MICS-6
Questionnaire for children age 5-17
5-17 Child information panel: FS
FS1. Cluster number: _ _ _
FS2. Household number: _ _
FS3. Child's name and line number:
Name ____ _ _
FS4. Mother's/caretaker's name and line number:
Name ____ _ _
FS5. Interviewer's name and number:
Name ____ _ _
FS6. Supervisor's name and number:
Name ____ _ _
FS7. Day/month/year of interview
_ _ / _ _ / 201 _
FS8. Record the time
Hours : minutes_ _ : _ _
Check respondent's age in HL6 in list of household members, household questionnaire:
If age 15-17, verify that adult consent for interview is obtained (HH33 or HH39) or not necessary (HL20=90). If consent is needed and not obtained, the interview must not commence and '06' should be recorded in FS17. The respondent must be at least 15 years old. In the very few cases where a child age 15-17 has no mother or caretaker identified in the household (HL20=90), the respondent will be the child him/herself.
FS9. Check completed questionnaires in this household: Have you or another member of your team interviewed this respondent for another questionnaire?
[] 1 Yes, interviewed already (Go to FS10B)
[] 2 No, first interview (Go to FS10A)
[] 2 No, first interview (Go to FS10A)
FS10A. Hello, my name is (your name). We are from ZIMSTAT. We are conducting a survey about the situation of children, families and households. I would like to talk to you about (child's name from FS3)'s health and well-being. This interview will take about 45 minutes. All the information we obtain will remain strictly confidential and anonymous. If you wish not to answer a question or wish to stop the interview, please let me know. May I start now?
FS10B. Now I would like to talk to you about (child's name from FS3)'s health and well-being in more detail. This interview will take about 45 minutes. Again, all the information we obtain will remain strictly confidential and anonymous. If you wish not to answer a question or wish to stop the interview, please let me know. May I start now?
[] 1 Yes (Go to child's background module)
[] 2 No/not asked (Go to FS17)
[] 2 No/not asked (Go to FS17)
FS17. Result of interview for child age 5-17 years
Codes refer to the respondent. Discuss any result not completed with Supervisor.
[] 01 Completed
[] 02 Not at home
[] 03 Refused
[] 04 Partly completed
[] 05 Incapacitated (specify) ____
[] 06 No adult consent for mother/caretaker age 15-17
[] 96 Other (specify) ____
[] 02 Not at home
[] 03 Refused
[] 04 Partly completed
[] 05 Incapacitated (specify) ____
[] 06 No adult consent for mother/caretaker age 15-17
[] 96 Other (specify) ____
Child's background: CB
CB1. Check the respondent's line number (FS4) in 5-17 child information panel and the respondent to the household questionnaire (HH47):
[] 1 FS4=HH47 (Go to CB11)
[] 2 FS4 does not equal HH47
[] 2 FS4 does not equal HH47
CB2. In what month and year was (name) born?
Month and year must be recorded.
Date of birth
_ _ Month
_ _ _ _ Year
_ _ _ _ Year
CB3. How old is (name)?
Probe: How old was (name) at (his/her) last birthday? Record age in completed years. If responses to CB2 and CB3 are inconsistent, probe further and correct.
Age (in completed years) _ _
CB4. Has (name) ever attended school or any early childhood education programme?
[] 1 Yes
[] 2 No (Go to CB11)
[] 2 No (Go to CB11)
CB5. What is the highest level and grade or year of school (name) has ever attended?
[] 000 Early childhood education (Go to CB7)
[] 1 Primary _ _
[] 2 Vocational - Nat Found Cert _ _
[] 3 Lower secondary _ _
[] 4 Upper secondary _ _
[] 5 Vocational - certificate _ _
[] 6 Vocational - Apprenticeship / Teacher's college _ _
[] Tertiary - Short Cycle _ _
[] 8 Tertiary - Higher nat diploma / bachelor / bach's honour _ _
[] 1 Primary _ _
[] 2 Vocational - Nat Found Cert _ _
[] 3 Lower secondary _ _
[] 4 Upper secondary _ _
[] 5 Vocational - certificate _ _
[] 6 Vocational - Apprenticeship / Teacher's college _ _
[] Tertiary - Short Cycle _ _
[] 8 Tertiary - Higher nat diploma / bachelor / bach's honour _ _
CB6. Did (he/she) ever complete that (grade/year)?
[] 1 Yes
[] 2 No
[] 2 No
CB7. At any time during the 2018/2019 school year did (name) attend school or any early childhood education programme?
[] 1 Yes
[] 2 No (Go to CB9)
[] 2 No (Go to CB9)
CB8. During this current school year, which level and grade or year is (name) attending?
[] 000 Early childhood education
[] 1 Primary _ _
[] 2 Vocational - Nat Found Cert _ _
[] 3 Lower secondary _ _
[] 4 Upper secondary _ _
[] 5 Vocational - certificate _ _
[] 6 Vocational - Apprenticeship / Teacher's college _ _
[] Tertiary - Short Cycle _ _
[] 8 Tertiary - Higher nat diploma / bachelor / bach's honour _ _
[] 1 Primary _ _
[] 2 Vocational - Nat Found Cert _ _
[] 3 Lower secondary _ _
[] 4 Upper secondary _ _
[] 5 Vocational - certificate _ _
[] 6 Vocational - Apprenticeship / Teacher's college _ _
[] Tertiary - Short Cycle _ _
[] 8 Tertiary - Higher nat diploma / bachelor / bach's honour _ _
CB9. At any time during the 2017/2018 school year did (name) attend school or any early childhood education programme?
[] 1 Yes
[] 2 No (Go to CB11)
[] 2 No (Go to CB11)
CB10. During that previous school year, which level and grade or year did (name) attend?
[] 000 Early childhood education
[] 1 Primary _ _
[] 2 Vocational - Nat Found Cert _ _
[] 3 Lower secondary _ _
[] 4 Upper secondary _ _
[] 5 Vocational - certificate _ _
[] 6 Vocational - Apprenticeship / Teacher's college _ _
[] Tertiary - Short Cycle _ _
[] 8 Tertiary - Higher nat diploma / bachelor / bach's honour _ _
_ _
[] 1 Primary _ _
[] 2 Vocational - Nat Found Cert _ _
[] 3 Lower secondary _ _
[] 4 Upper secondary _ _
[] 5 Vocational - certificate _ _
[] 6 Vocational - Apprenticeship / Teacher's college _ _
[] Tertiary - Short Cycle _ _
[] 8 Tertiary - Higher nat diploma / bachelor / bach's honour _ _
_ _
CB11. Is (name) covered by any health insurance?
[] 1 Yes
[] 2 No (Go to end)
[] 2 No (Go to end)
CB12. What type of health insurance is (name) covered by?
Record all mentioned.
[] A Mutual health organization/community-based health insurance
[] B Health insurance through employer
[] D Other privately purchased commercial health insurance
[] X Other (specify) ____
[] B Health insurance through employer
[] D Other privately purchased commercial health insurance
[] X Other (specify) ____
Child Labour: CL
CL1. Now I would like to ask about any work (name) may do.
Since last (day of the week), did (name) do any of the following activities, even for only one hour?
A. Did (name) do any work or help on (his/her) own or the household's plot, farm, food garden or looked after animals? For example, growing farm produce, harvesting, or feeding, grazing or milking animals?
Worked on plot, farm, food garden, looked after animals
[] 1 Yes
[] 2 No
[] 2 No
B. Did (name) help in a family business or a relative's business with or without pay, or run (his/her) own business?
Helped in family/relative's business/ran own business
[] 1 Yes
[] 2 No
[] 2 No
C. Did (name) produce or sell articles, handicrafts, clothes, food or agricultural products?
Produce/sell articles/handicrafts/clothes/food or agricultural products
[] 1 Yes
[] 2 No
[] 2 No
X. Since last (day of the week), did (name) engage in any other activity in return for income in cash or in kind, even for only one hour?
Any other activity
[] 1 Yes
[] 2 No
[] 2 No
CL2. Check CL1, [A]-[X]:
[] 1 At least one 'yes'
[] 2 All answers are 'no' (Go to CL7)
[] 2 All answers are 'no' (Go to CL7)
CL3. Since last (day of the week) about how many hours did (name) engage in (this activity/these activities), in total?
If less than one hour, record '00'.
Number of hours _ _
CL4. (Does the activity/Do these activities) require carrying heavy loads?
[] 1 Yes
[] 2 No
[] 2 No
CL5. (Does the activity/Do these activities) require working with dangerous tools such as knives and similar or operating heavy machinery?
[] 1 Yes
[] 2 No
[] 2 No
CL6. How would you describe the work environment of (name)?
A. Is (he/she) exposed to dust, fumes or gas?
[] 1 Yes
[] 2 No
[] 2 No
B. Is (he/she) exposed to extreme cold, heat or humidity?
[] 1 Yes
[] 2 No
[] 2 No
C. Is (he/she) exposed to loud noise or vibration?
[] 1 Yes
[] 2 No
[] 2 No
D. Is (he/she) required to work at heights?
[] 1 Yes
[] 2 No
[] 2 No
E. Is (he/she) required to work with chemicals, such as pesticides, glues and similar, or explosives?
[] 1 Yes
[] 2 No
[] 2 No
X. Is (name) exposed to other things, processes or conditions bad for (his/her) health or safety?
[] 1 Yes
[] 2 No
[] 2 No
CL7. Since last (day of the week), did (name) fetch water for household use?
[] 1 Yes
[] 2 No (Go to CL9)
[] 2 No (Go to CL9)
CL8. In total, how many hours did (name) spend on fetching water for household use, since last (day of the week)?
If less than one hour, record '00'.
Number of hours _ _
CL9. Since last (day of the week), did (name) collect firewood for household use?
[] 1 Yes
[] 2 No (Go to CL11)
[] 2 No (Go to CL11)
CL10. In total, how many hours did (name) spend on collecting firewood for household use, since last (day of the week)?
If less than one hour, record '00'.
Number of hours _ _
CL11. Since last (day of the week), did (name) do any of the following for this household?
A. Shopping for the household?
Shopping for household
[] 1 Yes
[] 2 No
[] 2 No
B. Cooking?
Cooking
[] 1 Yes
[] 2 No
[] 2 No
C. Washing dishes or cleaning around the house?
Washing dishes/cleaning house
[] 1 Yes
[] 2 No
[] 2 No
D. Washing clothes?
Washing clothes
[] 1 Yes
[] 2 No
[] 2 No
E. Caring for children?
Caring for children
[] 1 Yes
[] 2 No
[] 2 No
F. Caring for someone old or sick?
Caring for old/sick
[] 1 Yes
[] 2 No
[] 2 No
X. Other household tasks?
Other household tasks
[] 1 Yes
[] 2 No
[] 2 No
CL12. Check CL11, [A]-[X]:
[] 1 At least one 'yes'
[] 2 All answers are 'no' (Go to end of module)
[] 2 All answers are 'no' (Go to end of module)
CL13. Since last (day of the week), about how many hours did (name) engage in (this activity/these activities), in total?
If less than one hour, record '00'
Number of hours _ _
Child discipline: FCD
FCD1. Check CB3: Child's age?
[] 1 Age 5-14 years
[] 2 Age 15-17 years (Go to end of module)
[] 2 Age 15-17 years (Go to end of module)
FCD2. Now I'd like to talk to you about something else.
Adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used. Please tell me if you or any other adult in your household has used this method with (name) in the past month.
A. Took away privileges, forbade something (name) liked or did not allow (him/her) to leave the house.
Took away privileges
[] 1 Yes
[] 2 No
[] 2 No
B. Explained why (name)'s behaviour was wrong.
Explained wrong behavior
[] 1 Yes
[] 2 No
[] 2 No
C. Shook (him/her).
Shook him/her
[] 1 Yes
[] 2 No
[] 2 No
D. Shouted, yelled at or screamed at (him/her).
Shouted, yelled, screamed
[] 1 Yes
[] 2 No
[] 2 No
E. Gave (him/her) something else to do.
Gave something else to do
[] 1 Yes
[] 2 No
[] 2 No
F. Spanked, hit or slapped (him/her) on the bottom with bare hand.
Spanked, hit, slapped on bottom with bare hand
[] 1 Yes
[] 2 No
[] 2 No
G. Hit (him/her) on the bottom or elsewhere on the body with something like a belt, hairbrush, stick or other hard object.
Hit with belt, hairbrush, stick or other hard object
[] 1 Yes
[] 2 No
[] 2 No
H. Called (him/her) dumb, lazy or another name like that.
Called dumb, lazy or another name
[] 1 Yes
[] 2 No
[] 2 No
I. Hit or slapped (him/her) on the face, head or ears.
Hit/slapped on the face, head or ears
[] 1 Yes
[] 2 No
[] 2 No
J. Hit or slapped (him/her) on the hand, arm, or leg.
Hit/slapped on hand, arm or leg
[] 1 Yes
[] 2 No
[] 2 No
K. Beat (him/her) up, that is hit him/her over and over as hard as one could.
Beat up, hit over and over as hard as one could
[] 1 Yes
[] 2 No
[] 2 No
L. Choke or burn (him/her) on purpose
Choke or burn
[] 1 Yes
[] 2 No
[] 2 No
FCD3. Check FS4: Is this respondent the mother or caretaker of any other children under age 5?
[] 1 Yes
[] 2 No (Go to FCD5)
[] 2 No (Go to FCD5)
FCD4. Check FS4: Has this respondent already responded to the following question (UCD5) for another child?
[] 1 Yes (Go to end of module)
[] 2 No
[] 2 No
FCD5. Do you believe that in order to bring up, raise, or educate a child properly, the child needs to be physically punished?
[] 1 Yes
[] 2 No
[] 8 DK/no opinion
[] 2 No
[] 8 DK/no opinion
Child functioning: FCF
FCF1. I would like to ask you some questions about difficulties (name) may have. Does (name) wear glasses or contact lenses?
[] 1 Yes
[] 2 No
[] 2 No
FCF2. Does (name) use a hearing aid?
[] 1 Yes
[] 2 No
[] 2 No
FCF3. Does (name) use any equipment or receive assistance for walking?
[] 1 Yes
[] 2 No
[] 2 No
FCF4. In the following questions, I will ask you to answer by selecting one of four possible answers. For each question, would you say that (name) has: 1) no difficulty, 2) some difficulty, 3) a lot of difficulty, or 4) that (he/she) cannot at all.
Repeat the categories during the individual questions whenever the respondent does not use an answer category:
Remember the four possible answers: Would you say that (name) has: 1) no difficulty, 2) some difficulty, 3) a lot of difficulty, or 4) that (he/she) cannot at all?
Remember the four possible answers: Would you say that (name) has: 1) no difficulty, 2) some difficulty, 3) a lot of difficulty, or 4) that (he/she) cannot at all?
FCF5. Check FCF1: Child wears glasses or contact lenses?
[] 1 Yes, FCF1=1 (Go to FCF6A)
[] 2 No, FCF1=2 (Go to FCF6B)
[] 2 No, FCF1=2 (Go to FCF6B)
FCF6A. When wearing (his/her) glasses or contact lenses, does (name) have difficulty seeing?
FCF6B. Does (name) have difficulty seeing?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot see at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot see at all
FCF7. Check FCF2: Child uses a hearing aid?
[] 1 Yes, FCF2=1 (Go to FCF8A)
[] 2 No, FCF2=2 (Go to FCF8B)
[] 2 No, FCF2=2 (Go to FCF8B)
FCF8A. When using (his/her) hearing aid(s), does (name) have difficulty hearing sounds like peoples' voices or music?
FCF8B. Does (name) have difficulty hearing sounds like peoples' voices or music?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot hear at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot hear at all
FCF9. Check FCF3: Child uses equipment or receives assistance for walking?
[] 1 Yes, FCF3=1
[] 2 No, FCF3=2 (Go to FCF14)
[] 2 No, FCF3=2 (Go to FCF14)
FCF10. Without (his/her) equipment or assistance, does (name) have difficulty walking 100 meters on level ground?
Probe: That would be about the length of 1 football field. Note that category 'No difficulty' is not available, as the child uses equipment or receives assistance for walking.
[] 2 Some difficulty
[] 3 A lot of difficulty (Go to FCF12)
[] 4 Cannot walk 100 M at all (Go to FCF12)
[] 3 A lot of difficulty (Go to FCF12)
[] 4 Cannot walk 100 M at all (Go to FCF12)
FCF11. Without (his/her) equipment or assistance, does (name) have difficulty walking 500 meters on level ground?
Probe: That would be about the length of 5 football fields. Note that category 'No difficulty' is not available, as the child uses equipment or receives assistance for walking.
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot walk 500 M at all
[] 3 A lot of difficulty
[] 4 Cannot walk 500 M at all
FCF12. With (his/her) equipment or assistance, does (name) have difficulty walking 100 meters on level ground?
Probe: That would be about the length of 1 football field.
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty (Go to FCF16)
[] 4 Cannot walk 100 M at all (Go to FCF16)
[] 2 Some difficulty
[] 3 A lot of difficulty (Go to FCF16)
[] 4 Cannot walk 100 M at all (Go to FCF16)
FCF13. With (his/her) equipment or assistance, does (name) have difficulty walking 500 meters on level ground?
Probe: That would be about the length of 5 football fields.
[] 1 No difficulty (Go to FCF16)
[] 2 Some difficulty (Go to FCF16)
[] 3 A lot of difficulty (Go to FCF16)
[] 4 Cannot walk 500 M at all (Go to FCF16)
[] 2 Some difficulty (Go to FCF16)
[] 3 A lot of difficulty (Go to FCF16)
[] 4 Cannot walk 500 M at all (Go to FCF16)
FCF14. Compared with children of the same age, does (name) have difficulty walking 100 meters on level ground?
Probe: That would be about the length of 1 football field.
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty (Go to FCF16)
[] 4 Cannot walk 100 M at all (Go to FCF16)
[] 2 Some difficulty
[] 3 A lot of difficulty (Go to FCF16)
[] 4 Cannot walk 100 M at all (Go to FCF16)
FCF15. Compared with children of the same age, does (name) have difficulty walking 500 meters on level ground?
Probe: That would be about the length of 5 football fields.
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot walk 500 M at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot walk 500 M at all
FCF16. Does (name) have difficulty with self-care such as feeding or dressing (himself/herself)?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot care for self at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot care for self at all
FCF17. When (name) speaks, does (he/she) have difficulty being understood by people inside of this household?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot be understood at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot be understood at all
FCF18. When (name) speaks, does (he/she) have difficulty being understood by people outside of this household?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot be understood at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot be understood at all
FCF19. Compared with children of the same age, does (name) have difficulty learning things?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot learn things at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot learn things at all
FCF20. Compared with children of the same age, does (name) have difficulty remembering things?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot remember things at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot remember things at all
FCF21. Does (name) have difficulty concentrating on an activity that (he/she) enjoys doing?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot concentrate at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot concentrate at all
FCF22. Does (name) have difficulty accepting changes in (his/her) routine?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot accept changes at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot accept changes at all
FCF23. Compared with children of the same age, does (name) have difficulty controlling (his/her) behaviour?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot control behaviour at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot control behaviour at all
FCF24. Does (name) have difficulty making friends?
[] 1 No difficulty
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot make friends at all
[] 2 Some difficulty
[] 3 A lot of difficulty
[] 4 Cannot make friends at all
FCF25. The next questions have different options for answers. I am going to read these to you after each question.
I would like to know how often (name) seems very anxious, nervous or worried.
Would you say: daily, weekly, monthly, a few times a year or never?
[] 1 Daily
[] 2 Weekly
[] 3 Monthly
[] 4 A few times a year
[] 5 Never
[] 2 Weekly
[] 3 Monthly
[] 4 A few times a year
[] 5 Never
FCF26. I would also like to know how often (name) seems very sad or depressed.
Would you say: daily, weekly, monthly, a few times a year or never?
[] 1 Daily
[] 2 Weekly
[] 3 Monthly
[] 4 A few times a year
[] 5 Never
[] 2 Weekly
[] 3 Monthly
[] 4 A few times a year
[] 5 Never
Parental involvement: PR
PR1. Check CB3: Child's age?
[] 1 Age 5-6 years (Go to end of module)
[] 2 Age 7-14 years
[] 3 Age 15-17 years (Go to end of module)
[] 2 Age 7-14 years
[] 3 Age 15-17 years (Go to end of module)
PR2. At the end of this interview I will ask you if I can talk to (name). If (he/she) is close, can you please ask (him/her) to stay here. If (name) is not with you at the moment could I ask that you now arrange for (him/her) to return? If that is not possible, we will later discuss a convenient time for me to call back.
PR3. Excluding school text books and holy/bible books, how many books do you have for (name) to read at home?
[] 00 None
[] 0 Number of books _
[] 10 Ten or more books
[] 0 Number of books _
[] 10 Ten or more books
PR4. Check CB7: Did the child attend any school?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
[] 1 Yes, CB7/ED9=1
[] 2 No, CB7/ED9=2 or blank (Go to end of module)
[] 2 No, CB7/ED9=2 or blank (Go to end of module)
PR5. Does (name) ever have homework?
[] 1 Yes
[] 2 No (Go to PR7)
[] 8 DK (Go to PR7)
[] 2 No (Go to PR7)
[] 8 DK (Go to PR7)
PR6. Does anyone help (name) with homework?
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
PR7. Does (name)'s school have a school governing body in which parents can participate such as a School Development Committee?
[] 1 Yes
[] 2 No (Go to PR10)
[] 8 DK (Go to PR10)
[] 2 No (Go to PR10)
[] 8 DK (Go to PR10)
PR8. In the last 12 months, have you or any other adult from your household attended a meeting called by this school governing body?
[] 1 Yes
[] 2 No (Go to PR10)
[] 8 DK (Go to PR10)
[] 2 No (Go to PR10)
[] 8 DK (Go to PR10)
PR9. During any of these meetings, was any of the following discussed:
A. A plan for addressing key education issues faced by (name)'s school?
Plan for addressing school's issues
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
B. School budget or use of funds received by (name)'s school?
School budget
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
PR10. In the last 12 months, have you or any other adult from your household received a school report card for (name)?
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
PR11. In the last 12 months, have you or any adult from your household gone to (name)'s school for any of the following reasons?
A. A school celebration or a sport event?
Celebration or sport event
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
B. To discuss (name)'s progress with (his/her) teachers?
To discuss progress with teachers
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
PR12. In the last 12 months, has (name)'s school been closed on a school day due to any of the following reasons:
A. Natural disasters, such as flood, cyclone, epidemics or similar?
Natural disasters
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
B. Man-made disasters, such as fire, building collapse, riots or similar?
Man-made disasters
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
C. Teacher strike?
Teacher strike
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
X. Other?
Other
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
PR13. In the last 12 months, was (name) unable to attend class due to (his/her) teacher being absent?
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
PR14. Check PR12[C] and PR13: Any 'Yes' recorded?
[] 1 Yes, PR12[C]=1 or PR13=1
[] 2 No (Go to end)
[] 2 No (Go to end)
PR15. When (teacher strike / teacher absence) happened did you or any other adult member of your household contact any school officials or school governing body representatives?
[] 1 Yes
[] 2 No
[] 8 DK
[] 2 No
[] 8 DK
Foundational learning skills: FL
FL0. Check CB3: Child's age?
[] 1 Age 5-6 years (Go to end)
[] 2 Age 7-14 years
[] 3 Age 15-17 (Go to end)
[] 2 Age 7-14 years
[] 3 Age 15-17 (Go to end)
FL1. Now I would like to talk to (name). I will ask (him/her) a few questions about (himself/herself) and about reading, and then ask (him/her) to complete a few reading and number activities. These are not school tests and the results will not be shared with anyone, including other parents or the school. You will not benefit directly from participating and I am not trained to tell you how well (name) has performed. The activities are to help us find out how well children in this country are learning to read and to use numbers so that improvements can be made. This will take about 20 minutes. Again, all the information we obtain will remain strictly confidential and anonymous.
May I talk to (name)?
[] 1 Yes, permission is given
[] 2 No, permission is not given (Go to FL28)
[] 2 No, permission is not given (Go to FL28)
FL2. Record the time.
Hours and minutes _ _ : _ _
FL3. My name is (your name). I would like to tell you a bit about myself.
Could you tell me a little bit about yourself?
When the child is comfortable, continue with the verbal consent:
Let me tell you why I am here today. I am from ZIMSTAT. I am part of a team trying to find out how children are learning to read and to use numbers. We are also talking to some of the children about this and asking them to do some reading and number activities. [Your mother/Name of caretaker] has said that you can decide if you want to help us. If you wish to help us, I will ask you some questions and give you some activities to do. I will explain each activity, and you can ask me questions any time. You do not have to do anything that you do not want to do. After we begin, if you do not want to answer a question or you do not want to continue that is alright.
Are you ready to get started?
[] 1 Yes
[] 2 No/not asked (Go to FL28)
[] 2 No/not asked (Go to FL28)
FL4. Before you start with the reading and number activities, tick each box to show that:
[] You are not alone with the child unless they are at least visible to an adult known to the child.
[] You have engaged the child in conversation and built rapport, e.g. using an Icebreaker.
[] The child is sat comfortably, able to use the reading and numbers book without difficulty while you can see which page is open.
[] You have engaged the child in conversation and built rapport, e.g. using an Icebreaker.
[] The child is sat comfortably, able to use the reading and numbers book without difficulty while you can see which page is open.
FL5. Remember you can ask me a question at any time if there is something you do not understand. You can ask me to stop at any time.
FL6. First we are going to talk about reading.
A. Do you read books at home?
Reads books at home
[] 1 Yes
[] 2 No
[] 2 No
B. Does someone read to you at home?
Read to at home
[] 1 Yes
[] 2 No
[] 2 No
FL7. Which language do you speak most of the time at home?
Probe if necessary and read the listed languages.
[] 1 English
[] 2 Shona
[] 3 Ndebele
[] 6 Other (specify) ____
[] 8 DK
[] 2 Shona
[] 3 Ndebele
[] 6 Other (specify) ____
[] 8 DK
FL8. Check CB7: In the current school year, did the child attend school or any early childhood education programme?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
[] 1 Yes, CB7/ED9=1 (Go to FL9A)
[] 2 No, CB7/ED9=2 or blank
[] 2 No, CB7/ED9=2 or blank
FL8A. Check CB4: Did the child ever attend school or any early childhood education programmes?
Check ED4 in the education module in the household questionnaire for child if CB4 was not asked.
[] 1 Yes, CB4/ED4=1 (Go to FL9B)
[] 2 No, CB4/ED4=2 or blank(Go to FL9C)
[] 2 No, CB4/ED4=2 or blank(Go to FL9C)
FL9A. What language do your teachers use most of the time when teaching you in class?
FL9B. When you were in school, what language did your teachers use most of the time when teaching you in class?
Probe if necessary and name the listed languages.
[] 1 English (Go to FL10A)
[] 2 Shona (Go to FL10A)
[] 3 Ndebele (Go to FL10A)
[] 6 Other (specify) ____
[] 8 DK
[] 2 Shona (Go to FL10A)
[] 3 Ndebele (Go to FL10A)
[] 6 Other (specify) ____
[] 8 DK
FL9C. Check FL7: Is reading and numbers book available in the language spoken at home?
[] 1 Yes, FL7= 1, 2 or 3 (Go to FL10B)
[] 2 No, FL7=6 or 8 (Go to FL10C)
[] 2 No, FL7=6 or 8 (Go to FL10C)
FL10A. Now I am going to give you a short story to read in (Language recorded in FL9A/B). Would you like to start reading the story?
FL10B. Now I am going to give you a short story to read in (Language recorded in FL7). Would you like to start reading the story?
[] 1 Yes
[] 2 No (Go to FL23)
[] 2 No (Go to FL23)
FL10C. I have short stories in English, Shona, and Ndebele. The stories are almost the same. Would you like to try to read one of them?
[] 11 English
[] 12 Shona
[] 13 Ndebele
[] 95 Does not want to try (Go to FL23)
[] 12 Shona
[] 13 Ndebele
[] 95 Does not want to try (Go to FL23)
FL11. Check CB3: Child's age?
[] 1 Age 7-9 years (Go to FL13)
[] 2 Age 10-14 years
[] 2 Age 10-14 years
FL12. Check CB7: In the current school year, did the child attend school or any early childhood education programme?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
[] 1 Yes, CB7/ED9=1 (Go to FL18B)
[] 2 No, CB7/ED9=2 or blank
[] 2 No, CB7/ED9=2 or blank
FL13. Give the child the reading and numbers book.
Open the page showing the reading practice item and say:
Now we are going to do some reading. Point to the sentence. I would like you to read this aloud. Then I may ask you a question.
Sam is a cat. Tina is a dog. Sam is 5. Tina is 6.
FL14. Did the child read every word in the practice correctly?
[] 1 Yes
[] 2 No
[] 2 No
FL15. Once the reading is done, ask: How old is Sam?
[] 1 Sam is 5 years old (go to FL17)
[] 2 Other answers
[] 3 No answer after 5 seconds
[] 2 Other answers
[] 3 No answer after 5 seconds
FL16. Say: Sam is 5 years old. (Go to FL21D)
FL17. Here is another question: Who is older: Sam or Tina?
[] 1 Tina is older (than Sam) (Go to FL18A)
[] 2 Other answers
[] 3 No answer after 5 seconds
[] 2 Other answers
[] 3 No answer after 5 seconds
FL18. Say: Tina is older than Sam. Tina is 6 and Sam is 5. (Go to FL23)
FL18A. Turn the page to reveal the reading passage.
Say: Thank you. Now I want you to try this. (Go to FL19)
FL18B. Give the child the reading and numbers book in the language recorded for the test: Use response to FL10C if available. If not, use response to FL9A/B if available. Otherwise use response to FL7.
Open the book on the page of the reading passage.
FL19. Here is a story. I want you to read it aloud as carefully as you can. You will start here (point to the first word on the first line) and you will read line by line (point to the direction for reading each line). When you finish I will ask you some questions about what you have read. If you come to a word you do not know, go onto the next word. Put your finger on the first word. Ready? Begin.
[1] Paul [2] is [3] in [4] grade [5] two. [6] One [7] day, [8] Paul [9] was [10] going [11] home [12] from [13] school. [14] He [15] saw [16] some [17] red [18] flowers [19] on [20] the [21] way. [22] The [23] flowers [24] were [25] near [26] a [27] tomato [28] farm. [29] Paul [30] wanted [31] to [32] get [33] some [34] flowers [35] for [36] his [37] mother. [38] Paul [39] ran [40] fast [41] across [42] the [43] farm [44] to [45] get [46] the [47] flowers. [48] He [49] fell [50] down [51] near [52] a [53] banana [54] tree. [55] Paul [56] started [57] crying. [58] The [59] farmer [60] saw [61] him [62] and [63] came. [64] He [65] gave [66] Paul [67] many [68] flowers. [69] Paul [70] was [71] very [72] happy.
FL20. Results of the child's reading.
Incorrect or missed words (B) are those marked while reading plus the difference between the number of the last word in the story (E:72, S:46, N:50) and the last word attempted (A).
If the child did not try to read the story, record '00' as the last word attempted.
_ _ Last word attempted (A) number
_ _ Total number of words incorrect or missed (B) number
_ _ Total number of words incorrect or missed (B) number
FL21A. Check FL20(B): Did the child incorrectly read or miss (E:8, S:5, N:6) or more words?
[] 1 Yes, at least (E:8, S:5, N:6) words (Go to FL21D)
[] 2 No, less than (E:8, S:5, N:6)
[] 2 No, less than (E:8, S:5, N:6)
FL21B. Now I am going to ask you a few questions about what you have read.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, mark 'No response' and say: Thank you. That is ok. We will move on.
Make sure the child can still see the passage and ask:
A. What grade is Paul in?
[] 1 Correct ((Paul is) in grade two)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
B. What did Paul see on the way home?
[] 1 Correct (he saw some (red) flowers)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
C. Why did Paul start crying?
[] 1 Correct (because he fell)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
D. Check FL21B[A-C]: Did the child answer all three questions correctly?
[] 1 Yes, all FL21B[A-C] = 1
[] 2 No, at least one response = 2 or = 3 (Go to FL21D)
[] 2 No, at least one response = 2 or = 3 (Go to FL21D)
E. Where did Paul fall (down)?
[] 1 Correct ((Moses fell down) near a banana tree)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
F. Why was Paul happy?
[] 1 Correct (because the farmer gave him many flowers/because he had flowers to give to his mother)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
FL21C. Did the child answer all questions in FL21B correctly?
[] 1 Yes, all FL21B[A, B, C, E, F] = 1 (Go to FL23)
[] 2 No, at least one response = 2 or = 3
[] 2 No, at least one response = 2 or = 3
FL21D. I have some other short stories in other languages. I have stories in (list languages not yet attempted). The stories are almost the same. Would you like to try to read one of them?
The child cannot pick the same language as already attempted.
[] 11 English
[] 12 Shona
[] 13 Ndebele
[] 95 Does not want to try (Go to FL23)
[] 12 Shona
[] 13 Ndebele
[] 95 Does not want to try (Go to FL23)
FL21E. Check CB3: Child's age?
[] 1 Age 7-9 years (Go to FL21G)
[] 2 Age 10-14 years
[] 2 Age 10-14 years
FL21F. Check CB7: In the current school year, did the child attend school or any early childhood education programme?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
[] 1 Yes, CB7/ED9=1 (Go to FL21N)
[] 2 No, CB7/ED9=2 or blank
[] 2 No, CB7/ED9=2 or blank
FL21G. Give the child the reading and numbers book in the language recorded in FL21D.
Open the page showing the reading practice item and say:
Just as before I would like you to read this aloud. Then I may ask you a question.
John is a boy. Grace is a girl. John has 2 eggs. Grace has 3 eggs.
FL21H. Did the child read every word in the practice correctly?
[] 1 Yes
[] 2 No (Go to FL23)
[] 2 No (Go to FL23)
FL21I. Once the reading is done, ask: How many eggs does John have?
[] 1 Correct (John has 2 eggs) (go to FL21K)
[] 2 Other answers
[] 3 No answer after 5 seconds
[] 2 Other answers
[] 3 No answer after 5 seconds
FL21J. Say: John has 2 eggs. (Go to FL23)
FL21K. Here is another question: Who has more eggs: John or Grace?
[] 1 Grace has more eggs than John (Go to FL21M)
[] 2 Other answers
[] 3 No answer after 5 seconds
[] 2 Other answers
[] 3 No answer after 5 seconds
FL21L. Say: Grace has more eggs. John has 2 eggs. Grace has 3 eggs.. (Go to FL23)
FL21M. Turn the page to reveal the reading passage.
Say: Thank you. Now I want you to try this. (Go to FL21O)
FL21N. Give the child the reading and numbers book in the language recorded in FL21D:
Open the book on the page of the reading passage.
FL21O. Here is a story. I want you to read it aloud as carefully as you can. You will start here (point to the first word on the first line) and you will read line by line (point to the direction for reading each line). When you finish I will ask you some questions about what you have read. If you come to a word you do not know, go onto the next word. Put your finger on the first word. Ready? Begin.
Jane is seven years old. One morning, her grandmother sent her to the market to buy some tomatoes. She gave Jane some money. Jane put it in her bag. The bag had a big hole. On the way, Jane lost her money. Mary saw the money and gave it to Jane. She was happy. Jane thanked Mary and walked to the market. [62]
FL21P. Results of the child's reading.
Incorrect or missed words (B) are those marked while reading plus the difference between the number of the last word in the story (E:62, S:41, N:38) and the last word attempted (A).
If the child did not try to read the story, record '00' as the last word attempted.
_ _ Last word attempted (A) number
_ _ Total number of words incorrect or missed (B) number
_ _ Total number of words incorrect or missed (B) number
FL21A. Check FL20(B): Did the child incorrectly read or miss (E:8, S:5, N:6) or more words?
[] 1 Yes, at least (E:7, S:5, N:4) words (Go to FL23)
[] 2 No, less than (E:7, S:5, N:4) words
[] 2 No, less than (E:7, S:5, N:4) words
FL22. Now I am going to ask you a few questions about what you have read.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, mark 'No response' and say: Thank you. That is ok. We will move on.
Make sure the child can still see the passage and ask:
A. How old is Jane?
[] 1 Correct (Jane is seven)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
B. Who sent Jane to the market?
[] 1 Correct (her grandmother)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
C. What was Jane asked to buy?
[] 1 Correct (tomatoes or she was sent to buy tomatoes)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
D. Check FL22[A-C]: Did the child answer all three questions correctly?
[] 1 Yes, all FL22[A-C] = 1
[] 2 No, at least one response = 2 or = 3 (Go to FL23)
[] 2 No, at least one response = 2 or = 3 (Go to FL23)
E. How did Jane lose the money?
[] 1 Correct (Because it fell through the (big) hole in the bag or because the bag has a (big) hole)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
F. Why was Jane happy?
[] 1 Correct (Because Mary gave her the money/ because the money was found)
[] 2 Incorrect
[] 3 No response/says 'I don't know'
[] 2 Incorrect
[] 3 No response/says 'I don't know'
FL23. Turn the page in the reading and numbers book so the child is looking at the list of numbers. Make sure the child is looking at this page.
Now here are some numbers. I want you to point to each number and tell me what the number is.
Point to the first number and say: Start here.
If the child stops on a number for a while, tell the child what the number is, mark the number as 'No Attempt', point to the next number and say: What is this number?
Stop rule - If the child does not attempt to read 2 consecutive numbers, say: Thank you. That is ok.
A. 9
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
B. 12
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
C. 30
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
D. 48
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
E. 74
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
F. 731
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
FL23A. Check FL23: Did the child correctly identify two of the first three numbers (9, 12 and 30)?
[] 1 Yes, at least two correct
[] 2 No, at least 2 incorrect or with no attempt (Go to FL28)
[] 2 No, at least 2 incorrect or with no attempt (Go to FL28)
FL24. Turn the page so the child is looking at the first pair of numbers. Make sure the child is looking at this page. Say:Look at these numbers. Tell me which one is bigger.
Record the child's answer before turning the page in the book and repeating the question for the next pair of numbers.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, mark a 'Z' for the answer on the appropriate row on the questionnaire, turn the booklet page and show the child the next pair of numbers.
If the child does not attempt 2 consecutive pairs, say: Thank you. That is ok. We will go to the next activity.
7 5
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
11 24
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
65 67
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
E. 146 154
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
FL25. Give the child a pencil and paper. Turn the page so the child is looking at the first addition. Make sure the child is looking at this page. Say: Look at this sum. How much is (number plus number)? Tell me the answer. You can use the pencil and paper if it helps you.
Record the child's answer before turning the page in the book and repeating the question for the next sum.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, mark a 'Z' for the answer on the appropriate row on the questionnaire, turn the booklet page and show the child the next addition.
If the child does not attempt 2 consecutive pairs, say: Thank you. That is ok. We will go to the next activity.
3+2= ____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
B. 8+6=____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
C. 7+3=____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
D. 13+6=____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
E. 12+24=____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
FL26. Turn the page to the practice sheet for missing numbers. Say: Here are some numbers. 1, 2, and 4. What number goes here?
[] 1 Correct
[] 2 Incorrect (Go to FL26B)
[] 3 No attempt(Go to FL26B)
[] 2 Incorrect (Go to FL26B)
[] 3 No attempt(Go to FL26B)
FL26A. If the child answers correctly say: That's correct, 3. Let's do another one. (Go to FL26C)
FL26B. If the child answers incorrectly, do not explain the child how to get the correct answer. Just say:
The number 3 goes here. Say the numbers with me. (Point to each number) 1, 2, 3, 4. 3 goes here. Let's do another one.
FL26C. Now turn the page to the next practice sheet. Say: Here are some more numbers. 5, 10, 15 and ___. What number goes here?
[] 1 Correct
[] 2 Incorrect (Go to FL26E)
[] 3 No attempt(Go to FL26E)
[] 2 Incorrect (Go to FL26E)
[] 3 No attempt(Go to FL26E)
FL26D. If the child answers correctly say: That's correct, 20. (Go to FL27)
FL26E. If the child answers incorrectly.
Do no explain the child how to get the correct answer. Just say: The number 20 goes here. Say the numbers with me. (Point to each number) 5, 10, 15, 20. 20 goes here.
FL26G. Now I want you to try this on your own
FL26F. Check FL26 and FL26C: Did the child answer at least one question correctly?
[] 1 Yes, at least one question correct
[] 2 No, both incorrect or with no attempt (Go to FL28)
[] 2 No, both incorrect or with no attempt (Go to FL28)
FL27. Now turn the page in the reading and numbers book with the first missing number activity. Say: Here are some more numbers. Tell me what number goes here (pointing to the missing number).
Record the child's answer before turning the page in the book and repeating the question.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, mark a 'Z' for the answer on the appropriate row on the questionnaire.
If the child does not attempt 2 consecutive activities, say: Thank you. That is ok.
A. 5 6 7 ____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
B. 14 15 ____ 17
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
C. 20 ____ 40 50
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
D. 2 4 6 ____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
E. 5 8 11 ____
[] 1 Correct
[] 2 Incorrect
[] 3 No attempt
[] 2 Incorrect
[] 3 No attempt
FL28. Result of interview with child.
Discuss any result not completed with Supervisor.
[] 01 Completed
[] 02 Not at home
[] 03 Mother/caretaker refused
[] 04 Child refused
[] 05 Partly completed
[] 06 Incapacitated
[] 96 Other (specify) ____
[] 02 Not at home
[] 03 Mother/caretaker refused
[] 04 Child refused
[] 05 Partly completed
[] 06 Incapacitated
[] 96 Other (specify) ____
FS11. Record the time.
Hours and minutes _ _ : _ _
FS12. Language of the Questionnaire.
[] 1 English
[] 2 Shona
[] 3 Ndebele
[] 2 Shona
[] 3 Ndebele
FS13. Language of the Interview.
[] 1 English
[] 2 Shona
[] 3 Ndebele
[] 6 Other language (specify) ____
[] 2 Shona
[] 3 Ndebele
[] 6 Other language (specify) ____
FS14. Native language of the Respondent.
[] 1 English
[] 2 Shona
[] 3 Ndebele
[] 6 Other language (specify) ____
[] 2 Shona
[] 3 Ndebele
[] 6 Other language (specify) ____
FS15. Was a translator used for any parts of this questionnaire?
[] 1 Yes, the entire questionnaire
[] 2 Yes, parts of the questionnaire
[] 3 No, not used
[] 2 Yes, parts of the questionnaire
[] 3 No, not used
FS16. Thank the respondent and the child for her/his cooperation.
Proceed to complete the result in FS17 in the 5-17 child information panel and then go to the household questionnaire and complete HH56.
Make arrangements for the administration of the remaining questionnaire(s) in this household.
Make arrangements for the administration of the remaining questionnaire(s) in this household.
Interviewer's observations
Supervisor's observations