1. Selected observations and questions

  2. Survey forms (SF)

  3. Analysis forms (AF)

  4. Measurement of body stature of schoolchildren

  5. Literature for further study


1.  Selected observations and questions

A list of key points is provided for observation by the surveyor team (I-1) as well as for the interviews (key informants of the community)(I-2) and the group discussions (community members)(I-3). Based on this list of key points the team members should discuss and select - before they start the community assessments - which topics are relevant and should be emphasized

At least two representatives in a community should be interviewed on each issue to avoid too personal views and interpretations on the subjects.


I - 1       Observations by the Surveyor Team

1.  Type of community

2.  Living conditions (assessment based on three houses in the community)

3.  Agriculture

4.  Health services

5.  Infrastructure in the community


I - 2      Semi-structured Interviews

A)         Questions for a community leader (L)

1.  Demographic structure

2.  General living conditions in the community

3.  Situation of the economically active population (by age and gender)

4.  Agricultural situation

5.  Access to schools

6.  Nutritional and health situation

B)         Questions for teachers (T)

1.  School situation

2.  Nutritional situation

3.  Health situation

4.  Agricultural situation

5.  Situation of water supply and sewage and refuse disposal

6.  General living conditions in the community

C)         Questions for a representative of the health system (H)


1.  Health service situation

2.  Health situation

3.  Nutritional situation

4.  Situation of water supply and sewage and refuse disposal


5.  General living conditions in the community

D)         Questions for religious leaders (R)

1.  Religious situation

2.  Nutritional situation

3.  Health situation

4.  Agricultural situation

5.  General living conditions in the community


I - 3      Group Discussions with Community Members

The following questions are only suggestions and only the most relevant questions should be selected. The two first questions should always be asked in the RAN.  Further questions and topic should be selected according to the interest/ the focus of your specific RAN. Your team should agree upon the most needed questions and formulate then the respective question guide. - If your RAN team consists of several members, you might initiate 2-3 group discussions and mappings at the same time.

General situation





2.  Survey Forms (SF)

The survey forms which can be downloaded here (survey-forms.doc) should assist in the implementation of surveys.  The survey forms should be considered as an aid.  If necessary, they should be adapted to the specific situation of a survey, and not be considered binding.

The survey forms are provided to


3.  Analysis Forms (AF)

The Analysis Forms compare data from National Average, Province and District to identify limited resources and problems, and to help justify the selected area for the future project/program implementation.  These data are later compared with the assessment findings in the 5 communities. They can be downloaded here (analysis-forms.doc)

In general at the District and Communities level, the socioeconomic situation of the population and the supply of resources should be worse than at the National Average and Province level, to be sure/justify having selected an area with poverty conditions.

A picture of seasonality in the future project area is given on the summarizing form (AF-1), which includes data about climatic conditions, agriculture, health conditions, nutritional status, and gender specific work load. The seasonality data should be obtained at the district level from the different sectors (agriculture, health) and be verified by the assessment data at the community level. The form shows the interrelation between climate, agricultural production and food prices, availability of food, and health and nutritional situation of the main target groups. The work load of women influences their caring capacity and limits further income generating activities. 


4.  Measurement of body stature of schoolchildren

The standing body height (stature) of the schoolchild is measured in a standing position (Survey Form SF-10).  The child should stand without shoes on a level floor and should lean with its back against a wall. The child then draws himself or herself to full stature without raising the shoulders, with hands and arms hanging relaxed, with the feet flat on the ground. The legs and heels should be placed against each other. The buttocks, shoulder blades and head should rest against the wall. The estimated line between the eyes and the auditory passages should be level with the floor.

The stature should be measured using a microtoise fixed to the wall (to the nearest 0.1 cm).  If a microtoise is not available, a wooden rule or a measuring tape (preferable a tape made out of fiberglass) should be placed against the wall.  When measuring stature, the measuring tapes or wooden rules in which a device is placed on the head when the tape or rule is fixed to a wall should not be used, and the scale should commence at 0 cm at the floor. Otherwise the result can be about 1 cm short.

A wooden or metal right angle should be employed in measuring. This instrument is places lengthwise against the measuring tape on the wall and is pressed gently against the head so that the stature can be read on the measuring tape in cm.

Measuring tapes are sometimes calibrated in inches and centimeters on the same side. These can be confusing during measurement.


5.  Literature for further study