USAID/MALAWI MONITORING, EVALUATION AND LEARNING …

i

USAID/MALAWI MONITORING,

EVALUATION AND LEARNING

SUPPORT (MELS) PROJECT

Baseline Survey Enumerator Manual

For the FTF Agricultural Diversification Project

AID-612-TO-17-00001

September 2017

International Business & Technical Consultants, Inc.

8618 Westwood Center Drive, #400

Vienna, VA 22182

DISCLAIMER

This Deliverable was prepared by International Business & Technical Consultants, Inc. (IBTCI) for review by the

United States Agency for International Development. The views expressed in this report do not necessarily

reflect the views of the United States Agency for International Development or the United States Government.

ii

TABLE OF CONTENTS

ACRONYMS .................................................................................................................................................. iv

INTRODUCTION ........................................................................................................................................... 1

SURVEY DESIGN ............................................................................................................................................ 1

OVERVIEW OF THE SURVEY MODULES ........................................................................................................ 3

SURVEY IMPLEMENTATION ........................................................................................................................... 4

CONFIDENTIALITY........................................................................................................................................ 4

ENUMERATOR’S ROLE .................................................................................................................................. 4

CONDUCTING THE INTERVIEW .................................................................................................................. 5

General Guidance ........................................................................................................................................ 5

Approaching the Household ......................................................................................................................... 5

Building Confidence ..................................................................................................................................... 6

Translations................................................................................................................................................. 6

Asking Questions ......................................................................................................................................... 6

Interviewing Guidelines and Instructions ....................................................................................................... 7

Differences between the Printed Questionnaire and the Tablet Screens .......................................................... 7

FIELDWORK PROCEDURES ........................................................................................................................... 8

Highlight ..................................................................................................................................................... 8

Household Assignment Form ........................................................................................................................ 8

Reporting to the Field Supervisor ................................................................................................................. 8

Following-Up on Missed Interviews ............................................................................................................... 9

Ensuring High Data Quality .......................................................................................................................... 9

DETAILED DESCRIPTION OF THE SURVEY MODULES ................................................................................ 10

Module A - Household Identification Cover Sheet ....................................................................................... 10

Module B - Informed Consent .................................................................................................................... 12

Module C – Household Roaster and Demographics ..................................................................................... 14

Module D – Enterprise value Chain ............................................................................................................. 18

Module E - Climate Disaster Mitigation ....................................................................................................... 35

Module F - Water Harvesting Systems ........................................................................................................ 39

Module G - Women’s Empowerment in Agriculture Index (WEAI) ............................................................... 40

Module H: Female Consumption of A Diet Of Minimum Diversity .......................................................... 50

Module I: GPS Area Measurement of Value Chain Fields............................................................................... 50

ENTERING AND MANAGING DATA ON THE TABLET ............................................................................... 52

Tablet/Screen Components ........................................................................................................................ 52

Getting Started .......................................................................................................................................... 53

Navigation ................................................................................................................................................. 53

Advancing through Modules ....................................................................................................................... 53

Entering Responses .................................................................................................................................... 53

iii

Dealing with Refusals ................................................................................................................................. 55

Troubleshooting ........................................................................................................................................ 56

COMPLETING THE MODULES ..................................................................................................................... 56

Numbering of Modules and Questions ........................................................................................................ 56

Question Text ........................................................................................................................................... 56

Required Responses ................................................................................................................................... 56

How to Administer Module/Ask Questions/Enter Responses........................................................................ 57

Initial Screens ............................................................................................................................................ 57

Module A - Household Identification Cover Sheet ....................................................................................... 57

Module B - Informed Consent .................................................................................................................... 59

Module C – Household Roster and Demographics ....................................................................................... 60

Module D - Enterprise Value Chain ............................................................................................................. 61

Module E - Climate Disaster Mitigation ..................................................................................................... 107

Module F - Water Harvesting Systems ...................................................................................................... 109

Module G - Women Empowerment in Agriculture .................................................................................... 110

Module H - Females Consumption of a Diet of Minimum Diversity ............................................................. 114

MODULE I: GSP Area Measurement of Plots............................................................................................. 115

POST INTERVIEW DETAILS ........................................................................................................................ 119

ANNEX A: HOUSEHOLD ASSIGNMENT SHEET ......................................................................................... 120

ANNEX B: AREA DIRECT MEASUREMENT METHOD ................................................................................. 121

iv

ACRONYMS

ACE Agricultural Commodity Exchange

AgDiv Agricultural Diversification

CDM Center for Development Management

EA Enumeration Area

ENV Environment

EPA Extension Planning Area

FTF Feed the Future

GCC Global Climate Change

GPS Global Positioning System

Ha Hectare

IDIQ Indefinite Delivery Indefinite Quantity Contract

Kg Kilogram

M&E Monitoring and Evaluation

MELS Monitoring Evaluation and Learning Support

OFSP Orange Fleshed Sweet Potatoes

PBS Population Based Survey

PHH Post-Harvest Handling

PICS Perdue Improved Crop Storage Bag

ROSCA Rotating Savings and Credit Association

SACCO Savings And Credit Co-operative

SEG Sustainable Economic Growth

USAID US Agency for International Development

USG US Government

VSLAs Village Savings and Loan Association

WEAI Women’s Empowerment in Agriculture Index

WRS Warehouse Receipt System

1

INTRODUCTION The purpose of the Monitoring Evaluation and Learning Support (MELS) activity is to implement

performance evaluations and assessment services under the Monitoring and Evaluation (M&E)

Indefinite Delivery Indefinite Quantity Contract (IDIQ). MELS provides support to the Feed the

Future (FTF) and Environment (Global Climate Change (GCC) and biodiversity) activities that are managed by USAID/Malawi’s Sustainable Economic Growth (SEG) Office. The MELS activity

aims to achieve the following four primary objectives:

Objective 1: Performance evaluations of FTF and ENV activities and of the Sustainable

Livelihoods Project designed and implemented;

Objective 2: Assessments of Feed the Future Malawi Ag Diversification (AgDiv) activity

performance designed and implemented;

Objective 3: Studies and analyses on selected topical issues developed and conducted; and

Objective 4: Local capacity to undertake evaluations and assessments strengthened.

Under its objective 2, the MELS activity is required to implement a baseline survey for the FTF

Malawi Agricultural Diversification project (AgDiv), the flagship project of the USAID Malawi SEG

office. Palladium, a US based consulting firm is the implementing partner of the AgDiv activity and

has a local office in Malawi based at Lilongwe. This manual is designed to provide the baseline

survey enumerators with in-depth information that will help them carry out their tasks

successfully.

SURVEY DESIGN The baseline data will be gathered from farmers, both males and females, who produced one or

more of the three target value chain crops: groundnuts, soybeans and orange fleshed sweet

potatoes (OFSP) in the 2016-17 production cycle. The farmers reside in 26 AgDiv priority

Extension Planning Areas (EPAs) in Rural Lilongwe, Mchinji, Dedza, Ncheu, Balaka, Machinga and Mangochi.

The survey is a descriptive Population Based Survey (PBS) using a two-stage cluster sampling

design. Enumeration Areas (EAs) were first selected probability proportional to size then a listing

operation was conducted in those EAs to list all of the farmers who had produced one or more

of the target crops in the previous agricultural year (2016-2017). Following the listing, 30 farmers

were selected at random in each EA. and then 235 of these farmer’s fields have been randomly

selected through systematic sampling methods for direct area measurement.

An estimated sample size of 1,800 farmers will be surveyed. Questions will be asked to the

farmers growing one or several of the targeted crops.

The goal of the baseline survey is to gather information to establish values of AgDiv.’s farm level outcome indicators listed in Table 1 prior to the roll-out of project activities.

2

Table 1. Farm Level Outcome Indicators Definition

1

Number of hectares (ha) of land under improved technologies or management practices with

USG assistance.

Enumerator: For each selected farmer, you will be collecting data on areas planted under

groundnuts, soybeans and Orange Fleshed Sweet Potatoes (OFSP). You also will be collecting

data on direct measurements of areas for those same commodities, for a selected number of

farmers who will be provided to you before the survey. This indicator measures the amount of

land in hectares under improved technologies so we start with the total land the farmer has

under a given crop and then we determine what improved technologies or management

practices the farmer uses.

2

Yield (Kg/Ha) of groundnuts, soybeans and OFSP

Enumerator: For each selected farmer, you will be collecting data on the quantity of groundnuts,

soybeans and OFSP produced. Those measurements, in association with the area planted

information, will allow for the calculation of yields for each targeted commodity.

3

Farmers Gross Margin per hectare, obtained with USG assistance:

Enumerator: You will be collecting data on the total value of sales, total quantity sold and total

quantity produced, and the value of cash inputs for each commodity produced by the selected

farmers. Those measurements, in association with the area planted information, will allow the

calculation of Gross Margin per unit of land, for each targeted commodity.

4

Number of farmers direct beneficiaries who have applied improved technologies or management

practices

Enumerator: You will be gathering data on the number of selected farmers who have applied

improved technologies and management practices for groundnuts, soybeans and OFSP.

5

Value of annual sales ($US) for farmers receiving USG assistance.

Enumerator: You will be collecting data on the value of annual sales for the targeted commodities:

groundnuts, soybeans and OFSP.

6 Number of targeted farmers using climate information or risk reducing actions to improve

resilience to climate change as supported by USG assistance.

7 Number of groundnuts, soybeans and OFSP producing households applying improved storage

or preservation practices.

8 Percentage of female direct beneficiaries consuming at least one product from the targeted value

chains.

9 Percentage of female direct beneficiaries of USG nutrition sensitive agriculture activities

consuming a diet of minimum diversity.

10

Percent of women achieving adequacy on Women’s Empowerment in Agriculture Index

Indicator to measure the improvement, agency and inclusion of women in agriculture: Access to

and decision on credit. Enumerator: We are trying to determine if women has access to credit

and if they are empowered to make decisions on the credit obtained.

11


Indicator to measure the improvement, agency and inclusion of women in agriculture: group

Member. Enumerator: We are trying to determine if women have access to groups and whether

or not they participate.

12


Indicator to measure the improvement, agency and inclusion of women in agriculture: Input on

productive decisions. Enumerator: Do women make decisions on crops grown and how to

spend the earnings?

3

OVERVIEW OF THE SURVEY MODULES

This section presents a general description of the survey questionnaire and its division by modules

and sub-modules. A detailed discussion of the survey questionnaire is provided in Section XX,

under the detailed description of the survey modules. The questionnaire is divided into 8 modules

as described below:

Module A: Household Identification Cover Sheet. This module gathers information

on the household of the selected farmer regarding its location, along with GPS coordinates

and family composition. In addition, the number of interviews and the final visit date are

requested. This module is completed by enumerators before starting the survey for each

selected farmer.

Module B: Informed Consent. This module has two parts. Part 1 (B1) provides

explanations to the responsible adult decision marker in the household (could be the

selected farmer), about the objectives of the survey, and to obtain informed consent for

the participation of the selected farmer. Part 2 (B2) is identical to part 1 and is to be

shared with the respondent. You will need to have extra copies of B2 in case the

respondent to module C is different from the selected farmer respondent of module D-

H. It contains information of the survey organization who is implementing the survey with

the supervision of MELS.

Module C: Household Roster and Demographics. This module helps the

enumerators document the identification of the household and its members, along with

other data elements such as sex, relationships with the primary decision maker, age,

education and capabilities to read or write. It ensures that an identification number (line

number) is assigned to each member of the household. Questions are asked to the

primary male or, in absence of male, female decision maker.

Module D: Enterprise Value Chains. This module gathers information on selected farmers who cultivated the target crops i.e. groundnuts, soybeans and OFSP, and the

adoption of the improved technologies and management practices proposed by AgDiv.

Enumerator: You will need to read to the selected farmer the statement of

objective of the survey and obtain a signed consent before starting the

interview.

Module D is divided into 4 sub-modules: D0, D1, D2 and D3. Sub-module D0 identifies

the farmer being interviewed. Sub-modules D1 to D3 collect data on area planted,

production, value of production and sales, and input costs, respectively for groundnuts,

soybeans and OFSP. In addition, these sub-modules gather information of the application

of improved technologies and management practices, and on storage methods and

preservation practices utilized by the selected famers.

Module E: Climate Disaster Mitigation. Module E comprises four sub-components

and addresses activities linked to community or radio listening memberships used in early warning systems, mini weather stations, climate information centers, and climate

adaptation. The sub-module E1 asks questions on early warning systems while sub-

modules E2 and E3 collect information related to mini weather stations/agro-net and

climate information sources, respectively. E4 collects data on climate adaptation practices

4

to mitigate the impact of climate change. Questions are asked to the male or female

selected farmer.

Module F: Water harvesting Systems. This module gathers information on the

utilization of farm ponds or check dams as a source of water to grow groundnuts or soybeans or OFSP. Questions are asked to the male or female selected farmer.

Module G: Women’s Empowerment in Agriculture Index (WEAI). This module

collects information on the selected farmer, if the farmer is f a woman, age 18 or older.

It includes 4 sub-modules. E0, E1 to E3. Sub-module E0 identifies the women farmer being

interviewed. Sub-module E1 to E2 ask questions respectively on the woman’s access to

and decision on credits, group membership and decision making. Sub-module E3 has 2

components: (A) for input to productive decisions, and (B) personal decisions.

Module H: Females’ Consumption of a Diet of Minimum Diversity. This module

collects information on liquids and food ate the previous day or night by the selected

farmer, if the farmer is a woman of any age.

Module I: GPS Direct Measurement of Randomly Selected fields from the

Sampled Farmers.

SURVEY IMPLEMENTATION The baseline PBS is being implemented for the FTF Malawi Agricultural Diversification (AgDiv)

activity of the USAID Malawi SEG office. The MELS activity is providing technical assistance to the survey implementation and has contracted the Center for Development Management (CDM)

to conduct the survey. CDM, under the technical assistance of MELS will plan, conduct, and

supervise the survey. This includes training and managing the supervisors and enumerators and

providing quality assurance and quality control on the quality of the information to be collected.

CONFIDENTIALITY

All data collected by the enumerators will be confidential. The shared copy of the data sets should

not include the names of the respondents. Respondents’ names will not be reported, to make it

impossible to deduce their identities from the reports.

In addition, to ensure confidentiality and avoid potential conflicts of interest, supervisor will be

asked not to assign enumerators to interview the respondent they are familiar with. In the

eventuality of this happening, the household will be swapped with one from another enumerator

team.

ENUMERATOR’S ROLE

The enumerator’s responsibility is vital to the success of the survey. It is essential that

enumerators adhere to a strong code of conduct and develop good work habits conducive to a

successful survey.

The enumerator’s responsibilities include:

Advising the supervisor if s/he is familiar with the family of the farmer to interview;

Locating the assigned households and completing Module 1 for each household;

5

Explaining the survey to the household and obtaining informed consents to participate in

the survey;

Interviewing eligible farmers, including returning to the household if the eligible farmer(s) was absent on the first visit;

Entering the collected data onto the tablet as they are trained to do;

Submitting the interview data to the field supervisor and discussing with him/her any challenges faced; and

Tracking and reporting progress in completing assignments within the survey EAs.

Enumerators will be assigned specific households and specific farmer(s) within the household in

each EA. These assignments will be listed in the Enumerator Assignment Sheet (Annex 1). When

received, they must complete the form as indicated and double check its accuracy. They must

ask for the help of the supervisor if needed. They are expected to enter into this form information

about each visit to a household with a selected farmer(s).

CONDUCTING THE INTERVIEW

General Guidance

The enumerator morally represents USAID/FTF, the MELS activity, and CDM. It is therefore

important for the enumerator to make a good impression on households and their members.

Each interview will be conducted by a team of two enumerators, one male and one female.

Interviews of male farmer(s) will be conducted by male enumerators and female respondents will

be interviewed by female enumerators.

The following guidelines are highly recommended to the teams of enumerators:

Dress appropriately for fieldwork;

Treat all community and household members with respect;

Visit households and selected farmers during appropriate hours which before the rainy

season range from 7am to 5pm. Plan the visit in advance with the household and selected

farmer; and

Treat all collected information as strictly confidential. Do not share it outside of the household or with other household members. Do not identify specific households in any

team discussions with other enumerators.

Approaching the Household

Complete the relevant parts of the household information in Module A before approaching the

selected household. Observe the local rules and customs governing visits to other people’s

houses:

Ask to speak with the primary decision maker male or the primary female decision maker

if there is no male primary decision maker in the household when completing modules

A to C (this person could be the selected farmer(s).

Introduce yourself politely. Explain that you are there to conduct a baseline on agricultural production, sales and post-harvest handling and storage, and preservation

6

practices, targeting farmers growing groundnuts or soybeans or OFSP, and that local

authorities have approved the survey.

Put the household primary decision makers and the selected farmers at ease, be friendly and

relaxed. Then read the statement about the survey at the start of Module B1, Informed Consent.

Show patience with respondents who appear suspicious of the interview. Explain the purpose of

the interview carefully and stress that respondents can refuse to respond to any question.

If asked, make it clear that participants cannot be compensated for their time. Express your

gratitude for their willingness to participate in a survey that will help decision-makers better

understand the three targeted value chain systems, along with the adoption of improved

technologies and management practices.

Answer any questions frankly and courteously. After answering any questions, obtain signatures

for Module B1, Informed Consent and share copies of B2 with the primary decision maker and

selected farmer(s) if different.

Building Confidence

Try to put the respondent at ease if needed. For example, you could discuss general topics of interest like the current weather, the status of the rainfall this year, and so on as starting topics.

If the respondent is distracted by the tablet, explain that this tool is a small computer to gather

the answers, avoiding using paper. Emphasize that it is not recording the conversation. If

necessary, show the respondent a typical survey screen and explain how it works in simple terms.

Avoid doing the interview in a group. The interview should only be conducted with the primary

decision maker and the selected farmer(s).

Translations

The interview will be conducted in Chichewa although all enumerators are fluent in English. The

Chichewa translated version of the questionnaire is preloaded in the tablets. Farmers in the seven

baseline districts of the survey speak Chichewa for day to day communication. Although some

farmers in Mangochi, Balaka and Machinga speak Yao, they speak Chichewa as well.

Asking Questions

Use the following guidelines when you ask questions:

Do not rush the interview. Allow the respondent time to think before responding. Let

the respondent know that his/her answer is very important.

If the respondent does not understand the question, explain what the question is asking, and then ask the question again slowly.

Do not read the list of possible answers to the respondent. Let the respondents answer

on their own. You then select the survey response that best matches the answer given by

the respondent.

Remain neutral. Do not give the impression that any response is more appropriate than others. Never show your preference for any response.

7

Do not ask leading questions such as “What type of irrigation system did you use?”

without asking first “Did you irrigate your groundnuts field?” Do not suggest responses.

Respondents may have multiple responses for a given question. You should enter the response that the respondent says is true most of the time.

Respondents may provide long answers that include a lot of information not directly

relevant to the question. Simply record the relevant response and ignore non-pertinent

information. If the respondent has not answered the question at all, steer the respondent

politely back to the question.

Do not argue with respondents.

If the respondent is reluctant to answer a question, re-explain that individual responses

will be completely confidential. If the respondent still will not answer the question, select

‘refused’ and proceed to the next question.

If you are unsure of the respondent’s response, enter the answer provided and write the answer

down on paper and discuss it with your field supervisor. Your dedication to the quality of the

interview and the interview data will be respected if you bring questions and concerns to the

attention of your field supervisor.

Interviewing Guidelines and Instructions The printed questionnaire and the questions on the tablet contain instructions for the

enumerator. The following formats are used to provide instructions to enumerators.

Text to read aloud to the interviewee: Appear in regular text with no special

formatting.

Instructions intended only to the enumerator: Appear in bold between quotes “”

or in all CAPITAL LETTERS. These instructions should not be read to the respondent.

Words to Insert: In several places, the enumerator will need to insert words into a

question; Brackets [ ] are placed around words that need to be inserted. Here is an

example from response codes for questions about technology adoption: “Did you adopt

any [TECHNOLOGY]?”

Differences between the Printed Questionnaire and the Tablet Screens

There are a number of differences between the printed questionnaire and the tablet, as illustrated

below:

Number of Questions on Printed Questionnaire vs. Tablet Screen. The printed questionnaire has many questions on one page. A screen on the tablet can display less

information, and therefore has fewer questions. Several screens on the tablet may be

needed to cover the questions on one page of the printed questionnaire.

Multiple Versions of the Same Question. The same question may involve many

different items. On the printed questionnaire, the different items usually appear on the

same page. On the tablet, the different items appear as separate questions on different

screens.

8

Response Options. Some questions may have a variety of possible answers. On the

printed questionnaire, these potential answers are generally listed in the next right-hand

column. On the tablet, these response options are provided in dropdown menus.

Skip Instructions. If a particular response to one question makes subsequent questions irrelevant, you skip to the next appropriate question. On the print questionnaire, this is

indicated by “→” Following the “ →” are instructions about what to do next – for

example, skip to Soybean Value Chain if groundnut is not grown. On the tablet, there

are no skip instructions. Instead, the tablet automatically skips to the next appropriate

question.

FIELDWORK PROCEDURES

Highlight

Each enumerator will be assigned a tablet for entering data and he/she will be fully responsible for the assigned tablet. The field supervisor will collect the assigned tablets every evening to review and save the data and also to recharge the tablets for the next day.

Household Assignment Form

Each enumerator will be given a Household Assignment Sheet in each assigned EA. Those forms

list the names of all selected farmers in the assigned EA. The household identification number will

be listed in the form. Enumerators will use this form to track progress when completing all

assigned surveys.

Reporting to the Field Supervisor

Enumerators will work closely with their designated field supervisors. Their responsibilities

toward their supervisors include:

Receive household assignments on the Household Assignment Sheet from the field supervisor;

Inform the field supervisor when conflictual situations arise, such as:

o The enumerator knows someone in the household, or

o The enumerator does not speak the language spoken in the household;

Under those circumstances, supervisors will re-assign the selected household and farmer

to another enumerator.

Ask the field supervisor for advice about how to interpret responses or handle confusing parts of the survey or data entry process;

Report progress in completing assignments to the field supervisor; and

Provide their tablets each evening to the field supervisor.

The enumerator will meet with the field supervisor at the end of each day to discuss the items

from the list above. In return, the field supervisor will review the data from the household

interviews conducted by the enumerator that day and provide feedback on any errors

encountered. The field supervisor will check to see that each enumerator’s tablet has all the

9

completed modules. The field supervisor will back up and archive the enumerators’ data, finalize

and submit data to the MELS team, and will recharge the enumerators’ tablets.

Note that the field supervisor may ask you to return to a household to interview or collect

missing data on a specific farmer who was absent on the first visit or to check data that appears

to be incorrect. In all cases, the field supervisor and the MELS team will review the collected data

regularly.

Following-Up on Missed Interviews

A selected farmer may be present but not be available for the interview during an enumerator’s

first visit to the household. In these cases, the enumerator will plan a time with the farmer for a

return visit, to administer the missing interview. This will happen while the enumerator is still in

the EA and can return to the household. In the eventuality that the selected farmer is not

expected to be available when the survey team is working in that EA, the enumerator will note

this in Module D0 on the tablet and on the assignment form and will report it to his field

supervisor.

Ensuring High Data Quality The enumerator has a key role in ensuring the quality of the survey. To succeed, enumerators

must:

Visit all assigned households and farmers;

Obtain the cooperation and informed consent of the selected farmer, and the primary

decision maker is different;

Connect positively with the respondents, to create the conditions to complete the interview;

Ask the questions exactly as written while providing helpful explanations when necessary;

Interpret the respondent’s answers correctly; and

Enter all responses accurately.

Enumerator commitment to completing each of these activities in accordance with this manual

and the training is central to the quality of the survey.

In addition, several other measures aimed at quality control to limit potential errors and identify

areas for further improvements are required; specifically,

Organize team meetings where enumerators and supervisor can discuss together problems encountered and solutions applied;

Field supervisors will observe enumerators as they conduct some of their interviews;

Field supervisors will return to a random sample of interviewed households to confirm that the household members were interviewed;

Enumerator will support each other. For example, enumerator can help each other

interpret responses;

The tablet has some automated edit checks that will notify the enumerator immediately

if the entered data is out of range. The tablet also is programmed to ensure that the enumerator enters a response to all required questions;

The enumerator will discuss any responses about which he or she is uncertain with the

field supervisor;

10

The field supervisor will review the completed questionnaire to identify missing or

problematic information;

The field supervisor will confirm that there is data for every farmer assigned to an enumerator; and

Data managers in the MELS team will carefully review all data to see if there are unusual

patterns of responses or outliers through batch file editing. He will immediately

communicate with the survey firm (CDM) to clarify the validity of the flagged data

elements and to find appropriate corrective measures.

DETAILED DESCRIPTION OF THE SURVEY MODULES

Module A - Household Identification Cover Sheet

Objective: The objective of Module A is to identify the household where the interview will be held

and provides information on the geographical location of the household. It also serves to identify

the interviewer team that is responsible for administering the survey.

Who answers this module? This Module is answered by the interviewer and will partially be

completed before reaching module C. Data items A01-A07 can be completed prior to the

interview. Those elements relate to the household identification code, the EA (cluster) number,

EPA, village and TA names, District and Region codes, and GPS coordinates. A10-A13 can only

be filled after Module C is completed. These items relate to the total number of people in the

household, the total number of women age 15-49, the total number of children age 0-5, and the

line number of the respondent. A09, A14 and A15 refer respectively to interviewer visits,

interviewer name and the native language of the respondent. They can be completed after the

interview, Ao8 records the GPS coordinates of the household dwelling.

Detailed Instructions for Administering Module A

A01. HOUSEHOLD IDENTIFICATION

A02. CLUSTER (EA) NUMBER

A03. EPA NAME

A04. VILLAGE

A05. TRADITIONAL AUTHORITY/TOWN

A06. DISTRICT

A07. REGION

The purpose of Items A01 through A07 is to ensure that the household you are about to

interview is correctly identified. It is essential that this household information is correctly

recorded.

Instructions: Drop-down menus for each questionnaire item will allow you to select the correct

region, district, traditional authority/town, village, cluster number, and household identification

number. The information for each of these items is listed on your interviewer assignment sheet.

11

Complete your selections for each of these items on your tablet prior to approaching the

household.

A08. GPS COORDINATES OF HOUSEHOLD

The purpose of this questionnaire item is to record the correct GPS coordinates from the GPS

device that has been provided to you.

Instructions: Immediately prior to asking to enter the household or compound, activate the GPS.

Instructions on how to correctly record the GPS data appear in Appendix A of the manual.

Ensure that you are at the doorway of the household of the respondents you are

interviewing, and not in some other location where you may have found the respondent, e.g., at

the community well or at the family’s farm plot.

A09. INTERVIEWER VISITS

The purpose of this questionnaire item is to record the survey visit dates.

Instructions: Record the first visit date, Interviewer’s name and the result. Use the appropriate

result code from the list of result codes provided. Use ‘OTHER’ and specify the situation if none

of the result codes matches your survey scenario. If multiple visits were scheduled, record the

appropriate date, interviewer name, and result code for each visit completed.

If the result code is ‘COMPLETE’ or ‘REFUSED’ for the first visit, do not conduct a second or

third visit. However, ‘REFUSED’ should not be considered a final status until the team supervisor

or QC interviewer has had a chance to speak with the respondent in order to see if it is possible

to reverse the refusal. This procedure applies whether the refusal occurs on visit 1, 2, or 3. If

the dwelling is destroyed, vacant, or non-existent, or the structure is not a dwelling, you should

enter the corresponding code as the final result code; there is no need to return to the household

for a call-back.

Final visit: After completing the entire questionnaire and making sure accurate responses have

been satisfactorily obtained, complete the final visit section. Record the day, month, year,

interviewer number, and result (by selecting the appropriate result code).

Total number of visits: Since you are administering the survey on a tablet, this information will

be automatically generated.

A10. TOTAL PERSONS IN HOUSEHOLD

Key definition: A household consists of all people, including adults and children, who live

together under the same roof, share cooking or housekeeping arrangements, and recognize the

same lead decision makers in the household. Household members can include servants, lodgers

and agricultural laborers, as well as family members – as long as they live under the same roof,

share cooking or housekeeping arrangements, and recognize the same lead decision makers in

the household.

Instructions: NOTE: This data item will be automatically generated by the tablet. In the event

that your tablet is not working or is otherwise unavailable, record the total number of people in

the household including all adults and children. You can count the total number of people in the

household using the information on the completed household roster (Module C).

12

A11. TOTAL NUMBER OF WOMEN 15-49

Instructions: NOTE: This data item will be automatically generated by the tablet. In the event that

your tablet is not working or is otherwise unavailable, record the total number of women aged

15-49 in the household

A12. TOTAL NUMBER OF CHILDREN AGE 0-5

Instructions: NOTE: The only time you will need to complete this item is when you fill out a

paper questionnaire in the event that your tablet is not working or is otherwise unavailable.

Record the total number of children aged 0-5 in the household.

A13. LINE NO. OF RESPONDENT TO MODULE C

Instructions: Record the line number of the household member who responded to Module C,

Household Roster and Demographics.

A14. INTERVIEWER NAME

NOTE: This is your name.

Instructions: Record your name in the specified field.

A15. NATIVE LANGUAGE OF RESPONDENT

The purpose of this questionnaire item is to record the respondent’s native language.

Instructions: Record the appropriate language code using the choices provided at the bottom of

the page. It is possible that different respondents to the various modules of this survey will have

differing native languages. If this occurs, please record for Item A19 the native language of the

respondent to Module C, and record in the notes section at the end of your questionnaire the

native language(s) of other respondents in the household.

Module B - Informed Consent

Objective. The objective of this module is to make certain that each respondent understands the

purpose of the survey, that all answers are confidential, that he or she can refuse to participate

in the survey, may refuse to answer particular questions, and may stop the interview altogether

at any point. Establishing informed consent ensures that the respondent has been fully informed

about the survey she or he is being asked to participate in. The informed consent process will be

handled on paper based informed consent sheets and not on the tablet.

Who Responds to This Module? The respondent for Module B should be an adult (age 18 or older)

member of the household who is capable of answering questions about the age, relationships,

education, and other characteristics of all household members. You must get a respondent’s

informed consent to participate in the survey before you begin to administer any other modules.

Sometimes you will come across a household that is headed by a child – there is no one age 18

or older in the household. If you find that there is no one age 18 or older in the household, try

to determine if there is a household member under age 18, but at least 15 years old, who is

13

competent to respond to the interview. If there is a person competent to respond who is under

age 18 but is at least 15 years old, this person may legally provide consent.

If there is no person in the household who is at least 15 years old, thank the household members

for their time, select ‘OTHER (SPECIFY)’ as the Result Code for the interview, and enter “age

ineligible: child-headed household” in the corresponding text box.

Definitions

Consent is agreement or permission to do or allow something.

Informed consent is based upon a clear appreciation and understanding of the facts, implications,

and future consequences of participation in the study before giving agreement or permission.

Instructions for Administering the Module with Item-by-Item Guidance

There are two paper documents to use for this module:

Informed Consent Register (B1), and

Informed Consent and Contact Information to Leave with the Household (B2).

The respondent should listen as you read the statement on the Informed Consent sheet that

begins with the words, “Thank you for the opportunity to speak with you.” Read the entire

statement exactly as it is written. After reading the statement, “Do you have any questions?”

encourage the respondent to ask questions about the survey or any questions about what you

have said. If you are asked about compensation, explain that households cannot be paid for their

time. Instead, express your gratitude for their willingness to participate in a survey that will help

people who make decisions to better understand the food security situation in the country.

Answer all questions directly and courteously. Try to make sure the respondent understands

your answers.

You can only interview people who provided informed consent to be interviewed after having heard and understood the Informed Consent Statement. Enter the name of the respondent at

“NAME OF RESPONDENT” field and the date. After answering all of the respondent’s questions,

then ask “May I begin the interview now?” If the respondent agrees to be interviewed, enter ‘1’

on the provided B1 sheet, thank the respondent for agreeing to participate, and ask if you may

begin the interview now. If the respondent does not agree to be interviewed:

Sincerely thank the respondent for his or her time and end the interview, and record 2

at the ‘RESPONDENT DOES NOT AGREE TO BE INTERVIEWED” as the result for this

visit; however, do not record the disagreement as the final result. Instead, inform the

Quality Control (QC) Interviewer and/or the Field Supervisor of the refusal and the

possible reasons for refusal.

The Field Supervisor will determine whether it may be appropriate for them to return to the household and encourage the respondent to participate in the survey. Only record

the interview result of the next visit as 2 after the QC Interviewer and/or the Field

Supervisor have confirmed the refusal with the respondent. This will be the final result

for the household.

14

To proceed with the interview, you must complete the appropriate field on the consent sheet to

affirm that you have read the statement to the respondent and check the field “May I begin now?”,

and that the respondent consents to participate in the interview. Give the Informed Consent

and Contact Information sheet (B2) to the respondent, telling her or him that this is a record of

participation in the study and information about someone to contact if the respondent has any

further questions about the survey and the interview, or any concerns or complaints.

Note that you only give a copy of the Informed Consent and Contact Information sheet to the

respondent for Module B1. You do not need to give a copy of this to other members of the

household who provide informed consent for other modules.

The consent statement is specified below (also included on the top of the informed consent page

in the tablet.

“Thank you for the opportunity to speak with you. We are a consulting firm based at Lilongwe and we are

conducting a survey to learn about agricultural production and marketing of groundnuts, soybean and orange

fleshed sweet potatoes from farmer households in this area. Your household has been selected to participate in an

interview that includes questions on topics such as your family background, areas planted, improved production

technologies, production and sales of crops, costs of crop inputs, food consumption, resilience to climate change

and women in agriculture. The survey includes questions about the household generally, and questions about

individual farmers within your household. The questions about the household and its characteristics will take about

30 minutes to complete. Selected members from your household will be asked additional questions. The interview

in total will take approximately 2-3 hours to complete. Your participation is entirely voluntary. If you agree to

participate, you can choose to stop at any time or skip any questions you do not want to answer. Your answers will

be completely confidential; we will not share information that identifies you with anyone. After entering the

questionnaire into a data base, we will destroy all information such as your name that could link these responses

to you”.

Do you have any questions about the survey or what I have said? If in the future you have any questions regarding

the survey and the interview or concerns or complaints we welcome you to contact our agency. We will leave one

copy of this form for you so that you will have record of our contact information and about the study (Module

B2).

May I begin the interview now?

NAME OF RESPONDENT: _________________________ Date

RESPONDENT AGREES TO BE INTERVIEWED: Yes ….1 . Continue on Module C (Household Roster)

RESPONDENT DOES NOT AGREE TO BE INTERVIEWED: No ….2 . END “Thank you

Module C – Household Roaster and Demographics

Objective. The objective of this Module is to collect information on all members of the household.

This will help you to determine who will need to respond to other sections of the questionnaire.

It will also help researchers to better understand the socioeconomic characteristics of

households in the study area.

Who Responds to This Module? The respondent for the module should be a competent adult (age

18 or older) member of the household. This person should be capable of answering questions

about all household members, including their names, ages, education, and other characteristics

15

asked about in Module C. If the household is headed by a child who is at least 15 years old, that

child can complete the module.

Instructions for Administering the Module with Item-by-Item Guidance

Items C01a, C01b, and C01 will be discussed together.

C01a. To complete Module C, first ask question C01a to find out if there is a primary adult male

decision maker in the household: “Who would you say is the primary adult male decision maker

in this household? This person should be 18 years old or older.”

If a primary adult male decision maker1 exists in the household, select ‘1’ (YES) and enter the

name of the primary adult male decision maker on Line 01 of the household roster. This person

must always be male; the information about this person’s sex is pre-filled on the tablet computer

for you.

If there is no primary adult male decision maker, select ‘2’ (NO) and leave Line 01 of the roster

blank.

C01b. Proceed to item C01b to determine if there is a primary adult female decision maker2 in

the household: “Who would you say is the primary adult female decision maker in this household?

This person should be 18 years old or older.”

If a primary adult female decision maker exists in the household, select ‘1’ (YES) and enter the

name of the primary adult female decision maker on Line 02 of the household roster. The person

entered on Line 02 of the roster must always be female; the information about this person’s sex

is pre-filled on the tablet computers for you. You will be prompted to enter the relationship of

the primary adult female decision maker to the person listed on Line 01 (the primary adult male

decision maker). If there is no primary adult male decision maker in the household,

enter code ‘01’ (‘SELF’) for item C03 for the primary adult female decision maker.

If there is no primary adult female decision maker, enter ‘2’ (NO) and leave Line 02 of the roster

blank.

Sometimes there is neither a male nor a female primary decision maker age 18 or older in the

household. If you find that there is neither a male nor a female primary decision maker age 18

or older in the household, try to determine if there is a household member under age 18, but at

least 15 years old, who can respond to the interview.

If so, record the name of this person on Line 03 of the roster in column C01. Record the sex of

the person and enter a value of “16” (NO DECISION MAKER AGE 18 OR OLDER IN

HOUSEHOLD) for the relationship code.

If there is no person in the household who is at least 15 years old, thank the household members

for their time, select “OTHER (SPECIFY)” as the Result Code for the interview, and enter “age

ineligible: child-headed household” in the corresponding text box.

1 A primary adult male decision maker is the male adult (age 18 or older) in the household who is responsible for making

the most important economic decisions.

2 A primary adult female decision maker is the female adult (age 18 or older) in the household who is responsible for

making the most important economic decisions.

16

C01. After completing C01a and C01b, ask the respondent to tell you the names of all of the

other members of the household: “Now, please tell me the names of all of the other people who

usually live here.”

For each person the respondent names, enter their name on the next available line, enter their

sex (Item C02: male=’1’ and female=’2’), and record their relationship to the primary adult

decision maker named in Line 01 (or named in Line 02, if no household member is listed on Line

01) (Item C03).

After the respondent tells you all the names of the members of the household, you will need to

probe a bit further, because sometimes respondents forget to name some of their family

members, especially if it is a large family.

Ask: “Are there any other people who live here, even if they are not at home now? These may

include children in school or household members at work.”

If the respondent gives you additional names, enter the name, sex, and relationship to the primary

adult decision maker in the tablet for each person, as you did before.

Continue to probe: “Are there any other people like small children or infants that we have not

listed?”

Again, if the respondent gives you additional names, enter the information about each person in

the tablet.

For a final probe, ask: “Are there any other people who may not be members of your family,

such as domestic servants, lodgers, or friends who usually live here?” Confirm that these

individuals share cooking or housekeeping arrangements and recognize the same decision maker.

Again, record the name, sex and relationship to the primary adult decision maker of each person

named by your respondent.

After you have completed listing all household members’ names, sex, and relationship to the

primary adult decision maker, begin asking questions starting with item C04 (AGE) for each

person. You will complete all the information in Module C (items C04 through C12) for each

eligible person (items C09 through C12 only apply for household members age 3 and older), one

at a time, before moving to the next person on the roster.

C04. “What is [NAME’s] age?”

The purpose of this questionnaire item is to identify the age of each of the people listed in the

roster. This is a very important question because it helps determine who will be interviewed in

later modules of the survey.

Instructions: Ask the respondent the age of each household member. Record the age

corresponding to the names listed in the roster. If the respondent is age 95 or older, enter ‘95.’

If the respondent is unsure of any of the household member’s age, it may be necessary to probe

further using the Country-specific Event Calendar (Annex 1) that has been provided to you.

Always record the household member’s age in completed years. For example, if a household

member’s age is 14 years and 4 months, the age in completed years will be recorded as 14 years.

Similarly, if a household members’ age is 14 years and 11 months, the age in completed years

would still be recorded as 14 years.

17

C05. “Did [NAME] stay here last night?”

Instructions: For each person listed on the roster, ask the question and enter ‘1’ (YES) or ‘2’

(NO).

If ‘1’ (YES) is entered, the tablet will automatically skip to item C09 (school attendance) for age-

eligible household members.

Note that if you are using the paper questionnaire, you will first complete items C07 and C08

before proceeding to item C09.

If ‘2’ (NO) is entered, you will continue to item C06.

C06. “How long has it been since [NAME] has spent the night in this household?”

Instructions: Ask the question about each person who did not spend the previous night in the

household. Select the C06 result code that matches the respondent’s answer.

Note: You will need to convert days to completed weeks if the respondent gives you a number

of days in excess of 6 days by dividing the number of days reported by 7. Similarly, you will need

to convert weeks to completed months if the respondent reports a number of weeks in excess

of 5 weeks by dividing the number of weeks reported by 4.

If the respondent answers by telling you a number of days, select ‘1’ (DAYS). Then enter

the number of days since the household member has spent the night in the household.

If the respondent answers by telling you a number of weeks, select ‘2’ (WEEKS). Then

enter the number of completed weeks since the household member has spent the night

in the household.

If the respondent answers by telling you a number of months, select ‘3’ (MONTHS). Then

enter the number of completed months since the household member has spent the night

in the household.

C07–C10. Items C07, C08, C09, and C10 are questions on education and literacy that are asked

about household members who are age 3 or older. The term “school” means formal schooling,

which includes formal pre-school, primary, secondary, and post-secondary school, and any other intermediate levels of schooling in the formal school system. It also includes technical or

vocational training beyond the primary-school level, such as long-term courses in mechanics or

secretarial work.

Bible school or Koranic school, or short courses like typing or sewing, may be reported by

respondents, but are not considered formal schooling.

C07. “Has [NAME] ever attended school?”

The purpose of this item is to learn if the household member age 3 or older has ever attended

school at any time in their entire life. If a respondent has attended school even for a short

time/sometime in the past, this would be a “YES” for ever attended.

Instructions: Ask this question for each household member age 3 or older.

18

If the household member has attended school, enter ‘1’ (YES) and continue asking items C08,

C09 and C10.

If the household member has never attended school, enter ‘2’ (NO) and skip to C10 (literacy).

C08. “Is [NAME] currently attending school?”

The phrase “currently attending school” refers to whether the person generally attends school

during the current school year.

Instructions: Ask this question for each household member age 3 or older who is reported as

having attended school in Item C07 (ever attended school); enter ‘1’ (YES) or ‘2’ (NO).

You should record ‘YES’ for Item C08 if a person goes to school occasionally, or usually

goes to school but has been absent from school recently, or is on school break or vacation

but otherwise would be attending school. If the person is on summer break and is

expected to attend school in the coming year, record ‘YES’.

You should record ‘NO’ for Item C08 only if the person did not attend school at all during

the current school year, or if it is summer break and the person is not expected to attend

school in the coming year.

C09. “What is the highest grade of education completed by [NAME]?”

Instructions: Ask this question for each household member age 3 or older who is reported as

having attended school in Item C09 (ever attended school). Select the C09 Result Codes

Education that matches the respondent’s answer.

C10. “Can [NAME] read and write?”

Instructions: Ask this question for each household member age 3 or older. Select the C10

Result Code that matches the respondent’s answer.

Module D – Enterprise value Chain

Objective: Module D identifies the selected farmer being interviewed and the status of the

interview on groundnuts, soybeans and Orange Fleshed Sweet Potatoes (OFSP). It gathers

information on areas planted, production, sales, input costs, and, adoption of improved

technologies and management practices.

Who Responds to This Module? This module must be administered to each selected farmer; male

or female, from the list of 1,800 farmers randomly selected by MELS and made available

to CDM, after a listing operation was completed.

Instructions for Administering the Module D

This Module has four submodules; D0 to D3. Sub-module D0 identifies the farmer being

interviewed and the status of the interview. Sub-module D1 to D3 are for Groundnuts, Soybeans

and OFSP value chains. They asks questions about areas planted, production, sales, input costs,

consumption and adoption of improved technologies and management practices.

D0. FARMER IDENTIFICATION

The purpose of this questionnaire item is to provide information on. The farmer selected for

interview, along the outcome of the interview.

19

Instructions: Please ensure that the following guidelines have been fulfilled:

You have gained informed consent for the farmer you are about to interview, if

different from Module B. Otherwise read the statement of the survey objective in

Module B1 and have the farmer approves the consent. Share the B2 copy with

him/her;

Plan to interview the farmer in private or where other members of the household

cannot overhear or contribute answers.

Note: All the questions in this Module D refer to the specific plots the farmer

cultivated, not to all of the plots cultivated by members of his or her household.

D01 asks about the household Identification Code. This code has been determined during the

listing operation. A drop-down menu will allow the enumerator to select the household

identification code of the assigned farmer.

D02: “Name of the respondent being interviewed” Can be selected from the tablet; all the names

of the selected farmers for interview are pre-loaded into the tablet.

D03a-c asks about the outcomes of the first, second and third visits, respectively. A list of codes

is provided at D03 Codes to register the response.

D04 Asks about the ability of the respondent to be interviewed alone. D04 Codes

provides the codes to register the response.

D05 asks multiple choice questions about PICS Bag trainings or demonstrations,

groundnuts and soybeans, inoculant, aflatoxin trainings, drip irrigation, OFSP vine

multiplication. The list of codes is provided to register the respondent’s answer is

available through a drop-down list.

D06: asks questions about the number of people in the respondent’s household who

participated in the event described at D05. The drop-down list will allow registering the

number of people involved.

D07: ask Yes/No question about Maize storage using PICS Bags after harvest.

D1. GROUNDNUTS VALUE CHAIN

The purpose of this questionnaire item is to collect areas, production, sale and input cost data

from the selected farmer, along with the adoption of improved technologies and management

practices.

D10: “Did you grow groundnuts during the 2016-2017growing season?” First ask if the farmer grows groundnuts. If yes, ask the questions in this sub-module.

If no, continue with sub-module D2 (Soybeans).

20

D11: Area, production, sales and input cost

Instructions:

D111: “What was the total area you planted under groundnuts?” Enter the response under 111a.

Pay a particular attention on units of area in 111b. Farmers usually provide their answers in Acres,

However, occasionally, hectares could also be used. Circle the code of the relevant response

received. If the question is answered under “Other”, chose code 9 from the drop down list and

specify the unit given. Some farmers might have grown groundnuts under more than one plot.

Ascertain that area reported by the farmer includes all the groundnuts plots that particular farmer

has cultivated and not the other members of the household.

D112: “Did you finish harvesting your groundnuts field(s)?” If farmers respond No in D112

(unlikely at this time of the year), ask D113 on the proportion of crop harvested. This data

element is expressed in fractional quantities: ¼, ½, ¾ .

Use visual elements to represent those quantities. For example, you can use four beans to illustrate those fractions, three out of four would mean ¾, two out of four ½, etc. …. Otherwise

skip to question D114

D114 and D115 “What is the total quantity of groundnuts you harvested unshelled?” and “What

is the total quantity of groundnuts you harvested shelled (pods separated from the straw)?”.

Farmers usually harvest their groundnuts unshelled. Occasionally they could harvest shelled

groundnuts. Please ask the question for both practices. Make sure you have noted correctly the

unit reported by the farmer under 114b and 115b; 115a and 115b.

D116 “Did you sell any [ITEM?”. farmers might sell unshelled and/or shelled groundnuts. If the

farmer does not sell unshelled groundnuts, skip to the next [ITEM], shelled groundnuts.

Otherwise ask question on D117. If the farmer does not sell shelled groundnuts, skip to D120.

D117a: “What is the quantity of [ITEM] sold?” Note the quantity sold in 117a and record the unit

of quantity according to 117b. Pay a special attention to the units of quantity. The codes specified

under 117b capture the entire units that are known so far. In case where the unit is not contained

in the list of codes, choose code 9 “Others” and specify the unit given by the respondent. A

window will open to allow you to register textual information. Input the new unit.

D118: “What is the value of [ITEM] sold?” It asks about the value of sales expressed in Kwacha.

Register the value of sales by using the numeric key pad.

D119: When did you sell your groundnut?” Captures the seasonality of sales by asking the months

during which the sales happened. Check the months that apply.

D1110 to D1113 ask questions on whether the interviewed farmer did purchase farm inputs, the

quantities inputs purchased, along with the unit price and the proportion on inputs applied to the

groundnuts field(s).

Definition: Farm Inputs are defined as all factors of production such as land, seeds, fertilizer, labor,

21

pesticide, fuel, transport cost, inoculant, herbicides, that allow the farmer to achieve a higher production.

They relate to the primary factors of production: Land, Labor and Capital.

D1110: “Did you purchase any [INPUT]?” If the answer is No, the tablet will skip to the next

[INPUT] line. Otherwise, question D111a will be asked.

D1111a: “What quantity of input did you purchase?” Register the quantity of input purchased

using the key pad.

D111b: “What is the unit of input?” Register the unit of input purchased by checking the relevant

unit.

D1112: “What is the unit price of input?” Register the unit price of input using the key pad.

D1113: “What proportion of [INPUT] did you apply to your groundnuts?” Check the relevant

proportion from the choices shown. Note that it will be helpful to use visualization to explain

those proportions. For example, you can use four beans to mean: all fertilizer purchased is used

in the groundnuts plot(s), and alternatively, use 3 beans out of four to mean ¾ and so forth.

Instruction: Continue the same process until the lines of [INPUT] are exhausted and

then skip to D12 (Agronomic Practices).

Table D12: Agronomic Practices

Definition: In the context of this survey, Agronomic Practices are proven agriculture technics of

producing specific crops that will help farmers produce more per unit of land than they would

have produced by using their traditional methods of production

Table D12 presents the definition adopted for each agronomic practices this survey is collecting

information on, along with the challenges anticipated to measure them during the data collection

process. It also provides instructions on how to handle those challenges.

D122: “Did you apply any [TECHNOLOGY]?”. If the answer is No, the tablet will skip to the next [TECHNOLOGY] line, otherwise, question D123 will be asked.

D123: “What proportion of your total area is planted under [TECHNOLOGY]?” Check the

relevant proportion from the choices shown. Note that it will be helpful to use visualization to

explain those proportions. For example, you can use four beans to mean: all area planted on

groundnuts is under [TECHNOLOGY], and alternatively, use 3 beans out of four to mean ¾ and

so forth.

Instruction: Continue the same process until the lines of [TECHNOLOGY] are

exhausted and then skip to D13 (Water Management).

22

Table D12: AGRONOMIC PRACTICES DEFINITIONS AND

CHALLENGES

Technology Definition Challenges Instruction

Double up

legume

There is a relatively

new phenomenon that

involves intercropping

two legumes that have

different growth habits

called the double-up

legume technology. It is

an approach that takes

advantage of beneficial

interactions between

the two legume crops.

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls

The enumerator should

have four beans

representing the

proportions and the farmer

should use these to

determine the proportions

with 1 bean representing

quarter, 2 beans is half, 3

beans is three quarter and 4

beans is full.

The enumerator should take

note of the skip instruction

if the answer is 2 on the

question did you apply any

Crop rotation

The system of rotating

successive crops in a

definite order on the

same ground, especially

to avoid depleting the

soil and to control

weeds, diseases, and

pests. It involves

interchanging between

cereals with legumes.

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to





beans is full.





23


Sowing seeds with a hand jab or

filling gaps after

germination (jab

planting)

It is a type of

planting implement

that uses a jab planter in making

holes where seed is

planted in the field.

It is popularly used

in Conservation

farming.

In capable of

specifying the

actual proportion of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to

determine the proportions with 1 bean representing



beans is full.





Improve plant

density (Double

row planting)

Double row planting

refers to the

planting of two rows

per bed. The

technique makes

better use of

available space,

increasing the

amount of plants or

crops that can be

harvested.

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to





beans is full.





24


Crop

diversification or

intercropping

(with what

crop?)

Intercropping is a

multiple cropping

practice involving

growing two or

more crops in

proximity. The most common goal of

intercropping is to

produce a greater

yield on a given

piece of land by

making use of

resources or

ecological processes

that would

otherwise not be

utilized by a single

crop. Furthermore

it creates

biodiversity, which

attracts a variety of

beneficial and

predatory insects

that isn't possible

with monoculture

gardening

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to





beans is full.





Early maturing

varieties (Short

duration

varieties):

Kakoma 9JL

24), CG 7,

Nsinjiro, baka

A variety that

matures early;

variety that matures

at least 10 days

earlier than

common types. In

rice, varieties that

mature in 100 days

are called very early.

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to





beans is full.





25


Use of soil

microbes to assist

groundnuts in

fixing

atmospheric

nitrogen

(Inoculants)

Agricultural

amendments that

use beneficial endophytes

(microbes) to

promote plant

health. Many of the

microbes involved

form symbiotic

relationships with

the target crops

where both parties

benefit (mutualism).

While microbial

inoculants are

applied to improve

plant nutrition, they

can also be used to

promote plant

growth by

stimulating plant

hormone

production

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to





beans is full.





Stress tolerant

varieties (JR24)

Is the process of

breeding plants with

the goal of reducing

the impact of

dehydration (water

stress) on plant

growth like

prolonged dry spells,

drought.

In capable of

specifying the

actual proportion

of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to





beans is full.





26

D132:”Did you apply any [TECHNOLOGY]?” If the answer is No, the tablet will skip to the next

[TECHNOLOGY] line. Otherwise, question D133 will be asked.

D133: “What proportion of your total area is planted under [TECHNOLOGY]?” Check the

relevant proportion from the choices shown. Note that it will be helpful to use visualization to

explain those proportions. For example, you can use four beans to mean: all area planted with

groundnuts is under [TECHNOLOGY], and alternatively, use 3 beans out of four to mean ¾ and

so forth.

Instruction: Continue the same process until the lines of [TECHNOLOGY] are

exhausted and then skip to D14 (Irrigation).

Table D13 presents the definition adopted for each Water Management technology this survey

is collecting information on, along with the challenges anticipated to measure them during the

data collection process. It also provides instructions on how to handle those challenges.


Buying or keeping

early maturing

seed? (how long)

In capable of

specifying the

actual proportion of area allocated

to the technology

taking into

consideration

that most of the

responses are

recalls


have four beans

representing the


should use these to

determine the proportions with 1 bean representing



beans is full.





27

Table D13: WATER MANAGEMENT TECHNOLOGIES

DEFINITIONS AND CHALLENGES


Zero tillage:

A way of growing crops or

pasture from year to year

without disturbing the soil

through tillage.

Farmers may be

unfamiliar with the

technical terms applied

hence adhere to the

translation provided in

the questionnaire in

order to portray the

intended message.

Furthermore farmers

may fail to approximate

the proportions

allocated to this

particular technology

Skips


have four beans

representing the

proportions and the

farmer should use these

to determine the

proportions with 1 bean

representing quarter, 2

beans is half, 3 beans is

three quarter and 4

beans is full.


take note of the skip

instruction if the answer

is 2 on the question did

you apply any

Mulching:

Covering of the

exposed soil with crop

residues or other

organic materials to

conserve moisture and

control erosion

Farmers may be

unfamiliar with the


hence adhere to the




intended message.

Furthermore, farmers


the proportions

allocated to this



have four beans

representing the

proportions and the


to determine the




three quarter and 4

beans is full.





you apply any

28


Box ridges:

These are small ridges

connecting one crop

ridge to the next and

slightly lower than the

main crop ridges.

Farmers may be

unfamiliar with the


hence adhere to the




intended message.



the proportions

allocated to this



have four beans

representing the

proportions and the


to determine the




three quarter and 4

beans is full.





you apply any

Contour ridge:

Ridges of earth that

follow positions located

at the same altitude and

are planted with strips

of grass or left fallow

(also called contour

vegetative strip or

contour earth bund).

Farmers may be

unfamiliar with the


hence adhere to the




intended message.



the proportions

allocated to this



have four beans

representing the

proportions and the


to determine the




three quarter and 4

beans is full.





you apply any

29


Infiltration pits:

The reconstruction of

crop ridges to be

aligned along the

contour vegetative row.

Farmers may be

unfamiliar with the


hence adhere to the




intended message.



the proportions

allocated to this



have four beans

representing the

proportions and the


to determine the




three quarter and 4

beans is full.





you apply any

Swales:

Infiltration trenches are

dug to capture flow of

water from a hillside

area or concentrated

flow from open

channels or gullies.

Farmers may be

unfamiliar with the


hence adhere to the




intended message.



the proportions

allocated to this



have four beans

representing the

proportions and the


to determine the




three quarter and 4

beans is full.





you apply any

30


Contour

vegetation rows:

Ditches usually dug out

on the outer contours

of a particular landscape

for the purpose of

holding and sinking the

water.

Farmers may be

unfamiliar with the


hence adhere to the




intended message.



the proportions

allocated to this



have four beans

representing the

proportions and the


to determine the




three quarter and 4

beans is full.





you apply any

D141: “Did you irrigate your groundnuts field(s)?” If the answer is No, the tablet will skip to

D15, Otherwise, question D142 will be asked.

D142: “What type of irrigation system did you use?” Check your choices from the possible

answers that are listed for you.

D143: “What proportion of your total area in groundnuts was irrigated?” Choose the relevant

proportion from the choices shown. Note that it will be helpful to use visualization to explain

those proportions. For example, you can use four beans to mean: all area planted on groundnuts

is irrigated, or alternatively, use 3 beans out of four to mean ¾ and so forth.

Table D14 presents the definition adopted for each type of irrigation system available, along with

the challenges anticipated to explain them to the. It also provides instructions on how to handle

the challenges to ask the questions.

Table D14: IRRIGATION SYSTEMS DEFINITIONS AND

CHALLENGES

Irrigation

System Definition Challenges Instruction

Drip Irrigation

Drip irrigation is defined

as any watering system

that delivers a slow-

moving supply of water at

a gradual rate directly to

the soil. Drip irrigation,

which is also sometimes

referred to as micro-

irrigation or trickle

irrigation, consists of a

network of pipes, tubing

valves, and emitters

Not popular

because they are

expensive.

There is a

possibility that

they may be

known by a few

farmers who

attended

agricultural

shows or

trainings.

The Enumerator should observe

the skip instruction on the first

column under Irrigation. If the

answer is 2, the enumerator

should proceed to PHH section.

The enumerator should be aware

of how the system operates and

probe more from the respondent

on how they applied it. Mostly,

the farmers will not be

conversant with the system.

31

Irrigation

System Definition Challenges Instruction

Seepage Well

Is a type of water well in

which a long 100–200

millimeters (3.9–7.9 in)

wide stainless-steel tube

or pipe is bored into an

underground aquifer. The

lower end is fitted with a

strainer, and a pump lifts

water for irrigation.

Not done in

Malawi







Water Wheels

Irrigation water for crops is

provided by using water

raising wheels, some

driven by the force of the

current in the river from

which the water was being

raised

Not done in

Malawi







Flex pumps

A Flexible Impeller Pump is

a type of rotary positive

displacement pump with a

rubber rotor.

Not used by

farmers







Solar pumps

Solar irrigation system, a

mobile solar energy

system with photovoltaic

modules (up to 3kW) is

connected to a wheeled

pump which can pump

from wells or rivers. The

solar-powered pump then

distributes the water

through the hoses,

directly to the crops.

Not popular

because they are

expensive







D152: “Did you apply any PHH, Storage and Preservation [PRACTICES] on your groundnuts

production?” If the answer is No, the tablet will skip to the soybean value chain if yes it will move

to the next [PRACTICES],

Table D15 presents the definition adopted for each type of storage and preservation practices

available, along with the challenges anticipated to explain them to the. It also provides instructions

on how to handle the challenges to ask the questions.

32

Table D15: PHH, STORAGE AND PRESERVATION PRACTICES

DEFINITIONS AND POTENTIAL CHALLENGES

Practices Definition Challenges Instruction

Use of mechanized tools

(cleaners and shellers,

dryers or

sorters/graders)

These are

instruments used

during post-harvest

handling readying

the produce for

consumption or

marketing.

No challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Moisture meters

An instrument for

determining the

percentage of moisture

in a material (as timber,

flour, soil, or tobacco)

commonly by

measuring its electrical

resistivity. Moisture

meters are used to

measure the percentage

of water in a given

substance. This

information can be used

to determine if the

material is ready for

use, unexpectedly wet

or dry, or otherwise in

need of further

inspection. Wood and

paper products are

very sensitive to their

moisture content.

Farmers don’t use them

at all hence no

challenge


be aware of the use of

the gadget and probe

more from the

respondent on how

they applied it. Mostly,


conversant with the

gadget.

Regardless of the

response, the

enumerator should

proceed to the next

practice

Use of Warehouse

Receipt System (WRS)

A warehouse receipt is

a document that

provides proof of

ownership of

commodities (e.g., bars

of copper) that are

stored in a warehouse,

vault, or depository for

safekeeping. Most

warehouse receipts are

issued in negotiable

form, making them

eligible as collateral for

loans.

Not popular, only for

those trading under

ACE or AXHL although

not many are engaged

in such an organized

market.

The enumerator must

probe on the process

involved in transacting

under WRS.

Regardless of the

response, the

enumerator should

proceed to the next

practice

33


Improved storage bags

– PICS, ZeroFly

Purdue Improved Crop

Storage (PICS) bags

provide a simple, low-

cost method of

reducing post-harvest

losses due to bruchid

infestations.

A new technology

hence most farmers are

not familiar with them.

They’ll be need to carry

them or show a picture


carry PICS bag

Regardless of the

response, the

enumerator should

proceed to the next

practice

Storing in shell Keeping the produce in

its shell No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Drying

Letting the crop to

achieve optimal

moisture content so

that molds or aflatoxin

do not develop

No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Roasting

Processing the nuts by

cooking in an open fire

or oven.

No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Processing into flour

Grinding the

nuts/beans/tuber into

flour

No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Processing into peanut

butter

Roasting and grinding

the nuts into paste

(peanut butter)

No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Processing into oil Extracting oil from the

nuts or beans No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Processing into milk A process of producing

milk from soy No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

Pits with ash

Storing the tubers in

pits after applying ash

to long storage on the

tubers (preservation)

No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

34


Chips + drying

Cutting the tubers in

small cubes and frying

or drying

No Challenge

Regardless of the

response, the

enumerator should

proceed to the next

practice

D2. SOYBEAN VALUE CHAIN



practices for the soybeans commodity.

D20: “Did you grow soybeans during the 2016-2017growing season?”

First ask if the farmer grows soybeans. If yes, ask the questions in this sub-module. If

no, continue with sub-module D3 (OFSP).

Instructions: Sub Module D2 on Soybeans Value Chain follows the same structure and question

layouts you have been trained on in the groundnuts sub-module. Ask the questions related

to this crop or continue on OFSP if the farmer does not grow Soybeans.

D3. OFSP VALUE CHAIN



practices for the soybeans commodity.

D30: “Did you grow OFSP during the 2016-2017growing season?”

First ask if the farmer grows soybeans. If yes, ask the questions in this sub-module. If

no, continue with Module E.

Instructions: Sub Module D2 on Soybeans Value Chain follows the same structure and question

layouts you have been trained on in the groundnuts sub-module. Ask the questions related

to this crop or continue on OFSP if the farmer does not grow Soybeans.

35

Module E - Climate Disaster Mitigation

Objective. The objective of module E is to collect data on questions related to early warning

systems, mini weather stations/agro-net systems, climate information dissemination and climate

adaptation practices. Those management practices help the farming community adapt to the effect

of climate change.

Who Responds to This Module? This module must be administered to each randomly selected

farmer; male or female, after the listing operation.

Instructions for Administering Module E

Module E is composed of four sub-modules described below:

1. Sub-module E1 focuses on questions related to early warning systems such as community

or radio listening groups.

2. Sub-module E2 collects data on activities related to mini weather stations/agro-net

systems.

3. Sub-module E3 addresses climate information sources such as public lectures, video

shows, SMS stations and disaster committees.

4. Sub-module E4 collects data on climate adaptation practices to mitigate the impact of

climate change.

E1. Early Warning Systems.

E12: “Did you participate as a member in any [SYSTEM] of early warning?”

Check the right answer. If the given answer is No, the tablet will resume on the next [SYSTEM]

line. If the answer is Yes, ask question E13.

E13: “Did you use information from your participation to any [SYSTEM] to implement climate

resilient actions?”

Whither the answer is Yes or No, the tablet will bring you to the next [SYSTEM]. When the list

in [SYSTEM] is exhausted, questions in sub-module E2 will be asked.

E2. Mini weather Stations/Agro-net Systems

E22: “Are you aware of the existence of a weather station in your community?

Check the right answer. If the given answer is No, the tablet will resume on sub-module E3. If

the answer is Yes, ask question E23.

E23: “Did you use climate information from [SYSTEM] to make farm management decisions?”

Whither the answer is Yes or No, the tablet will bring you to the next [SYSTEM]. When the list

in [SYSTEM] is exhausted, questions in sub-module E3 will be asked.

36

E3. Climate information Sources

E32: “Did you visit climate information centers in your community belonging to any [SOURCE]?”

Check the right answer. If the given answer is No, the tablet will resume on the next [SOURCE].

If the answer is “Yes”, ask question E33.

E33: “Did you receive climate information from any [SOURCE]?”

Whether the answer is Yes or No, the tablet will bring you to the next [SOURCE]. When the

list in [SOUCE] is exhausted, questions in sub-module E4 will be asked.

Table E1: CLIMATE DISASTER MITIGATION DEFINITIONS AND

CHALLENGES

System / Station /

Source Definition Challenges Instruction

Community Group

a group or organization

which works for the

public benefit and

membership is

voluntary

No Challenge

Observe the skip code

to next system in E11 if

2…No and

Radio Listening Group

It is a group formed

for a sole purpose of

listening to the

programs on the radio

that affects their

livelihood

No Challenge end module E2 if

2…No

Mini Weather

Station/Village ago-net

A mini weather station

is a local weather

station that measures

temperature and

humidity and basic

weather data with the

aim of feeding into the

main weather station.

No Challenge End module to E3 if

response is 2…No

Printed reading

materials

Materials that have

weather and climate

information that will

inform the farmer in

crop production and

decision making in

relation to climatic

shocks

No Challenge

Proceed to E33 if

response is 1 and next

source if response is 2

Group discussions

Discussion made in a

group in relation to

climatic changes and

the crops to be

produced

No Challenge

Proceed to E33 if



37

System / Station /

Source Definition Challenges Instruction

Briefing services

It is a weather briefs

that provide current

weather situation in a

particular location

No Challenge

Proceed to E33 if



Public lectures

It is a type of

information

dissemination to the

community by an

expert in a specialized

field like climate change

No Challenge

Proceed to E33 if



Video shows

It’s a place where the

community could watch

videos

No Challenge

Proceed to E33 if



Extension

workers/disaster

committee/lead farmer

Those farmers selected

to lead “farmer-to-

farmer” extension.

No Challenge

Proceed to E33 if



SMS station (mobile

phones)

The use of a short

message service facility

on a mobile phone to

disseminate climate

information

No Challenge

Proceed to E33 if

response is 1 and if

response is 2, End sub-

module to E4

E4. Climate Adaptation

E42: “Did you apply any [TECHNOLOGY]?”

Check the right answer. If the given answer is No, the tablet will resume on the next

[TECHNOLOGY]. If the answer is Yes ask question E43.

E43: “What proportion of your total area in OFSP is planted under [TECHNOLOGY]?”

Choose the relevant proportion from the choices shown. Note that it will be helpful to use

visualization to explain those proportions. For example, you can use four beans to mean: all area

planted on OFSP, or alternatively, use 3 beans out of four to mean ¾ and so forth. For any other

proportion not listed select “Others”, a pop-up window will open and we will enter the new

proportion.

Note: When all [TECHNOLOGY] lines are exhausted, the tablet will skip to Module F.

38

Table E4: CLIMATE ADAPTATION DEFINITION AND

CHALLENGES


Agroforestry

integration of trees and

shrubs in the farming

system

No Challenge

The enumerator should have

four beans representing the


should use these to determine

the proportions with 1 bean

representing quarter, 2 beans is

half, 3 beans is three quarter and

4 beans is full.


note of the skip instruction if the

answer is 2 on the question did

you apply any

Management of tree

regeneration and

harvesting

Farmer Manages

Natural Regeneration

of trees

No Challenge as

the communities

have forestry

management

committees








4 beans is full.




you apply any

Truncheons

Dry season planting of

local indigenous tree

branches/stems

Not popular

among farmers








4 beans is full.




you apply any

39


Disaster Risk

Reduction

Planting other crops or

using special cultivars

to mitigate the effects

of climate change

No Challenge








4 beans is full.




you apply any

Module F - Water Harvesting Systems

Objective. This module asks questions to gauge if farm ponds or check dams are used for land

drought proofing or water source recharging, in order to grow groundnuts or soybeans or OFSP.

Who Responds to This Module? This module must be administered to each randomly selected

farmer; male or female, after the listing operation.

Instructions for Administering Module F

F: Water Harvesting

F2: “Did you use any of these sources of [WATER]?”

Check the right answer. If the given answer is No, the tablet will resume on the next [WATER].

If the answer is Yes, ask question F2.

F2: “What proportion of your total area in groundnuts, soybeans or OFSP is irrigated with

[WATER]?”

Choose the relevant proportion from the choices shown. Note that it will be helpful to use

visualization to explain those proportions. For example, you can use four beans to mean: all area

planted on crops, or alternatively, use 3 beans out of four to mean ¾ and so forth. For any other

proportion not listed select “Others”, a pop-up window will open and we will enter the new

proportion.

40

Table F1: WATER HARVESTING DEFINITIONS AND CHALLENGES

Water Definition Challenges Instruction

Farm ponds

Water source created by

constructing an embankment

or excavating a pit that is

intended to provide water

for the irrigation of crops or

water supply for livestock

operations.

No challenge






representing 25%, 2 beans is

50%, 3 beans is 75% and 4

beans is 100%.


note of the skip instruction if

the answer is 2 on the question

did you apply any

Check dams/small

dams

A check dam is a small,

sometimes temporary, dam

constructed across a swale,

drainage ditch, or waterway

to counteract erosion by

reducing water flow velocity.

No challenge







half, 3 beans is three quarter

and 4 beans is full.


note of the skip instruction if

the answer is 2 on the question

did you apply any

Module G - Women’s Empowerment in Agriculture Index (WEAI)

Objective. The objective of this section is to measure the inclusion of women in agricultural sector

growth. It was developed as a monitoring tool for the Feed the Future initiative. Module G should only be administered by a female interviewer.

Who Responds to This Module? The respondent for the module should be the primary adult (age

18 or older) female decision maker in the household. If there is not a primary adult female

decision maker in the household, you will not see Module G on the tablet – it will be skipped

automatically).

Instructions

Check the Informed Consent Register and ensure that the respondent to Module G has

previously provided Informed Consent. If not, administer the Informed Consent Form for

Respondents Answering Module G Who Were Not Consented for Prior Modules before asking

any questions.

Interview this respondent in private or where other members of the family cannot overhear or

contribute answers. Sometimes it is challenging to ensure privacy, but you should use some of

the techniques practiced in training to establish privacy with the respondent. If respondents do

41

not feel free to speak honestly because family members or neighbors are trying to overhear the

discussion, the information you collect will not be reliable. It is therefore very important to

establish privacy for this module in particular.

SUB-MODULE G0: INDIVIDUAL IDENTIFICATION

Objective. Sub-Module G0 records the respondent’s identification form.

Instructions for Administering the Sub-Module G0

G0.01. HOUSEHOLD IDENTIFICATION

Instructions: This data item will automatically be entered for you by the tablet.

G0.02. NAME OF RESPONDENT CURRENTLY BEING INTERVIEWED (LINE NUMBER FROM

ROSTER IN SECTION C HOUSEHOLD ROSTER): SURNAME, FIRST NAME:

The purpose of this questionnaire item is to record the name of the primary adult female decision

maker (age 18 or older) who is being interviewed for this module.

Instructions: If you are administering the questionnaire on the tablet, the computer will record

this information for you.

G0.03. OUTCOME OF INTERVIEW

The purpose of this questionnaire item is to record the outcome of the interview for this module.

Instructions: Enter the appropriate code depending on the outcome of the interview.

G0.04. ABILITY TO BE INTERVIEWED ALONE: (SELECT ALL THAT APPLY)

The purpose of this questionnaire item is to record if the household member was able to be

interviewed alone, or if other family or community members were present while the interview

was conducted.

Instructions: Select all the appropriate codes that apply, depending on whether or not the

respondent was able to be interviewed alone, or if other people were present during the

interview. If other people were present, it is important to know if they were adults or children.

Respondents may answer questions somewhat more freely in front of very young children

compared to how they might respond in front of other adults. Respondents also may answer

some questions less freely if adult men are present.

SUB-MODULE G1: ACCESS TO and DECISION ON CREDIT

Objective. The objective of Sub-Module G1 is to collect information about the household’s

experience in borrowing money from various lending groups, including the following types:

A non-governmental organization (NGO) is an organization that does not include any

government or government-appointed representatives in its membership.

An informal lender is a private lender or a person who does not belong to a bank or an

organization and generally lends money for a higher interest rate. Informal lenders can use formal

debt agreement terms or they can create their own style of informal debt agreements. They can

accept collateral that banks would not accept or accept barter as payments in kind. Informal debt

agreements can include labor instead of payment.

42

A formal lender provides a formal debt agreement that includes the loan amount, payment

schedule, late fees and interest rate. These are usually banks or other formal financial institutions.

Examples of formal lenders in Malawi include OIBM, FINCA, PRIDE, and CUMO.

Group-based microfinance or lending is a source of financial services for entrepreneurs and

small businesses lacking access to more formal banking and related services. One of the main

mechanisms for the delivery of financial services to such clients are group-based models, where

several entrepreneurs come together to apply for loans and other services as a group. Examples

of group-based microfinance or lending in Malawi include [merry-go-rounds, VSLAs (Village

Savings and Loan Associations), ROSCAs (Rotating, Savings and Credit Associations), SACCOs

(Savings and Credit Co-Operatives].


Read the introductory statement to Sub-Module G3(B) to the respondent before asking

questions. “Next I’d like to ask about your household’s experience with borrowing money or

other items in the past 12 months.”

Use the list (A-E) provided in the column titled LENDING SOURCE NAMES.

G1.01. “Has anyone in your household taken any loans or borrowed cash/in-kind from

[SOURCE] in the past 12 months?”

Instructions: Ask the question, with the name of the potential lending source incorporated into

the question where indicated by the word [SOURCE]. Enter the appropriate answer choices

provided.

If ‘1 is entered (YES response), continue asking the rest of the questions for this source.

If ‘4’ (NO) is entered, skip the remaining questions for this source and move to the next

lending source.

G1.02. “Who made the decision to borrow from [SOURCE]?”

Instructions: Ask the question and enter the appropriate answer choices provided for this item.

If borrowing was done by more than one person, or more than one person contributed to the

decision making to borrow, enter all applicable answers. Record all applicable responses.

G1.03. “Who makes the decision about what to do with the money/item borrowed from

[SOURCE]?”

The purpose of this questionnaire item is to find out who has the authority to decide what to do

with the money or item borrowed from the lending source.

http://www.ehow.com/facts_6902315_informal-debt-agreement.html

http://en.wikipedia.org/wiki/Financial_services

http://en.wikipedia.org/wiki/Banking

43

Instructions: Ask the question and enter the appropriate answer choices provided for this item.

If the borrowing was done by more than one person, or more than one person contributes to

deciding what to do with the money or item that has been borrowed, enter all applicable answers.

Record all applicable responses.

SUB-MODULE G2: ACCESS TO and DECISION ON CREDIT

Objective. The objective of Sub-Module G2, Group Membership, is to collect information on the

respondent’s knowledge about the existence of groups in the community and the respondent’s

involvement in these groups.


Read the introductory statement for Sub-Module G2, Group Membership, to the respondent

before asking questions: “The next few questions are about different groups or organizations that

may exist in your community.”

To administer Sub-Module G2, begin with Group Category A and work in order, one Group

Category at a time, for Groups A through K:

Ask question G2.01, inserting the Group Category into the question where indicated:

[GROUP].

If the answer to G2.01 is ‘NO’ or ‘DON’T KNOW’, skip to the next Group Category.

If the answer to G2.01 is ‘YES’, continue and ask question G2.02, again inserting the Group

Category into the question where indicated: [GROUP].

Go to the next Group Category and continue with this procedure for each remaining

Group Category.

For group Category J, include a women’s group only if it does not fit into one of the other categories. For Group Category K, if the respondent names any other group or organization,

specify the type of group in the text box provided on the tablet.

Definitions of concepts that pertain to the Group Categories (see Table G2 for a description of

what these groups do):

Group Category A

A producer is somebody or something that makes, grows, creates, or manufactures

goods or services.

Marketing is communicating the value of a product or service, for the purpose of selling

that product or service.

Group Category D

Credit is when one party provides another party with financial resources or goods or

services. The receiving party either repays or returns those resources (or other materials

of equal value) at a later date.

44

Microfinance is a source of financial services for entrepreneurs and small businesses

lacking access to banking and related services.

Group Category E

Mutual means something experienced, performed, or shared by each of two or more

with respect to the other.

Group Category F

Trade is any work pursued as a business or to make a living, usually some line of skilled

manual or mechanical work or a craft.

Table G2. Types of Community Groups

Groups Definition

Agricultural/livestock/fisheries

producer’s group (including

marketing groups)

Producer groups are formed by farmers who cultivate a

particular commodity and wish to act cooperatively to

advance their group interests as they relate to

production and marketing of the commodity. These

organizations are often independent, non-governmental,

membership-based rural organizations of part- or full-

time self-employed smallholders and family farmers,

pastoralists, artisanal fishers, landless people, women,

small entrepreneurs and indigenous peoples. They range

from formal groups covered by national legislation, such

as cooperatives and national farmers’ unions, to looser

self-help groupings and associations.

Water users’ group

Water users’ groups are made up of water users, such

as irrigators, who pool their financial, technical, material,

and human resources for the operation and maintenance

of a water system. The groups collectively manage the

water resource allocated to them, primarily during times

of restriction.

Forest users’ group

The practice of community forestry is intended to

ensure that forest resources remain sustainable and are

available for the benefit of local people. Forest user

groups operate community forestry activities related to

the protection, production and distribution of forest

products. The groups also may carry out activities for

the protection and sustainable management of forest

resources.

45


Groups Definition

Credit or microfinance group

(including merry-go-rounds,

VSLAs, ROSCAs, and

SACCOs

Microfinance is a source of financial services for

entrepreneurs and small businesses lacking access to

banking and related services. One mechanism for the

delivery of these services includes group-based models, where several entrepreneurs come together to apply for

loans and other services as a group.

- Merry-go-round is a type of group-based microfinance

in which members make weekly donations to a common

pool of money from which members can take loans, and

another weekly donation to a pool of money to be given

to one member, who can use the money as their

household needs dictate.

- VSLA stands for Village Savings and Loan Association

- ROSCA is the acronym for Rotating Savings and Credit

Association, which is a group of individuals who agree to

meet for a defined period in order to save and borrow

together, a form of combined peer-to-peer banking and

peer-to-peer lending.

- SACCO is the acronym for Savings And Credit Co-

operative, which is owned, governed and managed by its

members who have the same common bond: working

for the same employer, belonging to the same church,

labor union, social fraternity or living/working in the

same community.

Mutual help or insurance

group (including support

groups)

In the absence of public welfare or assistance, or access

to private financial institutions, people may form various

types of co-operative societies to supplement meager

incomes. These include women’s self-help groups where

participants pool their money, to be withdrawn when

needed and then paid back.

46


Groups Definition

Trade and business

association

A trade association, also known as an industry trade

group, business association or sector association, is an

organization founded and funded by businesses that

operate in a specific industry. An industry trade

association participates in public relations activities such

as advertising, education, political donations, lobbying

and publishing, but its main focus is collaboration

between companies to promote the business interests of

their members. By combining their voices under one

banner, companies are better able to establish a strong

and unified presence and effectively protect their shared

interests.

Civic groups (improving

community) or charitable

group (helping others)

Civic groups are comprised of people who join together

to network with each other to provide a service or services to their community. Some examples are

charities, foundations, social welfare or advocacy groups,

professional/trade associations, and religious

organizations.

Local government

Local government is a form of public administration

which usually exists as the lowest tier of administration

within a given state. Local governments generally act

within powers delegated to them by legislation or

directives of the higher level of government.

Religious group

A religious group is formed by a set of individuals who

share an identity in terms of common religious creed,

beliefs, doctrines, practices, or rituals.

Other women’s group

Women’s groups are formed by women who are brought together by common social standards. Such

groups may meet to network and to discuss and share

personal and/or professional interests and goals.

Note: Only classify a respondent as a participant if this

“other women’s group” does not have the same

objectives as another group listed in this table.

47

G2.01. “Is there a [GROUP] in your community?”

The purpose of this questionnaire item is to collect information about the respondent’s

knowledge of different groups or organizations in the community. These include both formal and

informal groups.

Instructions: Read the question to the respondent, being sure to insert the Group Category into

the question where indicated: [GROUP].

If the answer is ‘YES’, continue to G2.02.

If the answer is ‘NO’ or ‘DON’T KNOW’ for group categories A through J, skip to the

next group category.

If the answer is ‘NO’ or ‘DON’T KNOW’ for the group category named any other group

or organization (SPECIFY), skip to Module G3A.

G2.02. “Are you an active member of this [GROUP]?”

The purpose of this questionnaire item is to collect information about whether the respondent

is active in any of the groups or organizations in the community.

Instructions: Read the question to the respondent, being sure to insert the Group Category into

the question where indicated: [GROUP].

After completing Item G2.01 and G2.02 (if applicable) for a Group Category, continue on to the

next Group Category and repeat the process for questions G2.01 and G2.02. Continue until the

questions have been asked for all the Group Categories.

SUB-MODULE G3 (A): DECISION MAKING – INPUT IN PRODUCTIVE DECISIONS

Objective. The objective of Sub-Module G3 (A) is to collect information on women’s participation

in household decision making, particularly with regard to work activities for production and

income generation. Research has shown that when women participate in this type of household

decision making, household members’ well-being is enhanced.

Definitions

Activity A: Food Crop Farming means that the food is grown to be eaten by the household

members.

Activity B: Cash Crop Farming means these are crops that are grown primarily for sale n the

market.

Activity C: Livestock raising includes oxen, cattle, goats, pigs, and sheep.

Activity F: Fishing or Fishpond is the raising of fish in ponds. Raising fish in ponds entails feeding,

breeding, growing, and harvesting the fish in a planned way.

Instructions for Administering the Sub-Module G3(A)

48

Read the introductory statement to Sub-Module G2 to the respondent before asking questions.

“Now I’d like to ask your inputs on productive decisions.”

Questionnaire Items G3.01A, G3.01B.

Beginning with Activity Code A, work in order, one Activity at a time, for each Activity

Code A, B, C, D.

Read aloud the Activity Description for the Activity Code to the respondent.

For each activity, ask question G3.01A: “Did you yourself participate in [ACTIVITY] in

the past 12 months (that is, during the last one/two cropping seasons)?”

If the answer is ‘NO’, skip to the next Activity. If the answer is ‘YES’, continue and ask

questions G3.02A about the Activity. Then go to the next Activity and continue with this procedure for each remaining Activity.

G3.01A. “Did you yourself participate in [ACTIVITY] in the past 12 months (that is, during the

last one/two cropping seasons)?”

The purpose for this question is to find out for each activity whether or not a woman participated

in the activity during the past 12 months. If you think that the respondent is becoming confused

about the 12-month reference period as a result of the reference to the cropping season(s), re-

emphasize that the reference period for this question is the past 12 months.

Instructions: Read the activity and the descriptions for the activity to the respondent. Then read

questionnaire item G3.01A, with the name of the activity incorporated into the question where

indicated by the word ‘[ACTIVITY]’.

For example:

“The first activity I’d like to ask you about is food crop farming. Food crops are crops that are

grown primarily for household food consumption.

Did you yourself participate in food crop farming in the past 12 months, that is, during the last

cropping season?”

Communicate clearly to the respondent that this question is about the entire past 12-month time

period. You can use Annex 1, Country-Specific Event Calendar, as an aid to prompt the respondent’s

memory.

If the answer is ‘NO’, skip to the next Activity. If the answer is ‘NO’ for the last Activity listed

(Activity Code F), go to the next module. If the answer is ‘YES’, continue to G2.02.

G3.02A. “How much input did you have in making decisions about [ACTIVITY]?”

The purpose for this question is to find out for each activity how much input the woman had in

making decisions for that activity during the past 12 months.

Input means being able to give ideas, information, or suggestions for a plan or discussion. Instructions: Read the activity and the description for the activity to the respondent. Then read

questionnaire item G3.02A, with the name of the activity incorporated into the question. If the

49

respondent needs clarification about the time period being referenced, you may remind the

respondent that this question is about the entire past 12-month time period. You can use Annex

1, Country-Specific Event Calendar, as an aid to prompt the respondent’s memory.

Respondents may have multiple responses for a given question. You should enter the response

that the respondent says is true most of the time. Record the response. Be carefully neutral if

you need to probe further for a response that fits one of the categories for the amount of input.

SUB-MODULE G3 (B): DECISIONMAKING – PERSONAL DECISIONS

Objective. The objective of Sub-Module G3 (B) is to collect information about the household

decision making dynamics for different types of activities, and the capacity of the primary adult

female decision maker to make independent decisions with regard to each of the listed activities.

Instructions for Administering the Sub-Module G3(B)

Read the introductory statement for Sub-Module G3 (B), Decision Making, to the respondent before asking questions: “Now I have some questions about making decisions about various

aspects of household life.”

Move through this module for each activity (A through E), one activity at a time. Begin by reading

out the first activity to see if the activity pertains to the household. If the activity is not performed

or not applicable to the household, enter 5 and move to the next activity. For each activity, ask

G3.01B, check for G3.02B, and then ask G3.03B, if applicable. When you have recorded all the

responses to the questions about the activity, go to the next activity and follow this same

procedure.

G3.01B. “When decisions are made regarding [ACTIVITY], who is it that normally makes the

decision?”

The purpose of this questionnaire item is to identify which household members have the authority

to provide input or make decisions regarding various activities listed in this module.

Instructions: Ask the question, inserting the activity name into the question where indicated by

the word [ACTIVITY]. Select the response(s) for this item based on the respondent’s answer. If

decisions are made by more than one person, enter all applicable answers. Enter 5 if the response

is ‘NOT APPLICABLE’ and skip to the next activity. Enter 9 if the response is ‘REFUSED’ and

skip to the next activity.

G3.02B. Filter: Check 05.01

Instructions: Check the response in G3.02B. If the response is ‘SELF (1) IS THE ONLY

RESPONSE’, go to the next activity. Otherwise, go to G3.03B.

G3.03B. “To what extent do you feel you can make your own personal decisions regarding these

aspects of household life if you want(ed) to?”

50

The purpose of this questionnaire item is to find out whether the respondent feels at liberty to

make her own independent decisions regarding the specified activities.

Instructions: Ask the respondent the question. You may need to interpret the respondent’s

answer in order to select one of the provided response categories. Be carefully neutral if you

need to probe to obtain an answer from the respondent that corresponds with a questionnaire

response category.

Module H: Female Consumption of a Diet Of Minimum Diversity

Objective. This module gathers data on liquids and food ate the previous day or night by the

selected woman farmer

Who Responds to This Module? All women of any age who is member of the household with a

selected farmer are eligible to be interviewed for this module.

Instructions for Administering the Module H

H14 through H30: WOMEN’S DIETARY DIVERSITY

The purpose of these questions is to obtain information on the dietary intake of the respondent

from the time she first woke up yesterday until the time she went to sleep for the night. We will do this by recording any items that she ate during this period. Note that Items H20A and H20B

refer to ONLY local commonly-consumed wildlife. For item H25, milk that is added in small

quantities (e.g., a teaspoon added to coffee) should not be counted.

Instructions: Read the introductory statement to this section of questions on Women’s Dietary

Diversity: “Now I would like to ask you about liquids or foods that you ate yesterday during the

day or at night. I am interested in whether you had the item even if it was combined with other

foods. For example, if you ate a millet porridge made with a mixed vegetable sauce, you should

reply yes to any food I ask about that was an ingredient in the porridge or sauce. Please do not

include any food used in a small amount for seasoning or condiments (like chilies, spices, herbs,

or fish powder), I will ask you about those foods separately.

Then ask the following question for each food group:

Yesterday during the day or night did you drink or eat any [ASK QUESTIONS H14 to H30]?

Foods in small amounts (less than a teaspoon) or used as seasonings should be listed

as condiments.

Module I: GPS Area Measurement of Value Chain Fields

Objective. This module gathers GPS direct area measurement data on areas cultivated for

groundnuts, soybeans and OFSP, on randomly selected farmers’ fields.

Who Responds to This Module? This Module is administered to those selected farmers whose

field(s) has been randomly sampled to participate in the GPS direct area measurements operation.

51

To initiate the direct measurement process, the enumerator has to respond “Yes” to the

question “Is this farmer sampled for GPS measurement of plots?”

Instructions for Administering the Module I

Note: The tablet is programmed to automatically remember the crops cultivated by the

respondent once you respond Yes to question I00.

If the farmer does not grow groundnuts, the tablet will initiate direct measurement for

soybeans. If soybeans is not grown by the farmer, then OFSP measurements will be

selected.

I00: “Is this farmer sampled for GPS measurement of plots?”

If the answer is “No” you will reach the End of this interview.

If the answer is “Yes” you will start the GPS measurements.

I01: “What is the GPS measurement of area under groundnuts?”

This screen shot is only available if the selected farmer grows groundnuts. Follow the process

below:

Use your GPS and from the main menu and SELECT – AREA CALCULATION

Press “START”. After you have completed measuring the plot,

Press “CALCULATE”. Chose the unit you want to use, in this case chose m2.

To do that, select Change units. ENTER the number displayed on your GPS using the numeric

keypad (with all the decimals).

Select SAVE TRACK. Give it a name, preferably farmer’s name.

I02 “What is the GPS measurement of area under soybeans?”


below:

Use your GPS and from the main menu and SELECT – AREA CALCULATION

Press START. After you have completed measuring the plot,

Press CALCULATE. Chose the unit you want to use, in this case chose m2.




I03: “What is the GPS measurement of area under OFSP?”


below:

Use your GPS from the main menu and SELECT – AREA CALCULATION

Press START. After you have completed measuring the plot,

Press CALCULATE. Chose the unit you want to use, in this case chose m2.




52

ENTERING AND MANAGING DATA ON THE TABLET

This section describes the physical features of your tablet, how to start a survey or navigate

through the survey, and how to enter responses into the tablets. The digital survey consists of

forms and modules. A “form” is the complete survey for a farmer. Each household’s interview is

saved as a separate form. A “module” contains a number of related questions. The MELS baseline

survey includes 8 modules.

Module A will be completed by the enumerators. The adult household primary decision maker

or the selected farmer will answer questions on modules B and C. The survey modules D to F

will be answered by the selected farmers, males or females, producing one or several of the three

targeted crops which are groundnuts, soybeans and Orange Fleshed Sweet Potatoes (OFSP).

Modules G and H will be answered by the selected female farmers only.

Tablet/Screen Components

Power Button.

The shot below shows a generic outlook of a tablet and key layout. The power key is denoted

with (1). A short press on (1) will turn the screen on or off, but leave the device turned on. Press

and hold to turn your device off. (2) is the volume key to control the volume of the device. This

key will not be relevant during your data collection. (3)

Navigation symbols. There are four navigation symbols at the bottom of the screen:

The symbol 5 in screen shot above is for the Back button - Tapping this opens the

previous screen.

Home screen (4) - Tapping this opens the home screen.

. Applications (3) - Tapping this opens a list of all of the applications on the tablet. You will not need to access these.

53

Getting Started

Turn on the tablet - Press and hold the power button until you see the screen light up.

Navigation

Scroll down/up the screen – If the question text is more than the space of the tablet screen

you will need to scroll down to access the rest of the text of the question. To do this you swipe

the text up. The converse is true for scrolling up

Advance one screen – To advance one screen forward you swipe the tablet screen from right

to left

Advance multiple screens – To do this you can either swipe right to left until you arrive at

the screen of your interest. Alternatively, you can navigate among different screens using the

module tree in the left side of the tablet screen. When you tap on the module heading of your

interest, a list of question under that module will show up and you can tap specific question

whose screen you want to appear. You will not be able to advance to a different module unless

prior modules have been completed.

Go back one screen – To advance one screen backward you swipe the tablet screen from left

to right

Go back multiple screens – The process is the same as for advancing multiple screens above.

Advancing through Modules

Open a Module. To open a module of your interest, you can use the module navigation tree

mentioned above in the right side of the screen. Once you tap on the module it opens up the

questions that are on it.

Save a Module: You can save a module by tapping on the menu icon , and then you select the save icon, to save the data entered so far. You also will use the save method when an

interview is curtailed for a later time (call back).

Entering Responses

Enter a number: When a field requires a number to be entered, a number pad will pop up

immediately if you reach such a question. You simply type in numbers from the number pad.

Enter a date: When a field requires a date to be entered, it will show scroll down list day,

month and years. To enter a particular date you scroll down/up to particular day, months and

year. See screen shot below.

54

Enter a word or words: A field that requires words input data comes along with a key board.

You simply type in the word/words you want to input using the keyboard.

Select one of several options: A field that requires only one response can be filled by tapping

on the choice response from the list of responses. It is impossible to input more than one

response for such fields.

Select multiple response options: A field that requires several responses will allow you to

check more than one response. The options do have square check box that you can tap on to

check responses. The screen shot below illustrate a survey question with multiple responses,

55

Correcting Responses after Saving a Form

You can correct responses anytime, during interview or after you finish the interview. During

interview, you simply navigate to the field that requires editing using the module navigation tree

and do the edit. If it is after the interview, you can navigate from a list of Household IDs, for the

cases that have already been entered. All the cases that have been entered are displayed as a list

of Household IDs which you can see after completion of every interview. Once you tap on the

case of interest, it open up the questionnaire and you can navigate to the field of interest for

editing.

Dealing with Refusals

There are three types of refusals, which should be dealt with as follows:

Refusal of a respondent to answer an individual question. If the respondent refuses to answer a question in the middle of a module, select “refused” for that question

and continue to the next question.

Refusal of a respondent to answer the remaining questions in a module. If the

respondent refuses to continue after you politely encourage him/her to do so, select

“refused” for all the remaining questions in the module. Then initiate the next module

with the next consented respondent. For example, this procedure is particularly relevant

when the primary decision maker refuses to complete module C.

Refusal of the household primary decision-maker(s) to continue with the survey. If the primary decision maker or the selected farmer refuses to continue the

survey, terminate the survey. Select Menu > Go to Start. Swipe forward to the “Interview

Status” screen that follows Module A, Household Identification Sheet. Select “Survey

Terminated by Participant.”

56

Troubleshooting

Check battery level – The battery level of the tablet is displayed at the top right side of the

battery as:

. Like this one, is showing that it is 38 percent. Once the level runs down to 15 percent you need to plug in to the power backup that will be provided to you.

Review the list of things to carry

Tablet Times Out: When the Tablet time is out (blank screen), you simply need to press the

home screen followed by swiping the screen.

COMPLETING THE MODULES

Numbering of Modules and Questions

The survey modules and questions are numbered sequentially, as they appear on the paper

version of the questionnaire. The translations show directly under the English version of the

question,

Question Text

The question text on the tablet screen may be a slightly abbreviated version of the question text on the printed questionnaire, the question number on the tablet screen always matches the

question number on the printed questionnaire so you always will know where to enter the

response.

Required Responses

You must enter a response for every question. If you try to advance to the next screen without

entering a response to all questions on the current screen, you will receive a message “Sorry,

this response is required!” Locate the question that has not been answered on the current

screen and enter a response.

57

Note that respondents can refuse to answer any question. Enter or select “refused” if the

respondent refuses to answer a question.

How to Administer Module/Ask Questions/Enter Responses

The following sections provide information on each module in the survey. They explain the

objective of the module and who should be interviewed for each module. They also explain how

to administer the module and any special instructions for dealing with questions or responses.

Advice on how to ask the question or enter the response is only provided if special instructions

are needed. Most questions and their responses are straightforward so, for these, no special

instructions are provided.

Initial Screens

Before you start the household survey, you will have to tap on the “Apps” icon that looks like

this:

This will lead you to a screen with different applications on the tablet. Swipe from right to left

until you find the CSPro icon with the name CSEntry which looks like this:

Once you tap it you will see the initial screen.

The first screen indicates that you are at the start of the form and shows you how to advance.

There is a statement “Start a new case” if you want to start interviewing a new household, you

tap on this statement.

Module A - Household Identification Cover Sheet

Objective

This module should be partially completed by the enumerator before beginning the interview. It

serves to identify the household and the enumerator to administer the survey. GPS coordinates

may take several minutes to load.

58

Who Responds to This Module

This module should be answered by the enumerator.

When starting the survey, you will select “Start a new case.” If, during the survey, the

respondent refuses to allow the survey to continue, you will return to the “Start a new case.”

screen. You then select “Survey Terminated by Participant” to cancel the survey.

59

Module B - Informed Consent

Note: The informed consent process will be handled on an informed consent sheet and

not on the tablet although it will show on the screen. The age of consent is 18 and above. Every

interview will need informed consent.

Objective

The informed consent process ensures that the household members understand the purpose of

the survey, that their data are confidential, and that they can refuse to participate in the survey

or to answer any question. You will read background information on the survey to the primary

decision maker or selected farmer, if the primary decision maker did not do it, answer their

questions, and then ask them to approve the interview in where their name appears in the

paper informed consent sheet. Share the second copy with each of the respondent(s) (if more

than one) (B2)

Who Responds to this Module?

A responsible decision maker of age 18 or above should listen to the background information

on the survey. The responsible decision maker should sign or mark whether or not they

consent to participate. The responsible decision maker includes the household primary

decision maker – male or female -, in case that person is absent, any eligible adult in the

household knowledgeable about the targeted value chain crops.

If you have to return to the household and interview an adult who was not present during the

first interview, you must read the background information again and obtain that person’s

consent. Only people who have signed or marked that they consent to participate can be

interviewed.

Instructions for Administering the Module

Read the following statement (included on the top of the informed consent sheet) to adult

household members.

“Thank you for the opportunity to speak with you. We are a consulting firm based at Lilongwe and we

are conducting a survey to learn about agricultural production and marketing of groundnuts, soybean and

orange fleshed sweet potatoes from farmer households in this area. Your household has been selected to

participate in an interview that includes questions on topics such as your family background, areas planted,

improved production technologies, production and sales of crops, costs of crop inputs, food consumption,

resilience to climate change and women in agriculture. The survey includes questions about the household

generally, and questions about individual farmers within your household. The questions about the

household and its characteristics will take about 30 minutes to complete. Selected members from your

household will be asked additional questions. The interview in total will take approximately 2-3 hours to

complete. Your participation is entirely voluntary. If you agree to participate, you can choose to stop at

any time or skip any questions you do not want to answer. Your answers will be completely confidential;

we will not share information that identifies you with anyone. After entering the questionnaire into a data

base, we will destroy all information such as your name that could link these responses to you”.

60

Do you have any questions about the survey or what I have said? If in the future you have any questions

regarding the survey and the interview, or concerns or complaints we welcome you to contact our

agency. We will leave one copy of this form for you so that you will have record of our contact

information and about the study (Module B2).

You will only administer questionnaires to individuals who provided informed consent. At the

start of each module, make sure the appropriate respondent(s) signed the informed consent

sheet.

If the respondent has questions about who is part of the household, read the household

definition provided earlier.

Module C – Household Roster and Demographics

Objective

This module should be completed before beginning the farmer interviews; It serves to identify

and list the household primary decision maker, male or female and all the other household

members, along with their sex, their relationships with the primary decision maker (listed in 01

or 02), their age, their school attendance status and their ability to read or write.


The respondent to this module should be the primary decision maker – male or female, age 18

or above. (see capture screen below)

61

Module D - Enterprise Value Chain

Objective

This module must be administered to each selected farmer - male or female - from the list

provided to you by the MELS team.


Enumerators must ensure that the guidelines below are strictly followed:

the household ID and the farmer individual ID (Module C) are correctly

completed for the farmer you are about to interview;

You have gained informed consent for the farmer you are about to interview,

otherwise read the statement of the survey objective in Module B1 and have the

farmer sign the consent. Share the B2 copy with him/her;

Plan to interview the farmer in private or where other members of the

62

household cannot overhear or contribute answers.

Enumerator: All the questions in this Module refer to the specific plots you

cultivated, not to all of the plots cultivated by members of your household.


The respondent to this module should be each selected farmer, male or female, who grows

one or more of the targeted three crops: groundnuts, soybeans or OFSP.

Module D has four sub-modules described below. It gathers the data elements that will allow us

to calculate indicators on area planted, areas under improved technologies and management

practices, yield and crop gross margins, for Groundnuts, Soybeans and OFSP.

Sub-module D0 – Farmer Identification: identifying the farmer being interviewed and the

status of the interview. Make sure that the household identification code and the farmer

identification number are correctly entered as listed in module C. The household

identification code will be filled automatically. However, for the line number of the respondent,

you will need to navigate back to module C by using the navigation tools discussed before to

access the names in the roster, and identify the line number of the respondent for this section.

Sub-module D1 - Groundnuts Value Chain: asking questions about areas planted,

production, sales, input costs, consumption and adoption of improved technologies and

management practices, on groundnuts.

63

Enumerator: Ask question D10 first which determines if the farmer grows

groundnuts. If yes, the table will lead you through the questions in this sub-module.

If no, continue with sub-module D2 (Soybeans). Once you select no, the tablet will

automatically skip all groundnut questions to D20.

If No is selected, the tablet will automatically skip all groundnuts questions to D20. D111 What was the total area you planted under groundnuts? (answer might contain decimals)

a. Area

Enter the requested quantity for area using the keypad

64

b. Units (Please note that there are no translations of units in Chichewa, farmers use the same

names)

.

Check one option. If you check Others, a window will pop up to allow you to enter textual data to specify the new unit of area.

D112 Did you finish harvesting your groundnuts field(s)?

65

Check one option: Yes or No. If the answer is Yes, you will be taken to question D114, Otherwise, you will

ask about Question D113 before going to Question D114.

D113 What proportion of the groundnuts harvest did you finish?

66

Check one option. Note that you might use a visual to explain the proportions. For example, three beans out of four can be shown to the farmer to represents ¾ and so on. If you check Others, a window will pops up to allow you to enter textual data to specify the proportion.

D114 What is the total quantity of groundnuts you harvested Unshelled?

Enter the total Quantity harvested unshelled using the numeric keypad.

67

Units

Check one option. If you check Others, a window will popsup to allow you to enter textual data to specify the unit answered by the farmer.

D115 What is the total quantity of groundnuts you harvested, SHELLED?

68

Enter the total quantity of shelled groundnuts harvested using the numeric keypad.

D115b Units.

69

Check one option. If you check Others, a window will pop up to allow you to enter textual data to specify the unit answered by the farmer.

D116: Did you sell any [ITEM]?

Check the answer that applies: Yes or No. If the answer is no, you will be taken to the next line ITEM (Shelled

groundnuts), Otherwise, ask about the next question.

D117a: Quantity of [ITEM] sold

70

Enter the quantity of unshelled groundnuts sold using the numeric keypad.

D117b: Unit of quantity sold

71

Check one option. If you check Others, a window will pop up to allow you to enter textual data to specify the unit answered by the farmer.

D118 Value of Unshelled ITEM sold in Kwacha

72

Enter the value of sales in Kwacha using the numeric keypad.

D119: Months of shelled groundnuts sales

73

Check the months that apply to capture the seasonality of sales.

D116: Did you sell any Shelled [ITEM]?

74

Check the answer that applies: Yes or No. If the answer is No, you will be taken to Question D120, Otherwise,

ask about the next question.

D117. Quantity of Shelled [ITEM] sold Quantity

75

Enter the shelled Quantity sold using the numeric keypad.

D118: what is the value of [ITEM] sold? Shelled Groundnuts

Enter the value of the shelled groundnuts sold using the numeric keypad.

76

D119: when did you sell your groundnuts?

Check the months that apply to capture the seasonality of sales.

D1110: Did you purchase any [INPUT]? Fertilizer

77

Check the answer that applies: Yes or No. If the answer is No, you will be taken to the next [INPUT] line.

Otherwise, ask about question D1111.

78

D1111: What quantity of [INPUT] did you purchase?

Enter the quantity of fertilizer purchased using the numeric keypad.

Units

79

Check the choice that applies. The answer will depend on the type of input purchased.

Fertilizer is usually sold in bags of 50KG, in that case, check 50kg bag. Otherwise, choose the

appropriate unit given by the respondent. If other units are answered, check “Others” and a

pop-up window will allow you to enter textual information to specify the unit.

80

D1112: what was the unit price for [INPUT]?

Enter the unit price given by the respondent using the numeric keypad. D1113What proportion of [INPUT] did you apply to your groundnuts field(s)?

81

Check the appropriate box. To help the respondent visualise the proportions use four beans

for example. All four beans meaning “All”, three out of four meaning ¾, etc.….

Check “Others” for non-coded proportions and a pop-up window will allow you to enter

textual information to specify the proportion.

Repeat the process until all lines of [INPUTS] are exhausted and then skip to D12 (Agronomic

Practices).

Pay a particular attention to the quantity of inputs. For example, Labor is expressed in Man-

days, Seeds and Fertilizer are sold in Bags, Pesticides are expressed in Packets, Herbicides are

sold in ml, liters, grams, and inoculants in packets.

D12: Agronomic Practices

D122. Did you apply any [TECHNOLOGY]?

Example of Double up legume

82

Check the appropriate response: Yes or No. If the answer is No, you will be taken to the next

technology (Crop Rotation). Otherwise you will be asking about question D123.

D123. What proportion of your total area in groundnuts is planted under [TECHNOLOGY]?

83

Check the appropriate choice. You can help the respondent visualise the proportions by using

four beans for example. All four beans meaning “All”, three out of four meaning ¾, etc.….

This process will be repeated until all lines of [TECHNOLOGIES] are exhausted and then skip

will be made to D13 (Water Management).

D13 Water Management

D142. Did you apply any [TECHNOLOGY]?

Zero Tillage

84

Check the appropriate response: Yes or No. If the answer is No, you will be taken to the next

technology (Mulching). Otherwise you will be asking about question D143.

D143. What proportion of your total area in groundnuts is planted under [TECHNOLOGY]?

85

Check the appropriate choice. You could help the respondent visualise the proportions by

using four beans for example. All four beans meaning “All”, three out of four meaning ¾, etc.….

This process will be repeated until all lines of [TECHNOLOGIES] are exhausted and then skip

will be made to D14 (Irrigation).

D14 Irrigation

D151. Did you irrigate your groundnuts, fields?

86

Check the appropriate response: Yes or No. If the answer is No, you will be taken to the

question D15. Otherwise you will be asking about question D142.

D152. What type of irrigation system did you use?

87

Check all that applies.

D153. What proportion of your total area in groundnuts was irrigated?

88

Check the appropriate choice. You could help the respondent visualise the proportions by

using four beans for example. All four beans meaning “All”, three out of four meaning ¾, etc.….

D15 PHH, Storage and Preservation Practices

Use of mechanized tools

D1611. Did you apply any mechanized tools (cleaners and shellers, dryers or sorters/graders)

Check the appropriate response: Yes or No. You then will be taken to the next [PRACTICE]:

Moisture Meters.

D1612. Did you use any moisture meters

89


Receipt System.

D1613. Did you use any ware house receipt system

90


Improved Storage Bags.

D1614. Did you use any improved storage bags?


groundnuts Storage in Shell.

D1615. Did you store your groundnut in shell?

91


Groundnuts Drying.

D1616. Did you dry your groundnut?


Groundnuts Roasting.

92

D1617. Did you roast your groundnut?


Groundnuts Flour.

D1618. Did you process your groundnut into flour?

93


Peanut Butter.

D1619. Did you process your groundnut into peanut butter?

94


Groundnuts Oil.

95

D16110. Did you process your groundnut into oil?


Moisture Meters.

Enumerator: Note that sales of groundnuts are seasonal. The quantities reported here should

reflect the status of sales until the current period; some farmers might be still selling their

production.

96

Sub-module D2 - Soybeans Value Chain: gathers information about areas planted,

production, sales, input costs, consumption and adoption of improved technologies and

management practices, on Soybeans

Note: Under soybeans, ask the questions related to this crop or continue on OFSP

if the farmer does not grow Soybeans. If you select No, the tablet will take you to

OFSP module

Enumerator: For Question D25 on PHH, Storage and Preservation Practices, make

sure you bring with you a PICS Bag to show to the respondent.

The same procedures explained to you on the groundnuts modules apply exactly to the soybeans

modules. For consolidation purposes, we will only repeat the major modules here.

D211 What was the total area you planted under soybeans? A. Area

97

b. Units

D212 Did you finish harvesting your soybeans field(s)?

98

D214 What is the total quantity of soybeans you harvested? a. quantity

b. units

99

D216 what is the quantity of soybeans sold? a. quantity

b. units

100

D217: what is the value of the soybeans sold?

Enumerator: Note that sales of Soybeans are seasonal. The quantities reported here should reflect

the status of sales until the current period; some farmers might be still selling their production.

Sub-module D3 - OFSP Value Chain: asks questions about areas planted, production,

sales, input costs, consumption and adoption of improved technologies and management

practices, on OFSP

Note: Under OFSP, ask the questions related to this crop or continue on Module E,

if the farmer does not grow OFSP. If the response to D30 is No, all questions

related to OFSP will automatically be skipped.

101

The same procedures explained to you on the groundnuts modules apply exactly to the OFSP

modules. For consolidation purposes, we will only repeat the major modules here.

D311 What was the total area you planted under OFSP? a. quantity

b. Units

102

D312 Did you finish harvesting your OFSP field(s)?

103

D314 What is the total quantity of OFSP you harvested? a. Quantity

b. Units

104

D315: Did you sell any OFSP?

D316 what is the quantity of OFSP sold? a. Quantity

105

B. Units

D317: what is the value of the OFSP sold?

106

Enumerator: Note that sales of OFSP are seasonal. The quantities reported here should reflect the

status of sales until the current period; some farmers might be still selling their production.

107

Module E - Climate Disaster Mitigation

Objective

This module collects information about climate disaster mitigation strategies such as community

or radio listening memberships used in early warning systems, mini weather stations, climate

information center utilizations, and climate change adaptation.


The respondent to this module should be the selected farmers; male or female, who grow one

or more of the targeted three crops: groundnuts, soybeans or OFSP.

Module E has three sub-modules described below:

Sub-module E1 – Early Warning Systems: focuses on climate mitigation questions related

to early warning systems such as community or radio listening groups, to access information in

a timely manner through radios or phone messages (see capture screen below)

108

Sub-module E2 – Mini Weather Stations / Agro-Net: collects data on climate mitigation

activities related to mini weather stations/agro-net systems, to develop weather based thumb

rules for making appropriate farm level decisions.

Sub-module E3 – Climate Information Sources: gather data on climate information

related sources such as public lectures, video shows, SMS stations and disaster committees, to

manage risk associated with climate change.

Sub-Module E4 – Climate change adaptation: This module gathers data on farmers’

adaptation strategies to climate changes such as agroforestry, FMNR and Truncheons. Size of

areas on which these strategies are practiced are also collected. See capture screen below.

109

Module F - Water Harvesting Systems

Objective

This module asks questions to the selected farmer; male or female, to gauge if farm ponds or

check dams are used for land drought proofing or water source recharging, in order to grow

groundnuts, soybeans or OFSP.


The respondent to this module should be the selected farmers; male or female, who grow one

or more of the targeted three crops: groundnuts, soybeans or OFSP.

110

Module G - Women Empowerment in Agriculture

Objective

This module collects information on the status of women empowerment in agriculture as it

relates to three of its indicators: access to and decision on credit, group membership, and input

in productive decisions.


Enumerators must ensure that the guidelines below are strictly followed:

The respondent to this module is women age 18 or older;

The household and farmer identification numbers are correctly entered;

you have sought to interview the individual in private or where other members of the household cannot overhear or contribute answers;

you have checked the informed consent register and ensured that the respondent to this

sub-module has previously provided informed consent; if not, administer the informed

consent procedure (Module B1).


The selected female farmer of age 18 and older grooving one of the targeted crops should

respond to this module.

Module G includes 4 sub-modules described below:

Sub-module G0 identifies the women farmer being interviewed and provides information on the

status of the survey currently being completed. The enumerator must ensure that the

household identification number as well as the farmer line number are entered

correctly, as it appears in Module C. Screen shots below introduce module G. In the first shot

you see that the text is more than the screen space. When you scroll down it will show like the

second screen shot below.

111

Sub-module G1 collects data on women access to and decision on credits. It considers several

lending sources and focuses on questions associated with who make the decision to borrow and

who decide on the utilizations of the borrowed money.

112

Sub-module G2 gathers information on group membership by considering several potential group

categories in the community, in association with the existence of that particular group in the

community and the interviewee’s involvement in the group’s activities.

113

Sub-module G3 collects information about the women farmer’s participation in making

productive decisions, and personal decisions. This sub-module has two components. G3(A)

focusses on inputs in productive decisions making, and G3(B) emphasizes decision making on

personal decisions. See screen shots below for module G3(A) and G3(B). For G3(B) we see that

it is a multiple response question as we earlier highlighted how multiple response question

responses are formatted like.

114

Module H - Females Consumption of a Diet of Minimum Diversity

This module gathers data on the selected female farmer of age 18 and above, who was

interviewed in Module G. It collects information on liquids and food ate the previous day or night

by the selected woman farmer, in order to measure her dietary diversity.


Specify that you are interested to know if the respondent had the item asked, even if it was combined with other foods. For example, if they ate a millet porridge made with a

mixed vegetable sauce, they should reply yes to any food you ask about, that was an

ingredient in the porridge or sauce.

Do not include any food used in a small amount for seasoning or condiments (like chilies,

spices, herbs, or fish powder), you will ask about those foods and products separately.

Ask the question directly: “Yesterday during the day or night did you drink or eat any [ASK QUESTIONS H14 to H30]?”


The respondent for this module should be the selected female farmer of age 18 and above

grooving one of the targeted crops who answer Module G. See capture screen below.

115

MODULE I: GSP Area Measurement of Plots

Note: The tablet is programmed to automatically remember the crops cultivated by the

respondent once you respond yes to question I00 (below).

116

Enumerator: Verify that this farmer’s plot(s) has been selected for direct area measurement. If

yes, answer this question to move on to the direct area measurement questions. If no, the tablet

will move to another interview. Please don’t ask this question to the respondent.

I01: Groundnuts Area Direct Measurement

This screen shot is only available if the selected farmer grows groundnuts

117

Use your GPS and from the main menu SELECT – AREA CALCULATION and then Press START.

After you have completed measuring the plot, press CALCULATE. Chose the unit you want to use, in

this case chose m2. To do that, select Change units. ENTER the number displayed on your GPS using

the numeric keypad (with all the decimals). Select SAVE TRACK. Give it a name, preferably a farmer’s

name.

I02: Soybeans Area Direct Measurement

This screen shot is only available if the selected farmer grows soybeans

118



this case chose m2. To do that, select Change units. ENTER the number displayed on your GPS using

the numeric keypad (with all the decimals). Select SAVE TRACK. Give it a name, preferably farmer’s

name.

I03: OFSP Area Direct Measurement

This screen shot is only available if the selected farmer grows OFSP

119



this case choose m2. To do that, select Change units. ENTER the number displayed on your GPS using

the numeric keypad (with all the decimals). Select SAVE TRACK. Give it a name, preferably farmer’s

name.

POST INTERVIEW DETAILS

Enumerator: Verify that the status of the interview’s outcome is clearly stated before closing

the interview:

Code the interview as complete if all modules were completed.

Code the interview as incomplete if some but not all modules were completed during

the interview(s). This would occur if one or more eligible respondents refused to

participate.

Code the interview as absent, an eligible adult was not available.

Code the interview as refused if the survey was terminated (i.e., the household decision

maker refused to participate from the outset or, partway through the survey, refused to

permit the household to continue. In these cases, you would have gone to the Interview

Status form and selected “survey terminated by participant.” This would have brought

you to this “Final Outcome of Interview” screen).

Code the interview as could not locate if the enumerator was unable to locate the household dwelling.

120

ANNEX A: HOUSEHOLD ASSIGNMENT SHEET

EA (Cluster) Number: ________ Supervisor Number: _______ Primary Enumerator Number: _______ Tablet Number: _________ Date:: ______ Household ID: __________________________Farmer Name: ___________________

FARMER

ID

PRIMARY

ENUMERATO

R

SECON-

DARY

ENUMERAT

OR

VISIT RESULTS AND COMMENTS

Date/Time of

First Visit

Result

1 Complete

2 Incomplete

If partial complete, circle

modules that still need to

be completed:

A B C D E F G H I

Comments Date next visit

scheduled

Date/Time of

Second Visit

Result

1 Complete

2 Incomplete



be completed:

A B C D E F G H


scheduled

Date/Time of

Third Visit

Result

1 Complete

2 Incomplete



be completed:

A B C D E F G H

Comments

Date/Time of

First Visit

Result

1 Complete

2 Incomplete



be completed:

A B C D E F G H


scheduled

Date/Time of

Second Visit

Result

1 Complete

2 Incomplete



be completed:

A B C D E F G H


scheduled

Date/Time of

Third Visit

Result

1 Complete

2 Incomplete



be completed:

A B C D E F G H

Comments

Instructions: Enumerators will be assigned by teams of two, one male and one female. Each day, the primary enumerator will receive and fill out the top section of this form.

The supervisor will assign farmers for each enumerator to visit each day. The first 3 columns of the table will be provided to the enumerator by the supervisor.

121

ANNEX B: AREA DIRECT MEASUREMENT METHOD

This annex provides instructions on the use of Garmin etrex GPS 10x, 20x and 30x for waypoints collection and area measurement. The Ag.

Div baseline survey will use Etrex 20x to collect area data from the randomly selected fields which are cultivated by the selected farmers.

The goal of the direct measurement of area is to generate GPS acquired area data to compare with farmers reported area data, in order to

estimate conversion factors to adjust the actual area reported data from the survey respondents. Direct area will be measured in m2 and

later converted into Ha.

1. The Device overview

Take out batteries when the GPS is not in use.

1.1. Using the etrex keys

Move the thumb stick up, down, left and right to highlight menu selections or to move around the map

Press the center of the thumb stick to select the highlighted item

Press back to move back one step in the menu structure

Press menu to display a list of commonly used functions for the current page

2. Turning the GPS Receiver ON or OFF

Press the power key slightly harder for about 3 - 5 seconds. (Note: DON’T press with nails or objects, the keys are very delicate

and gets damaged so easily).

1 Zoom in and out

Zoom out

Zoom in

2 Back / next page key

3 Thumb stick/ mouse/ pointer

4 Menu key

5 Power/ Back light

6 USB port (to connect to PC)

7 Battery cover

8 Battery cover locking ring

9 Mounting spine

Steps to insert batteries

1 Turn the D – ring counter 0 clockwise, and pull up to remove the cover

2 Insert batteries (+AA size) observe the +/- signs

3 Replace the battery cover and turn the D – ring clockwise

4 Select Setup – System – Battery type

5 Select ALKILINE, LITHIUM or RECHARGEABLE NiMH

6 Batteries are inserted in opposite directions as directed

122

3. Satellite Signals

After the device is turned on, it begins acquiring satellite signals. Good signal strength is necessary to collect accurate data. To attain

good accuracy you must log on to at least 4 or more satellite signals that are health for accuracy. Check the bars if they are full and

stable. All the satellites whose signal has been accessed by the receiver will be shown by their IDs just above the bars.

Satellite IDs

Tips to acquire good satellite signal are:

Collect data when the sky is clear

Collect data outside the house

Avoid collecting data under trees with thick canopies or behind tall buildings

4. Way points

These are collected as points. They are locations you record and store in the device, for example household, farm, borehole etc.

Waypoints have a unique location from each other. In this assignment coordinates (collected as Northings and Eastings) for each

sampled HH where the questionnaire will be administered will be recorded. An example of coordinate of a HH in Ntcheu District:

Northing; 8387421 and Easting; 665166.

You must always make sure to record 6 digits for Eastings and 7 Digits for Northings.

Each place on earth has a unique coordinate. Depending their location districts will start with different digits for both Eastings and

Northings. For example the starting digit for Northings and Eastings for the following districts will be;

District Start digit Easting Start Digit Northing

Lilongwe 530000 – 639999 8300000 – 8499999

Mchinji 460000 – 539999 8400000 – 8599999

Dedza 590000 – 689999 8400000 - 8499999

Balaka 710000 - 719999 8300000 - 8399999

Ntcheu 650000 – 679999 8300000 – 8499999

Machinga 730000 – 799999 8300000 – 8399999

Mangochi 680000 – 769999 8300000 – 8499999

4.1. Creating a Waypoint

Features or places with a defined and stable location spatially can be recorded as a waypoint. For example, HH and farms can be

recorded as waypoints. In this study you will be recording coordinates of both HH and farms measured.

Procedure

From main menu, SELECT Mark Waypoint using a pointer and press. Make sure the waypoint has been labelled. Write the name

accordingly e.g. Household number or name. Note, DO not use numbers by default to label the way points. It is confusing especially

when there are more waypoints collected. When labeling make sure the name do not exceed 16 characters otherwise you may

consider using standard and acceptable abbreviations. To write the name of the way point, click on the first row/ line a key board

This page appears once the receiver has been put on. It disappears when the device have acquired enough signal.

This page is never stable, it depends on a number of factors, that is why it is advisable to keep checking it when you are collecting data

To open it, Go to the Main menu and select SATELLITE. Just to check how it is doing

123

will appear, use it to name the waypoint. After writing the name press DONE to save the name and Press DONE again on the

bottom of the page to the right corner to save the whole page if there are no changes to make. In case of abbreviations, they must

be agreed and these must be written in a field note book.

To make changes to the waypoint, select the row where changes must be made, click to EDIT and select DONE to save when changes have

been made.

4.2. Searching for saved waypoints from the device

After saving a waypoint, just to be sure you may need to view it. You may want to check it in relation to the other waypoints

collected, or to edit it or see it on the map. From Main Menu, select Waypoint manager. Select the point.

4.3. Editing Waypoints

Editing waypoints is done to waypoints that were saved

Procedure

Select Waypoint manager

Select a Waypoint

Select the row to edit

Enter the information

Select Done to save

4.4. Deleting a way point

In case of mistakes made to a waypoint that has been saved, it can be deleted.

Procedure

Select a waypoint manager, All waypoints saved will appear

Select/ highlight a waypoint to be deleted

Select MENU, DELETE, YES.

5. Tracks

A track is a recording of your path. The track log contains information about points along the recorded path. Tracks are recorded

as lines or polygon. When measuring area a polygon is preferred. Features measured as polygons include, farms, reservoirs, ground

etc. In this study we will be recording polygons of pieces of land value chain crops farmers cultivate. Lines are collected to non-

closed features like rivers, roads etc.

5.1. Recording Track logs (NOTE that this is a set up and it is not done every time you want to collect track, you may

just need to check before starting work in case of a shared GPS receiver)

i. From main menu Select – SETUP – Tracks – Track log

ii. Select Record, SHOW ON MAP, a line on the map indicates your track

iii. Select Record method

iv. Select RECORD METHOD

Mark Waypoint

Main Menu

Farmer name here

Key board

124

6. Reset the Device

Different receivers have a different capacity to store recorded information. The memory capacity for track logs and waypoint is

different. The two are stored differently. Different receivers have different capacities to store information. Other receivers are only

able to collect 1000 waypoints others can record less or more. Other receivers can record 50 tracks others can only record 10 or

even less. It all depends on GPS models. If the receiver is almost full it gets slower in its operation. Other receivers have a card

facility to create more space for data collection.

Reset is done to delete data recorded but also to clear all unnecessary data especially tracks. To reset – SELECT Setup from

Main menu – SELECT Reset. You select Delete all waypoints if you have saved the waypoints and want to start new work. When

collecting new track (measure new farm) you select clear current track so it gets to 0%. This reduces data cleaning time after

downloading to PC but also for accuracy.

7. Calculating the size of an area

Area can only be calculated to a feature that is closed. If errors were made during measurements and the line fail to close, errors in

area occur. To produce a polygon, when measuring make sure:

Have a clear conversation with the farmer (farm owner) on the boundaries of the farm

Start measuring, Chose a corner as a start point. This is to make sure the line closes

You must walk clockwise

Mark the start point, you can either fix a stick on the ground as a marker or put a stone or make a hole.

Switch on the GPS receiver, Wait until the satellite page disappear on its own

From main menu, select area calculation

Start walking, the farmer should lead

Stop in corners (You can count 20 to 0 backwards in corners)

The farmer should be in front and you follow him

Hold your GPS in front preferable with the right hand

Finish at the same point you started. Make sure the start and end CROSS to close.

Steps to follow when measuring area

From main menu SELECT – Area Calculation (1)

The SD card is inserted under the two batteries

125

Press START (2)

After you have completed measuring the farm, press CALCULATE (3)

Chose the unit you want to use, in this case chose m2. To do that select Change units. Record on the questionnaire the

number that come on (4) to record with all the decimals on questionnaire, some farms are very small. Don’t wait to save and

record Save the track, Select Save track. Give it a name, preferably farmer’s name (5)

8. Viewing track information/ Viewing saved tracks

After saving a track you may want to check it in case of any problem. From main menu select TRACK MANAGER. All tracks saved

will appear. Select the track you want to view. Make sure to view the track/ farm after measuring to see if the shape is the same

and also if the area calculated make sense or you will need to re do if not satisfied.

9. Deleting Track

In case there is a mistake made, and you may need to delete the saved track (farm/ garden).

From main menu, Select track manager

Select a track to be deleted

Press DELETE, YES.

10. Deleting all way points and Tracks

This is done when all the information have been off loaded from the GPS. Deleting one by one can be hectic.

To delete all way points:

Main menu select waypoints manager, all the save points will appear

Press menu key and select delete all, YES.

To delete all saved tracks:

Main menu, select track manager, all saved tracks will appear.

Press menu key and select delete all saved tracks, YES.

1 2 3 4 5

List of tracks saved

Farm boundary map

126

Documents

USAID/MALAWI MONITORING, EVALUATION AND LEARNING …