lower Secondary education
offering mainly general
programmes
Forms 1-3/
Grades 7 to 9
All public and private
secondary schools
with forms 1-3 as
well as all primary
schools with grades
7-9 (Secondary tops
of Primary schools)
ISCED3
Upper secondary programmes
offering mainly general
programmes
Forms 4 - 5/
Grades 10- 11
All public and private
secondary schools
with forms 4 and 5
(senior secondary,
comprehensive)
ISCED4
Post Secondary but non-tertiary
general programmesProgrammes providing learning
experiences that build on
secondary education and prepare
for labour market entry and/or
tertiary education. The content is
broader than secondary but not
as complex as tertiary education
2 years duration
(certificate or
Associates
Degree)
A’ Level Division at
SALCC and VieuxFort, Division of
Continuing Education
at SALCC
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ISCED4B
Post secondary but
non-tertiary
technical/ vocational
programmes
2-3 years duration
(Certificate,
Diploma or
Associates
Degree)
Division of Technical
Education and
Management Studies,
Health Studies,
Agriculture, Teacher
Education at SALCC,
Home E.c. programme
at SALCC, Post
Secondary Department
at Vieux-Fort Campus B
ISCED4C
Post secondary level
focusing on
vocational
programmes strictly
for the labour market
ISCED5A
Tertiary level general
programmes
Bachelors or
Masters Degree
courses
First year UW1 at
SALCC, University of
West Indies and other
Universities, UWIDITE,
Continuing Education
programmes at SALC,
Recognized Distant
Education
ISCED5B
Tertiary level
technical/ vocational
programmes leading
to professional
qualifications
Bachelors or
Masters Degree
courses and other
professional
qualifications, e.g.
ACCA, MBA,
Enginnering
Bachelors of Education
programme at SALCC
and other universities,
Medical Schools,
Recognized distant
education e.g. Sheffield
and Leicester
programmes
ISCED6
Masters
ISCED7
Doctorate level
programmes
National Skills
Development Center
(NSDC) programmes
Universities overseas
and Recognized Distant
Programmes
Continued on next page
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Section A: Background and Education, Continued
Highest level of
Education,
continued- response
categories explained
(1/2)
Trade/vocational certificate or diploma: this term is used to classify skill
courses that prepare trainees for occupations not at the professional or semiprofessional levels. A trade/vocational school is a public educational institution
that offers courses to prepare people for employment in a specific occupation
such as heavy equipment operator, automotive mechanic and upholstering.
Many community colleges or technical institutes offer certificates or diplomas at
the trade level.
Apprenticeship certificate: A program that combines on-the-job training (by
observation and practice) with short periods of related in-class technical training
to produce a fully qualified journeyman tradesperson. The employer undertakes,
by contract, to employ and train an apprentice under the supervision of a
qualified journeyman. To become an apprentice, usually there is a formal
registration process with a provincial ministry or department. Examples would
include journeyman certificates in cooking, masonry, finishing carpentry,
plumbing, and machinist journeyman.
Community college: Community college certificates or diplomas are usually
offered after one or two years of study. The following are equivalencies in the
former systems of education:


Bible colleges/seminary = baccalaureate (Priesthood) theology
Nursing (infirmiere) = community college diploma.
University diploma or certificate below bachelor’s degree: university
certificates are usually 1-year programs and are offered in most fields of study.
This category applies when a teaching certificate is awarded by a Department of
Education at an approved institution such as normal school or college of
education.
This includes certificates or diplomas awarded by a professional association in
the courses were taken at a university but a bachelor’s degree was not a
prerequisite.
Bachelor’s degree: A ‘Bachelor’s’ or ‘undergraduate degree’ is usually the first
degree conferred by a college or a university. Honors bachelor degrees area also
included here. Examples: B.A., B.Sc., B.Ed., B.A.Sc., and B.Eng.
Continued on next page
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Section A: Background and Education, Continued
Highest level of
Education,
continued- response
categories explained
(2/2)
University diploma or certificate above bachelor’s degree: This refers to the
possession of a university certificate or diploma above the bachelor level,
regardless of whether other educational qualifications are held or not. Normally,
this type of certificate is obtained following a first degree in the same field of
study. Examples of such certificates can be found in medical specializations,
applied engineering, high technology or courses where a bachelor’s degree was a
prerequisite.
First professional degree: This includes degrees in law (LI.B.), medicine
(M.D.), dentistry (D.D.S.), veterinary medicine (D.V.M.) and optometry (O.D.)
taken at a university.
Master’s degree: an academic degree that is higher than a bachelor’s but lower
than a doctorate. it generally takes one or two years to complete at Master’s
degree after receiving a Bachelor’s degree. Examples: M.A., M.Sc., M.Ed.,
M.B.A., M.A.,Sc., M.Eng, Masters of Theology/Divinity.
Ph.D. degree: A degree that entitles someone to use the title or rank of a doctor
(e.g. doctorate, D.Sc., D.Ed). This degree can be obtained in any major field of
study and usually takes a minimum of three years to complete after receiving a
Master’s degree. “Honorary” doctorates awarded as an honour to important
persons are not to be included.
Continued on next page
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Section A: Background and Education, Continued
Highest level of
Education,
continued
A4(i)
Have you ever taken but NOT completed any schooling towards a
post secondary, bachelors, masters or doctorate level certificate,
diploma or degree?
Select ‘1’ for ‘Yes’ and ‘2’ for ‘No’. If ‘No’ or ‘Refused’, go to Question A6
otherwise continue to A5. Remember, option ‘98- Refused’ should be selected
only as last resort.
This question will give information on the number of respondents who have
taken some post-secondary education (including tertiary or non-tertiary) but have
not completed a certificate, diploma or degree.
A5
How old were you when you took this schooling towards a post
secondary, bachelors, masters or doctorate level certificate, diploma
or degree?
Record the age in years in the boxes provided. If age given is less than 15, please
verify with respondent and make a note on cover page of the Background
Questionnaire (BQ) in the Comments section as well as on the Interview
Observation Note then go to A7.
If the respondent refuses or indicated that he/she do not know the age select ‘97’
for ‘Don’t know’ or ‘98’ for ‘Refused’ and then go to A7. However, options ’97Don’t know and ‘98- Refused’ should be selected only as last resort.
A6
How old were you when you completed your highest level of
education? (_____________Interviewer insert the highest level of
education attained)
Check A4 for highest level of education completed and insert in space provided
in question.
Record the age in years in the boxes provided. If age given is less than 15, please
verify with respondent and make a note on cover page of the Background
Questionnaire (BQ) in the Comments section as well as on the Interview
Observation Note. Also include in the note the highest level of education attained
If the respondent refuses or indicated that he/she do not know the age select ‘97’
for ‘Don’t know’ or ‘98’ for ‘Refused’ and then go to A7. However, options ’97Don’t know and ‘98- Refused’ should be selected only as last resort.
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A7
Interviewer check item. Is the highest level of education the
respondent completed in Question A4 = Primary or pre primary?
Note: Interviewer check item will appear throughout the Background
Questionnaire (BQ) and are not to be read to the respondent. The answer to
these check items will determine the flow of the questionnaire.
If ‘Yes’, select ‘1’ and go to A10 otherwise select ‘2’ for ‘No’ and go to A8.
A8
In what <insert appropriate wording i.e. province, district, region,
or state> were you last in secondary school?
Select the code that applies.
If last secondary school attended by respondent is overseas, select option
‘attended Secondary School overseas' or 'Not applicable'
A9
Think about learning math and how you were taught math while a
student at secondary school. Please tell me whether you strongly
agree, agree, disagree, or strongly disagree with the following
statements: …
a)
b)
c)
d)
I enjoyed math in school.
I got good grades in math
The teachers went too fast and I often got lost.
I usually understood what was going on in math
Read each statement to the respondent as individual questions and mark the
appropriate box based on the responses given by the respondent.
‘No opinion’ and ‘Refused’ should be selected only as last resort.
Continued on next page
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Section A: Background and Education, Continued
Remedial Help
A10
Have you ever received remedial help or special classes to assist you
with reading at school at any level of schooling?
This question is asking about remedial help with reading AT SCHOOL.
Therefore, help at home, at lessens, etc are not included.
Select ‘1’ for ‘Yes’ and ‘2’ for ‘No’. Remember, option ‘8- Refused’ should be
selected only as last resort.
Remedial help: refers to extra assistance provided to students at school in
reading beyond what would be expected in a ‘regular’ classroom situation.
Examples would include such things as extra time spent in or outside the
classroom with a teacher or teacher’s aid either individually or in a group,
specialized tutoring at school, a specialized reading program developed at school
and so forth.
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Section B: Linguistic Information
Purpose
Language is among the factors that affect an individual’s opportunity to develop
reading skills – such as the opportunity to participate in learning activities.
The language that a person chooses to use at home, the language that a person
first learned as a child, the language that a person prefers to use in his/her leisure
time, all have an impact on his/her skills. Coupled with information on a
person’s own assessment of his/ her skills in English, this section provides a look
at how a person’s perceptions and background can impact on his/ her literacy
skills.
First Language
B1
What is the language that you first learned at home in childhood
and still understand? (Mark one only unless two languages were
learned at precisely the same time).
Note that countries may order the response categories as nationally
appropriate and insert languages to accommodate national situations.
Do not read categories to the respondent. Reading aloud the first two categories
– English and Creole – may result in an under-reporting of other languages.
Indicate the first language spoken by the respondent in early childhood.
If the respondent spoke more than one language, enter more than one category
only if those languages were used equally.
If the respondent indicates a language on found in the precoded response, please
select ‘Other (specify)_______’ and specify the language in the space provided.
Remember, option ‘98- Refused’ should be selected only as last resort.
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Section B: Linguistic Information, Continued
Language Spoken
Most Often
B2
What language do you speak most often at home? (MARK ONE
ONLY).
Note that countries may order the response categories as nationally
appropriate and insert languages to accommodate national situations.
Do not read categories to the respondent. Reading aloud the first two categories
– English and Creole – may result in an under-reporting of other languages.
Enter only one option. If a respondent indicates more than one, ask him/her to
indicate the main one.
This question refers to the language spoken most often by the respondent. It
should not be interpreted to mean the language spoken most often by the family
as a whole. It is quite possible that different family members speak different
languages (e.g. Creole children may speak English most often while the parents
speak mostly Creole).
If the respondent lives alone, report the language, which is used, on a daily basis.
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Section C: Parental Information
Purpose
Parental information is gathered to provide an indication of the foundation for
skill acquisition that has been provided in the home.
It has long been proposed that the occupation and education of a person’s parents
can have an impact on that person’s skills. This section attempts to quantify this
impact.
Female Guardian
The next few questions (C1- C4) are about your mother/ female guardian.
Local born
C1
Was your mother/ female guardian born in <<Country Name>>?
Select ‘1’ for ‘Yes’ or ‘2’ for ‘No’ and proceed to question C2.
Remember, options ‘3- Don’t know’ and ‘8- Refused’ and should be selected
only as last resort, in which cases, proceed to question C2.
Select ‘7- Not applicable’, if the respondent XXXXXXXXXX
Female guardian: refers to the person who was most like a mother to the
respondent. This can be a biological mother, adoptive mother, stepmother, a
female family member or a court-appointed female guardian.
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Highest Level of
Schooling
C2
What was the highest level of education that your mother/ female
guardian ever completed? (MARK ONE ONLY).
Countries will have to derive national questions that allow them to code to the
following ISCED97 levels: levels 1 and 2; levels 3 and 4; levels 5A, 5B, 6.
Highest level of education: This refers to the highest level of education the female
parent has attained (see A4).
Main Job
C3
What was your mother’s/ female guardian’s main job when you
were 16 years old? (e.g., school teacher, nurse, waitress, vendor).
Please write in the job title
Main job: for parents this would be the job at which they worked the greatest
number of hours per week when the respondent was 16 years old. Main job has
nothing to do with which job yields the highest income, which job involves the
most weeks per year or which job was held the longest.
Job title: avoid general occupational titles such as manager, clerk or farmer.
Appropriate responses would be more specific such as: certified industrial
accountant, stock clerk, accounts clerk, sales clerk, civil engineer, dairy farmer,
grain farmer, primary school teacher, bank manager, regional sales manager.
Job Description
C4
What did your mother/ female guardian do in her main job? (e.g.
taught primary school students, cared for patients in a hospital,
served at a hotel, sold goods at the market).
Please describe the kind of work she did in that job.
Job description: get a full description what the parent did in their job.
Descriptions must always reflect the most important activities or duties of the
job. For example, stocking shelves, keeping track of costs and payments,
looking after sick animals, caring for sick people, fixing sore teeth, building
roads, and bridges, etc.
Male Guardian
Local born
The next few questions (C5- C8) are about your father/ male guardian.
C5
Was your father/ male guardian born in <<Country Name>>?
Select ‘1’ for ‘Yes’ or ‘2’ for ‘No’ and proceed to question C2.
Remember, options ‘3- Don’t know’ and ‘8- Refused’ and should be selected
only as last resort, in which cases, proceed to question C2.
Select ‘7- Not applicable’, if the respondent XXXXXXXXXX
Male guardian: refers to a male person who was most like a father to the
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respondent. This can be a biological father, adoptive father, stepfather, a male
family member or a court-appointed male guardian.
Highest Level of
Schooling
C6
What was the highest level of education that your father/ male
guardian every completed? (MARK ONE ONLY).
Highest level of education: This refers to the highest level of education the male
parent has attained (see A4).
Main Job
C7
What was your father’s/ male guardian’s main job when you were
16 years old? (e.g., school teacher, mason, farmer).
Please write in the job title
Main job: for parents this would be the job at which they worked the greatest
number of hours per week when the respondent was 16 years old. Main job has
nothing to do with which job yields the highest income, which job involves the
most weeks per year or which job was held the longest.
Job title: avoid general occupational titles such as manager, clerk or farmer.
Appropriate responses would be more specific such as: certified industrial
accountant, stock clerk, accounts clerk, sales clerk, civil engineer, dairy farmer,
grain farmer, primary school teacher, bank manager, regional sales manager.
Job Description
C8
What did your father/ male guardian do in his main job? (e.g.
taught primary school students, mason on a construction site,
banana farmer).
Please describe the kind of work he did in that job.
Job description: get a full description what the parent did in their job.
Descriptions must always reflect the most important activities or duties of the
job. For example, stocking shelves, keeping track of costs and payments,
looking after sick animals, caring for sick people, fixing sore teeth, building
roads, and bridges, etc.
Female/male guardian: refers to the person who was most like a mother or
father respectively to the respondent. This can be a biological parent, adoptive
parent, stepmother/stepfather, a family member or a court-appointed guardian.
Continued on next page
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Section C: Parental Information, Continued
Main Job,
continued
Main job: for parents this would be the job at which they worked the greatest
number of hours per week when the respondent was 16 years old. Main job has
nothing to do with which job yields the highest income, which job involves the
most weeks per year or which job was held the longest.
Job title: avoid general occupational titles such as manager, clerk or farmer.
Appropriate responses would be more specific such as: certified industrial
accountant, stock clerk, accounts clerk, sales clerk, civil engineer, dairy farmer,
grain farmer, primary school teacher, bank manager, regional sales manager.
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Section D: Labour Force Activities
Introduction
Whether you have a job that pays well and promotes your skills is often related
to the skills you possess. The types of jobs you do and the stability of your
employment is an important factor in measuring the economic impact of skills.
Employment
Status
D1
I would now like to talk about your employment status. What is
your current work situation? Are you now … (MARK ONE
ONLY). Answer categories should be read.
Employed – Refer to ‘Working at a job or business’ on the opposite page for a
definition of employed.
Self-employed: a person who works directly for himself/herself. A self,
employed person may or may not have a business, a farm or professional
practice. Examples of self-employed persons with a business could include a
man with his own beauty parlour, a woman with her medical practice. Examples
of self-employed persons without a business would be a cleaning person working
for a number of people in their homes, a freelance writer, a paper carrier, general
handyman and a babysitter who works for a number of people
Other (specify) includes the following;





Long-term illness or disability,
On layoff,
On sabbatical
Doing volunteer work,
People who are living on investment income.
Before entering this category, probe to ensure that the answer really belongs
here. Answers such as “taking it easy” may turn out to be situations that should
be marked “unemployed” or “retired”.
Continued on next page
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Section D: Labour Force Activities, Continued
Work at a Job or
Business
D2
Did you work at a job or business at any time in the last 12 months;
that is from <month and year> to <month and year> (regardless of
the number of hours per week)? PLEASE INCLUDE AS WORK
TIME OFF FOR VACATION, ILLNESS,
MATERNITY/PATERNITY LEAVE, STRIKES AND
LOCKOUTS.
‘Working at a job or business’ means any activity carried out by the
respondent for pay or profit and includes ‘payment in kind’ (payment in goods or
services rather than money).
INCLUDE:





EXCLUDE:



Time spent in ‘on-the-job’ training if the person is receiving
pay from the employee in exchange for the goods or
services produced in the course of training (e.g. apprentices,
articling students of law, interns, etc.)
Time spent by an unpaid respondent in any activity that
contributes directly to the operation of the business, farm or
professional practice owned or operated by a member of the
family.
Maternity/paternity leave. This includes people who are
receiving maternity benefits.
On strike or lockout.
Short term (non permanent) sick leave and time off for
vacations.
Time spent in ‘on-the-job’ training when the financial
compensation received is not related to the goods or
services produced, but is simply an allowance to enable the
person to take the training (e.g. student nurses, armed forces
reserves).
Time spent in government-sponsored adult training
programs (e.g. programs designed to enable adults to
qualify for jobs) if this training is conducted solely in a
classroom setting and the person is not working at a job or
business.
Volunteer work without pay for organizations such as the
Red Cross, local hospital, etc.
Continued on next page
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Section D: Labour Force Activities, Continued
Work at a Job or
Business, continued
For Self-employed respondents:
INCLUDE:




Work in a month
Time spent actively looking for potential clients, preparing
estimates, quotes or tenders, etc.
Time spent operating a business, professional practice, or
farm even if no sales were made, no professional services
were rendered or nothing was actually produced.
Time spent on activities related to establishing a new
business, farm or professional practice.
Time spent by a person who owns and manages his/her
business or farm even though he/she is physically unable to
do the work.
D3
When did you last work at a job or business?
D4
During the last 12 months: that is, from <month and year> to
<month and year> did you work in every month (at least 8 hours in
each month)? REMEMBER TO INCLUDE AS WORK TIME
OFF FOR VACATION, ILLNESS, MATERNITY/PATERNITY
LEAVE, STRIKES AND LOCKOUTS.
D5
In which months did you work (at least 8 hours in each month)?
REMEMBER TO INCLUDE AS WORK TIME OFF FOR
VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE,
STRIKES AND LOCKOUTS.
D6
In which months did you work the whole month, that is, at least 8
hours every week and in which months did you work part of the
month?
Continued on next page
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Section D: Labour Force Activities, Continued
Full-time and Part- D7
time work
During the last 12 months, did you work mostly full-time, that is 35
hours per week or more or part-time, that is less than 35 hours per
week?
Full-time: defined as 35 hours or more of work per week.
Part-time: defined as 34 hours or less of work per week.
If the respondent worked full-time and part-time at the same time, enter ‘fulltime’.
If the respondent worked 35 weeks part-time and 15 weeks full-time, enter ‘parttime’.
Without Work
Temporary Layoff
D9
Were you ever without work for a week or more at any time during
the last 12 months because you changed employers?
D10
In which month(s) were you without work for a week or more
because you were changing employers?
D11
Were you ever away from work for a week or more at any time
during the last 12 months because you were on temporary layoff?
D12
In which month(s) were you on temporary layoff?
Temporary lay-off: the respondent was temporarily released by an employer
because production has fallen off, was temporarily suspended or was laid off
because business declined. Neither the employer nor the respondent necessarily
knows how long the layoff will last, but the respondent must have some
expectation of returning to work. Examples include: a computer salesman who
was laid off because of an equipment breakdown in the production plant; a hotel
maid who was without work due to a strike in another part of the industry.
Continued on next page
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Section D: Labour Force Activities, Continued
Looking for Work
D13
Did you look for work at anytime during the last 12 months; that is,
look for a new or different job?
D14
In which month(s) did you look for work?
Looking for work: one or more job search methods used to find a new job or to
change jobs. For example: looking at job ads, checking with employers or a
public employment agency, checking with friends or relatives, searching on the
Internet. Self-employed persons seeking work contracts are not considered as
looking for work in this context. .
Main Job
D18
The next questions are about the last job or business you worked at.
We will refer to this as your main job.
D19
The next questions are about the job or business at which you
worked THE MOST HOURS during the last 12 months. We will
refer to this as your main job.
D20
The next questions are about the job or business at which you now
work THE MOST HOURS per week. We will refer to this as your
main job.
D21
When did you start working at this job or business?
D23
Are you still working at this job or business?
D24
When did you last work at this job or business?
Main job: the job at which the respondent worked the most hours in the last 12
months. Main job has nothing to do with which job yields the highest income,
which job involves the most weeks per year or which job was held the longest.
Continued on next page
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Section D: Labour Force Activities, Continued
Name of Employer
D25
For whom did/do you work (NAME OF BUSINESS,
GOVERNMENT DEPARTMENT, OR PERSON)
For whom did you work: Enter the full and exact name of the company,
business, government department or agency, professional practitioner, farm or
private household employer for whom the respondent worked.
Company name: enter the full and exact name of the company, not the name of
the supervisor, foreman or owner. If the respondent worked for an employer
such as a dentist, lawyer or construction contractor who did not have a company
name, record the name of the owner.
Government employee: report the specific department for which the respondent
worked.
Self-employed: enter the name of the business if there was one (such as Elgin
Barber Shop, Capital Construction or the respondent’s own name (e.g. John
Smith: Accountant)). Do not enter ‘self’ or ‘self-employed’.
More than one employer: enter the name of the employer for the main job.
If the respondent is not currently working then the respondent should report the
main job while he or she was working. If the respondent has had more than one
job in the past 12 months then the main job should be reported.
Kind of Business,
D26
Industry or Service
What kind of business, industry or service was/is this? (Give full
description, e.g. fish storage plan, vehicle repair shop, local
government).
Kind of business, industry or service: Describe specifically the kind of
business, industry or service where the respondent worked. Do not repeat the
name of the employer. Give an exact description of the industry, indicating both
a general and specific function for the employer. For example: copper mine,
fountain pen manufacturer, wholesale grocery supplier, retail bookstore, road
construction and shoe repair service.
Continued on next page
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Section D: Labour Force Activities, Continued
Kind of Work
D27
What kind of work were/are you doing at this job? (Give full
description or occupational title, e.g. office clerk, primary school
teacher, pediatric nurse.)
Kind of work: refers to the duties or tasks performed by the respondent. The
response must provide more than just the job title. Avoid occupational titles
such as manager, clerk, or farmer. Descriptions must always reflect the
respondent’s most important duties. For example, accountant would be certified
industrial accountant, clerk would be sales clerk, farmer would be dairy farmer,
and manager would be regional sales manager.
Most important
Activities or Duties
D28
What were/are your most important activities or duties? (Give full
description e.g. filling documents.)
Most important activities or duties: descriptions must always reflect the
respondent’s most important activities or duties. For example, stocking shelves,
keeping track of costs and payments, looking after sick animals, caring for sick
people, fixing sore teeth, building roads and bridges.
Status at job
D29
What was/is your status at this job or business? Were are/you …
Location
employment
D30
About how many persons were/are employed at the location where
you work (ed)? Would it be less than 20, 20 to 99, 100 to 499, 500 to
999 or 1000 and over?
D31
Did/Does your employer operate at more than one location in
<<Country Name>>?
D33
In total, about how many persons were/are employed at all
locations? Would it be less than 20, 20 to 99, 100 to 499, 500 to 999,
1000 or over?
Continued on next page
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Section D: Labour Force Activities, Continued
Number of Hours
Worked
D34
How many months in a year did/do you usually work at this job or
business? REMEMBER TO INCLUDE AS WORK TIME OFF OR
VACATION, ILLNESS, MATERNITY/PATERNITY LEAVE,
STRIKES AND LOCKOUTS.
D35
Did/do you usually work every week of the month at this job or
business? REMEMBER TO INCLUDE AS WORK TIME OFF
FOR VACATION, ILLNESS, MATERNITY/PATERNITY
LEAVE, STRIKES AND LOCKOUTS.
D36
On average, how many weeks in a month did/do you usually work
at this job or business?
D37
On average, how many hours per week did/do you usually work at
this job or business?
In some jobs the number of hours worked each week may vary depending on the
time of year. In these cases, try to determine the paid or unpaid hours average
over the year.
Wages and
Salaries
D39
What is the easiest way for you to tell us your usual wage or salary
for this job? Would it be hourly, weekly, monthly or on some other
basis?
D40
How may days per week did/do you usually work at this job or
business?
D41
What was/is your (fill text as indicated in D39, e.g. hourly, weekly,
etc.) wage or salary before taxes and all other deductions at this
job? Including tips and commissions?
D42
Approximately how much were/are you paid per month at this job?
Including tips and commissions and before taxes and deductions?
D43
What was/is your annual personal net income before taxes and
deductions from this business – that is, after all business expenses?
Continued on next page
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Section D: Labour Force Activities, Continued
Wages and
Salaries, continued
Wages or salary: we are asking for wages before taxes and other deductions.
The respondent may choose any reporting period that makes it easier for him/her
to give accurate data. If it is not possible for the respondent to provide earnings
before taxes and deductions we will accept net earnings but this is to be entered
in question D43.
Exclude gambling games, lottery winnings, money inherited during the year in a
lump sum, loan payments, income tax refunds, rebates received from property
taxes, pension contributions refunds, strike and sick pay from trade unions, etc.
Bonuses: in some situations wages are paid in the form of both regular pay
cheques and periodic bonuses based on work performance. In these cases, the
bonus should be averaged over the period for which it applies and included with
the wages or salary reported.
Tips and commissions: some respondents may be unsure of how to include
tips, bonuses and commissions in their salary. Any tips, bonuses or commissions
should be averaged over the period for which they apply and included with the
wages or salary reported;
Example:
Andy is a waiter; he gets paid every two weeks. His tips vary from week to
week. To obtain the correct response, add his tips for each two-week period.
Add this amount to his regular pay to obtain the total bi-weekly wage.
Note: This applies to weekly, bi-weekly, semi-monthly, monthly and yearly
wages.
Yearly: the earnings must correspond to the last 12 months, even if the
respondent has not worked for the full 12 months, (e.g. a respondent started a job
a few months ago). The amount entered should reflect what the respondent
would normally earn, had he/she worked the full 12 months.
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Section E: Literacy and Numeracy Practices at Work
Purpose
The questions in this section are about skill practices at work and outside of
work or school – specifically literacy and numeracy practices.
Some jobs demand more skills, some less. The type of reading and numeracy
tasks that you do daily as part of your job can have a deep impact on how you
develop your skills. In fact, as you grow older, it is your job practices that work
to maintain the skills you acquired in your youth at school.
The following questions are about your reading, writing and
mathematics activities at your main job – whether these activities
are done on paper or on computer.
Literacy and
Numeracy
Practices at Work
E1
How often do/did you read or use information from each of the
following as part of your main job? Would you say at least once a
week, less than once a week, rarely or never.
E2
How often do/did you write or fill out each of the following as part
of your main job? Would you say at least once a week, less than
once a week, rarely or never.
a) Letters, memos or e-mails
b) Reports, articles, magazines, or journals
c) Manuals or reference books including catalogues
d) Diagrams or schematics
e) Directions or instructions
f) Bills, invoices, spreadsheets or budget tables.
Continued on next page
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Section E: Literacy and Numeracy Practices at Work
Literacy and
Numeracy
Practices or at
Work, continued
E3
How often do/did you do each of the following as part of your main
job? Would you say at least once a week, less than once a week,
rarely or never.
a) Measure or estimate the size of objects
b) Calculate prices, costs, or budgets
c) Count or read numbers to keep track of things
d) Manage time or prepare timetables
e) Give or follow directions or use maps or street signs
f) Use statistical data to reach conclusions
E4
Please tell me whether you strongly agree, agree, disagree, or
strongly disagree with the following statements:
a) You have the reading skills in English you need to do your main
job well.
b) You have the writing skills in English you need to do your main
job well.
c) You have the math skills in English you need to do your main job
well.
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Section F: Participation in Education and Learning
Purpose
Participation in education and learning activities is a factor that enhances skills
and/or maintains skills. Participation in education and learning is clearly an
indicator of access to skill learning opportunities.
Another way of maintaining your skills is to take courses throughout your adult
life. This section attempts to get details on your adult education and includes
questions on who provided the education, who supported it and why you took it.
Training or
Education
F1
The following questions are about your participation in education
and learning activities during the last 12 months that is from
<month and year> to <month and year>.
During this time, did you take/ participate in any education or
training? This education or training would include programmes,
courses, private lessons, correspondence courses, workshops, onthe-job-training, apprenticeship training, arts, crafts, recreation
courses, or any other training or education.
Ensure that you read the entire question to respondents, even if they say ‘yes’
before you have finished. By mentioning a variety of different types of training
or education, respondents will be prompted to remember all the training they
have received throughout the year.
Any training or education: includes courses, private lessons, correspondence
courses, workshops, on-the-job training, apprenticeship training, arts, crafts,
creation courses, or any other training or education.
Conferences, seminars and workshops whose primary activity is considered as
training or education, are also included.
Continued on next page
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Section F: Participation in Education and Learning, Continued
Program of Studies F2
A programme of studies is a collection of courses that leads to a
specific certificate, diploma or degree.
During the last 12 months, that is from <month and year> to
<month and year> did you take any courses as part of a
PROGRAMME of studies toward a certificate, diploma or degree?
Examples would include UWIDITE, Continuing Education
programmes at SALCC, National Skills Development Center
(NSDC) programmes, First year UWI at SALCC; a diploma
granted from a programme of studies at a private school; a
university certificate, diploma or degree?
School, college or
university
F3
Was this programme of studies given by a school, college or
university (includes private schools)?
Type of
Certificate, Degree
or Diploma
F4
What type of certificate, degree or diploma were you taking this
education or training towards? If there was more than one, tell me
about the most recent programme.
Attend
F5
In which month(s) did you attend school, college or university?
Months will correspond to the last 12 months before the interview.
Attend: means more than simply being registered at a school, college or
university – it refers to participation in a program – this can, however, be
through distance education.
Continued on next page
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Section F: Participation in Education and Learning, Continued
Full-time/Parttime
F6
Were you mostly a full-time or part-time student?
F7
Would it be best to describe the total time you spent in this
programme of studies in terms of weeks, days or hours?
F8
From <month and year> to <month and year> how many weeks did
you spend in this programme of studies?
F9
On average, how many hours per week was that?
F10
From <month and year> to <month and year>, in total, how many
days did you spend in this programme of studies?
F11
On average, how many hours per day was that?
F12
From <month and year> to <month and year>, how many hours in
total was this programme of studies?
Full-time/Part-time student: Being enrolled full-time or part-time is not
necessarily related to the number of hours of schooling undertaken each week.
All schools classify their students based on the number of courses they have
enrolled in. Therefore, whether a person is entered as full-time or part-time
depends on how she/she is classified by the school, college or university that
he/she attended. Definitions and requirements may vary from institution to
institution. Assume that the respondent is aware of his/her student status
according to the institution attended.
Main Reason took
this Programme of
Studies
F13
What was the main reason you took this programme of studies?
Was it for (MARK ONE ONLY.)
‘For job or career reasons’ means the purpose of the training/education is to
learn new skills for a current or future job; increase earnings; improve job
opportunities in current or another field, improve opportunities for
advancement/promotion, etc.
‘For personal interest’ means programs that are taken for a reason not related to
an individual’s job or career This would include courses or programs designed
to improve social skills and courses taken for reasons of personal development.
Continued on next page
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Section F: Participation in Education and Learning, Continued
Contributed
towards expenses
F14
Who contributed towards the direct expenses of this programme of
studies, that is, expenses for tuition, course materials, travel,
accommodation and so forth? (MARK ALL THAT APPLY).
Not part of
programme of
studies
F15
During the last 12 months, did you participate in any courses that
were NOT PART OF YOUR PROGRAMME OF STUDIES?
F16
Time spent
During the last 12 months, did you participate in any courses that
were NOT PART OF A PROGRAMME OF STUDIES?
F17
I am going to ask you some questions about the amount of time you
spent taking courses that were NOT PART OF YOUR
PROGRAMME OF STUDIES from <month and year> to <month
and year>. I will be gathering information on a maximum of two
courses. If you have taken more than two courses, please just tell
me about the two(three) most recent courses.
F18
I am going to ask you some questions about the amount of time you
spent taking courses from <month and year> to <month and year>.
I will ask you about a maximum of three courses. Please just tell me
about the three most recent courses.
Duration of education or training: We are looking for the duration of
respondent’s actual participation in the program or course in terms of weeks/days
and hours per day so that we can determine the total number of hours spent
participating in the instruction portion of a program or a course. We are not
interested in time spent outside of instruction time on studying, homework, etc.
Continued on next page
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Section F: Participation in Education and Learning, Continued
Time spent,
continued
For example, if a respondent took a 1 day course that lasted 8 hours, the
interviewer would record that the respondent took this course for 1 week. 1 day
out of that week, and 8 hours during that day – the total number of hours being 8.
If a respondent took a 6-week course, full-time each day of the work week for 6
hours per day the response would be 6 weeks, 5 days per week, 6 hours per day –
the total number of hours then being 180.
If a respondent took a 4 day course at 7 hours each day that was spread over 4
months (e.g. 1 day per month for 4 months) the response should be recorded as
follows: 4 weeks, 1 day per week, and 7 hours per day for a total of 28 hours.
A program taken during the academic session of September – April, part-time (2
courses) at 2 days per week and 3 hours per day would likely be answered close
to what follows (although the weeks are likely to vary somewhat to account for
school holidays): 32 weeks (8 months), 2 days per week, 3 hours per day for a
total of 192 hours.
It is important that the information recorded allows the number of hours of actual
participation in a course or program to be derived correctly.
F18
A/B/C
Would it be best to describe the total time you spent in this course
in terms of weeks, days or hours?
F19
A/B/C
From <<mm/yyyy>> to <<mm/yyyy>> how many weeks did you
spend in this course?
F20
A/B/C
On average, how many hours per week was that?
F21
A/B/C
From <<mm/yyyy>> to <<mm/yyyy>>, in total, how many days
did you spend in this course?
F22
A/B/C
On average, how many hours per week was that?
F23
A/B/C
From <<mm/yyyy>> to <<mm/yyyy>>, how many hours in total
was this course?
Continued on next page
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Section F: Participation in Education and Learning, Continued
The following few questions are about the course at which you spent the most time during the
last 12 months (if the time is the same for all courses, pick the most recent one).
What was the main reason you took this course? Was it for
Most time spent
F24
1 Job or career-related reasons
2 Personal interest such as hobby/leisure, volunteer activities, to
improve some general skills (reading, writing) or for general
education.
If the time is the same for all courses, pick the most recent one.
‘For job or career-related reasons’ means the purpose of the training/education
is to learn new skills for a current or future job; increase earnings; improve job
opportunities in current or another field, improve opportunities for
advancement/promotion, etc.
‘For personal interest such as hobbies/leisure … means programs that are
taken for a reason not related to an individual’s job or career This would include
courses or programs designed to improve social skills and courses taken for
reasons of personal development.
Contribution
towards expenses
F25
Who contributed towards the direct expenses of this course, that is,
expenses for tuition, course materials, travel, accommodation and
so forth? (MARK ALL THAT APPLY).
Learning activities
that are NOT part
of a formal
learning activity
F26
We are interested in the many ways that people acquire skills and
knowledge. Now I will ask you some questions about your
involvement in learning activities that were NOT part of a formal
learning activity such as a course or a programme of study.
During the last 12 months, that is, from <<mm/yyyy>> to
<<mm/yyyy>> did you do any of the following learning activities?
Continued on next page
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Section F: Participation in Education and Learning, Continued
Learning activities
that are NOT part
of a formal
learning activity,
continued
F27
During the last 12 months, was there any training or education that
you wanted to take for career or job-related reasons but did not?
F28
During the last 12 months, was there any other training or
education that you wanted to take but did not, such as hobby,
recreational, or personal interest courses?
F30
The following is a list of reasons why some people do NOT take the
education or training they want to take.
Which of these reasons, if any, apply to you?
a) Time constraints (too busy, no time to study).
b) Courses available did not match your needs or interests.
c) Lack of confidence or preparedness (e.g. felt unprepared, not
confident of my learning ability).
d) Taking courses was not a high personal priority at the time.
e) Couldn’t afford the costs/courses too expensive.
f) Personal or family responsibilities (childcare, elder care).
g) Personal health.
h) Any other reason, specify ____________-
‘Hobby or recreational courses’ are courses taken for the purposes of learning
a hobby; physical, social, or psychological development; or personal interest in a
particular subject-area.
Continued on next page
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Section G: Literacy and Numeracy Practices Generally, Social Capital
and Well Being
Purpose
The questions in this section are about skill practices in daily life – specifically
literacy and numeracy practices.
Respondents will be asked questions about their social association with family
and friends as well as their participation in formal volunteer activities.
Respondents will be asked questions on social returns such as health and general
well-being to literacy skills.
Three dimensions of well-being can be considered:



quality of life (sometimes referred to as ‘happiness’ or general affect);
physical well-being; and
mental well-being.
Practices at work are fine, but if you aren’t working, your personal literacy and
numeracy practices are important factors in the maintenance of your skills.
How you feel both physically and mentally is often seen as an important
outcome of higher skills. This section attempts to measure the link between
health and literacy and also looks at how much work you participate in your
community.
Activities outside
of work
G1
The following questions are about your activities outside of work or
school.
About how often do you do the following activities whether these
activities are done in person or on computer? Would that be
weekly, monthly, several times during the year, once or twice
during the year or never?
a) use a library?
b) visit a bookstore?
G2
How much time do you usually spend each day watching television
or videos?
Option 5- includes other VCR and other video players
Continued on next page
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Section G: Literacy and Numeracy Practices Generally, Social Capital
and Well Being, Continued
Activities outside
of work, continued
G3
How often do you read or use information from each of the
following sources as part of your daily life?
Please don’t include time spent as part of your job or schooling.
Would you say at least once a week, less than once a week, rarely or
never?
a) How often do you read or use information from newspapers?
b) How often do you use or read information from magazines or
articles?
c) How often do you read or use information from books-fiction or
non-fiction?
d) How often do you read or use information from letters, notes, emails?
Newspaper
G5
I am now going to read you a list of some different parts of a
newspaper. Please tell me which parts you generally read when
looking at a newspaper.
Books
G6
How many books do you have in your household? Do not include
magazines
G7
Please tell me whether you strongly agree, agree, disagree, or
strongly disagree with the following statements:
a) You are good with numbers and calculations
b) You feel anxious when figuring such amounts as discounts, sales
tax or tips
c) You read only when you have to
d) Reading is one of your favourite activities
e) You enjoy talking about what you have read with other people
Continued on next page
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Section G: Literacy and Numeracy Practices Generally, Social Capital
and Well Being, Continued
Volunteer work
G8
The following questions are about your volunteer work and
the organization in which you participate.
During the last 12 months did you participate in any of the
following groups or organizations?
a) A political organization
b) A sports or recreation organization (e.g. Football Club,
Tennis Club, etc.)
c) A cultural, education or hobby group (e.g. Theatre Group,
Book Club, Dance Club, etc.)
d) A service club (e.g. Kiwanis, Rotary, Lions)
e) A neighborhood, civic or community association or a
school group (e.g. Parent/Teachers Association, your
neighborhood community association, Mothers an Father
Group)
f) A group associated with a community of worship (e.g. a
youth group associated with a church)
g) Any other group or organization
Volunteer work
G9
In the last 12 months did you do any of the following activities
as an UNPAID VOLUNTEER through a group or
organization?
a) Fundraising
b) Serving as an unpaid member of a board
c) Coaching, teaching or counseling
d) Collecting food or other goods for charity
e) Any other activities such as (organizating/supervising
events; office work or providing information on behalf of an
organization)
Continued on next page
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Section G: Literacy and Numeracy Practices Generally, Social Capital
and Well Being, Continued
Health and
general well-being
The next few questions are about your health and general well-being.
G10
G11
On the whole, how do you feel about your life over the past 12
months? Would you say that you are extremely satisfied,
satisfied, neither satisfied nor dissatisfied, unsatisfied or
extremely unsatisfied?
In general, would you say your health is?
1 Excellent
2 Very Good
3 Good
4 Fair
5 Poor
G12
The following questions are about activities you might do during
a typical day. Does your health now limit you in these activities?
If so, how much – would that be limited a lot, or limited a little?
… or not limited at all.
a) Moderate activities, such as moving a table, pushing a vacuum
cleaner, cricket or playing football
b) Climbing several flights of stairs
G13
During the past 4 weeks, have you had any of the following
problems with your work or other regular daily activities as a
result of your physical health?
a) Accomplished less than you would like
b) Were limited in the kind of work or other activities
Continued on next page
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Section G: Literacy and Numeracy Practices Generally, Social Capital
and Well Being, Continued
Health and general
well-being
G14
During the past 4 weeks, have you had any of the following
problems with your work or other regular daily activities as a result
of any emotional problems (such as feeling depressed or anxious)?
a) Accomplished less than you would like
b) Didn’t do work or other activities as carefully as usual
G15
During the past 4 weeks, how much did pain interfere with your
normal work (including both work outside the home and
housework)? Was that …
G16
These questions are about how you feel and how things have been
with you during the past 4 weeks. For each question, please give the
one answer that comes closest to the way you have been feeling.
How much of the time during the past 4 weeks …
a) Have you felt calm and peaceful? Would that be …
b) Did you have a lot of energy? Would that be …
c) Have you felt downhearted and depressed? Would that be ...
G17
<<Country Name>> Literacy Survey
Interviewer’s Manual
During the past 4 weeks, how much of the time has your physical
health or emotional problems interfered with your social activities
(like visiting friends, relatives, etc.)? Was it …
Page 82
Section H: ICTL (Information and Communication Technology
Literacy)
Purpose
The intent of this section is to efficiently document a range of Information and
Communication Technology Literacy (ICTL) uses and skills with the general
adult population of participating nations. The content items cover key
dimensions of ICTL:

general use of communication technology;

computer and internet use in specific contexts;

computer use in a work context;

development of computer skills;

benefits of computer use; and

receptivity to computer use among non-users.
Computers are increasingly becoming important to individuals living in modern
societies. While it is difficult to measure proficiency, this section is trying to
look at your comfort level with this type of technology.
Typical Month
H1
The next few questions deal with your personal use of various
technologies whether it is at home, at work or somewhere else?
In a typical month, how often did you use each of the following?
(Typical month refers to a month that is not out of the ordinary for
you; a month representative of your last 12 months)
a) A cellular phone
b) Calculator (even via your cellular phone)
c) A fax machine (i.e., a stand alone fax machine, not fax software
on a computer.)
d) A touch-tone/ cell phone phone to buy something, pay a bill,
financial transactions
e) An automated banking machine (e.g., ATM, Bankomat, …)
Typical month: refers to a month that is not out of the ordinary for you (the
respondent); a month representative of your (the respondent) last 12 months.
Example, In January, Lucy took a 4-week vacation. She usually works 5 days a
week. For her, January would not be considered a ‘typical’ month. To obtain a
response, you would ask her to think about when she uses the Internet in a usual
or ordinary month.
Automated banking machine (e.g. ATM, Bankomat): Electronic banking
allows access to banking services such as deposits, transfers, bills or mortgage
payments through the Internet.
<<Country Name>> Literacy Survey
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Section H: ICTL (Information and Communication Technology
Literacy), Continued
Computer Use
H2
These next questions ask you about your computer use (e.g.
personal, desktop and portable, networked).
Have you ever used a computer?
Computer Use
H3
In a typical month, how often did you use a computer for the
following purposes?
a) Writing or editing text
b) Accounts, spreadsheets or statistical analysis
c) Creating graphics, designs, pictures, or presentations
d) Programming or writing computer code
e) Keeping a schedule or calendar
f) Reading information on a CD-ROM, DVD or any other storage
device
g) Playing games
h) Other purposes, specify: _______________
Internet
H4
Have you ever used the Internet?
Internet: is a global network connecting millions of computers to exchange
information like data, news, opinions. The Internet can be accessed through
telephone or cable lines with the use of a computer (monitor and processing unit)
and modem or it can be accessed through the cable line with simply the
television as the monitor and a modem, but no processing unit. Examples of
telephone Internet providers include: Cable and Wireless and Karibe Cable
Other means of Internet access include satellite technology and digital (wireless)
telephones.
Continued on next page
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Section H: ICTL (Information and Communication Technology
Literacy), Continued
Participate in Chat
Groups or Other
On-line
Discussions
H5
In a typical month, how often did you use the Internet for the
following purposes?
a) Electronic mail (e-mail)
b) Participate in chat groups or other on-line discussions
c) Shopping (including browsing for products or services but not
necessarily buying)
d) Banking
e) Formal education or training (part of a formal learning activity
such as a course or a program of study)
f) Obtain or save music
g) Read about news and current events
h) Search for employment opportunities
i) Search for health-related information
j) Search for weather related information
k) Search for government information
l) Playing games with others
m) General browsing
n) Other purposes, specify:
… Electronic mail (e-mail): e-mail includes all types of electronic mail
services. E-mail is an electronic message sent from one computer to another.
You can send or receive a variety of information including pictures, computer
programs and formatted documents. To send e-mail, you need an Internet
connection and access to a mail servicer. E-mail is the most frequently used
application of the Internet. In fact, many people use the Internet only to send and
receive e-mail.
… Chat groups or other on-line discussions: Chat groups are groups where
people can ‘chat’ to each other, usually in ‘real time’. ‘Real time’ refers to
written or phone conversation, that is, interactive (that is, one person will see
what the other is writing or saying as he or she is writing or saying it). A person
needs to register in such groups. Include Bulleting Board Services (BBS),
Newsgroups and videoconferences in this concept.
… Shopping: People can order a variety of goods and services such as flowers,
equipment, jewelry and cars through the Internet.
Continued on next page
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Section H: ICTL (Information and Communication Technology
Literacy), Continued
Participate in Chat
Groups or Other
On-line
Discussions,
continued
… Banking: Electronic banking allows access to banking services such as
deposits, transfers, bills or mortgage payments through the Internet.
… Formal education or training: Formal education or training applies only to
courses taken at a school, college, trade institution, and university or distance
education. Training must be structured with a beginning and an end.
… Obtain or save music: For example, downloading popular music such as
MP3 files. This does not include sound cards.
… General browsing: General browsing means that the users access different
sites with no specific motives (that is, not looking for any site or information in
particular).
Computers in
Your Job
H7
In the last 12 months, did you use a computer in your job? (If you
have more than one job, tell us about the one at which you work the
most hours)
Computer
Software
H8
In the last 12 months, in your job, have you started using any new
computer software (e.g. Windows, Windows XP, Firefox, etc …,
including upgrades)?
Computer software: is the program that tells a computer what to do.
Examples: Microsoft Office, Corel Draw, Windows 98, WordPerfect, Excel.
Computer
Hardware
H9
In the last 12 months in your job, have you started using any new
computer hardware (e.g. a new computer, upgraded components,
peripherals such as a scanner or printer)?
Continued on next page
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Section H: ICTL (Information and Communication Technology
Literacy), Continued
Technologies
H10
In a typical month, did you use any of the following technologies in
your job?
a) Cell phone
b) Calculator, even via a cellular phone
c) Fax machine
d) Electronic personal organizer
Computer outside
work
H11
The next few questions are about your use of a computer outside
work.
Do you have personal access to a computer in your home (including
a laptop you bring home from your work?)
Internet
Connection
H12
Is the home computer you usually use connected to the Internet (e.g.
via a modem, high-speed cable, or other physical connection?)
Internet connections: refers to having a physical hook-up that permits access to
the Internet in the dwelling. This physical access may be through a telephone
line or cable connections.
Typical Month
H13
In a typical month, how many hours did you use a computer at
home?
Continued on next page
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Section H: ICTL (Information and Communication Technology
Literacy), Continued
Typical Month,
continued
H14
In a typical month, did you use a computer at …
a) A friend’s home
b) A relative’s home
c) A public library (excluding the library catalogue)
d) An internet café
e) A community resource centre (e.g. employment centre)
f) A school, educational or training institute
g) Some other location, specify:
General
H15
Please tell me whether you strongly agree, agree, disagree, or
strongly disagree with each of the following statements:
a) Your level of computer skills meets your present needs
b) You feel comfortable installing or upgrading computer software
c) Computers have made it possible for you to get more done in less
time.
d) Computers have made it easier for you to get useful information.
e) Computers have helped me to learn new skills other than
computer
f) Computers have helped you to communicate with people.
g) Computers have helped you reach your occupational (career)
goals.
Interested in
starting to use a
computer
H16
Are you interested in starting to use a computer?
Next 12 months
H17
Do you expect to use a computer in the next 12 months, either at
home, at work, at school, at a friend’s or relative’s place or at a
public place?
<<Country Name>> Literacy Survey
Interviewer’s Manual
Page 88
Section K: Household Information and Income
Purpose
This section asks for general household information.
Standard demographic information is collected on household size, the presence
of dependent children and the existence of more than one person responsible for
the children. Past analysis has indicated that literacy is strongly related to
income in some countries and moderately related in others.
If there is a link between economic well being and skills, this section is
indispensable. The better the detail here, the more accurate the analysis will be.
General
Household
Information
Dependent
Children
The following questions ask for general household information.
K1
Including yourself, how many people live in your household?
K2
Do you have any dependent children living with you in your
household?
(Children for whom you are financially responsible and/or have sole
or joint custody).
Anyone else
K3
What is the age of the youngest child in your household?
K4
Is there anyone else living in your household who shares financial or
custodial responsibility for these children?
Continued on next page
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Section K: Household Information and Income, Continued
Income
K5
During <yyyy>, Did you receive any income from …
a) Wages or salaries including commissions, tips and bonuses?
b) Self-employment including farm self-employment and non-farm
self-employment (including business, professional, commission,
fishing, and net income from roomers and boarders)?
c) Interest, dividends, capital gains or other investment income
such as net rental income, etc.?
d) National Insurance Corporation, Guaranteed Income
Supplement or Spouses Allowance?
e) Employment Insurance Benefits?
f) Social assistance and provincial supplements?
g) Other government sources such as Child Tax Benefit?
Wages or Salaries
including
Commissions, Tips
and Bonuses
Income from wages or salaries including commissions, tips and bonuses:
Include all earnings from tips, commissions, gratuities as well as all earnings
from any type of casual work such as paper delivering, babysitting, house
cleaning, etc. Any pay received as a member of a reserve unit is included as
income.
Note: This applies to weekly, bi-weekly, semi-monthly, monthly and yearly
wages.
Bonuses: in some situations, wages are paid in the form of both regular pay
cheques and periodic bonuses based on work performance.
Self-employment
Self-employment: for persons who owned and operated an unincorporated
business or professional practice during the past 12 months, either alone or in
partnership. For self-employed fishermen, trappers and hunters, for persons who
babysit in their own home, operate a direct distributorship such as selling and
delivering cosmetics, newspapers, or obtain contracts or agreements to do odd
jobs.
NIC, GIS or
Spouses Allowance
National Insurance Corporation, Guaranteed Income Supplement or
Spouses Allowance: benefits received under these government plans such as
retirement pensions, survivors’ benefits and disability pensions?
Continued on next page
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Section K: Household Information and Income, Continued
Employment
Insurance Benefits
Employment insurance Benefits: benefits received from Employment
insurance. Include benefits for sickness, maternity/paternity leave, work sharing
and retraining.
Social assistance
and provincial
supplements
Social assistance and provincial supplements: are made to persons by the
Ministry of Social Transformation of the Government of <<Country Name>>.
Benefits include assistance to mothers/fathers with dependent children, elderly
individuals, the blind and the disabled. Include cash benefits covering basic
needs (e.g. food, fuel, shelter and clothing).
Other Government
Sources
Workers’ Compensation is income received for injuries sustained at work.
This payment is usually made by the National Insurance Cooperation.
Retirement
pensions
RRSP – Registered Retirement Savings Plan, annuities or withdrawals.
RRIF – Registered Retirement Investment Fund.
Private pensions are pensions received from a company that the respondent
worked for.
Include any capital gains, income from RRSPs (RIFS) interest on bonds,
dividends, cash dividends from life insurance policies, corporate stocks, royalties
on books, oil wells and rental income.
Any other income
Any other income such as alimony, money from persons outside the
household to help pay living expenses, scholarships, research grants, retiring
allowance, lottery winnings, etc. any other money/income NOT in items a) to
h) above, such as maintenance payments and support payments from a former
spouse, non-refundable scholarships, income from outside <<Country Name>>,
severance pay, etc.
Continued on next page
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Section K: Household Information and Income, Continued
Personal Income
K6
What is your best estimate of your personal income in <yyyy> from
all sources, including those just mentioned, before taxes and
deductions?
K7
Then, could you estimate whether your total personal income was
less than $20,000 or was it $20,000 or more?
This is the total personal income for the selected respondent only. Report the
total amount from all jobs before deductions for income tax, pension
contributions, health insurance, Savings Bonds, etc.
EXCLUDE: gambling gains, lottery winnings, money inherited during the year
in a lump sum, income tax refunds, loan payments, lump sum settlements of
insurance policies, rebates received from property taxes, pension contribution
refunds, strike and sick pay from trade unions, etc.
If the respondent hesitates, remind them that this information is strictly
confidential.
If the respondent reports income in foreign currency, ask him/her to covert the
amount into <<Country Name>>n dollars (to the best of his/her ability) or
indicate which currency.
Total Income
K11
What is your best estimate of the total income of all household
members (including yourself) from all sources in <yyyy> before
taxes and deductions?
K12
Then, could you estimate whether the total income of all persons in
your household was less than $40,000 or was it $40,000 or more?
Here we are asking for the total gross income, which is before taxes and
deductions, for all members of the household together. This may be difficult to
collect in households that include boarders and unrelated members. Urge the
respondent to give his/her best estimate from all sources.
If the amount given is <0> (no income), the interviewer should probe in this case
to verify, especially if personal income has been reported in the previous
question.
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Chapter 7
Description of the Booklets
Introduction to the
Filter, Locator and
Main Booklet
In order to measure the literacy skills levels, it is necessary to develop a series
of questions which will assess the respondent’s reading levels along the two
literacy dimensions of prose and document literacy. Three booklets have been
designed to accomplish this goal – the Filter, Locator and Main Booklet.

The Filter Booklet will be administered to all respondents.

The Locator Booklet will be administered to respondents who score 06 to
15 on the Filter Booklet.

The Main Booklet will be administered to respondents who score 16 or
more on the Filter Booklet.
The Booklets are a series of questions to stimulate those things to which people
are exposed to in the course of their daily activities. The Main Booklet is more
complex and diverse in complexity and subject matter. All three booklets are
designed to provide an understanding of the literacy skills of the general adult
population.
There is no time limit for completing the Filter, Locator or Main Booklet.
Allow the respondent all the time required. You may encounter cases where it
is obvious that the respondent cannot answer the question but is reluctant to
give up. In such cases it is appropriate to suggest that the respondent try
another question and return to the one which is causing difficulty later in the
interview.
The document, ‘Step-by-step Instructions for the Administration of the Literacy
Survey Instruments’ contains all the instructions for administering the Filter,
Locator or Main Booklets and instructions to be read to the respondent.
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How to React in Different Situations
Sensitivity
Adults with low literacy abilities often feel powerless because they must
depend on others to help them with many of the duties we assume as adults.
These include such activities as banking, filing in forms, reading dosage
information on medicine bottles and signing a lease for a house of apartment.
Because society tends to place a high value on literacy, some adults with
literacy problems find it uncomfortable to identify themselves and develop a
number of defense strategies to prevent discovery. It will be your exercise to
convince these individuals to take part in the survey.
Unlike other surveys, the respondent may perceive that there are “right” and
“wrong” answers.
It is important that you present yourself as non-threatening and non-judgmental,
and that the respondent realizes that they are in control of the situation.
Respondent
Reactions
During the interview, the two most frequent incidences which you should be
prepared for are:


respondents ask about the questions
respondents want to stop working on the questions before they have
finished all the items.
A basic rule for reacting to questions is as follows:

Interruption during
the Interview
Answers to questions should not include any explanation of the questions,
content or the means of solution. If the question refers to the meaning of a
word or phrase, tell the respondent to re-read the question and respond to
the best of their knowledge. Always answer questions regarding the
instructions.
If the interview is interrupted during the Filter, Locator or Main Booklet and
you must leave the respondent’s home, you cannot return to continue the
interview.
Continued on next page
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How to React in Different Situations, Continued
Activities not done
by respondent
Some respondents may say they are never called upon to do certain activities
that are included in the survey and see no need to do them now. If this situation
arises, explain to the respondent the survey is intended to provide an overall
picture of the reading skills of all <<Country Name>> and, while not all items
will seem important to each individual, they combine to form a more complete
profile of the literacy levels of <<Country Name>>ns. For this reason, you
would appreciate their co-operation in completing the items.
Respondent is
nervous
If a respondent is showing signs of nervousness, take a moment to establish a
non-stressful environment. Comments such as “that’s fine” or “you’re doing
okay” or “take your time” may be appropriate.
Unwilling/Unable to
complete an item
If the respondent is unwilling or unable to complete an item, ask them if they
would like to go on to the next item. Respondents should be told that they may
return to any skipped item.
I don’t understand
what I’m supposed
to do?
Ask respondent to calmly re-read the question, or read the question to them
aloud (Filter Booklet only). If this does not help, you can suggest that they go
on to the remaining questions and return to this question later. Remind them
that they do not have to know the solution to this question in order to solve the
next one. Ex plain that you are not permitted to provide them with concrete
help as it could lead to incorrect results.
What is meant by
…?
If the respondent’s questions refer to the meaning of a word or phrase, tell them to
think about what is most likely meant by the passage they do not understand. Explain
to them that you are not permitted to provide any concrete help as it could lead to
incorrect results.
How many
alternatives am I
supposed to select?
Ask respondents to re-read the question (including the information specifying
how to answer the question) or read the question (Filter Booklet only) to them
aloud. Tell them that the questions indicate how many alternatives should be
selected or how the answer should be given. Explain that you are not permitted
to provide any concrete help as it could lead to incorrect results.
My solution is not
among the options/
- I have several
solutions but only
one is expected/
- The exercise is
impossible to solve
Ask respondents to consider which of the given options would be the best in
their option and to mark it accordingly. Also suggest to them to write down
their original solution, multiple solution or “no solution” in the booklet near the
answer section. Explain that you are not permitted to provide any concrete help
as it could lead to incorrect results.
<<Country Name>> Literacy Survey
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Refusal or Failure to Take/Complete Task
Refusal to Continue
with Question
Begin by asking the respondent what is wrong, and why they do not want to go
on with the question. Depending on the reason stated, try to motivate the
respondent to continue with the question.
Comprehension
Problems of the
Respondent
If the respondent has comprehension problems, try to find out specifically
where these problems lie (e.g. questions instruction, failure to understand
certain words, the problem to be solved in the question, etc.) and help the
respondent in the manner described above under reacting to respondent’s
questions.
Concentration
Problems of the
Respondent
If the respondent has concentration problems, try to motivate him/her to
continue working on the question without putting too much pressure on
him/her. Suggest he/she take a short break for five minutes or so, and try again
after relaxing. Suggest reclining in his/her seat and closing his/her eyes. The
respondent should not, however, understand this as an opportunity to leave the
area or start doing something unrelated to the question (e.g., using the
telephone, reading the paper, watching T.V. etc.).
Task to Difficult for
Respondent
If the respondent finds the question too difficult, encourage him/her to take a
look at the other questions that he/she may find easier to solve. Tell him/her
that he/she may return to unsolved questions later on. Remind the respondent
that his/her results will be evaluated anonymously and that performance will
have absolutely no negative consequences for him/her. On the contrary, results
of this kind are very important for the study.
No Interest in
Subject for
Respondent
If the respondent has no interest in the subject, ex plain to him/her that the
subject is only an example of possible everyday events and problems, and that
the real challenge of the questions is to combine the given information and to
solve the question logically. Explain to him/her that it is not necessary to be
interested in the topic of the question or to be experienced with similar
situations to complete the question successfully.
Refusal to Continue
after Intervention
If the respondent is still unwilling to continue working on the questions after
these interventions, stop the interview. Be sure to make a note on the Interview
Observation Note when the respondent stopped working on the question (i.e.,
specify the item, part of the question and booklet, and for what reason).
<<Country Name>> Literacy Survey
Interviewer’s Manual
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Chapter 8
The Filter Booklet
The Filter Booklet
The Filter Booklet is administered to all selected respondents once the
Background Questionnaire is complete.
There are twenty one (21) questions to be completed by the respondents.
Administering the
Filter Booklet
Special instructions to the interviewer and instructions to be read to the
respondent are found in The document, ‘Step-by-step Instructions for the
Administration of the Literacy Survey Instruments’.
Difficulty
completing the Core
Booklet
If a respondent finds a question difficult, encourage him/her to try the next one.
Scoring the Filter
Booklet
A scoring guide for each question is provided in Administration Guide for
Interviewers.
Record the respondent’s score on the Filter Scoring Sheet as each question is
answered.
You should be seated at an angle that allows you to see the respondent’s
answers, yet does not allow the respondent to see you scoring. Scoring must be
transparent to the respondent.
Example of question
Question 9. Library Card
Turn to page 11. Look at the library card on the opposite page. Use it to
answer the questions below. Sign your name on the line that reads
“signature”.
Scoring Guide
Question 9 Scoring Guide
1:
Signs name on library card
7:
Any other response
0:
Question refused / not done
Continued on next page
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The Filter Booklet, Continued
Filter Scoring
INTERVIEWER: Did the respondent sign his/her name?
If the respondent signed his/her name on the line that reads “signature”, the
respondent receives a 1(correct). Mark an “X” in the  on the Filter Scoring
Sheet.
If the respondent does not want to provide a signature for privacy reasons, tell
the respondent that All of the answers will be kept confidential.
If the respondent still does not want to provide the signature for privacy
reasons, ask the respondent to Show me where you would sign and provide a
signature on another pager. In this situation, score the respondent a “1” and
make a note on the scoring sheet that the respondent signed his name correctly
on another piece of paper.
Next Step
Respondents who scored 05 or less on the Filter Booklet proceed to the Reading
Exercises.
Respondents who scored 06 to 15 on the Filter Booklet proceed to the Reading
Exercises.
Respondents who scored 16 or more on the Filter Booklet proceed to the Exit.
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Chapter 9
The Locator or Main Booklet
The Locator or
Main Booklet
The Locator Booklet will be administered to respondents who scored 06 to 15
in the Filter Booklet. There are 49 questions in this booklet.
The Main Booklet will be administered to respondents who scored 16 or more
on the Filter Booklet. There are 48 questions in this booklet.
The Locator and Main Booklets will not be administered to respondents who
scored 05 or less in the Filter Booklet.
Administering the
Locator or Main
Booklet
Special instructions to the interviewer and instructions to be read to the
respondent are found in The document, ‘Step-by-step Instructions for the
Administration of the Literacy Survey Instruments’.
Scoring the Locator
or Main Booklet
Scoring the Locator or Main Booklet is done at <<Survey Executing Office>>.
Difficulty
Completing the
Locator or Main
Booklet
If the respondent finds a question difficult, encourage him/her to try the next
one. The questions within each booklet vary in degree of difficulty.
Continued on next page
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The Locator or Main Booklet, Continued
Locator or Main
Booklet Instructions
The next part of the survey is an exercise booklet for you to complete. It
contains xx questions. The exercises require you to read and answer
questions about different topics that involve real life situations.
What do you have to do?

Use the information provided about each topic to answer the question
or questions in the exercise booklet.

There might be some questions for which you have the choice of using
a calculator to find the answer. If so, you will be provided with a
calculator to use if you wish.

If a question requires a numerical answer, you should estimate or
round your answer using the same level of accuracy as you would in
real life. You may do calculations in the open space anywhere on the
page.

Please provide your answer in the exercise booklet on the lines that
are provided or according to the instructions that are given for each
question. You may be asked to:
o write your answer in the space provided,
o circle information, or
o underline information.

You should complete the questions in the order they appear. If you
can’t answer a particular question, just move on to the next one.
You may find some questions easy and some more difficult. It’s all right if
you can’t do all of them, but it’s important that you try each one.
Note: The introduction is the same for the Locator or Main Booklet, except for
the number of questions. The Locator Booklet has 49 questions while the Main
Booklet has 48 questions
Example of Locator
Booklet
Turn to pages 5 of the Locator Booklet and answer Questions 1 through 3.
Respondent is to answer Questions 1 through 3 - Preschool Rules.
Continued on next page
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The Locator or Main Booklet, Continued
Example of Main
Booklet
Turn to page 5 and answer Questions 1 through 5.
Respondent is to answer Question 1 through 5 – Blood alcohol level.
Next Step
Respondents who scored 05 or less on the Filter Booklet proceed to the Reading
Exercises.
Respondents who scored 06 to 15 on the Filter Booklet proceed to the Reading
Exercises.
Respondents who scored 16 or more on the Filter Booklet proceed to the Exit.
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Chapter 10
The Reading Exercises
The Reading
Exercise
The Reading Exercises are administered to respondents who have scored 05 or
less on the Filter Booklet; as well as respondents who have scored 06 to 15.
There are 5 Reading Exercises: They are designed to measure various reading and
reading-related skills.
1.
2.
3.
4.
5.
Peabody Picture Vocabulary (PPVT) - shortened version
Rapid Automatized Naming (RAN)
Test of Word Reading Efficiency (TOWRE)
Digit Span Forward and Backward
Spelling
The PPVT Shortened Version and the Spelling Exercise will be administered in
PAPI format.
The RAN and TOWRE are administered using a tape recorder and timer.
The Digit Span Forward and Backward Exercises are administered using a tape
recorder, timer and paper form.
Administering the
Reading Exercises
Special instructions to the interviewer and instructions to be read to the
respondent are found in The document, ‘Step-by-step Instructions for the
Administration of the Literacy Survey Instruments’.
Room Set-up
You will need a quiet room with a table and two seats.
Inform the respondent that you will be using a tape recorder and timer for some
of the exercises.
Reading Exercises PAPI
1. PPVT Shortened Version – Four different pictures are presented to the
respondent on each page of the PPVT Notebook – Shortened Version. As
you show one page you will read a word that describes one of the pictures.
The respondent must indicate which picture matches the word. You will
record the respondent’s responses on the PPVT – Interviewer’s Recording
Sheet.
2. Spelling Exercise – You will read a word to the respondent, read a sentence
containing the word, repeat the word and then ask the respondent to record
his/her response on the Spelling Answer Sheet.
Continued on next page
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The Reading Exercises, Continued
Reading Exercises –
Tape Recorded and
Timed
1. Rapid Automatized Naming (RAN) – The respondent is asked to read, as
rapidly as possible, two lists of alphabet letters.
2. Test of Word Reading Efficiency (TOWRE) – The respondent is asked to
read a list, as rapidly as possible, of real words and then read a list of nonwords.
3. Digit Span – Sets of numbers are read to the respondent and the respondent
is asked to repeat the numbers, either in the same order or in reversed order.
You will record the respondent’s answers on the Digit Span Forward
/Backward – Interviewer’s Recording Sheet.
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Chapter 11
Outcome Codes
Introduction
There is a need in all surveys to know the status of any case in particular and
the progress of the survey in general as it is being conducted. To this end, a
generic set of codes were developed. These codes are called Outcome Codes.
The case status in any survey will be indicated by the Outcome Code. These
codes together will denote the result of the last action taken, and the action that
must be taken next (if any). When viewed overall, the codes will show the
survey progress and, eventually, the history of a particular unit.
Outcome Code
An Outcome Code is a two-digit code that indicates the result of a contact or
attempted contact with a respondent during the conduct of a survey. This
includes, for example, the result of a personal visit to a selected respondent.
The Interviewer assigns an Outcome Code directly from a descriptive list of
results (e.g. vacant dwelling, refusal, language barrier).
‘In-Progress’ and
‘Final’ categories
Outcome Codes can appear on an In-Progress list or a Final list or both. (A few
can only appear on only one of the lists). Before selecting an Outcome Code,
the Interviewer must determine whether the case is ‘In-Progress’ or ‘Final’.
For example, a case could be a refusal at the first contact by the Interviewer,
and be refusal at the end of the survey period. The difference would be that at
the first contact, the Interviewer selects In-Progress because there are further
steps to be taken to convince the respondent to complete the survey; at the end
of the survey period, he/she will select Final before selecting the code because
no further action can be taken.
Section Level codes
These codes are used at the questionnaire/exercise level to describe a case that
is not fully completed.
Exit
This is where you assign an outcome code, either an in-progress code or a final
code to the case. If the final code is a ‘non-interview’, enter the reason on the
Non-Interview Report.
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In-Progress Codes
In-progress codes
Following are the In-Progress codes for the <<Country Name>> Literacy
Survey.
Outcome
Code
Description
00
Not started
Contact information invalid
18
Interview prevented due to weather conditions
Contact Made
22
Language barrier
23
Interview suspended/interrupted
24
Soft appointment; call back required
25
Hard appointment; call back required
28
Request for interview by another Interviewer
Data Collected
71
Refusal
Partially completed
80
Refusal
Other Non-Interview
90
Unusual/Special circumstances
91
Threat to safety
95
Technical difficulty
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Final Outcome Codes
Final Outcomes
Following are the final outcome codes for the Literacy <<Country Name>>
Survey.
Outcome
Code
Description
No Contact
10
No contact
18
Interview prevented due to weather conditions
Contact made
20
Absent for duration of survey
22
Language barrier
Out of scope – sample unit
40
Outside of sample (Senior only)
Out of scope - residents
51
Dwelling Demolished
55
Seasonal/secondary dwelling
56
Residents not eligible
63
Already interviewed for this survey
Data Collection
70
71
Refusal
Full completed
Partially completed
80
Refused
Other non-interview
90
Unusual/special circumstances
91
Threat to safety
92
Interview prevented due to respondent’s mental or physical
condition
95
Technical difficulty (tape recorder)
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Section Level Codes
Section Level Codes
for <<Country
Name>> Literacy
Survey
Following are the section level codes for <<Country Name>> Literacy Survey.
These codes are used to more fully describe a case that is not fully completed.
Outcome
Code
Description
No Contact
01
Reading and writing difficulties
02
Mental/emotional condition
04
Hearing impairment
05
Physical disability
06
Learning disability
07
Vision impairment
08
Speech impairment
09
Other disabilities
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Final and In-Progress Outcome Code Descriptions
Code 00
Not started
The case was not started by the Interviewer.
Code 18
Interview prevented due to weather conditions
The Interviewer cannot contact the respondent because weather prevents it, for
example, the dwelling is under water during the entire collection period, no
phone service during the entire collection period due to a storm, etc.
Code 20
Absent for duration of survey
Contact has been made with the respondent, but the interview has not taken
place and the respondent is absent for the survey period, e.g. gone on vacation.
Code 22
Language barrier (not official language)
The interview cannot take place because the respondent does not speak the
official language and the Interviewer cannot communicate in the language of
the respondent.
Code 23
Suspended/interrupted
The interview was started and then interrupted for some reason, and the
Interviewer must make a call-back to the respondent.
Code 24
Soft appointment; call-back required
The Interviewer contacts the respondent but the respondent is unavailable at
the time to do the interview and asks the Interviewer to call back OR the
Interviewer makes contact with someone other than the selected respondent
and that person asks the Interviewer to all back. The call back time is an
approximate or general period of time rather than a firm appointment time.
Code 25
Hard appointment; call-back required
The Interviewer contacts the respondent but the respondent is unavailable at
the time to do the interview and asks the Interviewer to call-back at a specific
time. The time is exact and is a firm appointment.
Code 28
Request for interview by another Interviewer
The respondent request that another Interviewer be sent to interview them
because they know the Interviewer or prefer that they be interviewed by
someone else e.g., someone older, a man, etc.
Continued on next page
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Final and In-Progress Outcome Code Descriptions, Continued
Code 40
Outside of sample
This is a general code and is used for any case that falls outside of the sample
criteria when a more specific code is not required or when the reason is not
covered by the specific codes in this category.
Code 56
Residents not eligible
This is a general code to be used when the residents of a dwelling do not
satisfy the conditions for inclusion in the survey and a more specific code is
not required or the specific codes below do not apply.
Code 63
Already interviewed for this survey
This code will be used for such cases as:

residents of dwelling with two different addresses and both are selected
for the survey.
Code 70
Full completed
This code is assigned by the interviewer when an interview or section has been
fully completed.
Code 71
Partially completed
This code is assigned when an interview or section was not fully completed.
Code 76
Not eligible for a questionnaire
It is possible that due to the requirements of the survey and the constraints on
the selection process, a respondent could be deemed out of scope and no
interview will be conducted.
Code 80
Refused
The respondent has refused to provide information about the household.
Code 90
Unusual/special circumstances
Unforeseen circumstances such as illness or death of a household
member/employee, recovery from a fire or flood, quarantined households, etc.
prevent you from conducting an interview.
Continued on next page
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Final and In-Progress Outcome Code Descriptions, Continued
Code 91
Threat to safety
A dangerous situation is encountered where there is a threat to safety such as a
vicious dog or other animal, violent neighborhood (gangs, drug pusher).
Code 92
Interview prevented due to respondent’s mental or physical condition
The respondent is unable to take part in the interview because he/she is
disabled e.g. Alzheimer’s disease, Down’s Syndrome, Attention Deficit
Disorder, hearing impairment, etc.
Code 95
Technical difficult
The Interviewer is unable to proceed due to technical difficulties with the
equipment.
For <<Country Name>> Literacy Survey this code will be used if the
equipment malfunctions.
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Chapter 12
Maintaining Response
Attempt to contact
all selected
respondents
Ideally, all selected respondents for the sample should be interviewed, but this
may not always be possible. While keeping the expenditure of time and travel
to a minimum, try to obtain interviews with the largest possible number of
selected respondents in your assignment.
Completes, Partials
and Non-Interview
A fully completed interview (Code 70)
A fully completed case will include:

Contact and Exit (Household Questionnaire) complete;

Background Questionnaire (BQ) completed,

Filter Booklet completed;

Locator or Main Booklet (an attempt at all questions), and

Reading Exercises complete.
A partial interview (Code 71)
Anything less than fully completed.
A non-interview (Various Codes)
No questions answered, you did not contact the selected respondent, or you
contacted the selected respondent but obtained no interview for any of a
number of reasons.
Non-Interviews
Non-interviews fall into one of two categories:
In the first category, non-interviews where nothing can be done includes:

40 – Outside of sample

56 – Residents not eligible

63 – Already interviewed for this survey
Second category, cases you must try to minimize are:

71 - Partially completed

80 – Refusals.
These are the codes that we wish to focus on as they can be reduced, thereby
increasing the response rate.
Continued on next page
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Maintaining Response, Continued
General
The success of a survey such as <<Country Name>> Literacy Survey depends
on the number of respondents who provide information. Our objective is a
response rate of 85%. Therefore, obtaining the lowest possible non-response
rate should be the ultimate goal of everyone in collection data.
Contact selected
respondents in the
first week
Interviewers are encouraged to contact as many selected respondents as
possible in the first week of collection so that they can identify any possible
non-response cases. Supervisors should ensure that the contact rate for each
interviewer is as close to 60% as possible, after the first week of data
collection.
Non-Response &
Refusals
Once all selected respondent have been contacted at least once and the bulk of
work is completed for the collection period, you may begin working on
converting refusals, and other non-response cases. It is very important to
convert these cases in order to obtain the expected final response rate for the
survey.
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Minimizing Refusals & Other Non-Response
Minimize Nonresponse
To ensure that follow-up of non-response is effective, everyone should be
prepared to provide information that will sell the survey. All interviewers
should be familiar with the survey objectives, contents, users, etc.
The “Exercise to Minimize non-Response” for <<Country Name>> Literacy
Survey has been prepared for Interviewers. The purpose of this exercise is to
practice convincing reluctant respondents to participate in the survey. It will
give interviewers the opportunity to use their skills and experience in a context
specific to the Survey.
It is important that every Interviewer become familiar with the valuable
information provided in this exercise. You must take the time to read the
Exercise to Minimize Non-Response.
Following are some general guidelines for minimizing non-response.
Minimizing Code 80
Refusal
Suggestions for minimizing refusals are:


Be sure that the selected respondent has reference material, such as the
<<Country Name>> Literacy Survey introductory letter that explains the
survey;
If the respondent states that he/she is too busy or cannot give out
information, do not consider these as refusals.
The failure to obtain interviews from such persons can have a serious effect on
the quality of the data. People who are seldom at home or who resist
interviews may differ in some way from those who are readily interviewed.
Refer the case to your Supervisor, giving him/her all the details about the case.
Your Supervisor will contact the household and try to convert the refusal.
Continued on next page
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Minimizing Refusals & Other Non-Response, Continued
Make Notes
Record the reason for all non-interviews on the Non-Interview Report. The
following are typical entries for this Report.
Code
Routing
Example from “Notes’ section:
18 Interview
prevented due to
weather conditions
“the selected respondent lives in an area accessible
by a single road which is now under flood waters”
20 Absent for
duration of survey
“Selected respondent is on vacation (out of the
country) and won’t be back for 3 months”
22 Language barrier
“Respondent speaks only Spanish, no translators
available”
80 Refused
“Respondent refuses to participate in the survey.
Says if we both him again he’ll write the authorities.
90 Unusual/special
Mother dying of cancer, respondent not able to
complete interview, but said come back next month.
91 Threat to safety
“Respondent threatened to sic dog on me if I
returned”.
Cases that have been finalized by the Interviewer will be sent to <<Survey
Executing Office>> weekly.
Refusal and other non-interview cases will be routed to the Supervisor for
follow-up.
At the end of collection all remaining cases, ie. refusals and non-response will
be sent to <<Survey Executing Office>>.
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Chapter 13
Reports
Assignment Control
List (ACL)
The Assignment Control List (ACL) is a report created to manage all the
cases. It will be one of the most important tools available to the Interviewers
and the Supervisors.
Update the ACL as cases are completed during data collection to reflect the
following:






Interviewer name and assignment number,
Supervisor’s name and assignment number,
CON – Contact Outcome codes,
FIN – Final outcome codes,
Date of shipment to SI/<<Survey Executing Office>>,
Unusual circumstances or notes.
Note: The ACL contain confidential information. Once collection is
completed, you MUST return the ACL to your <<Survey Executing
Office>>.
Non-Interview
Report
When an Interviewer encounters a non-response case, a Non-interview Report
must be completed immediately after leaving the respondent’s home. This
will ensure that the facts are recorded accurately, and will enable the
Supervisor to decide on the best course of action.
The Non-Interview Report should indicate very clearly at what stage the noninterview took place. The objective is to record any action taken to complete
the interview.
The Interviewer should enter the following information on the Non-Interview
Report:

the number of attempts to contact the respondent,

the applicable non-interview code,

the reason for the non-interview, in sufficient detail to evaluate the
possibility of converting the non-interview,

your name and the date that the Supervisor was informed,

date sent to <<Survey Executing Office>>.
Progress and Cost
Report
This report is used to monitor collection progress and costs.
Transmittal Form
This form controls the movement of survey documents. A Transmittal Form
has been created specifically for <<Country Name>> Literacy Survey.
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Chapter 14
Reporting and Monitoring Cost and Progress
Introduction
The Progress and Cost reporting system begins at the Interviewer level with
the Interviewer’s Progress and Cost Report. This form is to be used each
week by Interviewers to summarize progress and any costs associated with the
collection of information.
This information will be forwarded to your Supervisor, then to <<Survey
Executing Office>> in order to produce a summary progress report that will be
released on a weekly basis.
Where do I get this
information?
The Interviewer’s Progress and Cost Report is a summary of the Interviewer’s
Assignment Control List (ACL).
The interviewer must update their ACL on a regular basis. You are
encouraged to update this information each evening, while the day’s activities
are still fresh.
When is this
information
reported?
Each Monday morning Interviewers must contact their Supervisor and report
the information they have recorded on their Progress and Cost Report.
Instructions for
completing the
Progress and Cost
Report
Follow these steps to record the progress and costs for each case. Review the
information carefully. If any of the expenses seem out of line with the work
accomplished provide a reason.
The Progress and Cost Report should be completed each day starting with the
first day of training.
Continued on next page
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Reporting and Monitoring Cost and Progress, Continued
Column/Line
Description
Header
Information
Enter the following information on each report, Interviewer’s
name, telephone number, Supervisor’s name and telephone
number
A
Report Date – Dates for reporting Progress and Cost
B
Cases Assigned – Enter the number of cases you have been
assigned. It should be the same number each week.
C
IN – Enter the number of cases transferred to you since the
beginning of the survey. This column is cumulative.
D
Out – Enter the number of cases transferred to the Supervisor
or another Interviewer since the beginning of the survey. This
column is cumulative.
E
Total – This is the sum of figures in Columns B and C minus
the number in column D. (B+C)-D=E
F,G,H,I,J
Final Outcome Codes – These columns represent all the
possible Final Outcome Codes. Each week, Interviewers are
to go through their ACL and count the number of times each
code appears.
K,L
In-Progress Outcome Codes – The columns represent all the
possible In-Progress Outcome Codes. Each week,
Interviewers are to go through their ACL and count the
number of times each code appears.
M,N,O
Hours worked – Report hours worked to the nearest quarter
hour. Entries should be recorded with two decimals.
KM – Kilometres will be reported in whole numbers.
Interviewers who have vehicles with odometer readings in
miles should have multiplied the distance traveled by 1.5 in
order to report in kilometers.
Other Expenses – Other expenses should be reported in
dollars and cents, meaning all entries should be recorded with
two decimals.
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Chapter 15
Delivery of Survey Documents and Supplies
Introduction
As this is a paper and pencil survey, several forms and reports will be used to
manage the survey. It is therefore very important to take every precaution
when delivering sensitive information to Supervisors/and or <<Survey
Executing Office>>.
General
You are responsible for delivering all completed survey documents assigned
to you for data collection to your Supervisor and/or <<Survey Executing
Office>>. Completed survey documents must be securely packaged to comply
with the confidentiality requirements of the Statistics Act.
Transmittal Form
All deliveries of completed survey documents are to be accompanied by the
<<Country Name>> Literacy Survey Transmittal Form. This form must
follow the shipment until it gets to <<Survey Executing Office>>.
Delivery of Paper
Interviewers must deliver completed survey documents to <<Survey
Questionnaires from Executing Office>> every Monday during data collection. The first five
interviewers to
cases will be delivered to your Supervisor for quality control purposes.
Supervisor/<<Survey
Executing Office>>
Before sending to
Before delivering the survey documents to your Supervisor/and or <<Survey
Supervisor/<<Survey Executing Office>> proceed as follows:
Executing Office>>

Ensure that all documents recorded on the ‘Respondent Envelope


Checklist’ are enclosed in the Respondent Envelope,
Check that there is a Respondent Envelope for each Case
Envelope/Respondent ID listed on the Transmittal Form,
Deliver the Respondent Envelope along with the Transmittal Form to
<<Survey Executing Office>> every Monday during data collection to
the attention of:
<<Contact Information>>


Immediately prior to delivery of the shipment notify your Supervisor that
completed survey documents are ready to be delivered and will be
delivered along with a Transmittal Form.
Interviewers must ensure that their ACL is updated to indicate which
completed survey documents are completed and delivered.
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The Transmittal Form
Completing the
Transmittal Form
You will be provided with a <<Country Name>> Literacy Survey Transmittal
Form. This Transmittal Form is to be used to list the Respondent’s IDs of
completed survey documents.
Follow these steps:
Box/Column
Action
Transmittal Form No.
Assign a number to each of your transmittals.
<<Survey Executing
Office>>:
Place (√)
To: Name and
Telephone Number:
Enter your name and telephone number. Place a (√)
beside Interviewer, Supervisor or <<Survey
Executing Office>> as applicable.
Date sent:
Enter the date of delivery.
Assignment:
Enter the Interviewer’s Assignment number at the top
of this column.
Respondent ID:
Enter the Respondent ID (EDNUMBER,
HOUSEHOLDNO, PERNO) for each case envelope
being shipped.
Case Envelope Final
Outcome Code:
Enter the Final Outcome Code for each case.
Received:
<<Survey Executing Office>> will place a (√) beside
each Respondent Envelope received.
Continued on next page
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Disposal of Documents
Disposal of
Documents
Once data collection is complete, return/dispose of material as follows:
Deliver to <<Survey Executing Office>>









Unused Respondent Envelopes containing
o Background Questionnaire
o Change of Address Form
o Digit Span Forward – Interviewer’s
Recording Sheet
o Digit Span Backward –
Interviewer’s Recording Sheet
o Filter Booklet
o Filter Scoring Sheet
o Household Questionnaire
o Interview Observation Note
o Locator Booklet
o Main Booklet
o Non-Interview Report
o PPVT – Interviewer’s Recording
Sheet
o Spelling Answer Sheet
Administration Guide for Interviewers
Background Questionnaire (BQ)
Interviewer Bag
Personal Selection Grid
PPVT Notebook – Shortened Version
Reading Exercise Cards (6)
Response Card
Tape recorder, Cassettes, Labels for
Cassettes, and Timer
Destroy




Exercise to Minimize
Non-Response
Interviewer’s Manual
Introduction Letter
Notice of Visit Review
Exercise
Send survey documents at the end of data collection to:
<<Contact Information>>
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Chapter 16
Debriefing
Introduction
Following every survey, <<Survey Executing Office>> staff is required to
take part in the debriefing of the survey.
Interviewer’s
Debriefing
Questionnaire
Interviewer’s Debriefing questionnaires will be distributed to all Interviewers,
Supervisors and <<Survey Executing Office>> staff.
Complete the Interviewer’s Debriefing Questionnaire before, during and after
collection and deliver the completed Interviewer’s Debriefing Questionnaire to
<<Survey Executing Office>> << Collection end date + 1 week >>.
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