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Compendium of Indicators for Measuring Child Well-being Outcomes
AUGUST 2014
World Vision’s Compendium of Indicators for Child Well-being 2
Table of Contents Acronyms .......................................................................................................................... 3 1. Introduction ................................................................................................................. 4 2. About the Compendium ............................................................................................. 5
What is a compendium? ....................................................................................................................................... 5 What is its purpose? ............................................................................................................................................. 5 Why use the Compendium? ................................................................................................................................. 6 Are there globally mandated indicators? ............................................................................................................. 6 Who is this Compendium for? ............................................................................................................................. 7
3. The child well-being aspirations and outcomes .......................................................... 8 3.1 Including the most vulnerable children ......................................................................................................... 9 3.2 Ecological understanding of child well-being ............................................................................................... 10 3.3 Lifecycle stages .............................................................................................................................................. 11 3.4 Economic Development ............................................................................................................................... 11
4. Strategy ...................................................................................................................... 11 5. Partnership targets for child well-being .................................................................... 12 6. Development programmes ....................................................................................... 13
CWBO and logframe outcomes ........................................................................................................................ 13 Community led indicators .................................................................................................................................. 13 Where can I find the guidance and tools? ......................................................................................................... 14 Contribute to improving the Compendium ...................................................................................................... 14
7. The Compendium explained ..................................................................................... 15 7.1 Principles for using the Compendium of Indicators ................................................................................... 15 7.2 Types of indicators........................................................................................................................................ 15
Highly recommended indicators ................................................................................................................... 15 Standard indicators ........................................................................................................................................ 16 Additional indicators ...................................................................................................................................... 16
7.3 Selecting indicators ....................................................................................................................................... 16 What can be contextualised? ........................................................................................................................ 16
7.4 Process for selecting indicators ................................................................................................................... 16 8. Tools for measuring indicators ................................................................................. 19
The toolkit ........................................................................................................................................................... 19 Data collection in partnership ............................................................................................................................ 25 Feedback to and validation from the community ............................................................................................. 25 Data capture ........................................................................................................................................................ 26 Reporting ............................................................................................................................................................. 26
9. The Indicators ............................................................................................................ 26 Aspiration: Enjoy good health ........................................................................................ 28
Outcome: Children well nourished ................................................................................................................... 28 Outcome: Children protected from infection, disease and injury .................................................................. 32 Outcome: Children and their caregivers access essential health services ..................................................... 40
Aspiration: Educated for life .......................................................................................... 45 Outcome: Children read, write and use numeracy skills ................................................................................. 45 Outcome: Children make good judgements, can protect themselves, manage emotions and communicate ideas .............................................................................................................................................. 47 Outcome: Adolescents ready for economic opportunity ................................................................................ 49
Aspiration: Experience love of God and their neighbours ............................................ 51 Outcome: Children grow in their awareness and experience of God’s love in an environment that recognises their freedom .................................................................................................................................... 51 Outcome: Children enjoy positive relationships with peers, family and community members ................... 52 Outcome: Children value and care for others and their environment .......................................................... 53 Outcome: Children have hope and vision for the future ................................................................................ 54
Aspiration: Cared for, protected and participating....................................................... 55 Outcome: Children cared for in a loving, safe, family and community environment with safe places to play ................................................................................................................................................................... 55 Outcome: Parents or caregivers provide well for their children .................................................................... 61 Outcome: Children celebrated and registered at birth ................................................................................... 65 Outcome: Children are respected participants in decisions that affect their lives ........................................ 66
World Vision’s Compendium of Indicators for Child Well-being 3
Appendix 1: Search Institute’s Developmental Assets for young people ..................... 68 Appendix 2: Education and Life skills ............................................................................. 70 Appendix 3: Feedback on the Compendium and tools ................................................. 71 Appendix 4: Frequently asked questions ....................................................................... 74 Appendix 5: Alternative approach to measuring ‘Children report increased levels of well-being’ ....................................................................................................................... 75
Acronyms ADP Area development programme CBO Community based organisation CWBO Child well-being outcomes CoP Community of practice DAP Development Assets Profile DHS Demographic Health Survey DME Design, monitoring and evaluation EGRA Early Grade Reading Assessment FANTA Food and Nutrition Technical Assistance FGD Focus group discussion FPMG Food Programming Management Group HEA Humanitarian and Emergency Affairs IDS Indicator detail sheets IPE Integrated Programming Effectiveness Team IPM Integrated programming model (now WV’s Development Programme Approach) LEAP Learning through Evaluation with Accountability and Planning MICS Multiple Indicator Cluster Survey (UNICEF) MVC Most vulnerable children NGO Non-governmental organisation OVC Orphan and vulnerable child PEPFAR US President’s emergency plan for AIDS relief TDI Transformational development indicators UNAIDS The joint United Nations programme on HIV and AIDS UNICEF United Nations Children’s Fund USAID United States Agency for International Development WHO World Health Organisation WV World Vision © World Vision International 2011. Updated March 2012 and August 2013. All rights reserved. No portion of this publication may be reproduced in any form, except for brief excerpts in reviews, without prior permission of the publisher.
Published by Integrated Ministry on behalf of World Vision International.
World Vision’s Compendium of Indicators for Child Well-being 4
1. Introduction
Across the world, in different contexts and in different ways, World Vision, together with partners and communities, is working towards improving the lives of children, families and communities. World Vision has developed a set of child well-being outcomes (CWBOs) and aspirations to provide a practical definition of child well-being and a common language for World Vision staff across the Partnership. The framework has four aspirations for the well-being of all girls and boys and 15 child development outcomes that describe World Vision’s understanding of what a good life for children is. These outcomes express the organisation’s understanding of ‘life in all its fullness’. All the diverse contributions of World Vision entities to child well-being, across ministry streams and different projects are brought together into one Ministry Framework for one common goal:
Sustained well-being of children within families and communities, especially the most vulnerable
In order to measure WV’s unique contributions to the well-being of girls and boys in the communities where it works, and progress towards the ministry goal and strategies for child well-being, a common set of indicators is needed. In this Compendium of Indicators for Child Well-being, you will find a broad set of indicators for measuring each of the child well-being outcomes, which can be chosen according to what is in line with the national office strategy, relevant to the programme/project objectives and appropriate for the local context. The Compendium brings together tried and tested indicators from major agencies such as UNICEF and WHO, but also innovative indicators from within World Vision or from child well-being research institutions. The Compendium will be updated annually to ensure it remains up to date and in line with current developments in measuring child well-being. 10 Fast Facts
1. There are indicators for each of the 15 child well-being outcomes. 2. The Compendium has over 200 indicators for you to choose from. 3. Choose indicators according to what is relevant to the work planned, appropriate for the
local context and in line with strategy. 4. Choose indicators according to the project model you are using. 5. To help you choose, each child well-being outcome has at least one highly recommended
and/or standard indicator. 6. Highly recommended and standard indicators are important to measure if your
programme or project is contributing in a significant way to that child well-being outcome or Child Well-being Target.
7. Each indicator has an Indicator Detail Sheet with all the information you need to measure it. 8. The Compendium will soon be a searchable database in Horizon (formerly PMIS). 9. Indicators in the Compendium are for measuring at baseline and evaluation. Some can also
be monitored more frequently if necessary. 10. You can contribute! Send your feedback or new indicators and tools for the annual
updates. See ‘Appendix 3’ for more details. Acknowledgements This Compendium represents a huge collaborative effort between Global Centre technical teams within Integrated Ministry and with regional offices. This includes: Global Health, Education and Lifeskills, Child Development & Rights, Christian Commitments, as well as significant input from Food Programming and Management Group (FPMG), Humanitarian and Emergency Affairs (HEA) and Advocacy & Justice for Children. Thank you to all who reviewed and re-reviewed the Compendium, especially the technical specialists, Child Development and Programme Effectiveness (CDPE) Team and Global Programme Effectiveness Team (GPET) members from each region. A special thank you to all the DME staff in national offices and programmes who were willing to try out the draft Compendium before the tools and guidance were ready and provide their feedback and share their innovations.
“Our vision for
every child, life in
all its fullness
Our prayer for
every heart, the
will to make it so”
World Vision’s Compendium of Indicators for Child Well-being 5
2. About the Compendium
What is a compendium? A compendium is a menu or list of items; this Compendium contains lists of indicators for measuring each of the child well-being outcomes (CWBOs). It builds on the learning from the global evaluation of measuring the Transformational Development Indicators (TDI). It includes indicators from each ministry stream and integrated technical teams. It also includes standard, internationally agreed indicators from respected agencies such as UNICEF. The Compendium represents a huge collaborative effort across the organisation to agree on how to measure child well-being. Using it will enable World Vision to measure the impact of programmes and projects on the well-being of children in the communities it seeks to serve.
What is its purpose? The purpose of developing a set of outcome indicators and tools for measuring child well-being is to enable World Vision to build an evidence-base to demonstrate its contribution to the well-being of children in the areas where WV and its partners intervene. Collecting data about the communities where WV works in a consistent and systematic way means that WV can report on progress towards child well-being outcomes, not just at programme or project level, as done before, but at national, regional and global level, across ministry streams. Knowing, and having the evidence of, WV’s impact as an organisation is an essential part of its work. It provides WV with information that can be used for the dual purposes of: learning what it does well, how to do better and if WV is doing the right things; and accountability to multiple stakeholders, including community members and children in the areas where WV works, and strengthens its legitimacy. By using the Compendium of indicators and tools for measuring child well-being outcomes, WV can know:
What was the status of children’s well-being when World Vision first began working with communities and partners in this area? Or at the point of redesign? This is the baseline measurement.
What real and lasting changes have occurred for child well-being? What was World Vision’s contribution to these changes? This is the evaluation.
Ministry Framework The Ministry Framework helps to illustrate how each ministry stream, sector and entity, in line with WV’s principles, and using the rich variety of approaches for different needs and contexts addresses child well-being priorities. In the Ministry Framework each entity can locate its contribution to the organisational goal. The indicators for child well-being provide the means for measuring this progress across the Partnership’s ministry. The Compendium of indicators and associated tools for measuring CWBO are relevant
World Vision’s Compendium of Indicators for Child Well-being 6
for use across all types of projects and programmes1, and can enable each entity to measure progress towards the child well-being outcomes and aspirations in the ministry framework. Although approaches to long term development, HEA and Advocacy & Justice for Children programmes in different contexts necessarily differ, the aspirations and outcomes WV seeks as an organisation are aligned in its ministry goal.
Why use the Compendium? World Vision works in many different contexts and through many different approaches. Therefore the child well-being outcomes will differ from place to place. The needs identified by the community, World Vision and its partners, along the Critical Path will define which of the CWBOs that a project or programme is contributing to. In some areas the major risk to child well-being is malaria, in another it may be child trafficking, in yet another it may be lack of access to education. World Vision’s contribution to improving child well-being in these different areas will require different indicators. This means that World Vision needs a flexible system for selecting indicators in order to reflect these unique contexts and capture Partnership-wide, but diverse, contribution to the well-being of children. Based on the learning from the TDI evaluation, WV has learned that trying to measure a set of fixed indicators in every project, in every country and context does not necessarily enable staff members to learn from and improve their work, or make a logical link between programming and outcomes. We need a more flexible system to select indicators; one that takes into account the objectives of the programme or project, the local context and the national office strategy. Data collected for relevant and appropriate indicators, selected from within World Vision’s Compendium, can usefully inform decision making and reporting on child well-being. By using the Compendium, staff in programmes and projects can select and measure indicators that are appropriate for their particular context, as well as contribute to the organisation-wide measurement of CWBO. The benefits of using the Compendium include:
Knowing the difference WV is making in the lives of children.
No ‘re-inventing the wheel’ when completing the logframe.
Having a common language of indicators to measure CWBOs. Access to a resource of quality indicators.
Ability to contribute new and innovative indicators each year.
Enabling WV to measure it national, regional and global impact on child well-being.
Are there globally mandated indicators? There are no globally mandated indicators for measuring the child well-being outcomes. This is because there are very few, if any, indicators that are relevant to every programme type within World Vision or every country or cultural context. World Vision is a complex, multi-faceted organisation implementing a wide variety of programmes, which are tailored to each community context. This means that it is highly unlikely that WV can find indicators relevant to every programme and every country – but it can have an agreed set of highly recommended indicators for programmes and projects working towards a particular CWBO and a subset of standard indicators for measuring progress towards the child well-being targets. If your project or programme is contributing to a particular CWBO it is strongly recommended that at least one of these indicators (linked to the relevant CWBO) is selected and included in
1 With the exception of the first 90 days of rapid onset emergencies; which are necessarily focused on achieving outputs for immediate and urgent humanitarian assistance.
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your measurement. If your project or programme is contributing towards a particular child well-being target, according to the national strategy, it is strongly recommended that you include the relevant standard indicators. In this way WV can capture the most important information from the relevant programmes. There is no integrity in measuring contribution to something WV is not actively contributing to. For example: A programme contributing to ‘children protected from infection, disease and injury’ could use this standard indicator: ‘% children vaccinated against measles and DPT3 before their 1st birthday’.
Who is this Compendium for? This Compendium is for use primarily by design, monitoring and evaluation staff (DME) but also for programme and technical staff involved in the design or redesign of a programme or project. DME staff, in close collaboration with technical staff, can use the Compendium to support programme or project staff in selecting the indicators that are most useful and important for measuring child well-being based on a particular context. It can also be used by technical specialists and strategy staff in different entities to select relevant indicators for strategy.
When to begin using it? You can begin using the Compendium of indicators when the:
1. national office strategy is focused on contributing to child well-being 2. project or programme is in design or redesign phase 3. logframe is developed through a participatory engagement process with community
members (including children) and local partners 4. logframe has at least one objective that directly contributes to a CWBO 5. funding for a baseline and evaluation measurement is included in the budget 6. DME capacity is in place and available to conduct an integrated programme baseline,
ongoing monitoring and eventual evaluation
What is an integrated baseline?
An integrated baseline is a measurement undertaken at the programme level, and includes
measurement of all the important indicators in each of the projects within that programme. This
means WV does not need to do a baseline or evaluation for each individual project. An
integrated measurement helps to analyse the inter-linking effects of our intervention on the
different aspects of children’s well-being. How did the nutrition project affect children’s overall
health or school attendance? How did a livelihoods programme impact access to health care or
children’s sense of hope and vision for their future?
Designing an integrated baseline means that technical staff and DME staff need to work together
to make sure the most relevant and useful indicators are included and combined into the same
tools for a combined measurement. For example; the household survey would include all the
relevant questions for the different projects like health, education, livelihoods and child
participation. Choosing tools that can measure multiple CWBOs at the same time will help to
keep the baseline manageable and cost effective. See below for more information on the tools.
World Vision’s Compendium of Indicators for Child Well-being 8
3. The child well-being aspirations and outcomes World Vision focuses on improving children’s well-being through child-focused transformational development, disaster management and promotion of justice (advocacy). The child well-being aspirations and outcomes provide a practical definition of World Vision’s understanding of well-being for children. Our goal is ‘the sustained well-being of children within families and communities, especially the most vulnerable.’ World Vision views the well-being of children in holistic terms: healthy individual development (involving physical and mental health, social and spiritual dimensions), positive relationships and a context that provides safety, social justice and participation in civil society. The child well-being aspirations and outcomes are intended as a catalyst for dialogue, discussion and visioning as World Vision partners with children, parents, community partners, churches, governments and other organisations. World Vision does not proselytise nor does it impose its understanding on others. These aspirations and outcomes reinforce each other and enable an integrated, holistic approach to ministry. While WV’s active contribution to specific outcomes varies from context to context, the definition of ‘well-being’ remains holistic.
Goal Sustained well-being of children within families and communities, especially the most vulnerable
Aspirations
Girls & Boys:
Enjoy good health
Are educated for life
Experience love of God and their neighbours
Are cared for, protected and participating
Outcomes
Children are well nourished
Children read, write, and use numeracy skills
Children grow in their awareness and experience of God’s love in an environment that recognises their freedom
Children cared for in a loving, safe, family and community environment with safe places to play
Children protected from infection, disease, and injury
Children make good judgements, can protect themselves, manage emotions, and communicate ideas
Children enjoy positive relationships with peers, family, and community members
Parents or caregivers provide well for their children
Children and their caregivers access essential health services
Adolescents ready for economic opportunity
Children value and care for others and their environment
Children celebrated and registered at birth
Children access and complete basic education
Children have hope and vision for the future
Children are respected participants in decisions that affect their lives
Foundational Principles
Children are citizens and their rights and dignity are upheld (including girls and boys of all religions and ethnicities, any HIV status, and those with disabilities)
World Vision is a Christian relief, development and advocacy organisation dedicated to working with children, families and communities to overcome poverty and injustice. Motivated by our Christian faith, World Vision is dedicated to working with the world’s most vulnerable people. World Vision serves all people regardless of religion, race, ethnicity or gender
World Vision’s Compendium of Indicators for Child Well-being 9
How does WV understand 'sustained' child well-being? A framework for sustainability: World Vision works with partners (including governments, churches and other faith-based organisations, NGOs, CBOs, businesses and others) towards sustained child well-being at four levels, in ways that build on efforts already underway and are appropriate to context:
1. Children: Empowering children - especially the most vulnerable - with good health, spiritual nurture, and the basic abilities and skills they need to be productive, contributing citizens and agents of change throughout their lives (including literacy, numeracy, life skills, and vocational/entrepreneurial training).
2. Households/families: Improving households' resilience, livelihood capacities and caregiving capacities (physical, psychosocial, spiritual, etc. - including issues of resource allocation and gender equity within households, to ensure that increased incomes/assets leads to improved child well-being for both boys and girls).
3. Community: Strengthening the resilience and capacity of communities and partners to respond to present and future challenges to child well-being, including disasters.
4. Enabling environment: Working to ensure that systems, structures, policies and practices (local, national, regional, and global) support and protect the well-being of children, especially the most vulnerable.
3.1 Including the most vulnerable children World Vision’s ministry goal has a special focus on the most vulnerable children (MVC). In measuring and reporting on the contribution to child well-being, WV needs to understand what kinds of vulnerability exist in the programme area, identify children who are most vulnerable and ensure they are included in programming and measurement of child well-being. Most vulnerable children are girls and boys whose quality of life and ability to fulfil their potential is most affected by extreme deprivation and violations of their rights. These children often live in catastrophic situations and relationships characterised by violence, abuse, neglect, exploitation, exclusion and discrimination. World Vision’s definition includes four vulnerability factors which can assist in understanding who the most vulnerable children are:
1. abusive or exploitative relationships: relationships which are characterised by violence or use of a child to benefit others sexually or commercially, or which consistently harm the child through intentional acts or negligence
2. extreme deprivation: extreme material poverty, or deprivation of caregivers 3. serious discrimination: severe social stigma which prevents children from accessing
services or opportunities essential to their protection or development 4. vulnerability to negative impact from a catastrophe or disaster: natural or
manmade events can seriously threaten the survival or development of a child and certain children are more likely to be affected negatively and less likely to be able to recover.
Discussion about the best way to measure the impact of WV’s programming with most vulnerable children is still ongoing and will emerge as it begins focusing more intentionally on the most vulnerable. Due to the very different types of vulnerability, which vary significantly by local context and can be layered (multiple vulnerabilities), there are lots of challenges with measuring the impact of WV’s work on MVC. In addition, it is often difficult to get a large enough sample of children from a particular group or type of vulnerability to be representative. There are two approaches to identifying and measuring MVC, one or both may be relevant: 1. Pre-identification: intentionally seeking out a particular group of most vulnerable children
to survey or conduct focus group discussions with them specifically. For example, street children.
2. Post-identification: analysing the findings from the household survey or Youth Healthy
World Vision’s Compendium of Indicators for Child Well-being 10
Behaviour Survey and disaggregating by relevant MVC criteria to identify the proportion of MVC in the area or to learn of their unique experience in the programme or community, and their status in key indicators compared to their non-MVC counterparts; for example, extreme poverty, experiencing violence or abuse at home, orphans, disabled children or those from a marginalised people group.
At this stage, the following options are recommended: 1. Understand characteristics and identify the most vulnerable: with the community
with the starter group, as part of Steps 3-5 of the Critical Path (see the Good Practices for Putting Development Programmes into Action).
2. Collect data on the most vulnerable: Depending on the type of vulnerabilities identified
you may wish to do one or more of the following as part of your baseline or evaluation: a. Include certain indicators and questions into the caregiver (household) survey to identify
households where children are ‘most vulnerable’ according to the above definitions. This enables disaggregation of data by MVC and non-MVC households, as well as by gender, which is standard in the caregiver survey. It also helps WV to know what percentage of households in this community has vulnerable children and so to know if WV is intentionally including the most vulnerable.
b. If >5% of children do not live in conventional households, information about these children would not be captured in a household survey. Therefore, it would be preferable to do a separate survey (see below).
c. If >5% of children in the community are MVC, it is important to find out more about the situation of these children specifically and their well-being (or ill-being) status. In order to identify a sufficiently large group of most vulnerable children of a particular type, ‘snowball’ or ‘respondent driven’ sampling can be used to find a sufficiently large group of that type of MVC; for example, street children, child labourers, commercial sex workers, drug users or to survey children living in institutions. Although this approach is prone to bias, it would at least provide some useful information about the MVC in the community. Information could then be collected with these children through either a focus group discussion or by using the child well-being self-perception or Youth Healthy Behaviour Survey (see tools).
3. Community feedback: conduct focus group discussions with groups of MVC of a similar
‘type’ (gender differentiated) and separately with their parents where appropriate, to discuss and confirm the findings of the survey(s) and the barriers to well-being for the identified type of MVC in this community.
Further information on how to measure WV’s organisational impact on MVC will be forthcoming.
3.2 Ecological understanding of child well-being Children’s well-being is dependent on their relationships with others and the social, political, spiritual, physical and environmental contexts that they live in. This is called the ecology of the child or an ecological model. This theory helps WV to consider the different relationships, institutions, systems and structures that create an enabling environment where children can thrive. The theory shows the different levels and types of influence on the child’s development, from the closest (micro level, like families) to the farthest (macro level, like political or cultural). Children are unique and affected by their context in different ways. Who God made them to be, where they live and who they live with will affect how they deal with the risk factors in their lives. In the Compendium you will find indicators to help measure WV’s contribution to children’s well-being from different ecological perspectives. Whether the work being undertaken is directly with children, with parents/caregivers, with communities, or with the systems and structures which enable child well-being, there are indicators that can help to capture this contribution.
World Vision’s Compendium of Indicators for Child Well-being 11
3.3 Lifecycle stages Child-focused programming takes into account that children develop rapidly through different life cycle stages. With each stage, from prenatal to five years, six to 11 years, and 12 to 18 years, WV recognises that there are specific survival, growth and development issues that should be prioritised. Designing programmes around life cycle stages enhances opportunities to improve spiritual, cognitive, social and physical development, while also building cumulative child development gains. A life cycle perspective also gives attention to the special needs of girls and boys at each stage of development.
In the Compendium you will find indicators that focus on each of these life cycle stages, with appropriate tools for capturing information about children at these different points in their lives. For example, to find out about the well-being of young children and even some information about children 6-11 years, their parents or caregivers will be able to tell WV a lot. For youth aged 12-18, they can tell WV themselves what they think about their own well-being, through self-assessment surveys or discussion groups.
3.4 Economic Development A regular household income strengthened by asset ownership is the foundation for household economic well-being and livelihood security. Sustained household economic well-being is necessary for sustained child well-being. Without it, families can not send children to school, take them for medical treatment or protect them from life's risks. While only two CWBOs explicitly refer to economic capacity (‘parents or caregivers provide well for their children’ and ‘adolescents ready for economic opportunity’), economic development is important for all the CWBOs. Therefore, economic development indicators have been mainstreamed in the Compendium. These indicators highlight not only child well-being today when World Vision is present, but whether children will continue to thrive after WV leaves. Example: A programme contributing to ‘children and their caregiver access essential health services’ could measure the indicator: ‘% parents or caregivers who are able to pay for their children's health costs without external assistance.’
4. Strategy The Compendium has been designed to align and integrate with World Vision’s approaches to developing, implementing and evaluating strategy. National office’s can include indicators from the Compendium in the strategy, to measure progress toward the strategic objectives for child well-being. At the programme or project level, national strategy is one of the three criteria used to select indicators. Indicators from the Compendium, included in strategy documents, can be clearly shown as important indicators for measurement within specific programme types in that country. A national can identify its strategic indicators within Horizon (PMIS), as the ‘preferred’ indicators for measurement within specific programme types in that country. National offices can require
World Vision’s Compendium of Indicators for Child Well-being 12
programmes or projects working in a specific domain to include the relevant strategic indicator alongside other important indicators. In this way, national offices can develop an evidence base for the strategic indicators and the overall contribution towards child well-being, including the child well-being targets. This will assist DME and local level staff to select strategically aligned indicators. In general, the highly recommended and standard indicators for the child well-being targets may be the most useful to include in strategies (see below for more details). When using the Compendium for selecting indicators for strategy, the strategic objectives must be decided first. Strategy guides programming choices and programming guides the indicator choices.
Example: National strategy focus Improving education quality Indicator in strategy (Standard child well-being target indicator)
Proportion of children who are functionally literate: percent of children both in and out of school in programme impact areas who can read with comprehension at functional levels by the age when children are expected to have completed a basic education programme.
Projects / programmes required to measure it alongside other chosen indicators
All programmes with an education project
The Compendium is relevant for use in World Vision national office strategy development if:
strategic objectives are being developed or have been agreed
at least one strategic objective can be logically linked to a child well-being outcome.
5. Partnership targets for child well-being National strategies have been developed in every national office, many of which include targets in alignment with the child well-being outcomes. A Partnership strategy has been developed, which includes four targets, in alignment with the child well-being outcomes. Measuring progress towards child well-being targets will enable the WV Partnership to build an evidence base of its contribution to child well-being across the whole Partnership. However, due to the variety of programme types and contexts, care has been taken to ensure a range of targets are provided, that are broad enough for every national office to be able to contribute to at least one, in alignment with its strategy. Progress on the relevant child well-being targets will be reported on annually, as part of ongoing DME, using the child well-being target standard indicators and tools included in this Compendium. Annual reports will be make use of monitoring data from programmes, projects and sponsorship (revised child monitoring standards), any baselines, any evaluations and any other special studies or research conducted during the year. The targets will be measured as part of the broader process of measuring WV’s contribution to children’s well-being at the national, regional and global level. National offices do not need to contribute to all the Partnership targets, but they must contribute to at least one. Child well-being outcome targets:
Children report an increased level of well-being (12-18 years).
Increase in children protected from disease and infection (0-5 years). Increase in children well nourished (0-5 years).
Increase in children who can read by age 11. For details on how these targets will be measured, please see specific documentation on the targets on https://www.wvcentral.org/cwb/Pages/cwbtargets.aspx Remember that national offices do not need to measure all four targets. However, as child well-being is WV’s main goal across the Partnership, National offices will soon be expected to measure progress towards ‘child well-being target 1: children report an increased level of well-being’.
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6. Development programmes The indicators for CWBO are designed to be fully integrated with World Vision’s programme and project level DME (LEAP) and can be used by any WV project or programme, as appropriate (whether long-term development, advocacy or emergency relief programmes). However, please note that the indicators in the Compendium are not recommended for rapid onset emergencies, during the first 90 days; as such projects necessarily focus on immediate outputs to be monitored, rather than longer term outcomes to be evaluated. For long-term development programmes, the indicators can be used by programmes designed using WV’s Development Programme Approach, programmes redesigned through a participatory community engagement process focused on the well-being of children, and grant funded programmes and projects alike. The Compendium can be used during design or redesign phase, once the objectives of a programme or project have been agreed with partners. It is relevant for use in all World Vision programmes or projects:
during design or redesign phase
after objectives have been agreed upon with partners
where at least one objective can be logically linked to one child well-being outcome.
CWBO and logframe outcomes Linking communities’ views and statements on child well-being to the CWBOs helps WV to plan appropriate programmes with partners, and helps in WV’s design, monitoring and evaluation. The CWBOs are WV’s operational definition of child well-being and are used throughout the LEAP programme cycle. However, in the CWBOs, the term ‘outcome’ comes from the field of child development and refers to child developmental outcomes, such as social, emotional or cognitive outcomes. This is different than the term ‘outcome’ used in LEAP, whereby projects are designed with stakeholders to define contextually appropriate outcomes and goal statements. These objectives can then be linked to the appropriate CWBOs. Therefore, the CWBOs are not used directly in logframes.
Community led indicators A process to enable community members to develop their own simple, observable indicators for measuring improvements in child well-being is currently underway. This process aims to strengthen WV’s accountability to communities, and build ownership over the shared progress towards child well-being. These could be simple statements such as: ‘we know children are not hungry when they have energy to play everyday’. Such statements can be reviewed together annually to see if progress has been made and what the priorities for the next year should be.
What contributing to child well-being means: At least one objective will contribute directly to one child well-being outcome. For example if your project is focused on improving the quality of educational outcomes for children this can be directly linked to ‘children read, write and use numeracy skills’. What contributing to child well-being does not mean: No project or programme should try to contribute to all 15 child well-being outcomes or all four aspirations. Across the organisation, different types of projects and programmes are contributing to all 15 CWBO; this is WV’s broader impact to the well-being of children. You do not need to include indicators for all the CWBO into your logframe. Nor does every programme need to contribute to a CWBO from each of the aspirations. Programme or project outcomes and goals should not be worded exactly like a child well-being outcome. Outcomes and goals need to be expressed in a way that makes sense to the staff and partners, are relevant to the local context and fit logically with the overall goal of the programme.
World Vision’s Compendium of Indicators for Child Well-being 14
Where can I find the guidance and tools? The guidance and tools are downloadable from the Guidance for Development Programmes website: www.wvdevelopment.org. The Compendium, tools and guidance will be available in Horizon (formerly PMIS). The Compendium in Horizon will be a searchable database, to help staff find the indicators they want using key words and other logical search criteria.
Contribute to improving the Compendium The Compendium will be updated annually, based on feedback and recommendations by the relevant Communities of Practice (CoP). If you would like to suggest an indicator for inclusion in the Compendium, please do so through the appropriate CoP. You can send your feedback on both the indicators and the process of selection/measurement. This will help to ensure that the process is a useful, usable, relevant and effective means of measuring World Vision’s plausible contribution to the well-being of children. Please direct your feedback to the Global Centre Evaluation & Research Unit, Global Knowledge Management (GKM). See Appendix 3 for more details.
Summary of key points
There are no globally mandated indicators. However, National Offices should plan to measure ‘CWB target 1: Children report an increased level of well-being’ in the near future.
Indicators are selected according to what is: relevant for the programme or project’s objectives, appropriate for the local context and in line with strategy – both national office and relevant sector strategy.
Measurement of indicators for CWBOs are fully integrated with the project or programme DME process (LEAP).
If you don’t find the outcome indicator needed for your logframe, you can include indicators not in the Compendium.
Some indicators can, or even need to be, amended for the national context.
Standard versions of tools (like questionnaires) are provided for you to adapt and use.
World Vision’s Compendium of Indicators for Child Well-being 15
7. The Compendium explained The Compendium is organised by the 15 child well-being outcomes. Therefore, to select indicators you will need to know which of the 15 CWBOs the objectives in the logframe contribute to. The 15 outcomes are organised under four aspirations. In the boxes are examples of each category or type of indicator.
Aspirations In order to achieve the goal of the sustained well-being of children, World Vision has identified four aspirations. These represent the domains or dimensions of child well-being WV wants to see positively impacted, as a result of its interventions with partners. Note: Programmes or projects do not need to contribute to all four aspirations.
Child Well-being Outcomes There are 15 child well-being outcomes, three or four within each aspiration. The indicators in the Compendium are organised by these outcomes. Note: Programmes or projects do not need to contribute to all 15 CWBOs.
7.1 Principles for using the Compendium of Indicators 1. Do no harm: measurement activities and indicators do not harm to children
psychologically or physically. It does not undermine, compete for resources with or distract from local government responsibility for monitoring the well-being of children, as the duty bearer for child well-being.
2. Do it well: the necessary DME capacity is available to support programme staff in selecting indicators, adapting tools and undertaking a ‘good enough’ baseline. If in doubt, wait. It is better to delay than to make an inappropriate selection of indicators or conduct a poor quality measurement. Accurate measurement is essential to see change over time.
3. Develop the skills: strengthening DME competencies is crucial for conducting ‘good enough’ baselines and evaluations. Resources need to be invested in strengthening DME staff competencies. Skills are required not only for data collection, but in analysis, reporting and learning. Expectations for analysis and reporting are linked to current skills.
4. Keep it simple: a few, well chosen, outcome indicators that can measure change in the context are preferable to a long list. It is advisable to select indicators that fit onto a few tools, and tools that the staff members have the resources and capacity to use.
5. Resource it: it is essential that sufficient funds are budgeted for a baseline and evaluation. Costs will differ quite significantly by country and region, but an average baseline would cost around $10,000. Scheduling enough of the right staff members time is essential for measuring CWBOs. Planning, doing, analysing and using baseline data can take 4-8 weeks.
7.2 Types of indicators In the Compendium, there are three types of indicators:
Highly recommended indicators
For every CWBO there is at least one highly recommended indicator. The highly recommended indicator is broad enough to measure the child well-being outcome it is linked to, in almost any context or country. If a programme or project has identified that it is working towards a particular CWBO, the highly recommended indicator is essential to measure. If there is more than one highly recommended indicator, you must choose at least one, as relevant for the context and national strategy. Note: These are essential to measure for the relevant CWBO.
Enjoy good
health
Children
protected from
infection,
disease and
injury
% children
immunised
against measles
before their first
birthday
World Vision’s Compendium of Indicators for Child Well-being 16
Standard indicators
Some indicators are highlighted as ‘child well-being target standard indicators’. These are highly recommended indicators, which have been identified as most relevant for measuring the particular target. These standard indicators can be selected and used to measure progress towards the child well-being targets selected, according to the national office strategy. Many standard indicators also act as highly recommended indicators and are essential to measure both for the relevant outcome and target. Note: These are used to measure child well-being targets.
Additional indicators
For every CWBO there is a menu of additional indicators to choose from. These indicators will be useful in some contexts (programmes, areas, national offices) but not in others. There are between 3 and 30+ additional indicators for each of the CWBOs.
7.3 Selecting indicators Who is involved? DME staff members lead the process, working closely with programme or project staff, and relevant technical staff. Indicators should be agreed upon together with partners. When to select indicators? During the design or redesign phase, after objectives are agreed.
What’s important to remember? There are three guiding factors to help select indicators from the Compendium. Indicators should be selected according to what is:
inline with strategy, including national office and sector strategy as appropriate
relevant to the work of the programme or project
appropriate for the local context.
What can be contextualised?
Indicators: in order to support existing data collection efforts, indicators can be adapted to match those used by the national government. For example, if the government measures educational outcomes with a particular age group of children, you can alter the age group. Definitions: some definitions of the indicators need to be adapted to be meaningful in the local and country context. For example, who represents a ‘skilled birth attendant’ in that country. Tools: the wording of questions or statements in the measurement tools should be altered so that the meaning is clearly understood by the respondent in that context. Guidance: national offices can amend guidance documents as appropriate for the context and strategy. For example, to reflect national protocols around data collection or highlight relevant partner research institution or universities with whom you can partner with.
7.4 Process for selecting indicators Before you start Engage in a participatory process with community members (including children) and local partners to develop a responsive design based on community-identified child well-being priorities. Remember to make the most vulnerable children part of the process. Agree on the objectives of the project or programme. Fill in the logframe as recommended in LEAP.
% households where
all children under 5
years slept under a
long lasting
insecticide-treated
net the previous night
% caregivers with
appropriate hand-
washing behaviour
World Vision’s Compendium of Indicators for Child Well-being 17
Which CWBO does the project or programme contribute to? One project at a time, identify which of the CWBOs the project will contribute most to and make a note of these in the Programme Design Document (PDD). If relevant, note one or two other CWBOs the project will contribute to. Remember not to list all the CWBOs, only the ones that your work will contribute to most. This can be done by mapping the planned objectives onto the CWBOs. It may be logical to link each project to one CWBO, but some projects may contribute to two or three CWBOs. However, focus on the CWBO the project contributes to most. If it’s not obvious which CWBO the project contributes to, try this activity with the partners:
Write each of the CWBOs onto a sheet of flip chart or large sheets of paper, one per sheet and spread them across a table or wall. Add a blank sheet for any items which don’t seem to fit easily.
Give each pair or small group one section (outcome) of the project. Write each output (or even activity) below that outcome onto a sticky note or card (one per card).
Each group tries to place each output onto the CWBO it contributes to. If it contributes to more than one, draw a line or symbol to show this.
Stand back and look at the outcomes and outputs/activities. Discuss what you see – are the cards in the right place? Agree on any changes, and then count the number of cards/notes on each CWBO.
The sheets where most notes are located are the CWBOs that the project contributes to most. Make a note of these. This is ideally just one, but could be between 1 and 3 CWBOs, and perhaps some additional ones that are contributed to in a secondary way.
Repeat for each project in the programme, if relevant.
Select highly recommended and standard indictors One project at a time, look at the project goal and outcome statements. For each one,
start with the CWBO the goal or outcome statement contributes most to. Are there standard indicators suggested for the CWBO? Which one is relevant for your
work and inline with the national strategy? Select appropriate standard indicators.
Where there are no standard indicators, look at the highly recommended indicator(s) for the CWBO. Which one is relevant for your work and in line with the national strategy? Select the appropriate highly recommended indicator(s).
View the standard or highly recommended indicators for any other CWBOs the project will contribute to. Select the appropriate one(s).
Remember it is important to include at least one standard or highly recommended indicator, which is relevant to your work. This will provide an evidence base on contribution to child well-being across national offices, regions and globally.
Pay special attention to relevant standard indicators for measuring the child well-being targets.
Search for and select additional indicators
Go back to the CWBO you started with.
Look through the additional indicators listed in the Compendium for that outcome.
Select any additional relevant indicators for your logframe to measure the project goal or outcomes.
Include any relevant indicators from the national strategy, paying special attention to the standard indicators for measuring CWB targets .
Project Models If you are using a project model, select the Compendium indicators recommended in the model. Check that these indicators are relevant for your programme or project objectives, appropriate for the local context and in line with national strategy. You may need to select additional indicators from the Compendium. Remember to add relevant monitoring indicators into your logframe and ensure all the indicators you select are also in the LEAP indicator tracking table.
World Vision’s Compendium of Indicators for Child Well-being 18
Review the list of indicators Review and agree upon selected indicators with relevant partners and stakeholders. Check which measurement tools will be needed to measure your selected indicators on the indicator detail sheets. Check which indicators and tools are selected for the whole programme, as the baseline will be at the programme level (unless a grant funded project). It is important to check which indicators have been selected across the different projects within the programme to avoid duplication and ensure the indicators can all be measured by just two or three tools. Do you need to change or reduce the selection? Consider which indicators will tell you the most about the desired change in your context. Refine the selection of indicators, until a manageable number of indicators and tools remain. How many indicators? Between one and three outcome indicators are recommended for each programme outcome (project goal) and project outcome, unless the WV project model you are using recommends more. Remember that a few well chosen indicators are preferable to a long list. Select only indicators for data collection that you need information about and will use the information to inform decision-making and reporting, or which are strategically aligned.
Next steps 1. Read the indicator detail sheets for each indicator in Horizon. 2. Download the tools needed for your selected indicators – remember that two to three
tools are the maximum most projects or programmes can utilise affordably. 3. Include the selected indicators in your project design logframe and in the indicator
tracking table. 4. Ensure there is sufficient budget included in your programme or project for baseline and
evaluation measurements. 5. When you are ready to plan your baseline, refer to the baseline guidance.
Summary of key points
The Compendium is only for programmes and projects in the design or redesign phase.
Select only indicators that are relevant to the stated objectives.
Programmes do not need to contribute to all 15 CWBO and do not need to contribute to a CWBO in all four aspirations.
Objectives in the logframe should not be worded the same as a CWBO.
A few carefully selected indicators are better than a long list of indicators. If you cannot find the indicator needed in the Compendium, other indicators can be
added.
Monitoring indicators are not included here – although some indicators can be used for annual monitoring as well as at baseline and evaluation.
There is one integrated programme baseline and one integrated evaluation – not separate measurement for individual programmes.
Grant funded projects will need to follow donor protocols, but where possible can still incorporate relevant indicators from the Compendium.
World Vision’s Compendium of Indicators for Child Well-being 19
8. Tools for measuring indicators The indicators for child well-being are measured as part of the programme or grant-funded project baseline and again at evaluation. The selected indicators are measured alongside any other relevant programme or project indicators at baseline and evaluation. As child well-being includes many different aspects, an integrated programme level baseline is preferable to a project specific baseline, which only considers one project. However, for grant funded projects, the baseline and evaluation will be at the project level and should include any indicators specified by the donor, alongside any relevant child well-being indicators. The same indicators and tools should be used at baseline, evaluation and any mid-term evaluation, in order to make a ‘before and after’ comparison. Where possible and appropriate, measurement of child well-being indicators, are to be undertaken in collaboration with government partners, as the duty bearers, and other local development partners contributing to specific projects. For example, health and nutrition surveys should be planned in collaboration with the local Ministry of Health and any surveys with school aged children should be planned in collaboration with the local Ministry of Education.
The toolkit A variety of tools are available for use for measuring different aspects of child well-being. The tools and the questions are linked to a particular indicator. The tools you will need to use will depend on which indicators you selected and what type of tool is most relevant. This ‘toolkit’ provides a range of tools to choose from, remembering that two to three tools is the maximum any project or programme should use. However, several of the tools can be combined. What are the main tools available?
1. Caregiver Survey – questions to be asked to the parents or caregiver of a child 2. Development Assets Profile (DAP) tool – a child-self perception survey for children aged 12-
18 to assess their own well-being 3. Youth Healthy Behaviour Survey (Youth Survey) – for children aged 12-18 years 4. Functional Literacy Assessment Tool (FLAT) - a set of reading assessment tools for children
who have or would be expected to have completed a basic education 5. Measuring Child Growth tool – to measure height and weight of children under five years.
These main tools are the tools used for measuring the child well-being targets.
More tools available 1. Health Facility Evaluation tool – for measuring access to health care and the effectiveness of
Citizen Voice and Action or other local level advocacy on health facilities 2. Early Grade Reading Assessment (EGRA) — a reading assessment for children in their second
year of learning or Grade 2 3. School Readiness Test for pre-school aged children 4. Concepts about Print 5. Lifeskills Observation tool – to observe and score the lifeskills development of children aged
6-18. 6. Foundational and Essential Life Skills Assessment (FELSA) - these measure the essential core
skills of critical thinking, communication skills and emotional management 7. Children’s Perspective of Spirituality and Well-being 8. Children’s Reflections on CWBA 3 and Fullness of Life Focus Group Discussions. 9. ‘Cared for, protected and participating’ Focus Group Discussion Guide.
Example Here are some examples of how the indicators for CWBO and tools link together:
World Vision’s Compendium of Indicators for Child Well-being 20
CWBO Children well nourished Indicator selected % children aged 0-59 months who received one vitamin A capsule in the last
6 months preceding the survey, verified by health card
Tool Caregiver survey Question Within the last six months, was (name) given a vitamin A dose?
Yes________ No_______ Date of most recent Vitamin A capsule: DD/MM/YYYY
CWBO Children value and care for others and their environment Indicator selected Mean ‘Development Asset Profile’ score of adolescents aged 12-18 years in
the positive values asset category. Tool Child self-perceived well-being survey (DAP) Sample statements (several statements are relevant)
Rarely Sometimes Often Almost always I am helping to make my community a better place. I am serving others in my community.
Tool name Caregiver survey (household)
Type of tool Quantitative
Unit of measurement
Households
What does it measure
o Poverty and vulnerability level of the household
o Multiple CWBOs depending on the indicators selected
Which CWBOs? o Children well nourished; children protected from disease and injury; children and their caregivers access essential health services.
o Children access and complete basic education
o Children cared for in a loving, safe, family and community environment with safe places to play; parents or caregivers provide well for their children; children celebrated and registered at birth; children are respected participants in decisions that affect their lives.
Measures a highly recommended indicator? Yes – several
Measures the child well-being targets? Yes – several
Description This is a versatile household survey, which can be used to measure indicators across multiple CWBOs. The questions asked depend on the indicators selected and/or WV ‘good practice’ option. There is a fixed set of starting section to identify level of household poverty/vulnerability and demographics, but the rest of the survey can be customised according to the indicators chosen or to the project model, creating your own tailor made survey for your programme or grant funded project.
The beginning section assesses the level of poverty and vulnerability of the household. This is good practice in all development surveys and the questions are taken from UNICEF’s ‘Multiple Indicator Cluster Surveys’ and DHS.
The questions you can add into the survey are organised into logical modules. You can pick questions from the modules as relevant to your baseline information needs:
Health (several modules)
Education
World Vision’s Compendium of Indicators for Child Well-being 21
Child protection and participation
Food security
Economic development
Further modules can be added as the Compendium develops over time.
You can also add additional questions for any indicators added. You can amend the wording of the questions so the meaning is understood in the context. Some questions require the national office to agree on a definition before the tool can be used.
After analysis, it is important to organise a time in the community to share the findings of the survey and provide people with an opportunity to discuss, validate and interpret the results. See below feedback and validation.
Who? Primary caregiver of the children in the household, although it can still be used to ask questions in households where no children are present.
Where to find it www.wvdevelopment.org and Horizon.
Partnership target o Increase children protected from disease and infection (0-5 years)
Linked tools Can be used in conjunction with the child growth monitoring tool, if trained persons and necessary equipment are available.
Tool name Development Assets Profile
Type of tool Quantitative + qualitative feedback process
Unit of measurement
Child
What does it measure
Children’s perception of their own well-being. The Development Assets Profile (DAP) is based on validated scales of developmental assets, based on 20 years of research. This includes internal and external assets. For a list of the assets see Appendix 1.
Which CWBOs? o Children make good judgements, can protect themselves, manage their emotions, and communicate ideas; Children enjoy positive relationships with peers, family and community members; children value and care for others and their environment; children have hope and vision for the future.
o Children cared for in a loving, safe, family and community environment with safe places to play; children are respected participants in decisions that affect their lives.
Measures a highly recommended indicator? Yes – several
Measures the child well-being targets? Increased level of well-being
Description Self-perception surveys are now widely used with children aged 12-18 years old. It is a quantitative survey, so easy to score and aggregate, but collects information about very subjective issues, which can be difficult to measure on a large scale using more qualitative methods. Both tools measure children’s perceptions of their own well-being or subjective aspects of well-being. Both options are fixed surveys that require careful contextualisation and validation in each context. They cannot just be translated as phrases have different meanings to children. Once it has been adapted, it can be used in different projects across the country. For more details of measuring
World Vision’s Compendium of Indicators for Child Well-being 22
subjective well-being read the ‘Discussion paper: Measuring Subjective Aspects of World Vision’s Child Well-being Outcomes’ on wvcentral.2
The DAP uses statements for children to respond to on a likert scale (for example, ‘always’, ‘sometimes’, ‘never’), which are correlated with developmental assets. It is based on positive statements about what a young person thinks he/she is, thinks and has. The survey can be used in schools, with children completing the surveys on their own. The surveys can also be used orally in areas of low literacy, one-to-one with an interviewer. Some sample statements are below:
I stand up for what I believe in.
I am included in family tasks and decisions.
I have parents who urge me to do well in school. http://www.search-institute.org/survey-services/surveys/developmental-assets-profile
After the analysis is done, it is important to organise a feedback session with the children and young people who participated. This is to share the findings, in a child friendly way (use pictures, games, discussion groups) but also to give the young people an opportunity to articulate what well-being means to them. Through discussion groups, the young people can explain, dispute or validate the findings and contribute their ideas to improve well-being in the community.
Who? Children aged 12-18 years old. Younger than 12 years it is cognitively more difficult and confusing for children to self-assess in this way, thus data is not as reliable.
Where to find it The DAP has to be adapted for each country context. You can find out here if there is a DAP already in your country from the transformational-development website. To develop a DAP, please contact: [email protected] and cc: [email protected].
Partnership target o Children report an increased level of well-being
Linked tools Can be used with education and life-skills tools or spiritual nurture tools for same age youth.
Children’s World Children’s World is an international survey on the well-being of children. This survey was developed through collaboration with WV Germany’s Research Institute and the International Society for Childhood Indicators. It is currently in a field testing phase. If you are interested in participating in this survey, more details can be found here: http://www.childrensworlds.org Tool name Measuring child growth tool
Type of tool Anthropometric
Unit of measurement
Child
What does it measure
Weight for age = underweight
Height for age = stunting
Height for weight = wasting
2
https://www.wvcentral.org/supportfunctions/gkm/re/Documents/Measuring%20subjective%20well%20being%20Discussion%20Paper1.pdf
World Vision’s Compendium of Indicators for Child Well-being 23
Which CWBOs? o Children well nourished
Measures a highly recommended indicator? Yes
Measures the child well-being targets? Yes
Description Anthropometric measurement for measuring the height for weight and age of children is recommended by the World Health Organisation. This tool should only be used by trained persons, as it is quite tricky to accurately measure young children’s height and weight, as they tend to move around so much. Even a small error in measurement can lead to a large miscalculation in stunting, wasting and underweight. This tool is best used in partnership with the local health clinic or Ministry of Health.
Who? Children aged 0-5 years
Where to find it www.wvdevelopment.org and Horizon.
Partnership target o An increase in children well nourished (0-5 years)
Linked tool Caregiver Survey
Tool name Youth healthy behaviour survey
Type of tool Quantitative
Unit of measurement
Child
What does it measure
Young people’s well-being; knowledge, attitudes and behaviours in relation to health, HIV, sex and relationships; experiences of violence and substance abuse.
Which CWBOs? o Children protected from infection, disease and injury.
o Children make good judgements, can protect themselves, manage their emotions and communicate ideas; adolescents ready for economic opportunity.
Measures a highly recommended indicator? Yes
Measures the child well-being targets? Yes (alternative approach)
Description This is a survey for young people to complete anonymously. It covers a range of topics important from a HIV prevention and a lifeskills perspective. This survey can be measured in conjunction with or instead of the child self-perception survey (DAP) for any children aged 12-18 years or older. This survey is based on the standardised indicators and questions from PEPFAR and UNAIDS.
Who? Children and young people aged 12-18 years
Where to find it www.wvdevelopment.org and Horizon.
Partnership target o Children report an increased level of well-being (alternative approach) See Appendix 5.
Linked tools Self-perception survey, spiritual development survey for same age youth.
World Vision’s Compendium of Indicators for Child Well-being 24
Tool name Functional Literacy Assessment Tool (FLAT)
Type of tool Quantitative
Unit of measurement
Child
What does it measure
The tool provides critical information about children’s foundational and functional reading skills. The objective of the tool is to find out the highest level of reading children can perform comfortably. Based on their performance they are grouped into six categories: those who cannot read, those who can read only letters, those who can read words, those who can read a paragraph, those who can read and comprehend a story, and those who can read and comprehend authentic local material needed to function in everyday life (a notice, newspaper, bulletin, simple instruction manual, letter, an advert, an e-mail and more).
Which CWBOs? o Children access and complete basic education
o Children read, write and use numeracy skills
Measures the child well-being targets? Yes
Description The Functional Literacy and Assessment (FLAT) tool is a simple, quick, cost-effective tool, originally developed and tested by Pratham, a local NGO in India. The Pratham-Aser tool is designed to measure foundational reading skills for children aged 6-15. The tool has been adapted by WV to include a test for measuring functional literacy levels of children that have completed a basic education. The tool is referred to internally as the FLAT.
Who? The FLAT is appropriate to use with children ages 5-16 in the household. 11-13 year olds are the target group for this high-level indicator.
Where to find it www.wvdevelopment.org and Horizon.
Partnership target o Increase in children who can read by age 11 (or age appropriate for post-primary school)
Linked tools Life skills tool, spiritual development tool, reading assessment, math assessment for same age children.
Tool name Lifeskills Observation tool
Type of tool Quantitative
Unit of measurement
Child
What does it measure
Lifeskills - communication structure, critical thinking, emotional management
Which CWBOs? o Children make good judgments, can protect themselves, manage emotions and communicate ideas
Description During the different life cycle stages, each child and adolescent develops their own communication structure, which is integrated by the comprehension, emotional management and self expression processes.
This is a quick and simple tool to get an understanding of which life skills or competencies WV needs to strengthen in children and adolescents. This information helps to plan the education strategy such as planning a remedial
World Vision’s Compendium of Indicators for Child Well-being 25
strategy to use with children or adolescents that are having learning problems.
It is designed for use with children aged 6-18 years. The Facilitator Instructions and the Observation and Scoring tool are separated by two age groups: 6-9 years and 10-18 years. Since these two groups are at different stages of development, it would be inaccurate to measure them using the same scale.
Precursor the FELSA (Foundational and Essential Life Skills Assessment) tool, which is still under development.
Who? o Children who are 6-18 years old
Where to find it www.wvdevelopment.org and Horizon.
Linked tool Math assessment, life skills tool, critical thinking tool for same age youth.
Coming soon: more education and lifeskills tools, including mathematics and economic
readiness (like digital and financial literacy).Data collection in partnership It is important to remember that duty-bearers are primarily responsible for collecting information: schools, clinics, government, and police etc. World Vision’s data collection should compliment and support this where possible, for example by collecting data in collaboration and/or sharing findings with duty bearers. If WV is collecting information on schooling, this can be done in partnership with the District Ministry of Education or local school. If WV is collecting information on health, this can be done in partnership with the District Ministry of Health or local clinics. Where important information is already available from secondary sources or from the assessment/design process, it is not necessary to collect it again. For example if reliable local data is available at the clinics in the impact area on child nutrition, births in a medical facility and vaccination coverage, this information can be used without further surveying. Baseline and evaluation measurements should be planned, undertaken, analysed and used in full collaboration with partners.
Feedback to and validation from the community Sharing WV’s findings with the community so that they can be discussed, disputed or validated, is an essential part of the measurement process.
Community members have a right to know what the results are.
It is part of WV’s accountability to the people it seeks to serve.
It provides community members with an opportunity to dispute or validate the results.
It helps WV to better understand and interpret the findings.
It can strengthen ownership of the programme and increase motivation to be a part of the change process, through community monitoring and actions.
After feedback, the work that World Vision and its partners are doing may begin to make more sense to the wider community...
There are a variety of suggested tools that can be used for this. Ideally, this should include a process during data collection to find out how community members would like to receive this information afterwards. Do not assume that by informing a community leader, this task has been done. Consider using information boards or public meetings with visual representations of the findings. Focus group discussions are also an important means of helping facilitate discussions, but also consider using drawings to express the findings or large visual representations in charts. See Baseline Guidance for more details.
Action: schedule a day after baseline findings have been analysed to share findings with community members, including children.
World Vision’s Compendium of Indicators for Child Well-being 26
Action: develop a Fact Sheet that summarises the findings of the baseline for programme staff.
Data capture For entering and storing data, you can use the programme that staff are most familiar with. It is recommended that quantitative data be captured at the programme level using the latest version of Epi-Info or SPSS, which can be used for more sophisticated analysis. However, if neither of these is available or staff do not have skills in using these programmes, Excel provides sufficient functionality for basic analysis. Each region has been provided with a copy and licence for use of SPSS. Epi-info can be downloaded for free from here: http://wwwn.cdc.gov/epiinfo/html/downloads.htm. The data files can be stored in Horizon and important baseline and evaluation values entered into the Indicator Tracking Table also in Horizon. Action: Store data files (Excel, SPSS, Epi-Info or other) on Horizon with baseline report,
terms of reference for the baseline, alongside other key programme documents.
Reporting
After community feedback and validation, the findings from the baseline or evaluation are ready to be reported, using LEAP templates. In progress reports, it is really important to analyse the data you have collected and think critically about your findings - why those changes did or didn’t occur, taking into account changes in the environment, national policies, technology, economy and political situation, and any complimentary work by other agencies or the national government, whether or not these entities are partnering with World Vision directly.
Reporting negative or unexpected changes is also very important; there is much to be learned from this. By acknowledging failures and analysing why things did not go as planned, WV can understand what to do better next time. It is crucial to try to analyse and reflect critically on why things happened the way they did. This helps WV to improve its work and ultimately contribute more effectively to the well-being of children.
At the national level, baseline and evaluation reports can be used, alongside monitoring reports and sponsorship data, to create an overall summary report, built around the national office strategic objectives, of World Vision’s contribution to child well-being in that country, including the child well-being targets. This can include all reports from projects and programmes across all ministry streams. Be sure to include relevant advocacy work through Child Health Now and the Citizen Voice and Action (CVA) project model. Using a process of summary reporting reports can be analysed for emerging themes, trends and changes in child well-being, taking into account the other actors and factors that also contributed to change (or lack thereof). In the same way, regional offices can produce summary reports on child well-being and a global report will be produced. Our existing programmes are already contributing to the well-being of children, and there is already a lot of information being collected in World Vision programmes and projects. This process aims to make better use of information collected and ensure alignment with strategy. For more information, please see the Guidance on Reporting.
Important points to consider in evaluation
Relevance: did the project or programme respond to the community’s real needs?
Effectiveness: did the programming approach work well?
Efficiency: a cost-benefit analysis of how much it cost to achieve the objectives
Sustainability: what are the lasting changes? Impact: what broader changes happened? What long-term changes happened?
9. The Indicators In this section, the indicators are listed with a few key points, such as when and how it is measured. The majority of the indicators are standardised and come from UNICEF, WHO,
World Vision’s Compendium of Indicators for Child Well-being 27
FANTA or another international agency. Where there is no international standard, World Vision’s work in measuring these aspects is contributing to an emergent field of measuring children’s well-being. Some of the indicators are relevant only for baseline and evaluation, whilst others can be included in regular monitoring, for example those around changes in knowledge, attitudes and behaviour. Some aspects of child well-being are better measured by proxy indicators, for example Vitamin A deficiency is very hard to measure, but whether a child received a Vitamin A capsule in the last six months can easily be verified.
Partnership Targets Standard indicators, used for measuring progress on the child well-being targets are at the beginning of each relevant section, under the heading ‘Child well-being target standard indicators’.
Indicator detail sheets For each indicator there is an ‘indicator detail sheet’. This provides a detailed description of the indicators, how to measure it, how to calculate it, where the indicator originated etc. They are now only available in Horizon.
Disaggregation Almost all indicators involving children can and should be disaggregated by gender; this is built into the tools for measurement and is essential information to collect. Other disaggregation categories can be added as relevant to the national office strategy or programme focus. Suggested disaggregation categories are recommended for each indicator in the indicator detail sheets; for example, MVC / OVC, disability and the lifecycle stage.
Adding new indicators Every year new indicators can be added to the Compendium. Please discuss new indicators with your Community of Practice (CoP) and submit new indicators through your CoP in the 3rd Quarter of the Financial Year. See Appendix 3 for details of what is required. Use the hyperlinks to navigate to the indicators you want to see
Enjoy good health Educated for life
Experience love of God and their neighbours
Cared for, protected and participating
Asp
irati
on
: En
joy g
oo
d h
ealt
h
Ou
tco
me: C
hild
ren
well n
ou
rish
ed
Ch
ild
we
ll-b
ein
g t
arg
et
stan
da
rd i
nd
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Pre
vale
nce
of
stu
nti
ng i
n
ch
ild
ren
un
de
r fi
ve y
ears
of
age
Pe
rce
nt
of
child
ren
age
d 0
-59
mo
nth
s w
ho
se h
eig
ht-
for-
age
is
be
low
min
us
two
sta
nd
ard
de
via
tio
ns
fro
m t
he
me
dia
n (
or
less
th
an
tw
o s
tan
dard
de
via
tio
ns
be
low
th
e
me
dia
n)
as
de
term
ine
d b
y th
e WH
O C
hil
d G
row
th
Sta
nd
ard
s.
Me
asu
rin
g C
hil
d
Gro
wth
To
ol, a
s p
art
of
Care
giv
er
surv
ey;
Ch
ild
an
thro
po
me
try
mo
du
le
To
be m
easu
red
by
train
ed
p
ers
on
nel
on
ly.
Pre
vale
nce
of
un
de
rwe
igh
t in
ch
ild
ren
un
de
r fi
ve y
ears
o
f age
Pe
rce
nt
of
ch
ild
ren
age
d 0
-59
mo
nth
s w
ho
se w
eig
ht
for
age
is
less
th
an
min
us
two
sta
nd
ard
de
viati
on
s fr
om
th
e
me
dia
n (
WA
Z)
for
the
in
tern
ati
on
al r
efe
ren
ce
po
pu
lati
on
age
s 0
–59
mo
nth
s.
Me
asu
rin
g C
hil
d
Gro
wth
To
ol, a
s p
art
of
Care
giv
er
surv
ey;
Ch
ild
an
thro
po
me
try
mo
du
le
To
be m
easu
red
by
train
ed
p
ers
on
nel
on
ly.
Th
is i
nd
icato
r m
ay b
e
seaso
nall
y v
ari
ab
le.
Pre
vale
nce
of
wast
ing i
n
ch
ild
ren
un
de
r fi
ve y
ears
of
age
Pe
rce
nt
of
ch
ild
ren
age
d 0
-59
mo
nth
s w
ho
se w
eig
ht
for
he
igh
t is
le
ss t
han
min
us
two
sta
nd
ard
de
via
tio
ns
fro
m
the
me
dia
n (
WH
Z)
for
the
in
tern
ati
on
al
refe
ren
ce
p
op
ula
tio
n a
ge
s 0
–59
mo
nth
s.
Me
asu
rin
g C
hil
d
Gro
wth
To
ol, a
s p
art
of
Care
giv
er
surv
ey;
Ch
ild
an
thro
po
me
try
mo
du
le
To
be m
easu
red
by
train
ed
p
ers
on
nel
on
ly.
Th
is i
nd
icato
r m
ay b
e
seaso
nall
y v
ari
ab
le.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ch
ild
ren
re
ceiv
ing V
itam
in A
cap
sule
s
Per
cent
of
child
ren a
ged
6-5
9 m
ont
hs w
ho r
ecei
ved
one
vita
min
A
cap
sule
s in
the
las
t 6
mo
nth
s pr
eced
ing
the
surv
ey, ve
rifie
d b
y hea
lth
card
.
Car
egiv
er s
urv
ey; 6-
23
mo
nths
and
24-5
9 m
onth
s m
odul
es
Pro
xy
for
vita
min
A d
efic
ienc
y w
hic
h is
har
d t
o m
easu
re.
Pro
po
rtio
n o
f h
ou
seh
old
s co
nsu
min
g a
de
qu
ate
ly
iod
ise
d s
alt
Per
cent
of
house
ho
lds
cons
umin
g sa
lt io
dis
ed a
t 15-
40
par
ts p
er
mill
ion (
ppm
) as
mea
sure
d u
sing
Rap
id T
est
Kits
(RT
K)
acco
mpa
nie
d b
y a
qual
ity
assu
ranc
e su
bsa
mpl
e.
Car
egiv
er s
urv
ey;
rapi
d te
st k
its;
titr
atio
n m
etho
d (in
subs
ampl
e); H
ealt
h
If la
ck o
f io
dis
ed s
alt
is k
no
wn
to b
e a
pro
blem
in t
he a
rea,
sa
lt t
esting
is r
eco
mm
ended
ra
ther
than
sel
f re
port
ing.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 29
dem
ogr
aphic
s m
odule
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
2 y
ears
re
ce
ivin
g
earl
y i
nit
iati
on
of
bre
ast
fee
din
g
Per
cent
of
mo
ther
s o
f ch
ildre
n a
ged
0-2
3 m
ont
hs, w
ho p
ut t
he
new
bo
rn inf
ant
to t
he
brea
st w
ithi
n 1 h
our
of bir
th.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f ch
ild
ren
e
xclu
sive
ly b
reast
fed
un
til 6
m
on
ths
of
age
Per
cent
of
infa
nts
age
d 0
–5 m
onth
s w
ho w
ere
fed
excl
usi
vely
w
ith
bre
ast
milk
duri
ng t
he e
ntire
day
pri
or
to inte
rvie
w.
Exc
lusi
ve b
reas
tfee
ding
(EB
F) m
eans
the
baby
has
not
rece
ived
an
y o
ther
flu
ids
(no
t ev
en w
ater
) o
r fo
ods,
wit
h t
he
exce
ptio
n o
f o
ral re
hyd
rati
on s
olu
tio
n, d
rops
and s
yrups
(vitam
ins,
min
eral
s,
med
icin
es).
Car
egiv
er s
urv
ey; 0-
5
mo
nth
s m
odul
e
Thi
s is
a p
roxy
indi
cato
r fo
r ex
clusi
ve b
reas
t-fe
edin
g to
av
oid
pro
blem
s w
ith
reca
ll.
Pro
po
rtio
n o
f ch
ild
ren
age
d
6-2
3 m
on
ths
rece
ivin
g
co
nti
nu
ed
bre
ast
fee
din
g
Per
cent
of
child
ren a
ged
6-23
mo
nths
rec
eivi
ng
brea
st m
ilk in t
he
pre
vio
us 2
4 ho
urs
. C
areg
iver
surv
ey; 6-
23
mo
nths
mo
dule
Pro
po
rtio
n o
f ch
ild
ren
giv
en
ap
pro
pri
ate
fe
ed
ing d
uri
ng
illn
ess
Per
cent
of
child
ren a
ged
0-59
mo
nths
who w
ere
sick
in t
he
pre
vio
us 2
wee
ks (
diar
rho
ea, fe
ver,
co
ugh
) an
d w
ho h
ad
incr
ease
d br
east
feed
ing
and/
or
fluid
s an
d/o
r co
ntinue
d fo
ods,
as
appro
pri
ate.
Car
egiv
er s
urv
ey; 0-
5
mo
nth
s, 6
-23
mo
nth
s, a
nd
24-5
9 m
onth
s m
odul
es
Pro
po
rtio
n o
f yo
un
g
ch
ild
ren
re
ceiv
ing a
m
inim
um
me
al fr
eq
uen
cy
Per
cent
of
bre
astf
ed a
nd n
on-b
reas
tfed
chi
ldre
n a
ged
6–23
mo
nth
s w
ho r
ecei
ved s
olid
, sem
i-so
lid, o
r so
ft fo
ods
(inc
ludin
g m
ilk f
eeds
for
non-b
reas
tfed
chi
ldre
n)
the
min
imum
num
ber
of
tim
es o
r m
ore
dur
ing
the
prev
ious
day
.
Car
egiv
er s
urv
ey; 6-
23
mo
nths
mo
dule
Min
imum
num
ber
of
tim
es:
o
2 x
fo
r bre
astf
ed c
hild
ren
6–8 m
ont
hs
o
3 x
fo
r bre
astf
ed c
hild
ren
9–23
month
s o
4 x
fo
r no
n-bre
astf
ed
child
ren 6
-23 m
ont
hs.
Pro
po
rtio
n o
f ch
ild
ren
co
nsu
min
g (
dail
y) i
ron
-ric
h
or
iro
n-f
ort
ifie
d f
oo
ds
Per
cent
of
child
ren a
ged
6-59
mo
nths
who r
ecei
ved a
ny o
f th
e fo
llow
ing
dur
ing
the
pre
vio
us d
ay: ir
on-r
ich
foo
d o
r ir
on-f
ort
ified
co
ndi
men
ts; fo
od t
hat
is e
spec
ially
des
igne
d fo
r in
fants
and
yo
ung
child
ren a
nd
was
fo
rtifi
ed w
ith iro
n; foo
d th
at is
fort
ified
in
the
ho
me
with a
pro
duct
tha
t in
clud
ed iro
n.
Car
egiv
er s
urv
ey; 6-
23
mo
nths
and
24-5
9 m
onth
s m
odul
e
Incl
udes
co
mm
erci
ally
or
hom
e-fo
rtifi
ed foo
ds
incl
udin
g sp
rinkl
es.
Pro
po
rtio
n o
f ch
ild
ren
re
ceiv
ing m
inim
um
die
tary
Per
cent
of
child
ren a
ged
6-23
mo
nths
who r
ecei
ved
foo
d fr
om
at
leas
t fo
ur
foo
d g
roups
duri
ng
the
pre
vio
us d
ay.
Car
egiv
er s
urv
ey; 6-
23
mo
nths
mo
dule
Li
st o
f fo
od
type
s pr
ovi
ded
, in
clud
ing
mac
ro a
nd
mic
ro
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 30
div
ers
ity
nut
rien
ts.
Pre
vale
nce
of
an
aem
ia in
ch
ild
ren
un
de
r 5
ye
ars
Per
cent
of
child
ren a
ged
6-5
9 m
ont
hs w
ith
anae
mia
(H
aem
ocu
e H
b <
11g
/dL
).
Rap
id h
aem
ogl
obin
te
st (
like
Hem
ocu
e),
as p
art
of
Car
egiv
er
surv
ey; C
hild
an
thro
pom
etry
m
odule
Pre
vale
nce
of
an
aem
ia in
w
om
en
of
rep
rod
ucti
ve a
ge
w
ith
ch
ild
ren
un
de
r 5
ye
ars
Per
cent
of
non-p
regn
ant
wo
men
who
are
mo
ther
s of ch
ildre
n
und
er 5
yea
rs w
ith
anae
mia
(H
aem
ocu
e H
b <
12
g/dL
).
Rap
id h
aem
ogl
obin
te
st (
like
Hem
ocu
e),
as p
art
of
Car
egiv
er
surv
ey; W
om
en
anae
mia
mo
dule
Pre
vale
nce
of
an
aem
ia in
p
regn
an
t w
om
en
Per
cent
of
preg
nant
wo
men
with a
nae
mia
(H
aem
ocu
e H
b <
11g
/d
L).
Rap
id h
aem
ogl
obin
te
st (
like
Hem
ocu
e),
as p
art
of
Car
egiv
er
surv
ey; W
om
en
anae
mia
mo
dule
Pro
po
rtio
n o
f w
om
en
wh
o
had
acce
ss t
o i
ron
/fo
late
d
uri
ng p
revi
ou
s p
regn
an
cy
Per
cent
of
mo
ther
s o
f ch
ildre
n a
ged
0-2
3 m
ont
hs, w
ho h
ad
acce
ss t
o 9
0 o
r m
ore
iro
n/fo
late
supp
lem
ents
/tab
lets
dur
ing
thei
r m
ost
rec
ent
preg
nancy
.
Car
egiv
er S
urv
ey;
Wo
men
mo
dul
e
Pro
po
rtio
n o
f w
om
en
wh
o
too
k i
ron
/fo
late
du
rin
g
pre
vio
us
pre
gn
an
cy
Per
cent
of
mo
ther
s o
f ch
ildre
n a
ged
0-2
3 m
ont
hs, w
ho c
onsu
med
90
or
mo
re iro
n/fo
late
sup
ple
men
ts/t
able
ts d
urin
g th
eir
mo
st
rece
nt
pre
gnan
cy.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f w
om
en
wh
o
incr
ease
d f
oo
d c
on
sum
pti
on
d
uri
ng m
ost
re
cen
t p
regn
an
cy
Per
cent
of
mo
ther
s o
f ch
ildre
n a
ged0
-23
mo
nths
, w
ho r
epo
rt
incr
easi
ng t
he
num
ber
of m
eals
or
snac
ks d
urin
g pre
gnan
cy.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f p
regn
an
t w
om
en
wh
o c
on
sum
ed
iro
n-
rich
fo
od
in
pre
vio
us
24
h
ou
rs
Per
cent
of
preg
nant
wo
men
who
co
nsum
ed a
ny
of
the
follo
win
g dur
ing
the
prev
ious
day
: iro
n-r
ich fo
od o
r ir
on-
fort
ified
co
ndi
men
ts; fo
od t
hat
was
fo
rtifi
ed w
ith
iro
n; foo
d th
at w
as
fort
ified
in
the
hom
e w
ith a
pro
duc
t th
at inc
luded
iro
n.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f ch
ild
ren
wh
o
Per
cent
of
child
ren a
ged
6-59
mo
nths
who r
ecei
ved
iro
n s
yrup
or
Car
egiv
er s
urv
ey; 6-
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 31
receiv
ed
an
iro
n s
yru
p d
ose
o
r ta
ble
t in
th
e l
ast
wee
k
table
t in
the
last
wee
k.
23
mo
nth
s an
d 2
4-5
9 m
onth
s m
odul
es
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
five a
tte
nd
ing G
row
th
Mo
nit
ori
ng a
nd
Pro
mo
tio
n
Per
cent
of
child
ren a
ged 0
-59
mo
nths
who a
tten
ded
Gro
wth
M
onito
ring
and P
rom
oti
on in
the
pre
vio
us
thre
e m
onth
s (v
erifi
ed
wit
h G
row
th C
ard).
Car
egi
ver
surv
ey; 0-
5
mo
nth
s, 6
-23
mo
nth
s, a
nd
24-5
9 m
onth
s m
odul
e
Rec
ord
num
ber
of tim
es
atte
nded
GM
P in
pre
vio
us 6
m
ont
hs.
Impo
rtan
t to
co
llect
thi
s in
form
atio
n es
pec
ially
for
suppo
rtin
g th
e Sp
ons
ors
hip
mo
nito
ring
of ch
ildre
n un
der
five
.
Pro
po
rtio
n o
f ch
ild
ren
p
art
icip
ati
ng i
n p
osi
tive
d
evi
an
ce n
utr
itio
nal
pro
ject
(P
D H
eart
h)
wh
ose
yo
un
ge
r si
bli
ng i
s n
orm
al
we
igh
t fo
r age
Per
cent
of
child
ren w
ho h
ave
par
tici
pat
ed in P
D/H
eart
h w
hose
yo
ung
er s
iblin
g ag
ed 0
-59
mo
nths
has
wei
ght
for
age
≥ 2
z-s
core
s.
Mea
suri
ng
Child
G
row
th T
oo
l, as
par
t o
f C
areg
iver
surv
ey;
Child
anth
ropo
met
ry
and h
ealt
h
dem
ogr
aphic
s m
odule
s
To
be
mea
sure
d by
trai
ned
med
ical
per
sonne
l onl
y. W
hen
m
easu
ring
hei
ght
and w
eigh
t fo
r ag
e of ch
ildre
n un
der
5, as
k w
het
her
the
child
has
a s
iblin
g w
ho
was
par
t o
f th
e PD
Hea
rth
pro
ject
.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 32
Ou
tco
me: C
hild
ren
pro
tecte
d f
rom
in
fecti
on
, d
isease
an
d i
nju
ry
Ch
ild
we
ll-b
ein
g t
arg
et
stan
da
rd i
nd
icato
r D
efi
nit
ion
T
oo
l
No
tes
Co
ve
rage
of
ess
en
tial
vacci
ne
s am
on
g c
hild
ren
P
erc
en
t o
f ch
ild
ren
age
d 1
2-5
9 m
on
ths
wh
o h
ave
co
mp
lete
d 3
rd D
PT
do
se p
lus
me
asl
es
vacci
nati
on
, ve
rifi
ed
by v
acci
nati
on
card
an
d m
oth
er'
s re
call.
Care
giv
er
surv
ey;
6
-23
mo
nth
s an
d
24
-59
mo
nth
s m
od
ule
s
In c
ou
ntr
ies
wh
ere
vaccin
ati
on
card
s are
ke
pt
at
the
cli
nic
an
d n
ot
by
care
giv
ers
, th
is i
nfo
rmati
on
can
be o
bta
ine
d a
t th
e
clin
ic i
nst
ead
.
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
5 w
ith
dia
rrh
oe
a w
ho
re
ceiv
ed
co
rre
ct
man
age
me
nt
of
dia
rrh
oe
a
Pe
rce
nt
of
pare
nts
or
care
giv
ers
of
child
ren
age
d 0
–59
m
on
ths
wit
h d
iarr
ho
ea i
n t
he
past
tw
o w
ee
ks
wh
o r
ep
ort
th
at
the
ch
ild
re
ceiv
ed
ora
l re
-hyd
rati
on
th
era
py (
OR
T)
an
d i
ncre
ase
d b
reast
fee
din
g a
nd
/or
flu
ids
an
d/o
r co
nti
nu
ed
fo
od
s, a
s ap
pro
pri
ate
.
Care
giv
er
surv
ey;
0
-5 m
on
ths,
6-2
3
mo
nth
s an
d 2
4-5
9
mo
nth
s m
od
ule
s
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
5 w
ith
pre
sum
ed
p
neu
mo
nia
wh
o w
ere
tak
en
to
ap
pro
pri
ate
he
alt
h
pro
vid
er
Pe
rce
nt
of
child
ren
age
d 0
–59
mo
nth
s w
ith
a ‘
pre
sum
ed
p
neu
mo
nia
’ (A
RI)
ep
iso
de
in
th
e p
ast
tw
o w
ee
ks
that
we
re t
ak
en
to
an
ap
pro
pri
ate
he
alt
h-c
are
pro
vid
er.
Care
giv
er
surv
ey;
0
-5 m
on
ths,
6-2
3
mo
nth
s an
d 2
4-5
9
mo
nth
s m
od
ule
s
Use
clin
ic d
ata
fo
r avail
able
fo
r co
mp
ari
son
.
Pro
po
rtio
n o
f h
ou
seh
old
s w
he
re a
ll c
hild
ren
un
de
r 5
ye
ars
sle
pt
un
de
r a lo
ng-
last
ing i
nse
ctic
ide
-tre
ate
d
ne
t (L
LIN
) th
e p
revi
ou
s n
igh
t
Pe
rce
nt
of
pare
nts
or
care
giv
ers
wit
h c
hil
dre
n 0
-59
m
on
ths,
wh
o r
ep
ort
th
at
all
ch
ild
ren
0-5
9 m
on
ths
in t
he
h
ou
seh
old
sle
pt
un
de
r an
LL
IN t
he
pre
vio
us
nig
ht.
Care
giv
er
surv
ey;
H
ealt
h
de
mo
gra
ph
ics
mo
du
le
A l
on
g-l
ast
ing i
nse
cti
cid
al
net
(LL
IN)
is a
n i
nse
cti
cid
e
tre
ate
d n
et
that
do
es
no
t n
ee
d t
o b
e r
etr
eate
d
becau
se t
he i
nse
cti
cid
e h
as
bee
n i
nco
rpo
rate
d i
nto
th
e
fib
res
that
make
up
th
e
net.
Pro
po
rtio
n o
f w
om
en
wh
o
we
re o
ffe
red
an
d a
cce
pte
d
co
un
sell
ing a
nd
te
stin
g f
or
HIV
du
rin
g m
ost
re
ce
nt
pre
gn
an
cy,
an
d r
ece
ive
d
the
ir t
est
re
sult
s
Pe
rce
nt
of
wo
me
n w
ho
we
re o
ffe
red
vo
lun
tary
HIV
te
stin
g d
uri
ng a
nte
nata
l ca
re f
or
the
ir m
ost
re
cen
t p
regn
an
cy,
acc
ep
ted
an
off
er
of
test
ing,
rece
ived
th
eir
te
st r
esu
lts
an
d r
ece
ived
co
un
sellin
g o
f all
wo
me
n w
ho
w
ere
pre
gn
an
t at
an
y t
ime
in
th
e t
wo
ye
ars
pre
ce
din
g
the
su
rve
y.
Care
giv
er
surv
ey;
W
om
en
mo
du
le
Use
clin
ic d
ata
fo
r co
mp
ari
son
.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 33
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
esc
rip
tio
n
To
ol
No
tes
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
5 w
ith
dia
rrh
oe
a w
ho
re
ceiv
ed
eff
ect
ive
tre
atm
en
t o
f d
iarr
ho
ea
Per
cent
of
pare
nts
or
care
give
rs o
f ch
ildre
n ag
ed 0
–59
mo
nths
w
ith
dia
rrho
ea in
the
past
tw
o w
eeks
who
rep
ort
tha
t th
e ch
ild
rece
ived
low
-osm
ola
rity
ora
l reh
ydra
tio
n sa
lts
(OR
S), zi
nc a
nd
incr
ease
d br
east
feed
ing
and/
or
fluid
s an
d/o
r co
ntin
ued
foo
ds, as
ap
pro
pri
ate.
Car
egiv
er s
urv
ey; 0-
5
mo
nth
s, 6
-23
mo
nths
an
d 2
4-59
mo
nths
m
odule
s
7-1
1 in
dic
ato
r to
mea
sure
ef
fect
iven
ess
of hea
lth
pro
gram
min
g in
terv
enti
on/
hea
lth p
olic
y ch
ange
.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pre
vale
nce
of
dia
rrh
oe
a i
n
ch
ild
ren
un
de
r 5
Per
cent
of
child
ren a
ged 0
–59
mo
nths
who
hav
e su
ffer
ed f
rom
a
dia
rrho
ea e
pis
ode
anyt
ime
in t
he
past
tw
o w
eeks
.
Dia
rrho
ea is
def
ined
as
thre
e o
r m
ore
wat
ery
sto
ols
pas
sed
in a
24-h
our
peri
od.
Car
egiv
er s
urv
ey; 0-
5
mo
nth
s, 6
-23
mo
nths
an
d 2
4-59
mo
nths
m
odule
s
Pre
vale
nce
of
acu
te
resp
irato
ry i
nfe
ctio
n i
n
ch
ild
ren
un
de
r 5
Per
cent
of
child
ren a
ged 0
–59
mo
nths
who
had
acu
te r
espi
rato
ry
infe
ctio
n o
r ‘p
resu
med
pneu
mo
nia’
in
the
pas
t tw
o w
eeks
.
Pre
sum
ed p
neum
onia
is
defin
ed a
s fa
st b
reat
hin
g ra
te, i
n-d
raw
ing
ribs,
and n
asal
fla
re a
nd
coug
h.
Car
egiv
er s
urve
y; 0
-5
mo
nth
s, 6
-23
mo
nths
an
d 2
4-59
mo
nths
m
odule
s
Pre
vale
nce
of
feve
r in
ch
ild
ren
un
de
r 5
Per
cent
of
child
ren a
ged 0
–59
mo
nths
who
had
a fev
er e
pis
ode
in
the
past
tw
o w
eeks
. C
areg
iver
surv
ey; 0-
5
mo
nth
s, 6
-23
mo
nths
an
d 2
4-59
mo
nths
m
odule
s
May
be
seas
onal
ly v
aria
ble.
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
5 w
ith
fe
ver
wh
o w
ere
ap
pro
pri
ate
ly t
reate
d
Per
cent
of
child
ren a
ged 0
–59
mo
nths
wit
h a
feve
r in
the
past
tw
o w
eeks
who w
ere
seen
by
an a
ppro
pri
ate
med
ical
pro
vide
r w
ithi
n 24 h
ours
and t
reat
ed fo
r m
alar
ia a
s ap
pro
pri
ate.
Car
egiv
er s
urv
ey; 0-
5
mo
nth
s, 6
-23
mo
nths
an
d 2
4-59
mo
nths
m
odule
s
Use
clin
ic d
ata
for
com
pari
son
wher
e av
aila
ble
.
May
be
seas
onal
ly v
aria
ble.
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
5 w
ith
fe
ver
wh
o w
ere
te
ste
d f
or
mala
ria
Per
cent
of
child
ren a
ged 0
–59
mo
nths
wit
h a
feve
r in
the
past
tw
o w
eeks
who h
ad a
fin
ger
or
hee
l stick
fo
r m
alar
ia t
esti
ng.
Car
egiv
er s
urv
ey; 0-
5
mo
nth
s, 6
-23
mo
nths
an
d 2
4-59
mo
nths
m
odule
s
Co
ve
rage
of
lon
g l
ast
ing
inse
cti
cid
e-t
reate
d n
ets
(L
LIN
) at
the
ho
use
ho
ld
Per
cent
of ho
use
hold
s w
ith c
hild
ren
aged
0-5
9 m
ont
hs, w
here
th
e pa
rent
or
care
give
r re
po
rts
the
pres
ence
of at
lea
st t
wo
long-
last
ing
inse
ctic
idal
net
s (L
LIN
s) fo
r m
alar
ia p
reve
ntio
n a
re in
use
Car
egiv
er s
urv
ey;
Hea
lth d
emo
grap
hic
mo
dule
A lo
ng-
last
ing
inse
ctic
idal
net
(L
LIN
) is
an
inse
ctic
ide
trea
ted
net
that
do
es n
ot
need
to b
e re
trea
ted
beca
use
the
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 34
leve
l in
the
hous
eho
ld.
inse
ctic
ide
has
been
in
corp
ora
ted in
to t
he fib
res
that
mak
e up t
he
net
.
Pro
po
rtio
n o
f p
regn
an
t w
om
en
wh
o s
lep
t u
nd
er
a
lon
g-l
ast
ing i
nse
ctic
ide
-tr
eate
d n
et
(LL
IN)
the
p
revi
ou
s n
igh
t
Per
cent
of
preg
nant
wo
men
who
rep
ort
hav
ing
slep
t un
der
a LL
IN t
he p
revi
ous
nig
ht.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
A lo
ng-las
ting
inse
ctic
idal
net
(L
LIN
) is
an
inse
ctic
ide
trea
ted
net
that
do
es n
ot
need
to b
e re
trea
ted b
ecau
se t
he
inse
ctic
ide
has
been
in
corp
ora
ted in
to t
he fib
res
that
mak
e up t
he
net
.
Pro
po
rtio
n o
f h
ou
seh
old
s u
sin
g a
n i
mp
rove
d d
rin
kin
g-
wate
r so
urc
e
Per
cent
of
house
ho
lds
usi
ng
a pr
ote
cted
wat
er s
ourc
e.
Car
egiv
er s
urv
ey;
WA
SH m
odu
le
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
su
ffic
ien
t d
rin
kin
g
wate
r fr
om
an
im
pro
ved
so
urc
e
Per
cent
of
hous
eho
lds
spen
din
g up
to
30
min
ute
s to
co
llect
wat
er
fro
m a
n im
pro
ved s
ourc
e.
Car
egiv
er s
urv
ey;
WA
SH m
odu
le
Pro
po
rtio
n o
f h
ou
seh
old
s u
sin
g u
nim
pro
ved
dri
nk
ing
wate
r w
ho
use
an
ap
pro
pri
ate
tre
atm
en
t m
eth
od
Per
cent
of
house
ho
lds
usi
ng
unim
pro
ved
dri
nki
ng
wat
er w
ho
pra
ctic
e co
rrec
t use
of
reco
mm
ende
d h
ous
eho
ld w
ater
tr
eatm
ent
tech
no
logi
es.
Car
egiv
er s
urv
ey;
WA
SH m
odu
le
Pro
po
rtio
n o
f h
ou
seh
old
s u
sin
g s
afe
wate
r st
ora
ge
co
nta
ine
rs
Per
cent
of
hous
eho
lds
sto
ring
trea
ted w
ater
in s
afe
sto
rage
co
nta
iner
s.
Car
egiv
er s
urv
ey;
WA
SH m
odu
le
Pro
po
rtio
n o
f h
ou
seh
old
s u
sin
g i
mp
rove
d s
an
itati
on
fa
ciliti
es
(fo
r d
efe
cati
on
)
Per
cent
of
house
ho
lds
usi
ng
an im
pro
ved s
anit
atio
n fa
cilit
y,
typic
ally
a lat
rine
or
toile
t fo
r def
ecat
ion.
An im
pro
ved
sani
tatio
n
faci
lity
is o
ne
that
hyg
ienic
ally
sep
arat
es h
um
an e
xcre
ta fro
m
hum
an c
onta
ct.
Car
egiv
er s
urv
ey;
WA
SH m
odu
le
Pro
po
rtio
n o
f h
ou
seh
old
s th
at
have
eff
ecti
ve o
pti
on
s fo
r so
lid
wast
e t
reatm
en
t
Per
cent
of
hous
eho
lds
serv
iced
wit
h re
gula
r so
lid w
aste
tr
eatm
ent
& d
ispo
sal,
incl
udin
g re
cycl
ing
and c
om
po
stin
g o
ptio
ns.
C
areg
iver
Surv
ey;
WA
SH m
odu
le
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 35
an
d/o
r d
isp
osa
l
Pro
po
rtio
n o
f ch
ild
ren
wh
o
receiv
ed
an
an
tih
elm
inth
ic
(de
wo
rmin
g t
reatm
en
t) i
n
the
past
six
mo
nth
s
Per
cent
of
child
ren a
ged 1
2–5
9 m
ont
hs w
ho inge
sted
an
anti
hel
min
thic
in t
he
past
six
mo
nths
to
tre
at in
test
inal
wo
rms,
fo
llow
ing
nat
iona
l tr
eatm
ent
guid
elin
es.
Car
egiv
er s
urv
ey; 6-
23
mo
nths
and
24-5
9 m
onth
s m
odul
es
The
age
rang
e ca
n be
adap
ted
as a
ppro
pri
ate
to m
atch
nat
ional
hea
lth p
olic
y.
Pro
po
rtio
n o
f w
om
en
wh
o
receiv
ed
an
an
tih
elm
inth
ic
(de
wo
rmin
g t
reatm
en
t)
du
rin
g p
revi
ou
s p
regn
an
cy
Per
cent
of
mo
ther
s o
f ch
ildre
n a
ged
0-2
3 m
ont
hs w
ho ing
este
d an
ant
ihel
min
thic
(de
wo
rmin
g tr
eatm
ent)
fo
r in
test
inal
hel
min
thic
in
fect
ion
duri
ng
a re
cent
pre
gnan
cy, f
ollo
win
g nat
iona
l tre
atm
ent
guid
elin
es.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wit
h a
pp
rop
riate
h
an
d-w
ash
ing b
eh
avi
ou
r
Per
cent
of
pare
nts
or
care
give
rs w
ith
child
ren
aged
0-5
9 m
onth
s w
ho
rec
all pr
actisi
ng h
and-w
ashi
ng u
sing
an e
ffec
tive
pro
duct
, su
ch a
s so
ap o
r as
h, a
t le
ast
two
out
of fo
ur
critic
al t
imes
dur
ing
the
past
24 h
our
s (a
fter
def
ecat
ion,
aft
er c
lean
ing
bab
ies'
bo
tto
ms,
bef
ore
fo
od p
repar
atio
n, b
efo
re fee
din
g ch
ildre
n).
Car
egiv
er s
urv
ey;
Hea
lth d
emo
grap
hics
m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
a d
esi
gn
ate
d p
lace
fo
r h
an
dw
ash
ing w
he
re w
ate
r an
d s
oap
are
pre
sen
t
Per
cent
of
hous
eho
lds
wit
h a
desi
gnat
ed p
lace
fo
r ha
ndw
ashin
g w
her
e w
ater
and
so
ap a
re p
rese
nt.
Car
egiv
er s
urv
ey;
Hea
lth d
emo
grap
hics
m
odule
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wit
h c
hild
ren
0–
23
mo
nth
s w
ho
re
po
rt t
hat
the
ir c
hil
d's
sto
ols
are
safe
ly
dis
po
sed
of
Per
cent
of
pare
nts
or
care
give
rs w
ith
child
ren a
ged 0
–23
mo
nths
w
ho
rep
ort
that
thei
r ch
ild's
lat
est
sto
ol w
as d
ispo
sed
of sa
fely
an
d t
he
ho
me
area
is
free
fro
m f
aeca
l co
ntam
inat
ion, v
erifi
ed b
y o
bse
rvat
ion.
Car
egiv
er s
urv
ey;
Hea
lth d
emo
grap
hics
m
odule
Dis
aggr
egat
e by
type
of
sanitat
ion fac
ility
.
Pro
po
rtio
n o
f ad
ult
s w
ho
k
no
w t
he
th
ree
mo
de
s o
f m
oth
er
to c
hild
tr
an
smis
sio
n o
f H
IV
Per
cent
of
adult
s ag
ed 1
8–49
year
s w
ho k
now
that
HIV
can
be
tran
smit
ted
fro
m a
n H
IV-p
osi
tive
mo
ther
to
her
unborn
chi
ld
dur
ing
pre
gnan
cy, du
ring
deliv
ery
and
thro
ugh b
reas
t-fe
edin
g.
Car
egiv
er s
urv
ey;
Adul
t H
IV/A
IDS
mo
dule
Pro
po
rtio
n o
f ad
ult
s aw
are
o
f m
eth
od
s o
f p
reven
tin
g
mo
the
r-to
-ch
ild
tr
an
smis
sio
n
Per
cent
of
adult
s ag
ed 1
8–49
year
s w
ho
co
rrec
tly
resp
ond
to
pro
mpt
ed q
uest
ions
abo
ut p
reve
nting
mat
erna
l-to
-chi
ld
tran
smis
sio
n o
f H
IV t
hro
ugh
anti
-ret
rovi
ral th
erap
y.
Car
egiv
er s
urv
ey;
Adul
t H
IV/A
IDS
mo
dule
Pro
po
rtio
n o
f w
om
en
wh
o
Per
cent
of
preg
nant
wo
men
and
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
Car
egiv
er s
urv
ey;
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 36
kn
ow
at
least
tw
o d
an
ge
r si
gn
s o
f p
regn
an
cy
mo
nth
s w
ho k
now
at
leas
t tw
o d
ange
r si
gns,
or
com
plic
atio
ns,
dur
ing
pre
gnan
cy.
Wo
men
mo
dule
Pro
po
rtio
n o
f w
om
en
wh
o
kn
ow
at
least
th
ree
po
st-
part
um
dan
ge
r si
gn
s
Per
cent
of
preg
nant
wo
men
and
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
mo
nth
s w
ho k
now
at
leas
t th
ree
dange
r si
gns
in t
he m
oth
er
dur
ing
the
peri
od im
med
iate
ly a
fter
del
iver
y.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f w
om
en
wh
o
kn
ow
at
least
th
ree
ne
on
ata
l d
an
ge
r si
gn
s
Per
cent
of
preg
nant
wo
men
and
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
mo
nth
s w
ho k
now
at
leas
t th
ree
neo
nata
l da
nge
r si
gns.
C
areg
iver
surv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o p
ract
ice
go
od
pe
rso
nal
h
ygie
ne
Per
cent
of
yout
h ag
ed 1
2-1
8 ye
ars
who
cle
an t
heir
tee
th a
t le
ast
once
per
day
Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Kee
ping
cle
an
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
usi
ng i
mp
rove
d s
an
itati
on
fa
ciliti
es
(fo
r d
efe
cati
on
)
Per
cent
of
ado
lesc
ents
age
d 1
2-1
8 ye
ars
usin
g an
im
pro
ved
sani
tatio
n fa
cilit
y at
ho
me,
typ
ical
ly a
latr
ine
or
toile
t fo
r def
ecat
ion.
An im
pro
ved
sanit
atio
n fac
ility
is
one
that
hyg
ienic
ally
se
para
tes
hum
an e
xcr
eta
fro
m h
uman
co
nta
ct.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Kee
ping
cle
an
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wit
h a
pp
rop
riate
han
d-
wash
ing b
eh
avi
ou
r
Per
cent
of
ado
lesc
ents
age
d 1
2-1
8 ye
ars
who
rec
all p
ract
isin
g han
d-w
ashi
ng u
sing
an e
ffec
tive
pro
duct
, su
ch a
s so
ap o
r as
h, a
t le
ast
two
cri
tica
l tim
es d
urin
g th
e pas
t 24
ho
urs
.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Kee
ping
cle
an
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledge
, at
titu
des
and b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wit
h a
cce
ss t
o i
mp
rove
d
san
itati
on
facilit
ies
at
sch
oo
l
Per
cent
of sc
hoo
l-go
ing
ado
lesc
ents
age
d 1
2-18
year
s us
ing
an
impro
ved
sanitat
ion fac
ility
at
thei
r sc
hoo
l, ty
pica
lly a
latr
ine
or
toile
t fo
r def
ecat
ion.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Kee
ping
cle
an
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
ep
ort
sm
ok
ing
cig
are
tte
s re
gu
larl
y
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
sm
oki
ng
ciga
rett
es a
t le
ast
once
a w
eek.
Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Smo
king
and a
lco
hol
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
ep
ort
dri
nkin
g a
lco
ho
l re
gu
larl
y
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
dri
nki
ng
alco
ho
l at
leas
t o
nce
a w
eek.
Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Smo
king
and a
lco
hol
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 37
mo
dule
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
ep
ort
eve
r u
sin
g d
rugs
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
that
they
hav
e ev
er u
sed
drugs
. Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Smo
king
and a
lco
hol
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
rep
ort
ing t
he
y h
ave
ne
ver
had
se
x
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
nev
er
hav
ing
had
sex
. Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
rep
ort
ing e
arl
y s
ex
ual d
eb
ut
Per
cent
of
ado
lesc
ents
age
d 1
5–1
8 ye
ars
who
rep
ort
hav
ing
had
sex
bef
ore
the
age
of
15.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o u
sed
co
nd
om
in
th
eir
fi
rst
sex
ual in
terc
ou
rse
Per
cent
of se
xual
ly a
ctiv
e ad
ole
scen
ts a
ged 1
2–18
year
s w
ho u
sed
condo
m in
thei
r fir
st s
exual
inte
rco
urs
e.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
focu
ses
on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f se
xu
ally
acti
ve
ad
ole
sce
nts
wh
o u
sed
a
co
nd
om
at
last
se
x
Per
cent
of se
xua
lly a
ctiv
e ad
ole
scen
ts a
ged 1
2–18
year
s w
ho
repo
rt u
sing
a c
ond
om
at
last
sex
. Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
ex
pe
rien
ced
se
xu
al ab
use
at
firs
t se
x
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
that
they
ex
per
ience
d s
exual
abuse
(se
x fo
r m
one
y o
r fa
vour
s, s
ex d
ue
to
fear
of co
nseq
uen
ces,
sex
due
to p
hys
ical
or
verb
al t
hre
ats,
or
forc
ed s
ex)
at fir
st s
ex.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
ex
pe
rien
ced
se
xu
al ab
use
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
that
they
hav
e ex
per
ienc
ed s
exual
abus
e (s
ex fo
r m
one
y o
r fa
vours
, sex
due
to
fea
r o
f co
nseq
uen
ces,
sex
due
to p
hys
ical
or
verb
al
thre
ats,
or
forc
ed s
ex)
in t
he
past
12 m
onth
s.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
ex
pe
rien
ced
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
that
they
ex
per
ienc
ed f
orc
ed s
ex in
the
past
12
mo
nth
s.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 38
forc
ed
sex
m
odule
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
ose
fir
st e
xp
eri
en
ce w
ith
se
xu
al in
terc
ou
rse
was
forc
ed
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
se fir
st e
xper
ienc
e w
ith
sexua
l in
terc
our
se w
as fo
rced
. Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
had
se
x b
eca
use
of
dri
nkin
g a
lco
ho
l
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
hav
e had
sex
bec
ause
of dri
nki
ng
alco
ho
l. Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Smo
king
and a
lco
hol
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
rep
ort
ing h
avin
g s
ex
part
ne
r 1
0 o
r m
ore
ye
ars
old
er
than
th
em
selv
es
Per
cent
of se
xual
ly a
ctiv
e ad
ole
scen
ts a
ged 1
2–18
year
s w
ho h
ave
had
sex
in t
he
prec
edin
g 12 m
onth
s w
ith a
par
tner
who
is
10
or
mo
re y
ears
old
er t
han
them
selv
es.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wit
h a
co
mp
reh
en
sive
k
no
wle
dge
of H
IV a
nd
AID
S
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
bo
th c
orr
ectly
iden
tify
way
s o
f pre
vent
ing
sexua
l tr
ansm
issi
on o
f H
IV a
nd
who
re
ject
maj
or
mis
conce
ptio
ns a
bo
ut
HIV
tra
nsm
issi
on.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
HIV
mo
dul
e
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
be
en
te
ste
d f
or
HIV
an
d r
ece
ived
th
eir
te
st
resu
lts
Per
cent
of
ado
lesc
ents
age
d 1
2-1
8 ye
ars
who
hav
e bee
n t
este
d fo
r H
IV a
nd r
ecei
ved t
hei
r te
st r
esul
ts in
the
past
12 m
onth
s.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
HIV
mo
dul
e
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
ep
ort
avo
idin
g r
isk
y H
IV b
eh
avi
ou
r
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
enga
ged in
ris
ky
beh
avio
ur
who r
epo
rt a
void
ing
behav
iours
tha
t w
ould
incr
ease
th
e ri
sk o
f H
IV infe
ctio
n.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Smo
king
and a
lco
hol,
sex
and r
elat
ions
hip
s,
and b
oys
mo
dule
s
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour
.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
ep
ort
pra
cti
sin
g H
IV
risk
beh
avio
ur
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
hav
ing
sex
in t
he
past
12 m
onth
s an
d d
id n
ot
use
co
ndo
m a
t la
st s
ex a
nd/
or
are
boys
and
rep
ort
eve
r hav
ing
sex w
ith
men
and d
id n
ot
use
co
ndo
m a
t la
st s
ex a
nd/
or
repo
rt h
avin
g m
ultip
le s
ex p
artn
ers
and/o
r re
po
rt s
hari
ng a
syr
inge
fo
r in
ject
ing
drugs
.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Smo
king
and a
lco
hol,
sex
and r
elat
ions
hip
s,
and b
oys
mo
dule
s
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 39
Pro
po
rtio
n o
f gir
l ad
ole
sce
nts
cu
rre
ntl
y p
regn
an
t o
r alr
ead
y
mo
the
rs
Per
cent
of
girl
s ag
ed 1
2-18
year
s w
ho a
re c
urre
ntly
pre
gnan
t o
r cu
rren
tly
mo
ther
s.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Gir
ls m
odul
e
Pro
po
rtio
n b
oy a
do
lesc
en
ts
wh
o a
re c
urr
en
tly f
ath
ers
Per
cent
of
boys
age
d 1
2–1
8 ye
ars
who
are
cur
rent
ly fat
her
s.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Yo
uth s
urv
ey m
odu
le
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o t
alk
to
th
eir
pare
nts
or
care
giv
ers
ab
ou
t se
x
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
tal
king
wit
h th
eir
par
ents
or
care
give
rs a
bo
ut
sex a
nd s
exual
rel
atio
nsh
ips.
Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
po
siti
ve a
ttit
ud
es
tow
ard
s p
eo
ple
liv
ing w
ith
H
IV a
nd
AID
S
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
res
pond
po
sitive
ly
to s
et s
tate
men
ts r
elat
ing
to p
eople
liv
ing
with H
IV a
nd A
IDS.
Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
HIV
mo
dul
e
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
rep
ort
ing a
cce
ss t
o H
IV a
nd
A
IDS
ed
uca
tio
n in
sch
oo
l
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
that
at
leas
t o
ne
teac
her
at
thei
r sc
hoo
l te
aches
abo
ut H
IV a
nd A
IDS.
Y
out
h h
ealt
hy
beh
avio
ur
surv
ey;
HIV
mo
dul
e
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 40
Ou
tco
me: C
hild
ren
an
d t
he
ir c
are
giv
ers
acce
ss e
sse
nti
al h
ealt
h s
erv
ice
s H
igh
ly r
eco
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f in
fan
ts w
ho
se
bir
ths
we
re a
tte
nd
ed
by
skil
led
bir
th a
tte
nd
an
t
Pe
rce
nt
of
mo
the
rs o
f ch
ild
ren
age
d 0
–23
mo
nth
s w
ho
se
last
bir
th w
as
att
en
de
d b
y a
sk
ille
d b
irth
att
en
dan
t.
Care
giv
er
surv
ey;
W
om
en
mo
du
le
De
fin
itio
n o
f sk
ille
d b
irth
att
en
dan
t to
be
d
ete
rmin
ed
by n
ati
on
al
off
ice.
Use
seco
nd
ary
data
if
ava
ilab
le.
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wh
o a
re a
ble
to
p
ay f
or
their
ch
ild
ren
's
he
alt
h c
ost
s w
ith
ou
t ass
ista
nce
Pe
rce
nt
of
pare
nts
or
care
giv
ers
wh
o w
ere
ab
le t
o c
ove
r th
e c
ost
s o
f th
eir
ch
ild
ren
's h
ealt
h (
0–1
8 y
ears
) th
rou
gh
th
eir
ow
n f
inan
cial
me
an
s, w
ith
ou
t ex
tern
al ass
ista
nce
, in
th
e p
ast
12
mo
nth
s.
Care
giv
er
surv
ey;
E
co
no
mic
d
eve
lop
me
nt
mo
du
le
No
t re
levan
t in
co
un
trie
s w
here
healt
h t
reatm
en
t is
fr
ee o
f ch
arg
e.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f w
om
en
wh
o
gave
bir
th t
o t
he
ir y
ou
nge
st
ch
ild
at
a h
ealt
h f
acil
ity
Per
cent
of
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
mo
nths
who w
ere
atte
nded
to b
y a
skill
ed b
irth
att
enda
nt
at lat
est
deliv
ery,
in
a m
ater
nit
y w
ard o
r de
liver
y ro
om
.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
D
efin
itio
n o
f hea
lth
faci
lity
to
be
det
erm
ined
by
nat
ional
o
ffic
e.
Pro
po
rtio
n o
f m
oth
ers
wh
o
rep
ort
th
at
the
y h
ad
fo
ur
or
mo
re a
nte
nata
l vis
its
wh
ile
th
ey
we
re p
regn
an
t w
ith
th
eir
yo
un
ge
st c
hil
d
Per
cent
of
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
mo
nths
who r
epo
rt
that
they
att
ende
d fo
ur
or
mo
re a
nte
nat
al v
isit
s bef
ore
the
birt
h o
f th
eir
young
est
child
.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f m
oth
ers
of
ch
ild
ren
age
d 0
–23
mo
nth
s w
ho
re
ceiv
ed
at
least
2 p
ost
-n
ata
l vi
sit
fro
m a
tra
ine
d
he
alt
h c
are
wo
rke
r d
uri
ng
the
fir
st w
ee
k a
fte
r b
irth
Per
cent
of
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
mo
nths
who r
ecei
ved
at lea
st t
wo
po
st-p
artu
m a
nd
post
-nat
al v
isit
s (b
oth
mo
ther
and
ch
ild c
heck
ed)
fro
m a
tra
ined
hea
lth c
are
wo
rker
duri
ng t
he fir
st
wee
k af
ter
the
bir
th o
f th
eir
young
est
child
.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f m
oth
ers
wh
o
receiv
ed
at
least
tw
o
teta
nu
s va
ccin
ati
on
s b
efo
re
the
bir
th o
f th
eir
yo
un
ge
st
ch
ild
Per
cent
of
mo
ther
s o
f ch
ildre
n ag
ed 0
–23
mo
nths
who w
ere
give
n at
leas
t tw
o d
ose
s o
f te
tanus
toxo
id v
acci
ne
(TT
) w
ithin
the
appro
pri
ate
inte
rval
pri
or
to g
ivin
g bi
rth.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f m
oth
ers
of
Per
cent
of
mo
ther
s o
f ch
ildre
n a
ged
0-2
3 m
ont
hs w
ho r
epo
rt
Car
egiv
er s
urv
ey;
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 41
ch
ild
ren
age
d 0
–23
mo
nth
s w
ho
re
po
rt t
hat
the
ir
yo
un
ge
st c
hild
was
wra
pp
ed
w
ith
a c
loth
or
bla
nk
et
imm
ed
iate
ly a
fte
r b
irth
that
thei
r yo
ung
est
child
was
dri
ed im
med
iate
ly a
fter
bir
th t
hen
wra
pped
with a
war
m c
loth
or
bla
nke
t im
med
iate
ly a
fter
bir
th.
Wo
men
mo
dule
Pro
po
rtio
n o
f ch
ild
ren
age
d
0–2
3 m
on
ths
wh
o r
ece
ive
d
all
th
ree
co
mp
on
en
ts o
f e
sse
nti
al
ne
wb
orn
care
Per
cent
of
child
ren a
ged 0
–23
mo
nths
who
acc
ord
ing
to m
oth
er’s
re
port
rec
eive
d al
l th
ree
of
the
follo
win
g co
mpo
nents
of es
sent
ial
new
bo
rn c
are:
1. N
ewbo
rn w
as b
reas
t fe
d ea
rly
and e
xclu
sive
ly.
2. N
ewbo
rn w
as k
ept
war
m (
skin
-to
-ski
n c
onta
ct; hea
d
cove
red).
3. N
ewbo
rn’s
co
rd w
as k
ept
clea
n a
nd d
ry.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f ad
ole
sce
nts
w
ith
un
me
t fa
mil
y p
lan
nin
g
ne
ed
s
Per
cent
of se
xua
lly a
ctiv
e gi
rl a
dole
scen
ts a
ged 1
2–18
year
s w
ho
are
not
curr
ently
usi
ng
a m
etho
d o
f co
ntra
cept
ion a
nd
wan
t to
st
op o
r del
ay c
hild
bea
ring
.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Gir
ls m
odul
e
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o k
no
w w
he
re t
o a
nd
can
acc
ess
co
ntr
ace
pti
on
in
th
eir
co
mm
un
ity
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
can
nam
e w
her
e to
go
to
get
co
ntr
acep
tio
n in
thei
r co
mm
uni
ty a
nd r
eport
tha
t th
ey
are
(or
wo
uld
be)
able
to
acc
ess
contr
acep
tio
n t
her
e.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledg
e,
atti
tude
s an
d b
ehav
iour.
Pro
po
rtio
n o
f w
om
en
p
ract
isin
g b
irth
sp
acin
g
Per
cent
of pre
gnan
t w
om
en a
nd m
oth
ers
of ch
ildre
n a
ged 0
-23
mo
nth
s w
ho a
re a
ged 1
5-4
9 ye
ars
with a
t le
ast
one
oth
er c
hild
ag
ed 0
-59
mo
nths
who r
epo
rt p
ract
isin
g bir
th s
pac
ing
(fam
ily
pla
nnin
g), th
roug
h c
ontr
acep
tio
n o
r tr
aditio
nal
met
ho
ds.
Car
egiv
er s
urv
ey;
Wo
men
mo
dul
e
Pro
po
rtio
n o
f w
om
en
m
arr
ied
or
in u
nio
n w
ho
are
u
sin
g a
mo
de
rn
co
ntr
ace
pti
ve
me
tho
d
Per
cent
of
mo
ther
s, o
f ch
ildre
n a
ged 0
-23
mo
nths
, ag
ed 1
5–49
year
s w
ho
are
mar
ried
or
in u
nio
n an
d r
epo
rt t
hat
they
are
cu
rren
tly
usi
ng
(or
who
se p
artn
er is
curr
entl
y us
ing)
a m
ode
rn
contr
acep
tive
met
hod
such
as
pills
, co
ndo
ms,
IU
D o
r sp
erm
icid
al
pro
duc
t.
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Pro
po
rtio
n o
f w
om
en
wh
o
kn
ow
at
least
tw
o r
isk
s o
f h
avin
g a
bir
th-t
o-p
regn
an
cy
inte
rval
of
less
th
an
24
m
on
ths
Per
cent
of
pre
gnan
t w
om
en a
nd
mo
ther
s o
f ch
ildre
n a
ged 0
–23
mo
nth
s w
ho c
an n
ame
at lea
st t
wo
ris
ks o
f hav
ing
a bi
rth-t
o-
pre
gnan
cy in
terv
al o
f le
ss t
han
24 m
onth
s; i. m
oth
er's
hea
lth—
hel
ps m
oth
er t
o r
egai
n he
r st
reng
th s
o s
he c
oul
d hav
e a
goo
d
del
iver
y an
d a
hea
lthy
bab
y; ii
. fat
her
—if
ther
e ar
e fe
wer
, w
ell-
Car
egiv
er s
urv
ey;
Wo
men
mo
dule
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 42
spac
ed c
hild
ren, t
his
red
uces
hea
vy fin
anci
al b
urd
en; fa
ther
is a
ble
to
fin
d m
oney
to e
duc
ate
child
ren; iii
. yo
ung
child
ren's
hea
lth a
nd
nut
ritio
n—
child
ren a
re w
ell-ca
red fo
r, d
o n
ot
suffe
r fr
om
m
alnut
riti
on
such
as
stunting.
P
rop
ort
ion
of
ad
ole
scen
ts
wh
o k
no
w h
ow
to
acce
ss
he
alt
h s
erv
ice
s in
case
of
an
e
me
rge
ncy
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
that
kno
w h
ow
to
ac
cess
hea
lth
serv
ices
in c
ase
of an
em
erge
ncy
, in
cludin
g w
here
th
ey w
ould
go
and
who t
hey
wo
uld
ask
fo
r.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Phy
sica
l vi
ole
nce
m
odule
Thi
s su
rvey
fo
cuse
s on
adole
scen
t’s
know
ledge
, at
titu
des
and b
ehav
iour.
Ava
ilab
ilit
y o
f co
nfi
de
nti
al
HIV
te
stin
g f
or
ch
ild
ren
an
d
yo
un
g p
eo
ple
Num
ber
and
per
cent
of hea
lthy
faci
litie
s in
the
pro
gram
me
impa
ct
area
that
pro
vide
co
nfid
ential
HIV
tes
ting
fo
r ch
ildre
n an
d y
oung
peo
ple
(age
d 0
-18
year
s).
Hea
lth F
acili
ty
Eva
luat
ion
Pro
po
rtio
n o
f in
fan
ts b
orn
to
HIV
-in
fecte
d w
om
en
wh
o
receiv
ed
earl
y d
iagn
osi
s
Per
cent
of
child
ren b
orn
to
HIV
-inf
ecte
d w
om
en in
the
last
12
mo
nth
s w
ho r
ecei
ved a
n H
IV v
iro
logi
cal te
st w
ithin
4-6
wee
ks o
f bir
th.
Hea
lth F
acili
ty
Eva
luat
ion -
se
conda
ry d
ata
Use
clin
ic d
ata
if av
aila
ble
.
Pro
po
rtio
n o
f H
IV-i
nfe
cte
d
pre
gn
an
t w
om
en
wh
o
receiv
ed
an
tire
tro
vir
als
(A
RV
)
Per
cent
of
HIV
po
sitive
pre
gnan
t w
om
en w
ho g
ave
bir
th in
the
last
12 m
onth
s w
ho r
ecei
ved a
ntir
etro
vira
ls (
AR
Vs)
pro
phyl
axis
/
pre
vent
ion o
f m
oth
er-t
o-c
hild
tra
nsm
issi
on
or
lifel
ong
AR
T fo
r th
eir
ow
n h
ealt
h.
Hea
lth F
acili
ty
Eva
luat
ion -
se
conda
ry d
ata
Use
clin
ic d
ata
if av
aila
ble
.
Pro
po
rtio
n o
f in
fan
ts b
orn
to
HIV
in
fect
ed
wo
me
n w
ho
re
ceiv
ed
AR
V p
rop
hyl
axis
Per
cent
of
infa
nts
born
to
HIV
-inf
ecte
d w
om
en in
the
last
12
mo
nth
s w
ho r
ecei
ved a
ntir
etro
vira
l pr
oph
ylax
is u
ntil
4-6 w
eeks
o
f ag
e.
Hea
lth F
acili
ty
Eva
luat
ion -
se
conda
ry d
ata
Use
clin
ic d
ata
if av
aila
ble
.
Pro
po
rtio
n o
f h
ealt
h
faci
liti
es
pro
vid
ing b
asi
c
an
d/o
r co
mp
reh
en
sive
E
me
rge
ncy
Ob
ste
tric
Care
(E
mO
C)
Per
cent
of hea
lth
faci
litie
s pr
ovi
ding
basi
c an
d/o
r co
mpr
ehen
sive
Em
erge
ncy
Obs
tetr
ic C
are
mee
t m
inim
um
suppl
y st
andar
ds:
ava
ilabi
lity/
cove
rage
, ge
ogr
aphi
cal
dis
trib
utio
n, f
unct
iona
lity,
afford
abili
ty, qu
alit
y of
care
and
esse
ntia
l co
mm
oditie
s.
Hea
lth F
acili
ty
Eva
luat
ion
Em
OC
is b
asic
and
com
preh
ensi
ve.
A b
asi
c Em
OC
fac
ility
sh
ould
be
able
to
per
form
th
e fo
llow
ing
funct
ions:
ad
min
iste
r pa
rente
ral
antibio
tics
, oxyt
oci
c dru
gs
and
anti
convu
lsan
ts;
man
ual re
mo
val o
f pla
centa
; re
mo
val of
reta
ined
pro
duct
s; a
nd
assi
sted
vag
inal
del
iver
y.
A c
om
pre
hen
sive
Em
OC
fac
ility
sho
uld
be
able
to
offer
all
the
funct
ions
above
, pl
us
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 43
Ces
area
n se
ctio
n an
d
blo
od t
rans
fusi
on.
De
nsi
ty o
f h
ealt
h c
are
w
ork
ers
pe
r 10
00
p
op
ula
tio
n
This
ind
icat
or
defin
es t
he
abso
lute
num
ber
of hea
lth c
are
wo
rker
s (H
CW
) per
100
0 po
pula
tio
n.
Hea
lth F
acili
ty
Eva
luat
ion
Fe
es
at
the
po
int
of
serv
ice
fo
r m
oth
ers
an
d c
hil
dre
n
un
de
r fi
ve
Pro
po
rtio
n of
mo
ther
s/ca
regi
vers
of
child
ren a
ged 0
-59
mo
nths
w
ho
pai
d a
fee
fo
r es
sential
ser
vice
s at
po
int
of
acce
ss fo
r M
NC
H
hea
lth
serv
ices
in t
he
past
6 m
ont
hs.
Car
egiv
er s
urv
ey;
hea
lth
dem
ogr
aphic
s m
odule
Pro
po
rtio
n o
f h
ealt
h
faci
liti
es
wh
ich
re
po
rt n
o
sto
ck
ou
t o
f k
ey p
rim
ary
h
ealt
h c
are
co
mm
od
itie
s
Num
ber
and
Per
cent
of
heal
th fac
iliti
es w
hich
rep
ort
no
sto
ck
out
of ke
y pr
imar
y hea
lth c
are
com
mo
ditie
s re
quir
ed t
o d
eliv
er
the
esse
ntia
l pac
kage
fo
r m
ater
nal
new
born
and c
hild
hea
lth
in
the
last
12
mo
nth
s.
Hea
lth F
acili
ty
Eva
luat
ion
Pro
po
rtio
n o
f p
regn
an
t w
om
en
an
d w
om
en
wit
h
ch
ild
ren
un
de
r 5
wh
o r
ep
ort
st
ock
ou
t o
f an
y k
ey
pri
mary
h
ealt
h c
are
co
mm
od
itie
s
Per
cent
of
preg
nant
wo
men
and
wo
men
wit
h c
hild
ren a
ged
0-59
mo
nth
s w
ho w
ent
to a
hea
lth fac
ility
/po
st in
the
past
12 m
onth
s an
d r
epo
rted
sto
ck o
uts
of ke
y pri
mar
y hea
lth
care
co
mm
odi
ties
.
Car
egiv
er s
urv
ey;
hea
lth
dem
ogr
aphic
s m
odule
Nu
mb
er
of
reco
mm
en
dati
on
s fr
om
th
e
Co
mm
issi
on
on
In
form
ati
on
an
d A
cco
un
tab
ilit
y f
or
Wo
me
n's
an
d C
hild
ren
's
He
alt
h f
ull
y i
mp
lem
en
ted
Num
ber
of re
com
men
dati
ons
fro
m t
he C
om
mis
sio
n on
Info
rmat
ion a
nd
Acc
oun
tabi
lity
for
Wo
men
's a
nd
Chi
ldre
n's
H
ealth h
ave
bee
n fully
im
ple
men
ted.
Seco
ndar
y D
ata
Nu
mb
er
an
d p
rop
ort
ion
of
co
mm
itm
en
ts m
ad
e t
o t
he
E
ve
ry W
om
an
, E
ve
ry C
hil
d
(EW
EC
) in
itia
tive w
hic
h
have
be
en
fu
lly
imp
lem
en
ted
Num
ber
and
per
cent
of
the
tota
l num
ber
of co
mm
itm
ents
mad
e by
the
gove
rnm
ent
to E
WEC
in
each
co
unt
ry, w
hic
h ha
ve b
een
fully
im
ple
men
ted.
Seco
ndar
y D
ata
Nu
mb
er
of
reco
mm
en
dati
on
s fr
om
UN
C
om
mis
sio
n o
n L
ife
-savin
g
Co
mm
od
itie
s fo
r W
om
en
an
d C
hild
ren
wh
ich
have
b
ee
n f
ully i
mp
lem
en
ted
Num
ber
of th
e 4 r
eco
mm
endat
ions
fro
m U
N C
om
mis
sio
n o
n
Life
-sav
ing
Co
mm
odit
ies
for
Wo
men
and
Child
ren
have
bee
n fu
lly
imple
men
ted b
y th
e go
vern
men
t.
Seco
ndar
y D
ata
Pro
gre
ss t
ow
ard
s m
ee
tin
g
Per
cent
of
the
20
SUN
pro
gres
s in
dic
ato
rs a
chie
ved b
y th
e Se
cond
ary
Dat
a
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 44
the
co
mm
itm
en
t m
ad
e i
n
favo
r o
f th
e S
cali
ng u
p
Nu
trit
ion
(S
UN
) in
itia
tive
gove
rnm
ent.
Co
ve
rage
of
pri
mary
he
alt
h
un
its
Num
ber
of pr
imar
y hea
lth u
nits
per
10,
000
indiv
idua
ls.
Seco
ndar
y D
ata
Pro
po
rtio
n o
f P
rim
ary
h
ealt
h c
en
ters
me
eti
ng t
he
n
ati
on
al
stan
dard
s o
n h
ealt
h
wo
rkfo
rce
Per
cent
of
Prim
ary
Hea
lth c
entr
es w
hic
h m
eet
the
nati
onal
st
andar
ds o
n t
ype
and
num
ber
of hea
lth c
are
wo
rker
s in
eac
h
faci
lity.
Hea
lth F
acili
ty
Eva
luat
ion
Pro
po
rtio
n o
f th
e o
ve
rall
nati
on
al
bu
dge
t allo
cate
d t
o
he
alt
h
Per
cent
of
the
ove
rall
nat
ional
budg
et a
lloca
ted
to h
ealt
h p
er
year
. Se
cond
ary
Dat
a
Pro
po
rtio
n o
f th
e o
ve
rall
He
alt
h b
ud
ge
t allo
cate
d t
o
pri
mary
he
alt
h c
are
Per
cent
of
the
tota
l annu
al b
udg
et a
lloca
ted
for
hea
lth in
a g
iven
co
unt
ry w
hich
is
allo
cate
d fo
r Pri
mar
y H
ealt
h C
are
acti
vities
. Se
cond
ary
Dat
a
Pro
po
rtio
n o
f O
DA
go
ing t
o
he
alt
h p
er
ye
ar
Per
cent
of
all O
ffic
ial D
evel
opm
ent
Ass
ista
nce
(OD
A)
whi
ch is
allo
cate
d to
war
ds h
ealt
h r
elat
ed p
rogr
amm
es.
Seco
ndar
y D
ata
Le
vel o
f H
ealt
h-r
ela
ted
O
ffic
ial
De
velo
pm
en
t A
ssis
tan
ce
in
re
lati
on
to
th
e
Gro
ss N
ati
on
al
Inco
me
Per
cent
of
the
Gro
ss N
atio
nal
Inc
om
e (G
NI)
allo
cate
d t
o h
ealt
h-
rela
ted
Offic
ial D
evel
opm
ent
Ass
ista
nce
(O
DA
).
Seco
ndar
y D
ata
Nu
mb
er
of
parl
iam
en
tary
act
s ad
dre
ssin
g w
om
en
’s
an
d c
hild
ren
’s h
ealt
h
Num
ber
of th
e an
nua
l le
gisl
ativ
e ac
t (law
or
oth
er)
of
the
par
liam
ent
whic
h m
onito
r pr
ogr
ess
on
mat
ernal
, new
bo
rn a
nd
child
hea
lth.
Seco
nda
ry D
ata
An
nu
al vari
ati
on
of
Off
icia
l D
eve
lop
me
nt
Ass
ista
nce
fo
r h
ealt
h
Per
cent
annua
l ch
ange
in
Offic
ial D
evel
opm
ent
Ass
ista
nce
(O
DA
) fo
r he
alth
by
do
no
r co
untr
ies.
Se
cond
ary
Dat
a
Pro
po
rtio
n o
f th
e o
ve
rall
nati
on
al
bu
dge
t allo
cate
d t
o
nu
trit
ion
-rela
ted
pro
gra
ms
an
d p
oli
cie
s
Per
cent
of
the
tota
l annu
al n
atio
nal
bud
get
allo
cate
d t
o n
utr
itio
n-
rela
ted
pro
gram
s an
d po
licie
s. T
his
inc
ludes
any
init
iati
ve w
hic
h su
ppo
rts
child
hoo
d nu
tritio
n t
hro
ugh
dir
ect
feed
ing,
co
mm
uni
ty
bas
ed in
itia
tive
s an
d n
atio
nal
cam
pai
gns.
Seco
ndar
y D
ata
Pro
po
rtio
n o
f th
e o
ve
rall
nati
on
al
bu
dge
t allo
cate
d t
o
WA
SH
-re
late
d p
rogra
ms
an
d p
oli
cie
s
Per
cent
of
the
tota
l annu
al n
atio
nal
bud
get
allo
cate
d t
o W
ater
, Sa
nita
tio
n a
nd
Hyg
iene
(WA
SH)-
rela
ted
pro
gram
s an
d p
olic
ies.
T
his
inc
ludes
any
initia
tive
whic
h s
upp
ort
s W
ASH
thro
ugh
dir
ect
imple
men
tati
on, c
om
munity
bas
ed in
itia
tive
s an
d n
atio
nal
cam
paig
ns.
Seco
ndar
y D
ata
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 45
Asp
irati
on
: Ed
ucate
d fo
r life
Ou
tco
me: C
hild
ren
read
, w
rite
an
d u
se n
um
era
cy s
kills
Ch
ild
we
ll-b
ein
g t
arg
et
stan
da
rd i
nd
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ch
ild
ren
wh
o
can
re
ad
wit
h
co
mp
reh
en
sio
n
Pe
rce
nt
of
child
ren
in
Gra
de
6 o
r e
qu
ivale
nt
wh
o c
an
re
ad
an
d c
om
pre
he
nd
a s
tory
F
LA
T (
Fu
nct
ion
al
Lit
era
cy
Ass
ess
me
nt
To
ol)
Base
d o
n P
rath
am
/SC
to
ols
w
hic
h u
se c
on
textu
all
y
ap
pro
pri
ate
mate
rial.
In
dic
ato
r ca
n a
lso
be
measu
red
wit
h L
itera
cy
Bo
ost
or
EG
RA
.
Hig
hly
Re
com
me
nd
ed
in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ch
ild
ren
wh
o
are
fu
ncti
on
all
y li
tera
te
Pe
rce
nt
of
child
ren
in
Gra
de
6 o
r e
qu
ivale
nt
wh
o c
an
re
ad
an
d c
om
pre
hen
d a
uth
en
tic
local
mate
rial n
ee
de
d t
o
fun
cti
on
in
eve
ryd
ay l
ife
FL
AT
(F
un
ctio
nal
Lit
era
cy
Ass
ess
me
nt
To
ol)
Base
d o
n P
rath
am
/SC
to
ols
w
hic
h u
se c
on
tex
tuall
y ap
pro
pri
ate
mate
rial.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s P
rop
ort
ion
of
child
ren
ab
le
to r
eco
gn
ise
co
nce
pts
in
p
rin
t
Per
cent
of
youn
g ch
ildre
n (3
-5 y
ears
or
appro
pri
ate
age)
abl
e to
han
dle
a b
oo
k, r
ead lef
t to
wri
te, r
eco
gnis
e le
tter
and
wo
rds.
C
onc
epts
abo
ut
Pri
nt
(SC
) U
se t
he
Save
the
Chi
ldre
n Fu
nd
tool.
Pro
po
rtio
n o
f ch
ild
ren
wh
o
de
mo
nst
rate
th
ey a
re r
ead
y
for
sch
oo
l
Per
cent
of
pre
-sch
oo
l ag
ed c
hild
ren
(5-6
yea
rs)
who
dem
onst
rate
pre
-lit
erac
y an
d pre
-num
erac
y dec
odin
g sk
ills.
Sc
hoo
l Rea
dine
ss
Tes
t D
evel
ope
d b
y Enf
ants
et
Dev
elop
pem
ent.
Pro
po
rtio
n o
f ch
ild
ren
ab
le
to r
ead
wo
rds
Per
cent
of fir
st g
rade
aged
chi
ldre
n (
6-8
yea
rs o
r ap
pro
pri
ate
age)
ab
le t
o r
ead 4
out
of 5 w
ord
s co
rrec
tly.
FL
AT
(Fu
nctio
nal
Li
tera
cy A
sses
smen
t T
oo
ls)
Bas
ed o
n P
rath
am t
ool an
d
fam
iliar
voca
bula
ry.
Pro
po
rtio
n o
f ch
ild
ren
ab
le
to r
ead
to
le
arn
in
lan
gu
age
o
f sc
ho
ol
inst
ructi
on
by e
nd
o
f gra
de
tw
o
Per
cent
of
child
ren w
ho, by
the
end o
f G
rade
2, o
r ea
rly
Gra
de 3
, (t
ypic
ally
age
d 7-9
), c
an r
ead w
ith
com
preh
ensi
on
and
spee
ds o
f 45
wo
rds
per
min
ute
in la
ngu
age
of
scho
ol i
nst
ruct
ion.
Ear
ly G
rade
Rea
ding
Ass
essm
ent
(EG
RA
) -
tim
ed r
eadin
g te
st
Incl
udes
co
mpr
ehen
sion
que
stio
ns.
Pro
po
rtio
n o
f p
re-s
cho
ol
ch
ild
ren
wh
o h
ave
acce
ss t
o
toys
in t
he
ir h
om
e
Per
cent
of
hous
eho
lds
wit
h ch
ildre
n a
ged 0
-5 y
ears
who
hav
e 2
or
mo
re c
hild
ren’s
pla
y th
ings
(o
r to
ys)
in t
heir
ho
me.
C
areg
iver
Surv
ey
(Edu
catio
n an
d EC
CD
mo
dule
)
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 46
Pro
po
rtio
n o
f p
re-s
cho
ol
ch
ild
ren
wh
o h
ave
acce
ss t
o
read
ing m
ate
rials
in
th
eir
h
om
e
Per
cent
of
hous
eho
lds
wit
h ch
ildre
n 0
- 5 y
ears
who
hav
e 3
or
mo
re c
hild
ren’
s bo
oks
in
thei
r ho
me.
C
areg
iver
Surv
ey
(Edu
catio
n an
d
EC
CD
mo
dule
)
Pro
po
rtio
n o
f p
are
nts
an
d
care
giv
ers
wh
o p
rom
ote
re
ad
ing r
ead
ine
ss o
f ch
ild
ren
at
ho
me
Per
cent
of
pare
nts
and c
areg
iver
s o
f ch
ildre
n a
ged
12-5
9 m
ont
hs
(1-5
yea
rs)
who
hav
e en
gage
d in
fo
ur
or
mo
re a
ctiv
itie
s to
pro
mo
te lea
rnin
g an
d s
cho
ol r
eadi
ness
in t
he
past
3 d
ays
Car
egiv
er S
urv
ey
(Edu
catio
n an
d EC
CD
mo
dule
)
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 47
Ou
tco
me: C
hild
ren
make g
oo
d j
ud
ge
me
nts
, can
pro
tect
the
mse
lve
s, m
an
age e
mo
tio
ns
an
d
co
mm
un
icate
id
eas
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Th
e s
tre
ngth
of
the s
oci
al
com
pete
nci
es
ass
et
cate
go
ry
as
rep
ort
ed
by a
do
lesc
en
ts
12
-18
ye
ars
of
age
Th
e m
ean
sco
re i
n t
he
so
cia
l co
mp
eten
cies
ass
et
cate
go
ry
as
rep
ort
ed
by a
do
lesc
en
ts 1
2-1
8 y
ears
of
age
. D
eve
lop
me
nt
Ass
ets
Pro
file
(D
AP
)
Re
pre
sen
ts 1
of
8 a
sset
cate
go
rie
s. T
he
DA
P c
an
be
use
d t
o m
easu
re s
eve
ral
ch
ild
well
-bein
g o
utc
om
es
at
the
sam
e t
ime
.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ch
ild
ren
ab
le
to e
xp
ress
th
em
selv
es
wit
h
co
nfi
de
nce
an
d p
art
icip
ate
act
ive
ly i
n d
iscu
ssio
n
Per
cent
of
child
ren a
ged
6-9 y
ears
who
are
able
to
expr
ess
them
selv
es w
ith c
onf
iden
ce a
nd p
arti
cipat
e ac
tive
ly in
disc
uss
ion
mo
st o
f th
e ti
me.
Life
Ski
lls
Obs
erva
tio
n T
oo
l T
o b
e use
d in
co
njunct
ion
wit
h an
oth
er a
ctiv
ity.
Pro
po
rtio
n o
f ad
ole
scen
ts
ab
le t
o e
xp
ress
th
em
selv
es
wit
h c
on
fid
en
ce a
nd
p
art
icip
ate
act
ive
ly i
n
dis
cu
ssio
n
Per
cent
of
child
ren a
ged 1
0-1
8 ye
ars
who
are
abl
e to
expr
ess
them
selv
es w
ith c
onf
iden
ce a
nd p
arti
cipat
e ac
tive
ly in
disc
uss
ion
mo
st o
f th
e ti
me.
Life
Ski
lls
Obs
erva
tio
n T
oo
l T
o b
e use
d in
co
njunc
tio
n w
ith
anoth
er a
ctiv
ity.
Pro
po
rtio
n o
f ch
ild
ren
wh
o
de
velo
p a
nd
de
mo
nst
rate
th
e a
pp
lica
tio
n o
f fo
un
dati
on
al li
fe s
kills
th
at
co
ntr
ibu
te t
o t
he
ir o
wn
d
eve
lop
me
nt
Per
cent
of
pre
-sch
oo
l ag
ed c
hild
ren
(3-5
yea
rs)
who
are
dev
elo
pmen
tally
on
trac
k in
75%
of
phy
sica
l, so
cial
, co
gnit
ive,
and
emo
tio
nal
fo
undat
ional
life
ski
ll do
mai
ns.
FELS
A 3
(F
ounda
tio
nal
and
Ess
ential
Life
Ski
lls
Ass
essm
ent)
Pro
po
rtio
n o
f ch
ild
ren
wh
o
de
velo
p a
nd
de
mo
nst
rate
th
e a
pp
lica
tio
n o
f e
sse
nti
al
life
sk
ills
th
at
co
ntr
ibu
te t
o
the
ir o
wn
de
velo
pm
en
t an
d
that
of
the
ir c
om
mu
nit
ies
Per
cent
of sc
hoo
l ag
ed c
hild
ren
(6-1
1 ye
ars)
who
are
dev
elo
pmen
tally
on
trac
k in
75%
of
phy
sica
l pe
rcep
tio
ns
and
coo
rdin
atio
n, c
om
munic
atio
n, c
ritica
l th
inki
ng a
nd
emo
tio
nal
m
anag
emen
t es
senti
al li
fe s
kills
.
FELS
A (
Founda
tio
nal
an
d E
ssen
tial
Life
Sk
ills
Ass
essm
ent)
3 A
dap
ted
from
thr
ee f
ram
ewo
rks
for
und
erst
andi
ng
the
evo
lutio
n o
f co
gnit
ive,
phys
ical
, so
cial
and e
mo
tional
dev
elopm
ent
in c
hild
hoo
d: 1
. se
nso
ry i
nteg
rati
on w
hich
re
pre
sents
bra
in m
atur
ity;
2.
Guilf
ord
’s S
truct
ure
of
the
Inte
llect
; an
d 3
. psy
cho
mo
tor
deve
lopm
ent
- co
mbi
nati
on
of
cogn
itiv
e an
d em
oti
onal
inte
llige
nce
to u
se t
he
bo
dy
to e
xpr
ess
inte
ntio
n.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 48
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o d
eve
lop
an
d
de
mo
nst
rate
th
e a
pp
lica
tio
n
of
ess
en
tial
life
sk
ills
to
le
ad
a p
rod
ucti
ve a
nd
fu
lfilli
ng
life
Per
cent
of sc
hoo
l ag
ed c
hild
ren
(12-1
8 ye
ars)
who
are
dev
elo
pm
enta
lly o
n t
rack
in
75%
of phys
ical
per
cept
ions
and
coo
rdin
atio
n, c
om
munic
atio
n, c
ritica
l th
inki
ng a
nd
emo
tio
nal
m
anag
emen
t es
senti
al li
fe s
kills
.
FELS
A (
Founda
tio
nal
an
d E
ssen
tial
Life
Sk
ills
Ass
essm
ent)
Th
e s
tre
ngth
of
the
com
mit
men
t to
lea
rnin
g ass
et
as
rep
ort
ed
by a
do
lesc
en
ts
12
-18
ye
ars
of
age
The
mea
n s
core
in t
he
com
mitm
ent
to le
arni
ng a
sset
cat
ego
ry
as r
epo
rted
by
ado
lesc
ents
12-
18
year
s o
f ag
e.
Dev
elo
pm
ent
Ass
ets
Pro
file
(DA
P)
Rep
rese
nts
1 of 8
asse
t ca
tego
ries
. The
DA
P c
an b
e use
d to
mea
sure
sev
eral
chi
ld
wel
l-bei
ng
out
com
es a
t th
e sa
me
tim
e.
See
App
endix
1 fo
r m
ore
det
ails
on
the
Dev
elop
men
t Ass
ets
Prof
ile.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 49
Ou
tco
me: A
do
lesc
en
ts r
ead
y f
or
eco
no
mic
op
po
rtu
nit
y4
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
a le
arn
ing
op
po
rtu
nit
y t
hat
lead
s to
a
pro
du
cti
ve l
ife
Pe
rce
nt
of
ad
ole
scen
ts a
ge
d 1
2–1
8 c
urr
en
tly
eit
he
r in
sc
ho
ol o
r att
en
din
g a
sk
ills
or
voca
tio
nal
train
ing c
ou
rse
, o
r e
ngage
d in
an
ap
pre
nti
cesh
ip/l
ive
lih
oo
d w
ith
o
pp
ort
un
itie
s ah
ead
(n
ot
men
ial
wo
rk o
r u
nd
ere
mp
loye
d).
Yo
uth
He
alt
hy
Be
havio
ur
Su
rve
y;
Yo
uth
su
rve
y
mo
du
le
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
th
e m
ean
s to
save
m
on
ey
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 w
ho
bel
ong
to a
com
muni
ty
savi
ngs
gro
up o
r ha
ve a
sav
ings
acc
oun
t at
a f
inan
cial
inst
ituti
on.
Yo
uth H
ealthy
Beh
avio
ur
Surv
ey;
Wo
rk m
odule
4 A
dditio
nal
out
com
e in
dica
tors
will
be
pro
vided
as
OEC
D p
ubl
ishes
the
ir s
tanda
rds
on
child
fin
ance
. The
se a
re li
sted
in
Appe
ndix
2.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 50
Ou
tco
me: C
hild
ren
acce
ss a
nd
co
mp
lete
basi
c e
du
cati
on
Hig
hly
re
co
mm
en
de
d
Ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ch
ild
ren
cu
rre
ntl
y e
nro
lled
in
an
d
att
en
din
g a
str
uct
ure
d
learn
ing i
nst
itu
tio
n
Pe
rce
nt
of
child
ren
age
d 6
–18
(o
r n
ati
on
ally a
pp
rop
riate
age
fo
r sc
ho
ol)
en
roll
ed
in
an
d a
tte
nd
ing s
tru
ctu
red
le
arn
ing o
pp
ort
un
ity a
t th
e t
ime o
f th
e s
urv
ey.
Th
is i
ndic
ato
r sh
ou
ld b
e a
cco
mp
an
ied b
y a
mea
sure
of
qu
ality
of
lea
rnin
g a
nd d
ata
(on
acc
ess
& lea
rnin
g o
utc
om
es)
dis
agg
rega
ted t
o s
ho
w i
ncl
usi
ven
ess
an
d e
qu
ity.
Care
giv
er
surv
ey;
E
du
cati
on
an
d
EC
CD
mo
du
le
Use
se
con
dary
data
/
sch
oo
l re
cord
s w
he
re
po
ssib
le.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s P
rop
ort
ion
of
child
ren
wh
o
have
co
mp
lete
d b
asi
c e
du
cati
on
in
a s
tru
ctu
red
le
arn
ing e
nvi
ron
me
nt
Per
cent
of
child
ren a
ge 1
2-1
8 ye
ars
old
who
hav
e co
mple
ted
bas
ic e
duca
tio
n /
pri
mar
y sc
ho
olin
g in
a s
truc
ture
d lea
rnin
g en
viro
nmen
t.
Thi
s in
dica
tor
shou
ld b
e ac
com
pan
ied
by a
mea
sure
of
qual
ity
of
lear
ning
and
dat
a (o
n ac
cess
& lea
rnin
g ou
tcom
es) di
sagg
rega
ted
to s
how
inc
lusive
ness
and
equ
ity.
Car
egiv
er s
urv
ey;
Edu
catio
n a
nd
ECC
D
mo
dule
Use
sec
ond
ary
dat
a /
school
reco
rds
whe
re p
oss
ible
.
Pro
po
rtio
n o
f ch
ild
ren
wh
o
have
dro
pp
ed
ou
t o
f sc
ho
ol
Per
cent
of sc
hoo
l ag
ed c
hild
ren
who
wer
e en
rolle
d in
schoo
l but
dur
ing
the
last
12 m
onth
s, d
roppe
d o
ut
and
are
no
long
er
atte
ndin
g.
Car
egiv
er s
urv
ey;
Edu
catio
n a
nd
ECC
D
mo
dule
Use
sec
ond
ary
dat
a /
scho
ol
reco
rds
whe
re p
oss
ible
.
Pro
po
rtio
n o
f p
are
nts
/care
giv
ers
th
at
we
re
ab
le t
o p
ay f
or
the
ir
ch
ild
ren
’s b
asi
c e
du
cati
on
co
sts
wit
ho
ut
ex
tern
al
ass
ista
nce
Per
cent
of par
ents
or
care
give
rs w
ho r
epo
rt t
hat
all
the
schoo
l ag
ed c
hild
ren
in t
he h
ouse
hold
wer
e pr
ovi
ded w
ith t
he
scho
ol
requ
irem
ents
or
lear
ning
mat
eria
ls n
eede
d d
urin
g th
e la
st y
ear,
th
rough
thei
r o
wn
mea
ns
and w
itho
ut e
xte
rnal
ass
ista
nce.
Car
egiv
er s
urv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odul
e
Pro
po
rtio
n o
f sc
ho
ols
th
at
pro
vid
ed
co
nsi
ste
nt
acc
ess
to
le
arn
ing d
uri
ng a
nd
aft
er
a
dis
ast
er
in t
he
co
mm
un
ity
Per
cent
of sc
hoo
ls w
hic
h pr
ovi
ded c
onsi
sten
t ac
cess
to
a
stru
cture
d le
arnin
g o
ppo
rtuni
ty d
urin
g an
d af
ter
a di
sast
er (
less
th
an o
ne w
eek
mis
sed)
.
Seco
ndar
y da
ta
If n
o s
cho
ol re
cord
s av
aila
ble,
use
key
inf
orm
ant
inte
rvie
ws
wit
h hea
d t
each
ers.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 51
Asp
irati
on
: Exp
eri
en
ce love o
f G
od
an
d t
heir
neig
hb
ours
Ou
tco
me: C
hild
ren
gro
w i
n t
heir
aw
are
ness
an
d e
xp
eri
en
ce o
f G
od
’s l
ove i
n a
n e
nvir
on
me
nt
that
reco
gn
ise
s th
eir
fre
ed
om
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Ch
ild
ren
gro
w in
th
eir
aw
are
ne
ss a
nd
ex
pe
rie
nce
of
Go
d’s
lo
ve
Ch
ild
ren
are
ab
le t
o d
esc
rib
e s
pe
cifi
c w
ays
in w
hic
h
fam
ilie
s an
d c
om
mu
nit
ies
en
cou
rage
th
em
in
th
eir
p
urs
uit
of
info
rmati
on
, act
ivit
ies
an
d r
ela
tio
nsh
ips,
wh
ich
e
nab
le t
he
m t
o d
isco
ve
r, g
row
in
an
d e
xp
eri
en
ce G
od
's
love
.
Child
ren’
s Fa
ith
Exp
ress
ions
and
Ref
lect
ions
on
CW
BA
3 an
d F
ulln
ess
of Li
fe F
ocu
s G
roup
D
iscu
ssio
n
Fo
r u
se o
nly
wit
h c
hil
dre
n
an
d y
ou
th w
ho
pro
fess
a
Ch
rist
ian
fai
th.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s C
hil
dre
n a
re a
ble
to
ex
pre
ss
the
ir f
ait
h
Child
ren
are
able
to
iden
tify
way
s in
whic
h th
ey e
xpre
ss t
heir
fa
ith
and c
om
mun
icat
e w
ith
Go
d.
Child
ren’
s Fa
ith
Exp
ress
ions
and
Ref
lect
ions
on
CW
BA
3 an
d F
ulln
ess
of Li
fe fo
cus
gro
up
dis
cuss
ion
For
use
only
wit
h ch
ildre
n a
nd
yout
h w
ho p
rofe
ss a
Chr
isti
an
fait
h.
Ch
ild
ren
have a
n
un
de
rsta
nd
ing a
nd
aw
are
ne
ss o
f G
od
Child
ren
are
able
to
des
crib
e ho
w t
hey
expe
rien
ce a
nd k
no
w
Go
d.
Child
ren’
s Per
spec
tive
of
Spir
itual
ity
and W
ell-
Bei
ng fo
cus
gro
up
dis
cuss
ion
Ch
ild
ren
have o
pp
ort
un
itie
s to
dem
on
stra
te G
od
's
pre
sen
ce i
n t
he
ir l
ive
s
Child
ren
can g
ive
exam
ple
s o
f o
ppo
rtuni
ties
wher
e th
ey h
ave
bee
n a
ble
to o
utw
ork
Go
d's
love
in
thei
r o
wn li
ves
and
rela
tio
nship
s w
ith
oth
ers.
Child
ren’
s Fa
ith
Exp
ress
ions
and
Ref
lect
ions
on
CW
BA
3 an
d F
ulln
ess
of Li
fe fo
cus
gro
up
dis
cuss
ion
For
use
only
wit
h ch
ildre
n an
d
yout
h w
ho p
rofe
ss a
Chr
isti
an
fait
h.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 52
Ou
tco
me: C
hild
ren
en
joy p
osi
tive r
ela
tio
nsh
ips
wit
h p
ee
rs, fa
mil
y a
nd
co
mm
un
ity m
em
be
rs
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Th
e s
tre
ngth
of
the s
up
po
rt
ass
et
cate
go
ry a
s re
po
rte
d
by a
do
lesc
en
ts 1
2-1
8 y
ears
o
f age
Th
e m
ean
sco
re i
n t
he
sup
po
rt a
sse
t cate
go
ry a
s re
po
rte
d b
y a
do
lesc
en
ts 1
2-1
8
ye
ars
of
age
.
De
ve
lop
me
nt
Ass
ets
P
rofi
le (
DA
P)
Re
pre
sen
ts 1
of
8 a
sset
cate
go
rie
s.
Th
e D
AP
can
be u
sed
to
measu
re
seve
ral
ch
ild
we
ll-b
ein
g o
utc
om
es
at
the s
am
e t
ime.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o h
ave
a s
tro
ng
co
nn
ecti
on
wit
h t
he
ir
care
giv
er
Pe
rce
nt
of
ad
ole
scen
ts a
ge
d 1
2-1
8 y
ears
w
ho
re
po
rt t
hat
the
y f
ee
l a s
tro
ng
co
nn
ecti
on
to
th
eir
pri
mary
care
giv
er.
Yo
uth
He
alt
hy
Be
havio
ur
Su
rve
y;
Yo
uth
su
rve
y m
od
ule
Op
tio
n 2
fo
r m
easu
rin
g i
ncre
ase
d
level
of
we
ll-b
ein
g C
WB
targ
et:
1 o
f 4
in
dic
ato
rs.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s C
hil
dre
n c
an
po
int
to a
cts
of
love
an
d k
ind
ne
ss f
rom
fa
mil
y, p
ee
rs a
nd
co
mm
un
ity
Child
ren
can d
escr
ibe
way
s in
whic
h o
ther
s ha
ve
dem
ons
trat
ed G
od's
lo
ve b
y ca
ring
fo
r th
em o
r ex
pre
ssin
g lo
ve a
nd
kindne
ss t
o t
hem
.
Child
ren’
s Fa
ith
Exp
ress
ions
and R
efle
ctio
ns
on C
WB
A3 a
nd F
ulln
ess
of
Life
fo
cus
gro
up d
iscu
ssio
n
For
use
only
wit
h ch
ildre
n a
nd
youth
w
ho
pro
fess
a C
hri
stia
n fa
ith.
Ch
ild
ren
fe
el
sup
po
rte
d
wit
hin
fam
ilie
s an
d
co
mm
un
itie
s
Child
ren
can d
escr
ibe
way
s in
whic
h th
ey fee
l su
ppo
rted
by
thei
r fa
mili
es a
nd c
om
mun
itie
s.
Child
ren’
s Fa
ith
Exp
ress
ions
and R
efle
ctio
ns
on C
WB
A3 a
nd F
ulln
ess
of
Life
fo
cus
gro
up d
iscu
ssio
n
Th
e s
tre
ngth
of
the
bo
un
da
ries
an
d e
xp
ect
ati
on
s ass
et
cate
go
ry a
s re
po
rte
d
by a
do
lesc
en
ts 1
2-1
8 y
ears
o
f age
The
mea
n s
core
in t
he
boun
daries
and
exp
ecta
tions
as
set
cate
gory
as
repo
rted
by
ado
lesc
ents
12-
18
year
s o
f ag
e.
Dev
elo
pm
ent
Ass
ets
Pro
file
(DA
P)
Rep
rese
nts
1 of 8
asse
t ca
tego
ries
. T
he
DA
P c
an b
e use
d t
o m
easu
re s
ever
al
child
wel
l-bei
ng o
utco
mes
at
the
sam
e ti
me.
Pro
po
rtio
n o
f O
VC
/MV
C
ad
ole
sce
nts
wh
o h
ave
a
stro
ng c
on
ne
cti
on
wit
h t
heir
p
are
nt
or
care
giv
er
Per
cent
of
OV
C/M
VC
ado
lesc
ents
age
d 1
2-1
8 ye
ars
who
rep
ort
tha
t th
ey fee
l a s
tro
ng
conne
ctio
n to
the
ir p
rim
ary
care
give
r.
Yo
uth H
ealthy
Beh
avio
ur
Surv
ey; Y
outh
sur
vey
mo
dule
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 53
Ou
tco
me: C
hild
ren
valu
e a
nd
care
fo
r o
thers
an
d t
heir
en
vir
on
me
nt
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Th
e s
tre
ngth
of
the p
osi
tive
va
lues
ass
et
cate
go
ry
as
rep
ort
ed
by a
do
lesc
en
ts
12
-18
ye
ars
of
age
Th
e m
ean
sco
re i
n t
he
po
siti
ve v
alu
es
ass
et
cate
go
ry a
s re
po
rte
d b
y a
do
lesc
en
ts 1
2-1
8
ye
ars
of
age
.
De
ve
lop
me
nt
Ass
ets
P
rofi
le (
DA
P)
Re
pre
sen
ts 1
of
8 a
sset
cate
go
rie
s.
Th
e D
AP
can
be
use
d t
o m
easu
re
seve
ral
ch
ild
we
ll-b
ein
g o
utc
om
es
at
the s
am
e t
ime.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s C
hil
dre
n h
ave p
osi
tive
valu
es
Child
ren
can g
ive
exam
ple
s o
f ho
w t
hey
dem
ons
trat
e po
siti
ve v
alue
s in
thei
r liv
es.
Child
ren’
s Fa
ith
Exp
ress
ions
and R
efle
ctio
ns
on C
WB
A3 a
nd F
ulln
ess
of
Life
fo
cus
gro
up d
iscu
ssio
n
See
App
endix
1 fo
r m
ore
det
ails
on
the
Dev
elop
men
t Ass
ets
Prof
ile.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 54
Ou
tco
me: C
hild
ren
have h
op
e a
nd
vis
ion
fo
r th
e f
utu
re
Hig
hly
re
co
mm
en
de
d
ind
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Th
e s
tre
ngth
of
the p
osi
tive
id
enti
ty a
sse
t ca
tego
ry
as
rep
ort
ed
by a
do
lesc
en
ts
12
-18
ye
ars
of
age
.
Th
e m
ean
sco
re i
n t
he
po
siti
ve iden
tity
ass
et
cate
go
ry a
s re
po
rte
d b
y a
do
lesc
en
ts
12
-18
ye
ars
of
age
.
De
ve
lop
me
nt
Ass
ets
P
rofi
le (
DA
P)
Re
pre
sen
ts 1
of
8 a
sset
cate
go
rie
s.
Th
e D
AP
can
be
use
d t
o m
easu
re
seve
ral
ch
ild
we
ll-b
ein
g o
utc
om
es
at
the s
am
e t
ime.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Ch
ild
ren
ex
pre
ss t
hat
Go
d
has
a p
urp
ose
fo
r th
eir
liv
es
C
hild
ren
feel
that
Go
d h
as a
purp
ose
fo
r th
eir
lives
and c
an e
xpr
ess
way
s th
at t
his
purp
ose
will
ben
efit o
ther
s to
o.
Child
ren’
s Fa
ith
Exp
ress
ions
and R
efle
ctio
ns
on C
WB
A3 a
nd F
ulln
ess
of
Life
fo
cus
gro
up d
iscu
ssio
n
For
use
only
wit
h ch
ildre
n an
d y
outh
w
ho
pro
fess
a C
hri
stia
n fa
ith.
Ch
ild
ren
can
nam
e a
n a
du
lt
role
mo
de
l w
ho
in
spir
es
the
ir t
rust
in
Go
d a
nd
n
ou
rish
es
ho
pe
Child
ren
can n
ame
an a
dult
the
y kn
ow
who
pro
vides
a C
hris
tian
ro
le m
ode
l an
d in
spir
es t
heir
tr
ust
in G
od
and
nour
ishe
s th
eir
hope
and v
isio
n
for
thei
r fu
ture
.
Child
ren’
s Fa
ith
Exp
ress
ions
and R
efle
ctio
ns
on C
WB
A3 a
nd F
ulln
ess
of
Life
fo
cus
gro
up d
iscu
ssio
n
For
use
only
wit
h ch
ildre
n an
d y
outh
w
ho
pro
fess
a C
hri
stia
n fa
ith.
Ch
ild
ren
can
ex
pre
ss t
he
ir
vis
ion
fo
r an
d u
nd
ers
tan
din
g
of
life
in
all i
ts f
ull
ne
ss
Child
ren
can e
xpre
ss t
heir
unde
rsta
ndi
ng o
f th
e m
eanin
g o
f ‘li
fe in
all its
fulln
ess’
and
can
iden
tify
w
ays
in w
hic
h t
his
can
be
mea
sure
d.
Child
ren’
s Fa
ith
Exp
ress
ions
and R
efle
ctio
ns
on C
WB
A3 a
nd F
ulln
ess
of
Life
fo
cus
gro
up d
iscu
ssio
n
See
App
endix
1 fo
r m
ore
det
ails
on
the
Dev
elop
men
t Ass
ets
Prof
ile.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 55
Asp
irati
on
: Care
d fo
r, p
rote
cte
d a
nd
part
icip
ati
ng
Ou
tco
me: C
hild
ren
care
d f
or
in a
lo
vin
g,
safe
, fa
mily a
nd
co
mm
un
ity e
nvir
on
me
nt
wit
h s
afe
pla
ce
s to
pla
y
Ch
ild
we
ll-b
ein
g t
arg
et
stan
da
rd i
nd
icato
r D
efi
nit
ion
T
oo
l N
ote
s
Th
e s
tre
ngth
s o
f th
e a
sse
ts
an
d t
he
co
nte
xts
in
wh
ich
ad
ole
sce
nts
liv
e, le
arn
an
d
wo
rk a
s re
po
rte
d b
y
ad
ole
sce
nts
12
-18
ye
ars
of
age
Th
e m
ean
to
tal
sco
re o
f in
tern
al an
d e
xte
rnal
ass
et
cate
go
rie
s w
hic
h r
efle
ct t
he
ass
ets
an
d t
he
co
nte
xts
in
wh
ich
ad
ole
sce
nts
liv
e, le
arn
an
d
wo
rk a
s re
po
rte
d b
y a
do
lesc
en
ts 1
2-1
8 y
ears
of
age
.
De
ve
lop
me
nt
Ass
ets
Pro
file
(D
AP
)
Re
pre
sen
ts a
ll 8
ass
et
cate
go
rie
s5.
Th
e D
AP
can
be
use
d t
o m
easu
re
seve
ral
CW
BO
at
the
sam
e t
ime
.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
an
k t
he
mse
lve
s as
thri
vin
g o
n t
he l
ad
de
r o
f li
fe
Pe
rce
nt
of
ad
ole
scen
ts a
ge
d 1
2–1
8 y
ears
wh
o
ran
k t
he
mse
lve
s as
‘th
rivin
g’
on
th
e ‘
Lad
de
r o
f L
ife’.
Yo
uth
He
alt
hy
Be
havio
ur
Su
rve
y;
Yo
uth
su
rve
y
mo
du
le
Op
tio
n 2
fo
r m
easu
rin
g i
ncre
ase
d
level
of
we
ll-b
ein
g C
WB
targ
et:
1 o
f 4
in
dic
ato
rs.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s T
he
str
en
gth
s o
f th
e a
sse
ts
an
d t
he
co
nte
xts
in
wh
ich
ad
ole
sce
nts
liv
e, le
arn
an
d
wo
rk a
s re
po
rte
d b
y
OV
C/M
VC
ad
ole
sce
nts
12
-1
8 y
ears
of
age
The
mea
n t
ota
l sco
re o
f in
tern
al a
nd
exte
rnal
ass
et
cate
gori
es w
hic
h re
flect
the
ass
ets
and t
he
conte
xts
in
whic
h ad
ole
scen
ts li
ve, le
arn
and w
ork
as
repo
rted
by
OV
C/M
VC
ado
lesc
ents
12-
18
year
s o
f ag
e.
Dev
elo
pm
ent
Ass
ets
Pro
file
(DA
P)
R
epre
sent
s al
l 8 a
sset
cat
ego
ries
. T
he
DA
P ca
n be
use
d t
o m
easu
re s
ever
al
child
wel
l-bei
ng o
utco
mes
at
the
sam
e ti
me.
Pro
po
rtio
n o
f O
VC
/MV
C
ad
ole
sce
nts
wh
o r
an
k
the
mse
lve
s as
thri
vin
g o
n
the
lad
de
r o
f li
fe
Per
cent
of
OV
C/M
VC
age
d 1
2–18
year
s w
ho
ran
k th
emse
lves
as
‘thri
ving
’ o
n t
he
‘Lad
der
of
Life
’. Y
out
h H
ealthy
Beh
avio
ur
Surv
ey;
Yo
uth s
urv
ey m
odu
le
Th
e s
tre
ngth
of
the
con
stru
ctiv
e u
se o
f ti
me
ass
et
cate
go
ry a
s re
po
rte
d b
y ad
ole
sce
nts
12
-18
ye
ars
of
The
mea
n s
core
in t
he
cons
truc
tive
use
of t
ime
asse
t ca
tego
ry a
s re
po
rted
by
ado
lesc
ents
12-
18
year
s of ag
e.
Dev
elo
pm
ent
Ass
ets
Pro
file
(DA
P)
R
epre
sent
s 1
of 8
asse
t ca
tego
ries
. T
he
DA
P ca
n be
use
d t
o m
easu
re s
ever
al
child
wel
l-bei
ng o
utco
mes
at
the
sam
e ti
me.
5 S
ee A
ppen
dix
1 fo
r lis
t of
asse
ts.
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 56
age
P
rop
ort
ion
of
pare
nts
or
care
giv
ers
wh
o b
elie
ve t
hat
ph
ysic
al
pu
nis
hm
en
t is
n
ece
ssary
to
bri
ng u
p a
ch
ild
p
rop
erl
y
Per
cent
of
pare
nts
or
care
give
rs w
ith
child
ren a
ged 0
-18
year
s w
ho b
elie
ve t
hat
the
onl
y w
ay t
o b
ring
up
a ch
ild p
roper
ly is
to u
se p
hys
ical
vio
lenc
e as
pun
ishm
ent.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wh
o u
sed
ph
ysi
cal
pu
nis
hm
en
t o
r ab
use
as
a
me
an
s o
f d
iscip
lin
ing t
heir
ch
ild
ren
Per
cent
of
pare
nts
or
care
give
rs w
ith
child
ren a
ged 0
-18
year
s w
ho r
epo
rt h
avin
g dis
cipl
ined
a c
hild
usi
ng
mea
ns
of vi
ole
nce
in
the
pas
t m
onth
.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Use
s pro
mpt
ques
tio
ns, in
clud
ed n
on-
viole
nt
mea
ns
of
disc
iplin
e.
Pro
po
rtio
n o
f ch
ild
ren
wh
o
mis
sed
sch
oo
l d
ue t
o w
ork
d
uti
es
Per
cent
of
child
ren w
ho m
isse
d s
cho
ol du
e to
wo
rk
dut
ies
or
who
se w
ork
int
erfe
res
with s
choo
l at
tend
ance
.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Pro
po
rtio
n o
f ch
ild
ren
e
ngage
d i
n c
hil
d l
ab
ou
r Per
cent
of
child
ren
who
wo
rk e
xces
sive
ho
urs
for
thei
r ag
e (a
cco
rdin
g to
UN
ICEF
defin
itio
n).
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Use
s th
e U
NIC
EF
crit
eria
of ch
ild lab
our
for
spec
ific
age
range
s.
Pro
po
rtio
n o
f ad
ole
scen
ts
en
gage
d i
n c
hil
d l
ab
ou
r Per
cent
of
ado
lesc
ents
age
d 1
2-1
8 w
ho
wo
rk e
xces
sive
ho
urs
for
thei
r ag
e (a
cco
rdin
g to
UN
ICEF
defin
itio
n).
Yo
uth H
ealthy
Beh
avio
ur
Surv
ey;
Wo
rk m
odu
le
Use
s th
e U
NIC
EF
crit
eria
of ch
ild lab
our
for
spec
ific
age
range
s.
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wh
o f
ee
l th
at
the
ir c
om
mu
nit
y is
a s
afe
p
lace f
or
ch
ild
ren
Per
cent
of
pare
nts
or
care
give
rs w
ith
child
ren a
ged 0
-18
year
s w
ho fee
l tha
t th
eir
child
ren
are
safe
fro
m
dan
ger
or
vio
lence
in
the
com
munity
“mo
st”
or
“all”
of
the
tim
e.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion a
nd
par
tici
pat
ion m
odu
le
Use
s a
Like
rt s
cale
.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o f
ee
l th
at
the
ir
co
mm
un
ity
is a
safe
pla
ce
Per
cent
of
ado
lesc
ents
age
d 1
2-1
8 ye
ars
who
fee
l th
at
they
are
saf
e fr
om
dan
ger
or
vio
lence
in
the
com
muni
ty
“mo
st”
of th
e ti
me.
Yo
uth H
ealthy
Beh
avio
ur
Surv
ey:
Phy
sica
l vi
ole
nce
m
odule
Pro
po
rtio
n o
f ad
ult
s w
ho
w
ou
ld r
ep
ort
a c
ase
of
child
ab
use
Per
cent
of
resp
ond
ents
age
d 18
-49
who
sta
te t
hat
they
wo
uld
rep
ort
a s
uspe
cted
cas
e o
f ch
ild a
bus
e an
d k
now
ho
w t
o d
o s
o.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o k
no
w o
f th
e p
rese
nce o
f se
rvic
es
an
d m
ech
an
ism
s to
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
kno
w
what
to
do
or
an a
dul
t th
ey w
ould
to
tur
n t
o in
cas
e of
abuse
, neg
lect
, ex
plo
itat
ion o
r vi
ole
nce
, an
d kn
ow
tha
t
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Phy
sica
l vi
ole
nce
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 57
receiv
e a
nd
re
spo
nd
to
re
po
rts
of
ab
use
, n
egle
ct,
ex
plo
itati
on
or
vio
len
ce
again
st c
hil
dre
n
such
ser
vice
s ex
ist
to p
rote
ct t
hem
. m
odule
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o r
ep
ort
havin
g
ex
pe
rie
nce
d a
ny p
hysi
cal
vio
len
ce i
n t
he
past
12
m
on
ths
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
hav
ing
expe
rien
ced a
ny p
hys
ical
vio
lenc
e in
the
12
mo
nth
s pr
eced
ing
the
surv
ey.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Phy
sica
l vi
ole
nce
m
odule
Thi
s su
rvey
fo
cuse
s on y
out
h kn
ow
ledge
, at
titu
des
and b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
wh
o a
re w
illi
ng t
o r
ep
ort
an
y e
xp
eri
en
ce o
f u
nw
an
ted
se
xu
al act
ivit
y
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
say
they
w
ould
be
will
ing
to r
epo
rt a
ny e
xpe
rien
ce o
f unw
ante
d
sexu
al a
ctiv
ity.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on y
out
h kn
ow
ledge
, at
titu
des
and b
ehav
iour.
Pro
po
rtio
n o
f ad
ole
scen
ts
rep
ort
ing t
he
y fe
el
ab
le t
o
say n
o t
o u
nw
an
ted
se
xu
al
ad
van
ce
s o
r act
ivit
y
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 ye
ars
who
rep
ort
th
ey f
eel ab
le t
o s
ay n
o t
o u
nwan
ted
sexua
l ad
vance
s o
r ac
tivi
ty.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Sex a
nd
rela
tio
nsh
ips
mo
dule
Thi
s su
rvey
fo
cuse
s on y
out
h kn
ow
ledge
, at
titu
des
and b
ehav
iour.
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
18
ye
ars
, m
arr
ied
Per
cent
of
child
ren u
nder
18 y
ears
, m
arri
ed. O
nly
incl
ude
chi
ldre
n p
rese
nt
in t
he
house
hold
. C
areg
iver
surv
ey;
Star
ter
mo
dule
Pro
po
rtio
n o
f ch
ild
ren
u
nd
er
18
ye
ars
, m
arr
ied
Per
cent
of
ado
lesc
ents
age
d 1
2-1
8 ye
ars
who
rep
ort
bei
ng o
r hav
ing
bee
n m
arri
ed.
Yo
uth h
ealt
hy
beh
avio
ur
surv
ey;
Yo
uth s
urv
ey m
odu
le
Pro
po
rtio
n o
f ad
ult
s w
ho
e
xp
ress
acce
pti
ng a
ttit
ud
es
tow
ard
pe
op
le l
ivin
g w
ith
H
IV/
AID
S
Per
cent
of
resp
ond
ents
age
d 1
8–4
9 ye
ars
expre
ssin
g ac
cepting
attitu
des
to
war
d p
eople
wit
h H
IV, o
f th
ose
w
ho
hav
e hea
rd o
f th
e vi
rus.
Car
egiv
er s
urv
ey;
Adul
t H
IV/A
IDS
mo
dule
Use
s a
fix s
et o
f qu
esti
ons
and
res
po
nses
to
det
erm
ine
acce
pti
ng a
ttit
udes
.
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wh
o a
pp
rove
of
fem
ale
ge
nit
al
mu
tila
tio
n/c
utt
ing
Per
cent
of
pare
nts
or
care
give
rs o
f ch
ildre
n a
ged
0-18
year
s fa
vouri
ng
the
cont
inua
tio
n o
f fe
mal
e ge
nit
al
mutila
tio
n/c
utting.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Pro
po
rtio
n o
f p
are
nts
or
care
giv
ers
wh
o r
ep
ort
th
at
on
e o
r m
ore
dau
gh
ter
has
be
en
cu
t fo
r fe
male
cir
cum
cis
ion
Per
cent
of
par
ents
or
care
give
rs w
ho
rep
ort
that
one
o
r m
ore
dau
ghte
rs u
nder
18 y
ears
old
hav
e be
en c
ut
for
fem
ale
circ
umci
sio
n/F
emal
e G
enital
Mut
ilati
on
(FG
M/C
).
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Pro
po
rtio
n o
f ad
ole
scen
ts
Per
cent
of
ado
lesc
ents
age
d 1
2–1
8 w
ho
agr
ee w
ith a
t Y
out
h h
ealthy
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 58
wh
o t
hin
k a
hu
sban
d i
s ju
stif
ied
in
hit
tin
g o
r b
eati
ng
his
wif
e u
nd
er
cert
ain
cir
cum
stan
ces
leas
t o
ne s
pec
ified
rea
son
for
a hu
sban
d be
atin
g his
w
ife: i)
bur
ns t
he
foo
d, ii) a
rgue
s w
ith
husb
and, i
ii)
dis
obey
s hi
m, i
v) n
egle
cts
ho
useh
old
cho
res
or
v)
dis
resp
ects
her
in-law
s.
beh
avio
ur
surv
ey;
Phy
sica
l vi
ole
nce
m
odule
Pro
po
rtio
n o
f ad
ult
s w
ho
th
ink a
hu
sban
d is
just
ifie
d i
n
hit
tin
g o
r b
eati
ng h
is w
ife
u
nd
er
cert
ain
cir
cu
mst
an
ces
Per
cent
of
resp
onde
nts
age
d 1
8-4
9 y
ears
who
agr
ee
wit
h at
lea
st o
ne
spec
ified
rea
son fo
r a
hus
ban
d b
eati
ng
his
wife
: i)
bur
ns
the
foo
d, ii
) ar
gues
wit
h hu
sban
d, iii)
go
es o
ut w
itho
ut
telli
ng
the
husb
and,
iv)
neg
lect
s th
e ch
ildre
n o
r v)
ref
use
s to
hav
e se
x w
ith h
usban
d.
Car
egiv
er s
urv
ey:
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Harm
ful
trad
itio
nal o
r cu
sto
mary
pra
cti
ce
s are
no
lo
nge
r th
e n
orm
in
th
e
co
mm
un
ity
Co
mm
unity
mem
bers
, in
clud
ing
child
ren,
rep
ort
that
(a
spec
ific/
conte
xtua
lly r
elev
ant)
har
mfu
l tr
adit
iona
l o
r cu
sto
mar
y pr
actice
whic
h vi
ola
tes
the
righ
ts o
f ch
ildre
n an
d w
om
en, su
ch a
s ea
rly
or
forc
ed m
arri
age,
fem
ale
geni
tal m
utila
tio
n a
nd
gende
r-bas
ed v
iole
nce,
are
no
lo
nger
pra
ctis
ed o
penly
by
ever
yone.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup
Dis
cuss
ion;
FG
D
Har
mfu
l Tra
dit
ional
Pra
ctic
es_
Adu
lt,
FGD
Har
mfu
l T
raditio
nal
Pra
ctic
es_
Chi
ld
Co
mm
un
ity a
nd
fam
ily
be
havi
ou
r cre
ate
s a
pro
tect
ive
en
viro
nm
en
t fo
r ch
ild
ren
Co
mm
unity
mem
bers
, in
clud
ing
child
ren, re
port
ch
ange
s in
att
itudes
or
beh
avio
ur
of fa
mily
mem
bers
an
d t
he
com
muni
ty in
gen
eral
whic
h h
ave
favo
ure
d th
e pro
tect
ion o
f ch
ildre
n fr
om
abuse
or
explo
itat
ion.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup
Dis
cuss
ion: F
GD
C
hild
Pro
tect
ion
Syst
ems_
Adu
lt, F
GD
C
hild
Pro
tect
ion
Syst
ems_
Chi
ld
Co
mm
un
itie
s (i
nclu
din
g
ch
ild
ren
) ca
n i
de
nti
fy,
un
de
rsta
nd
an
d r
esp
on
d
ad
eq
uate
ly t
o v
iola
tio
ns
of
ch
ild
rig
hts
, in
co
ord
inati
on
/part
ne
rsh
ip
wit
h l
ocal
just
ice
m
ech
an
ism
s
Co
mm
unity
mem
bers
, in
clud
ing
child
ren,
rep
ort
that
sy
stem
s o
f in
form
al o
r fo
rmal
pro
tect
ion
or
loca
l ju
stic
e sy
stem
s ar
e fu
nct
ioni
ng t
o p
rote
ct c
hild
ren,
enab
ling
com
munitie
s an
d pa
rtner
s to
res
pond
to
vi
ola
tio
ns o
f ch
ild r
ights
.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup
Dis
cuss
ion:
FG
D
Child
Pro
tect
ion
Syst
ems_
Adu
lt, F
GD
C
hild
Pro
tect
ion
Syst
ems_
Chi
ld
Co
mm
un
itie
s are
aw
are
of
the
dan
ge
rs o
f tr
aff
ick
ing in
C
om
munity
mem
bers
, in
clud
ing
child
ren,
are
aw
are
of
and c
an d
escr
ibe
the
dan
gers
and
im
pac
t o
f tr
affic
king
/ C
ared
fo
r, p
rote
cted
an
d p
arti
cipat
ing
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 59
pe
rso
ns
an
d u
nd
ers
tan
d s
afe
m
igra
tio
n
uns
afe
mig
rati
on o
n w
om
en, ch
ildre
n a
nd m
en.
Focu
s G
roup
Dis
cuss
ion: F
GD
M
igra
tio
n an
d H
um
an
Tra
ffic
king_
Adul
ts,
FGD
Mig
ratio
n an
d
Hum
an
Tra
ffic
king_
Child
C
om
mu
nit
ies
kn
ow
th
e
earl
y w
arn
ing s
ign
s an
d
kn
ow
wh
at
to d
o i
n c
ase
of
an
em
erg
en
cy o
r d
isast
er
Co
mm
unity
mem
bers
, in
clud
ing
child
ren,
can
co
rrec
tly
iden
tify
ear
ly w
arni
ng s
igns
of lik
ely
dis
aste
rs in t
he a
rea
and k
now
what
act
ions
to t
ake,
fo
r ex
ampl
e, w
her
e th
e sa
fe p
lace
s ar
e in
the
com
mun
ity
and h
ow
to
sea
rch fo
r an
d r
escu
e o
ther
s.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup
Dis
cuss
ion: F
GD
D
isas
ter
Pre
par
ednes
s_A
dults,
FG
D D
isas
ter
Pre
par
ednes
s_C
hild
Co
mm
un
itie
s are
co
nfl
ict
sen
siti
ve
an
d k
no
w h
ow
to
b
uild
pe
ace
Co
mm
unitie
s w
her
e m
embe
rs, i
nclu
din
g ch
ildre
n, ar
e aw
are
of an
d c
an d
escr
ibe
the
dange
rs a
nd im
pac
t o
f co
nfli
ct a
nd
kno
w h
ow
confli
cts
can a
rise
and
how
to
bui
ld p
eace
.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup
Dis
cuss
ion: F
GD
Pea
cebu
ildin
g_A
dult
, FG
D
Pea
cebu
ildin
g_C
hild
Ch
ild
ren
reu
nit
ed
wit
h
fam
ilie
s o
r fo
ste
red
wit
hin
th
e c
om
mu
nit
y aft
er
a
dis
ast
er
or
em
erg
en
cy
situ
ati
on
Per
cent
of
child
ren a
ged 0
–18
year
s se
par
ated
fro
m
thei
r fa
mili
es d
urin
g a
rece
nt
dis
aste
r o
r em
erge
ncy
w
ho
are
reu
nited
with t
hei
r par
ents
or
bei
ng fost
ered
by
oth
er m
ember
s o
f th
e co
mm
uni
ty.
Seco
ndar
y da
ta
Use
pro
ject
do
cum
ents
.
Ex
iste
nce
of
child
pro
tect
ion
b
od
ies
an
d l
aw
s fo
r p
rote
ctio
n o
f ch
ild
ren
Nat
iona
l go
vern
men
ts h
ave
ensu
red t
he
follo
win
g: i)
ratific
atio
n o
f in
tern
atio
nal
and r
egio
nal
leg
al
inst
rum
ents
rel
atin
g to
chi
ldre
n; ii)
pro
visi
ons
in
nat
ional
law
s to
pro
tect
child
ren a
gain
st h
arm
and
explo
itat
ion; iii
) ex
iste
nce
of a
juve
nile
just
ice
syst
em,
Nat
iona
l Pl
an o
f A
ctio
n (
NPA
) an
d co
ord
inat
ing
bo
die
s fo
r th
e im
plem
enta
tio
n o
f ch
ildre
n’s
rig
hts;
iv)
polic
y fo
r fr
ee p
rim
ary
educ
atio
n.
Seco
ndar
y da
ta
Use
an
advo
cacy
focu
s.
Pro
po
rtio
n o
f h
ou
seh
old
s Per
cent
age
of
house
hold
s us
ing
soil
cove
r to
mai
nta
in
Car
egiv
er S
urv
ey:
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 60
that
man
age
th
e q
uali
ty o
f th
eir
so
il
soil
hea
lth.
Agr
iculture
and
N
atur
al E
nvi
ronm
ent
Mo
dule
Pro
po
rtio
n o
f h
ou
seh
old
s an
d c
om
mu
nit
ies
that
man
age
tre
e c
ove
r su
stain
ab
ly
Per
cent
age
of
house
hold
s w
ho r
epo
rt t
hat
the
ir
com
muni
ty is
able
to
build
and
sust
ainab
ly u
se t
hei
r nat
ural
res
our
ce b
ase,
by
mai
nta
inin
g o
r st
ori
ng
tree
co
ver
to fie
lds
and
com
mo
n la
nds
.
Car
egiv
er S
urv
ey:
Agr
iculture
and
N
atur
al E
nvi
ronm
ent
Mo
dule
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 61
Ou
tco
me:
Pare
nts
or
care
giv
ers
pro
vid
e w
ell f
or
their
ch
ild
ren
Ch
ild
we
ll-b
ein
g t
arg
et
stan
dard
in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ad
ole
scen
ts w
ith
su
ffic
ien
t acce
ss t
o f
oo
d
Pe
rce
nt
of
ad
ole
scen
ts a
ge
d 1
2-1
8 y
ears
wh
o “
ne
ve
r” g
o
to s
lee
p a
t n
igh
t h
un
gry
Y
ou
th
He
alt
hy
Be
havio
ur
Su
rve
y;
Yo
uth
su
rve
y
mo
du
le
Op
tio
n 2
fo
r m
easu
rin
g
incre
ase
d l
evel
of
we
ll-b
ein
g
CW
B t
arg
et:
1 o
f 4 i
nd
icato
rs.
Hig
hly
Re
com
me
nd
ed
In
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s P
rop
ort
ion
of
pare
nts
or
care
giv
ers
ab
le t
o p
rovid
e w
ell
fo
r th
eir
ch
ild
ren
Pe
rce
nt
of
pare
nts
or
care
giv
ers
wh
o a
re a
ble
to
pro
vid
e
all
th
e c
hil
dre
n in
th
e h
ou
seh
old
, age
d 5
-18
ye
ars
, w
ith
th
ree
im
po
rtan
t it
em
s, t
hro
ugh
th
eir
ow
n m
ean
s (a
sse
ts/p
rod
uct
ion
/in
com
e),
wit
ho
ut
ex
tern
al ass
ista
nce
(f
rom
ou
tsid
e t
he f
am
ily,
NG
O o
r go
vern
me
nt)
in
th
e
past
12
mo
nth
s.
Care
giv
er
surv
ey;
Sta
rte
r m
od
ule
Th
e s
ugge
ste
d i
tem
s fo
r m
easu
rem
en
t are
: a b
lan
ke
t,
sho
es
an
d t
wo
sets
of
clo
thes.
T
hese
th
ree
ite
ms
sho
uld
be
m
od
ifie
d a
t co
un
try l
evel
if
oth
er
basi
c n
ee
ds
are
co
nsi
dere
d m
ore
im
po
rtan
t (l
ike s
leep
ing m
at,
sh
eets
, sc
ho
ol
bo
oks,
so
ap
an
d m
ore
).
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f h
ou
seh
old
s w
he
re
on
e o
r m
ore
ad
ult
s are
earn
ing
an
in
com
e
Per
cent
of
hous
eho
lds
wher
e at
lea
st o
ne
adult is
earn
ing
a co
nsi
sten
t in
com
e, t
o m
eet
hous
eho
ld n
eeds,
thr
oug
h
sale
/exc
han
ge o
f o
wn p
roduce
, la
bo
ur
(sel
f-em
plo
yed)
or
wag
e em
plo
ymen
t (w
ork
ing
for
som
eone
else
).
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Co
nsi
sten
t m
eans
is p
aid e
very
wee
k o
r m
ont
h or
oth
er a
ppro
pri
ate
inte
rval
thro
ugh
out
the
past
12
mo
nths
.
Pro
po
rtio
n o
f h
ou
seh
old
s vu
lne
rab
le t
o d
ep
riva
tio
n
Per
cent
of ho
use
ho
lds
that
are
vuln
erab
le t
o d
epri
vati
on, b
ased
o
n n
egat
ive
copi
ng s
trat
egie
s, e
spec
ially
sal
e o
r bo
rrow
ing
of
asse
ts t
o m
eet
bas
ic n
eeds
such
as
foo
d.
Car
egiv
er
surv
ey; St
arte
r m
odule
Anal
ysis
of as
sets
ow
ned;
ass
ets
sold
/
reas
on fo
r sa
le; a
nd b
orr
ow
ing
/ re
ason f
or
borr
ow
ing.
Pro
po
rtio
n o
f h
ou
seh
old
s ca
rin
g
for
an
orp
han
Per
cent
of ho
use
ho
lds
repo
rtin
g th
e pr
esen
ce o
f o
ne
or
mo
re
orp
han
age
d 0–
18
year
s liv
ing
in t
he
ho
use
hold
. C
areg
iver
su
rvey
; St
arte
r m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
a
ch
ron
icall
y i
ll p
are
nt
or
care
giv
er
Per
cent
of ho
use
hold
s w
ith o
ne o
r m
ore
child
ren
unde
r 18
year
s,
wher
e a
par
ent
or
care
give
r is
chro
nic
ally
ill.
Car
egiv
er
surv
ey; St
arte
r m
odule
Chro
nica
lly il
l m
eans
for
3 or
more
m
ont
hs. C
hec
k if
the
house
hold
was
ab
le t
o m
eet
bas
ic n
eeds
(hig
hly
reco
mm
ended
indic
ato
r).
Pro
po
rtio
n o
f h
ou
seh
old
s w
he
re
Per
cent
of
hous
eho
lds
wher
e th
e par
ent
or
care
give
r o
f a
child
in
Car
egiv
er
Chec
k if
the
house
hold
was
abl
e to
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 62
a p
are
nt
or
care
giv
er
has
pass
ed
aw
ay
in t
he
past
tw
o
ye
ars
the
hous
eho
ld (
unde
r 18
year
s) h
as p
asse
d aw
ay in
the
last
tw
o
year
s.
surv
ey; St
arte
r m
odule
m
eet
bas
ic n
eeds
(hig
hly
reco
mm
ended
indic
ato
r).
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
a
dis
ab
led
ch
ild
Per
cent
of
hous
eho
lds
wit
h a
disa
ble
d c
hild
und
er 1
8 y
ears
. D
isab
ility
mean
s diff
iculty
mo
ving
any
part
of bo
dy,
hea
ring
or
seei
ng; ep
ilepsy
; in
telle
ctua
l di
sabi
lity
or
men
tal ill
nes
s.
Car
egiv
er
surv
ey; St
arte
r m
odule
Chec
k if
the
house
hold
was
abl
e to
m
eet
bas
ic n
eeds
(hig
hly
reco
mm
ended
indic
ato
r).
Pro
po
rtio
n o
f ad
ole
scen
ts w
ith
a d
isab
ilit
y Per
cent
of ad
ole
scen
ts a
ged 1
2-18
year
s w
ho r
epo
rt t
hat
they
hav
e m
ode
rate
or
seve
re d
isab
ility
(diff
icul
ty s
eein
g, h
eari
ng
wal
king
or
spea
king
).
Yo
uth H
ealthy
Beh
avio
ur
Surv
ey; Y
outh
su
rvey
mo
dule
Pro
po
rtio
n o
f h
ou
seh
old
s h
ead
ed
by a
ch
ild
Per
cent
of
hous
eho
lds
whic
h ar
e ch
ild-h
eaded
(hea
d o
f ho
useh
old
is
unde
r 18
year
s).
Car
egiv
er
surv
ey; St
arte
r m
odule
Chec
k if
the
house
hold
was
abl
e to
m
eet
bas
ic n
eeds
(hig
hly
reco
mm
ended
indic
ato
r).
Pro
po
rtio
n o
f vu
lne
rab
le
ho
use
ho
lds
Per
cent
of
hous
eho
lds
cons
ider
ed v
uln
erab
le, b
ased
on
anal
ysis
of
resp
ons
es t
o p
rese
nce
of an
orp
han o
r di
sable
d c
hild
, chro
nic
ally
ill
car
egiv
er o
r o
ne w
ho p
asse
d a
way
, hea
ded b
y a
child
, ex
trem
e po
vert
y o
r o
ther
im
port
ant
vuln
erab
ility
typ
e id
entifie
d at
the
com
muni
ty le
vel.
Car
egiv
er
surv
ey; St
arte
r an
d e
cono
mic
dev
elo
pmen
t
mo
dule
s
Thi
s in
dica
tor
is c
alcu
late
d b
ased
on
resp
onse
s to
oth
er in
dica
tor
que
stio
ns.
Pro
po
rtio
n o
f vu
lne
rab
le
ho
use
ho
lds
that
receiv
ed
e
xte
rnal
eco
no
mic
su
pp
ort
Per
cent
of vu
lner
able
ho
use
hold
s w
ho r
epo
rt t
hat
the
ho
use
hold
re
ceiv
ed e
xte
rnal
eco
nom
ic s
upp
ort
, in
the
last
3 m
ont
hs.
C
areg
iver
su
rvey
; St
arte
r m
odule
Vul
nera
ble
house
hold
s ar
e ca
lcul
ated
in
anal
ysis
bas
ed o
n im
port
ant
cont
extu
al v
ulne
rabi
lity
fact
ors
, but
wo
uld
typ
ical
ly inc
lude
ho
useh
old
s ca
ring
for
an o
rphan
or
disa
bled
ch
ild, w
her
e a
care
give
r pas
sed
away
o
r is
chr
oni
cally
ill,
chi
ld h
eaded
house
hold
s, h
ous
ehold
s in
po
ore
st
qui
ntile
and
/ o
r ex
trem
ely
vuln
erab
le h
ouse
hold
s.
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
su
ffic
ien
t d
iet
div
ers
ity
Per
cent
of
hous
eho
lds
wher
e fo
od fro
m fo
ur o
r m
ore
fo
od
gro
ups
was
co
nsu
med
in t
he las
t 24
ho
urs
. C
areg
iver
su
rvey
; Fo
od
secu
rity
m
odule
List
of fo
od
type
s pr
ovi
ded
, incl
udi
ng
mac
ro a
nd
mic
ro n
utri
ents
.
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
o
ne
or
mo
re ‘h
un
gry
mo
nth
s’ i
n
the
pre
vio
us
12
mo
nth
s
Per
cent
of ho
use
ho
lds
who r
epo
rt t
hat
ther
e w
ere
one
or
mo
re
hun
gry
mo
nth
s in
the
pre
vio
us
12
mo
nths
, w
here
fo
od
was
sc
arce
or
unav
aila
ble
(lik
e an
em
pty
gran
ary)
.
Car
egiv
er
surv
ey; Fo
od
secu
rity
m
odule
The
seas
on
in w
hich
thi
s in
dica
tor
is
mea
sure
d m
ay a
ffec
t re
call.
If
aske
d ju
st b
efore
har
vest
, ca
n fo
cus
on
the
agri
cult
ural
sea
son.
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
Per
cent
of
hous
eho
lds
sco
ring
low
on t
he
hous
eho
ld h
ung
er s
cale
C
areg
iver
A
ser
ies
of qu
esti
ons
whi
ch m
ake
up
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 63
insu
ffic
ien
t acc
ess
to
fo
od
an
d c
atego
rise
d as
hav
ing
seve
re h
ous
eho
ld h
ung
er.
surv
ey; Fo
od
secu
rity
m
odule
the
scal
e.
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
ad
eq
uate
fo
od
fre
qu
en
cy
Per
cent
of
hous
eho
lds
wher
e ad
ults
and
child
ren c
onsu
me
two
o
r m
ore
mea
ls p
er d
ay.
Car
egiv
er
Surv
ey; Fo
od
secu
rity
m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s d
ep
en
den
t o
n f
oo
d
co
nsu
mp
tio
n c
op
ing s
trate
gie
s
Per
cent
of
hous
eho
lds
who s
core
d a
bo
ve h
alf o
f th
e m
axim
um
Co
ping
Str
ategy
sco
re.
Car
egiv
er
Surv
ey; Fo
od
secu
rity
m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s w
ho
re
po
rt h
avi
ng a
cce
ss t
o
suff
icie
nt
cre
dit
Per
cent
of ho
use
ho
lds
who r
epo
rt t
hat
they
are
able
to
acc
ess
cred
it fro
m t
hree
or
mo
re s
ourc
es, w
hen
need
ed fo
r in
vest
men
t in
bus
ines
s o
r fo
r ca
sh-f
low
pro
ble
ms
to p
ay f
or
hous
eho
ld n
eeds.
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Thi
s def
init
ion n
eeds
to b
e def
ined
lo
cally
.
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
th
e m
ean
s to
save
mo
ne
y Per
cent
of ho
use
ho
lds
who r
epo
rt b
eing
able
to s
ave
mo
ney
in
liquid
fo
rm. F
or
exam
ple
in a
ban
k o
r cr
edit u
nio
n.
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
a
seco
nd
ary
so
urc
e o
f in
com
e
Per
cent
of ho
use
ho
lds
who r
epo
rt h
avin
g at
lea
st o
ne a
lter
nat
ive
sourc
e of
inco
me
to r
ely
on, o
r sw
itch
to
, sho
uld
the
mai
n
inco
me
sourc
e be
lost
bec
ause
of
a sh
ock
or
dis
aste
r.
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s w
ith
se
cu
re t
en
ure
Per
cent
of ho
use
ho
lds
who r
epo
rt t
hat
they
ow
n th
eir
dwel
ling
wit
h th
e ap
pro
pri
ate
lega
l ev
iden
ce o
r ha
ve a
co
ntr
act
fro
m a
la
ndl
ord
and
are
safe
fro
m e
vict
ion.
Car
egi
ver
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s li
vin
g
in d
ura
ble
ho
usi
ng
Per
cent
of ho
use
ho
lds
who r
epo
rt t
hat
they
liv
e in
dw
ellin
g st
ruct
ure
s th
at a
re s
afe
and
dura
ble,
bas
ed o
n t
he
cond
itio
n an
d
loca
tio
n o
f th
e dw
ellin
g.
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 64
Pro
po
rtio
n o
f h
ou
seh
old
s w
ho
fa
ced
a d
isast
er
an
d w
ere
ab
le
to e
mp
loy a
n e
ffe
ctiv
e d
isast
er-
risk
re
du
ctio
n o
r p
osi
tive
co
pin
g s
trate
gy
Per
cent
of
hous
eho
lds
who f
aced
a d
isas
ter
in t
he
past
12 m
onth
s an
d w
ere
able
to
em
plo
y an
effec
tive
dis
aste
r-ri
sk r
educt
ion
or
po
siti
ve c
opi
ng
stra
tegy
to
avo
id d
isas
ter
at t
he
hous
eho
ld lev
el.
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Pro
po
rtio
n o
f h
ou
seh
old
s w
ho
fa
ced
a d
isast
er
bu
t w
ere
ab
le
to r
eco
ver
an
d n
ow
liv
e a
t th
e
leve
l th
ey
did
be
fore
Per
cent
of
hous
eho
lds
who f
aced
a d
isas
ter
in t
he
past
12
mo
nth
s, b
ut w
ere
able
to
rec
ove
r an
d no
w h
ave
the
sam
e (o
r bet
ter)
sta
ndar
d o
f liv
ing
as t
hey
did
bef
ore
.
Car
egiv
er
surv
ey;
Eco
nom
ic
dev
elo
pmen
t m
odule
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 65
Ou
tco
me: C
hild
ren
cele
bra
ted
an
d r
egis
tere
d a
t b
irth
C
hil
d w
ell
-be
ing t
arg
et
stan
dard
in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ad
ole
scen
ts w
ho
re
po
rt h
avi
ng b
irth
re
gis
trati
on
d
ocu
me
nts
Pe
rce
nt
of
ad
ole
scen
ts a
ge
d 1
2–1
8 y
ears
wh
o r
ep
ort
th
at
the
y h
ave
a b
irth
ce
rtif
icate
or
oth
er
bir
th r
egis
tra
tio
n
do
cum
en
ts.
Yo
uth
He
alt
hy
Be
havio
ur
Su
rve
y;
Yo
uth
su
rve
y
mo
du
le
Op
tio
n 2
fo
r m
easu
rin
g
incre
ase
d l
evel
of
we
ll-
bein
g C
WB
targ
et:
1 o
f 4
ind
icato
rs.
Hig
hly
Re
com
me
nd
ed
In
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s
Pro
po
rtio
n o
f ch
ild
ren
wit
h a
b
irth
ce
rtif
icate
P
erc
en
t o
f ch
ild
ren
age
d 0
–59
mo
nth
s w
ith
a b
irth
ce
rtif
icate
, re
po
rte
d b
y care
giv
er
an
d v
eri
fied
by
ob
serv
ati
on
.
Care
giv
er
surv
ey;
Ch
ild
pro
tecti
on
an
d p
art
icip
ati
on
m
od
ule
Wh
ere
po
ssib
le v
eri
fy
exis
ten
ce o
f b
irth
cert
ific
ate
.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s P
rop
ort
ion
of
child
ren
wh
ose
b
irth
s w
ere
re
gis
tere
d
Per
cent
of
child
ren a
ged 0
–59
mo
nths
who
se b
irth
was
reg
iste
red
wit
h th
e lo
cal au
tho
riti
es a
s re
port
ed b
y th
e par
ent
or
care
give
r.
Car
egiv
er s
urv
ey;
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Wher
e poss
ible
ver
ify
exis
tence
of bi
rth r
egis
trat
ion
docu
men
t.
Dis
aggr
egat
e by
OV
C s
tatu
s.
Pro
po
rtio
n o
f O
VC
ch
ild
ren
w
ith
a b
irth
ce
rtif
icate
Per
cent
of
child
ren a
ged 0
-59
mo
nths
and
iden
tifie
d as
an
OV
C,
who
hav
e a
birt
h ce
rtific
ate.
Ver
ified
by
obse
rvat
ion.
C
areg
iver
surv
ey;
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Bir
th r
egis
tra
tio
n i
s aff
ord
ab
le
for
all
Nat
iona
l an
d/o
r lo
cal go
vern
men
ts h
ave
ensu
red t
hat
the
cost
of
bir
th r
egis
trat
ion d
ocu
men
tatio
n is
affo
rdab
le t
o p
aren
ts o
r ca
regi
vers
, and
easy
to
obta
in. T
his
ind
icat
or
is r
elev
ant
onl
y w
her
e th
e bi
rth
regi
stra
tio
n p
roce
ss is
not
free
or
auto
mat
ic.
Seco
ndar
y D
ata
Pro
po
rtio
n o
f h
ou
seh
old
s w
he
re
ch
ild
ren
are
pre
ve
nte
d f
rom
acc
ess
ing g
ove
rnm
en
t se
rvic
es
be
cau
se o
f a l
ack
of
bir
th
regis
trati
on
Per
cent
of ho
use
ho
lds
who r
epo
rt t
hat
one
or
mo
re o
f th
eir
child
ren a
re p
reve
nted
fro
m a
cces
sing
gove
rnm
ent
serv
ices
suc
h
as e
duca
tio
n, h
ealth c
are
and w
elfa
re s
upp
ort
, bec
ause
of a
lack
of
regi
stra
tio
n do
cum
ent
or
bir
th c
erti
ficat
e.
Car
egiv
er s
urv
ey;
Child
pro
tect
ion
and
par
tici
pat
ion m
odu
le
Ho
use
ho
lds
wher
e ch
ildre
n d
o
not
hav
e bi
rth
regi
stra
tion
docu
men
tati
on.
Ch
ild
ren
are
cele
bra
ted
at
bir
th
Co
mm
unity
mem
bers
can
des
crib
e ho
w c
hild
ren a
re c
eleb
rate
d
at b
irth
by
thei
r fa
mili
es a
nd c
om
munitie
s.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup
Dis
cuss
ion: F
GD
C
hild
ren
Cel
ebra
ted
at B
irth
_A
dul
ts
Wo
rld V
isio
n’s
Co
mpen
dium
of In
dic
ato
rs f
or
Chi
ld W
ell-
bein
g 66
Ou
tco
me: C
hild
ren
are
resp
ecte
d p
art
icip
an
ts i
n d
eci
sio
ns
that
aff
ect
their
liv
es
Hig
hly
re
co
mm
en
de
d i
nd
icato
r D
efi
nit
ion
T
oo
l N
ote
s T
he
str
en
gth
of
the
em
po
werm
ent
ass
et
cate
go
ry a
s re
po
rte
d b
y a
do
lesc
en
ts 1
2-1
8
ye
ars
of
age
Th
e m
ean
sco
re i
n t
he
em
po
werm
ent
ass
et
cate
go
ry
as
rep
ort
ed
by
ad
ole
sce
nts
12
-18
ye
ars
of
age
. D
eve
lop
me
nt
Ass
ets
Pro
file
(D
AP
)
Re
pre
sen
ts 1
of
8 a
sset
cate
go
rie
s. T
he D
AP
can
be
u
sed
to
me
asu
re s
eve
ral
ch
ild
well
-bein
g o
utc
om
es
at
the
sam
e t
ime
.
Ad
dit
ion
al in
dic
ato
r D
efi
nit
ion
T
oo
l N
ote
s P
rop
ort
ion
of
child
ren
p
art
icip
ati
ng i
n c
hild
ren
’s c
lub
s o
r gro
up
s
Per
cent
of
pare
nts
or
care
give
rs w
ho
rep
ort
tha
t th
eir
child
ren a
ged
6–18
year
s cu
rren
tly
par
tici
pat
e in
a
child
ren’s
clu
b o
r gr
oup
on a
reg
ula
r bas
is (
at lea
st o
nce
a
mo
nth
).
Car
egiv
er s
urv
ey; C
hild
pro
tect
ion a
nd
par
tici
pat
ion m
odu
le
Appro
pri
ate
types
of
clubs
or
gro
ups
can b
e def
ined
loca
lly.
Dis
aggr
egat
e by
life
cycl
e st
age
6–1
1 an
d 12–18
yea
rs.
Pro
po
rtio
n o
f h
ou
seh
old
s w
he
re
ch
ild
ren
's id
eas
are
lis
ten
ed
to
an
d a
cte
d o
n w
he
re a
pp
rop
riate
Per
cent
of ho
use
ho
lds
wher
e par
ents
or
care
give
rs a
re a
ble
to c
ite
exam
ple
s of
idea
s pr
opo
sed b
y ch
ildre
n a
ged 6
–18
year
s, w
hic
h w
ere
acce
pted
and
im
plem
ente
d in
pra
ctic
e.
Car
egiv
er s
urv
ey; C
hild
pro
tect
ion a
nd
par
tici
pat
ion m
odu
le
Dis
aggr
egat
e by
life
cycl
e st
age
6–1
1 an
d 12–18
yea
rs.
Pro
po
rtio
n o
f ad
ole
scen
ts w
ho
re
po
rt t
hat
the
ir v
iew
s are
so
ugh
t an
d i
nco
rpo
rate
d i
nto
th
e d
eci
sio
n-m
ak
ing o
f lo
cal
go
vern
me
nt
Per
cent
of ad
ole
scen
ts a
ged 1
2-18
year
s w
ho fee
l thei
r id
eas
are
valu
ed
by lo
cal g
ove
rnm
ent
and
they
are
able
to
in
fluen
ce d
ecis
ions
in
thei
r ci
ty.
Yo
uth H
ealthy
Beh
avio
ur
Surv
ey;
Co
mm
unity
par
tici
pat
ion m
odu
le
Ch
ild
ren
an
d y
ou
th p
art
icip
ate
m
ean
ingfu
lly a
nd
safe
ly i
n t
he
D
ME
an
d i
mp
lem
en
tati
on
of
co
mm
un
ity
pro
ject
s
Co
mm
unity
mem
bers
, inc
ludin
g ch
ildre
n, r
epo
rt t
hat
yo
uth
hav
e a
mea
nin
gful r
ole
in lo
cal c
om
mun
ity
pro
ject
s, b
eyo
nd
imple
men
tati
on in
to m
onito
ring
and e
valu
atio
n. T
his
mea
ns
that
they
are
at
leas
t co
nsulted
in t
he
plan
nin
g o
r m
onito
ring/
eval
uati
on a
nd c
hild
ren’
s pa
rtic
ipat
ion is
safe
an
d w
ill n
ot
har
m t
hem
by
any
mea
ns. Exa
mple
s ca
n b
e gi
ven
of su
ch r
ole
s in
the
pas
t 12
mo
nths
.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
roup D
iscu
ssio
n:
FGD
Adul
ts S
uppo
rt
and E
nco
urag
e C
hild
-Le
d P
roje
ct
Dev
elo
pm
ent_
Adult,
FGD
Mea
nin
gful a
nd
Safe
Par
tici
pat
ion_
Chi
ld
Yo
uth
de
velo
p a
nd
im
ple
men
t o
f th
eir
ow
n p
roje
cts,
wit
h t
he
ap
pro
pri
ate
part
ne
rsh
ip a
nd
su
pp
ort
of
ad
ult
s
Co
mm
unity
mem
bers
, inc
ludin
g ch
ildre
n, r
epo
rt t
hat
yo
uth
par
tici
pat
e m
eanin
gful
ly a
nd
safe
ly in in
itia
ting
acti
viti
es in
thei
r lo
cal co
mm
uni
ty. E
xam
ple
s ca
n be
giv
en o
f su
ch r
ole
s in
the
past
12 m
onth
s an
d h
ow
adults
supp
ort
ed/p
artn
ered
in
the
pro
ject
s.
Car
ed f
or,
pro
tect
ed
and p
arti
cipat
ing
Focu
s G
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Appendix 1: Search Institute’s Developmental Assets for young people
Search Institute has identified the following building blocks of health development – known as Developmental Assets – that help young people grow up health, caring and responsible.
Ex
tern
al
Ass
ets
Support Family support – family life provides high levels of love and support Positive family communication – young person and her or his parent(s) communicate positively and young person is willing to seek advice and counsel from parents Other adult relationships – receives support from three of more non-parent adults Caring neighbourhood – experiences caring neighbours Caring school climate – school provides a caring, encouraging environment Parent involvement in schooling – parent(s) are actively involved in helping young person succeed in school
Empowerment Community values youth – perceives that adults in the community value youth Youth as resources – young people are given useful roles in the community Services to others – serves in the community one hour or more per week Safety – feels safe at home, school and in the neighbourhood
Boundaries & expectations
Family boundaries – family has clear rules and consequences and monitors the young person’s whereabouts School boundaries – school provides clear rules and consequences Neighbourhood boundaries – neighbours take responsibility for monitoring young people’s behaviour Adult role models – parent(s) and other adults model positive, responsible behaviour Positive peer influence – young person’s best friends model responsible behaviour High expectations – both parent(s) and teachers encourage the young person to do well
Constructive use of time
Creative activities – spends three or more hours per week in lessons or practice in music, theatre or other arts Youth programmes – spends three or more hours per week in sports, clubs or organisations at school and/or in the community Religious community – spends one or more hours per week in activities in a religious institution Time at home – is out with friends ‘with nothing special to do’ two or fewer nights per week
Inte
rnal
Ass
ets
Commitment to learning
Achievement motivation – is motivated to do well at school School engagement – is actively engaged in learning Homework – reports doing at least one hour of homework every school day Bonding to school – cares about her or his school Reading for pleasure – reads for pleasure three or more hours per week
Positive values
Caring – places high value on helping other people Equality and social justice – places high value on promoting equality and reducing hunger and poverty Integrity – acts on convictions and stands up for his / her beliefs Honesty – ‘tells the truth even when its not easy’ Responsibility - accepts and takes personal responsibility Restraint – believes its important not to be sexually active or use alcohol or other drugs
Social competencies
Planning and decision making – knows how to plan ahead and make choices Interpersonal competence – has empathy, sensitivity and friendship skills Cultural competence – has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds Resistance skills – can resist negative peer pressure and dangerous situations Peaceful conflict resolution – seeks to resolve conflict non-violently
Positive identity
Personal power – feels he or she has control over “things that happen to me” Self-esteem – reports having a high self-esteem Sense of purpose – reports that “my life has a purpose” Positive view of future – is optimistic about her or his personal future
Copyright 1997, 2006 by Search Institute. All rights reserved www.search-institute.org
World Vision’s Compendium of Indicators for Child Well-being 69
Countries in which the DAP has been translated and adapted The Developmental Assets Profile (DAP) (a short measure of Developmental Assets) has been or is being adapted and utilised to examine the assets of young people in more than a dozen countries, and discussions are underway to bring the survey to several other countries. The list of active and pending DAP countries now includes; Albania, Armenia, Azerbaijan, Bangladesh, Bolivia, Brazil, China, Colombia, the Dominican Republic, Egypt, Gaza, India, Iraq, Japan, Jordan, Lebanon, Mexico, Morocco, Nepal, the Philippines, Russia, and Yemen. Moreover, the DAP has been translated into Albanian, Arabic, Armenian, Chinese, French, Japanese, Nepali, Portuguese, Spanish and Tagalog.
Why is the DAP the recommended tool for measuring subjective well-being? The preferred tool for measuring the child well-being target #1 ‘Children report increased levels of well-being’ and several subjective child well-being outcomes is the ‘Development Assets Profile’ (DAP). This is a tool developed and owned by the SEARCH Institute. The power of the DAP lies in its validated asset scales. The validation process takes several weeks and requires external assistance. If you would like to schedule a DAP adaptation, please contact [email protected], director of Child Rights & Development. For more information on the DAP see the ‘Tools’ section at the beginning and read the discussion paper on wvcentral’s Evaluation & Research page: Measuring subjective aspects of child well-being.
World Vision’s Compendium of Indicators for Child Well-being 70
Appendix 2: Education and Life skills Below is further information on the OECD’s new standards on child finance. This approach will be developed into tools for measuring ‘Adolescents ready for economic opportunity’. This will be available with the next version of the Compendium. High level proxy indicator The high level indicator for the economic viability is a child’s ability to use IT search and email functions to build networks and access information. Early Childhood Learner
understands money is used to exchange goods. Early Grade Learner
identifies money denominations
manages basic transactions calculates change.
Intermediate Learner
makes value for money judgments
able to track bank statements
manages borrowing, lending, credit, and interest. Teenager Learner
plans and manages income and wealth
assesses risk and reward
able to follow and assess local financial landscape
able to apply financial knowledge and understanding.
World Vision’s Compendium of Indicators for Child Well-being 71
Appendix 3: Feedback on the Compendium and tools Keep the Compendium relevant and up to date - suggest new indicators through your community of practice (CoP)! Send new suggestions with tools by the end of 3rd Quarter (June) each year to the Evaluation and Research team within Global Knowledge Management. Complete the indicator detail sheet below and agree to it with your CoP colleagues. An indicator must meet three high-level criteria to be considered for inclusion in the Compendium: 1. Programmatic link to child well-being: The indicator should demonstrate a logical link to the
Partnership endorsed child well-being outcomes and fit into a WV LEAP-aligned monitoring and evaluation (M&E) plan.
2. Disaggregate data: The indicator must have the ability to be used for disaggregated analysis and reporting by gender and vulnerability status such as orphans, vulnerability, disability and more.
3. Clear assumptions: The explicit and implicit assumptions behind the indicator must be clearly shown in order for community-based staff to evaluate the usefulness of the indicator for a specific project or programme.
Additional criteria for indicators:
relevant to World Vision programmes and projects appropriate for more than one local context
easy and inexpensive to measure
consistent with existing data (for example, UNICEF DHS)
a tool is available to measure it. If the suggested indicator meets these criteria, please complete the form below, share it with your CoP and have it approved by your peers in the CoP. For examples of how to complete the indicator detail sheet below, have a look at existing indicator detail sheets. If the indicator requires a new tool to measure it, please include the tool. Indicators without tools cannot be included in the Compendium. If it can fit onto an existing tool, please indicate which one.
World Vision’s Compendium of Indicators for Child Well-being 72
Additional Indicator Proposal for inclusion in the Compendium
Label Required? Information
Indicator Yes Indicator name
Definition Yes Longer details with specific information
CWBA Yes
If the indicator is linked to a CWBO, select the relevant Aspiration. If it is not linked directly to a CWB Aspiration or outcome, select Not applicable.
CWBO Yes After selecting the aspiration, the relevant CWBOs appear in this drop down list. Select the relevant one.
Indicator code System generated
Type Yes (CWB Target, highly recommended and additional)
Level Yes
Outcome or output. Regular monitoring indicators are output. Indicators measured yearly can be output but usually are outcome. Indicators measured at baseline and evaluation are outcome.
Status Yes Select active. Once an indicator is no longer used, it can be made inactive and will not appear in searches.
Frequency of measurement Yes
What is the recommended frequency for data collection? If its one year or more, select yearly. If the indicator is only for measurement every few years, not every year, select 'baseline and evaluation' in the next column
When to measure Optional
If the indicator is measured less than once a year, use this column to specify if its measured at baseline and evaluation or if its measured at evaluation only.
What it measures Yes Describe in brief what this indicator is for - what is the purpose and what does this information tell you.
How to measure it Yes Type in the question asked to measure the indicator, if relevant, or other appropriate information in brief
Question code System generated
How to calculate it (numerator) Yes
Type in the numerator for the indicator calculation - this applies to both outcome and output indicators
How to calculate it (denominator) Optional For percentage calculations, include also the denominator required.
Information for analysis Optional
Is there any important information relating to how this indicator is anlaysed? Any preliminary analysis required or other factors to prepare for the calculation of the indicator?
Contextualise Optional
Any important notes relating to how this indicator should be adapted for use in different contexts within the country? This should not change the meaning of the indicator, but is intended to increase the quality and relevance of the information collected.
Tool Yes
Select the option for national office tool or other tool as relevant. Most of the tools listed are those used in the Compendium of Indicators.
Tool (Other) Optional Here you can specify the name of the tool.
Tool module Optional
The modules are only for indicators from the Compendium of Indicators measured by the Caregiver Survey, the Youth Healthy Behaviour Survey or Cared for, Protected and Participating FGD.
World Vision’s Compendium of Indicators for Child Well-being 73
Disaggregate by Optional
If the data should be disaggregated e.g. by sex (boys / girls) select the relevant criteria. If the criteria you want is not listed, select 'other' and specify in the next column
Disaggregate by (Other) Optional Type the disaggregation category here, if you selected 'other'
Target population Yes Specify the target population or unit of analysis for the indicator. Select all those that apply.
Target population (Other) Optional If you selected 'other' write the target population here
Limitations Optional Describe in brief any important strengths or limitations of this indicator and how it is measured.
Project Model Optional If the indicator is linked to an existing project model, select it here. You can choose 'other' and enter the name in the next column
Project Model (other) Optional If you selected 'other' write the name of the project model here
Keyword 1 Yes
Keyword 1, you must select a general grouping. This selection will then populate the rest of the key word drop downs with a new list linked to your selection in keyword 1
Keyword 2 Yes
Select a second key word from the list available. This will help users to find the indicator. If there is a keyword missing that you want, suggest it in the separate worksheet, noting which indicator it relates to and which keyword 1 grouping it should belong to. Or suggest a new keyword 1 (grouping).
Keyword 3 Optional Select all relevant key words
Keyword 4 Optional Select all relevant key words
Keyword 5 Optional Select all relevant key words
Keyword 6 Optional Select all relevant key words
Life cycle stage Optional If the indicator's target population relates to one or more of World Visions life cycle stages, select the relevant one(s) here
International Threshold (Acceptable) Optional
This is for global indicators only, linked to triggers for action and international thresholds for what level of this indicator is considered acceptable.
International Threshold (Action) Optional
This is for global indicators only, linked to triggers for action and international thresholds for what level of this indicator requires action to be taken.
International Threshold (critical) Optional
This is for global indicators only, linked to triggers for action and international thresholds for what level of this indicator is considered critical for immediate action.
Specific Grant Optional If the indicator is linked to a specific grant, select it here or select other and specify the name in the next column.
Specific Grant (Other) Optional If you selected 'other' write the name here
Source Optional If the indicator is validated by an international agency specify the name here or select other.
Source (Other) Optional If you selected 'other' write the name here
Links Optional If there is a relevant web link for more information on this indicator, include that here
Last updated System generated
Indicator template FY14.xlsm
World Vision’s Compendium of Indicators for Child Well-being 74
Appendix 4: Frequently asked questions What if I can’t find the indicator I want? If there is no indicator in the Compendium that measures the objective, then add one from another source. Seek guidance first from the DME advisor or technical specialist. You can add additional indicators to the logframe as appropriate.
What if indicator is worded differently than my government’s indicator? You may change the indicator to match the one used by your government. The government is one of the primary duty bearers of children’s well-being, and World Vision should seek to support existing data collection efforts, rather than create a parallel measurement system.
What if I have selected too many indicators or tools? Review the indicators you selected asking yourself the following questions:
Which of these indicators will tell WV the most about change in child well-being?
Are some of the indicators highly correlated? In other words, you don’t need to use a whole series of indicators if one or two will work.
Which indicators fit on the same tools or which tools can be used together?
Where are the economic development or livelihoods indicators? Economic development is essential to well-being in families and communities. However, measuring increased yields or household income, which is notoriously hard to measure, does not give an accurate picture of child well-being. Income can sometimes go up without resulting well-being for children. By measuring well-being outcomes, WV can know if increases in household income or production have translated to a better standard of living for the household, including boys and girls. Therefore, the economic development indicators have been integrated throughout the Compendium, with several under ‘Parents or caregivers provide well for their children’ – but look out for indicators in other areas such as: ‘Proportion of parents or caregivers who were able to cover the education costs of all the children living in the household without any external assistance’.
Why aren’t there more qualitative indicators? As programmes and projects begin designing or redesigning using WV’s Development Programme Approach, collecting and sharing qualitative information and learning from this together becomes a standardised part of engaging with communities. Much qualitative information is collected during the design process, thus less is needed at baseline. Focus group discussions are still suggested for relevant indicators (under development), but these are not a standard tool for every baseline. Information collected at baseline needs to be directly comparable with data collected at evaluation. There are many factors which influence findings in focus group discussions, making it difficult to compare, without creative media such as video. However, programmes are encouraged to innovate and experiment with qualitative approaches and suggest new ideas and tools. Finally, a qualitative step is added after analysis of quantitative data; as community feedback. This is a way to share the information back with the rightful owners of the data, the community members and to provide a space for community members to discuss, dispute or validate the findings and helps WV to interpret the findings.
What about monitoring indicators? Regular monitoring is essential and will also prepare the way for a better evaluation at the end of the project or programme cycle. The Compendium contains outcome indicators, mostly relevant for baseline and evaluation measurements. However, some of the indicators can also be used for regular monitoring. Outcome-focused monitoring helps WV to see what intermediate changes are happening as a result of its work. For example a change in behaviour such as hand washing by caregivers can lead to improved outcomes in child health. Relevant indicators from the Compendium should be included in the monitoring plan. However, the Compendium does not contain indicators only used in monitoring. For monitoring indicators, please refer to the relevant project model or technical sector documentation.
Can I use secondary data or data already collected during assessment and design? Yes – if recent, relevant and reliable data is available, there is no need to duplicate efforts in data collection.
World Vision’s Compendium of Indicators for Child Well-being 75
Appendix 5: Alternative approach to measuring ‘Children report increased levels of well-being’ The Youth Healthy Behaviour Survey’s ‘My Well-being’ section can be used to measure the child well-being target #1 ‘Children report increased levels of well-being’. Where the Development Assets Profile (DAP) is not available and not scheduled for adaptation, use the Youth Survey instead. All four items should be measured, which correspond to: child rights, extreme deprivation, cared for and self-assessed well-being:
1. Proportion of adolescents who report having birth registration documents. 2. Proportion of adolescents with sufficient access to food. 3. Proportion of adolescents reporting a positive connection with their parent or caregiver. 4. Proportion of adolescents with high levels of self-reported well-being (ladder of life).
Youth Healthy Behaviour Survey This is a multi-purpose survey for 12-18 year olds that explores some key issues facing young people in the communities where WV works. The survey has several sections which can added/removed according to programme intervention and local context. It includes the four wellbeing questions: 1. Do you have a birth certificate or other birth registration documents?
1. Yes 2. No 3. Don’t Know 2a. In the past month (four weeks), did you go to sleep at night hungry because there was not enough food?
1. Yes 2. No If no skip next question 2b. How often did this happen?
1 = rarely (about once or twice a month) 2 = sometimes (about once a week) 3 = often (about twice a week or more)
3. The person who cares for you the most at home, your parent or main caregiver, does he or she do the following often, sometimes or not at all? (see Youth Survey for full list of items)
Often Sometimes Not at all
Supports and encourages me Gives me attention and listens to me
Shows me affection Praises me Comforts me
Respects my sense of freedom Provides for my necessities
Has open communication with me Spends time with me
4.