Part B: Implementation of rapid assessment at the community level

  1. Data collection in the community

  2. Selection of community representatives

  3. Selection of households

  4. Methods for RAN in communities

  5. Data input into survey forms (SF)

  6. Scheduling of activities for RAN in communities

 

1.  Data collection in the community

In addition to the secondary data already collected, primary data must also be obtained.  It should not be assumed that reliable descriptions of the actual situation of the most needy are available.

Surveying qualitative data requires proper knowledge of sociological survey methods, a high degree of social and gender sensitivity, and considerable time.

 

2.  Selection of community representatives

RAN does not demand the recording of statistically representative data. Because much of the information recorded from the community reflects the subjective opinions of the community representatives and members, it is recommended that at least 2 representatives of a community be interviewed concerning the same topic.

The selection of community representatives for interviewing depends on the structure and situation of the community. In each community the survey team has to decide whom they want to interview and on which topics. Table 1 should serve as a guide for selecting community members from whom to seek detailed data. In communities lacking health posts, it is impossible to interview health personnel. Depending on the culture and religious adherence, religious leaders can be asked to provide information.

As much information as possible should be obtained on the type of poverty and nutritional problems encountered and their causes. Apart from the point of view submitted by the professional specialists and the community representatives, mothers and fathers can contribute further information or a different perception of their situation. Basically, all surveyed persons should be encouraged to explain their problems, views and practices in interviews and group discussions. In most cases it is appropriate to interview women and men separately.

Information should be collected from specialists, by observation, and by interviewing community members and community representatives. Table 1 summarizes the types and sources of information that should be gathered. A description of the different methods for information collection is given on the following two pages.

The surveying of the body stature of children in the first year of school should be included in the process of ascertaining the nutritional situation of the population in selected communities, as this data provides an objective indication of the poverty situation in the community.

 

Table 1: Types and sources of information on the nutritional situation and poverty in communities

Type of information Sp Source of information
Myr R R H F M
Size of population
Type of community
Size of families
Female headed households

x

x
x
x
x
x

x
x
x

x
x
x

x
x
   
Ethnic groups
Religious groups
Language groups
  x
x
x

x
x
x
x
x

x
x
x
x
x
x
GOs/NGOs at community level   x x x x x x
Birth rate
Child/infant mortality
Major causes of death
Nutritional status
Disease situation
Health services (quality and use)
Supplementation program
Food program



x



x
x
x


x
x
x
x
x
x


 




x
x
x
x
x
x
x
x
x
x
x
x
x
  x
x
x
x
x
x
x
x
Economically active population
Economic activities
Migration (extent and reasons)
  x
x
x

x
x
x
x
x
 
x
x

x
x
Agriculture for subsistence/trade
Land ownership relationships
Availability of food at the
household level
  x
x
x
  x

x
  x
x
x
x
x
x
Food consumption habits
Breast-feeding, weaning and 
supplementary feeding practices
Feeding habits/taboos
Distribution of food within the family
    x
x

x
x
x


x
x
x
x

x
x



x
x

x
x
Literacy rate (m:f)
Access to schools (m:f)
Access to education - Decision
making at hsh/family level
Formal/informal education (m:f)
  x
x


x
x
x


x
x
x


x
 

x



x

Time spent for
Drinking water/fuel
other productive activities
          x
x
x

x
Water supply
Energy supply
x
x
x
x
  x
x
  x
x
x
x
Governmental structure
Formal and informal
organizations and groups


x
x

x


x


x


x


x


x

Sp -  Professional specialist, Myr - Mayor, R  -  Religious leader, T -  Teacher, H -  Health service, F -  Father, M      -  Mother, m:f =  male:female


3Selection of households

Observations of households should establish the type of economic heterogeneity that prevails in the community.  If there is a large gap between rich and poor, there are at least potential resources available which can be built upon for improvement of living conditions and nutritional status.  The identification of poor and rich households can be made by poverty/wealth ranking.

To determine the socio-economic heterogeneity of a community, the household of the community leader (as one of the better situated households) should be compared with two poor households. The selection of the two poor households should be made by the community leader.

 

4.  Methods for RAN in the communities

Primary data can be collected through interviews, observations, and measurements.  For the rapid assessment referred to in this manual, two types of semi-structured interviews  for asking questions are recommended: the individual interview and the group discussion/mapping.

Fig. 4   Selection of assessment method according to item and source of information

Assessment method Item of information Source of information
Individual interview General social, economical, agricultural, health and nutritional information Community leader, health and agricultural workers,teachers, religious leaders.
Group discussion

 

Mapping (Venn Diagram, calendars)

 

 

Beliefs and habits, norms and values, perception of own problems and potentials

Perceived importance of organizations (GO/NGO) working within community Gender specific
- seasonal agricultural Production/activity
- seasonal health status/food availability
- seasonal workload

Target population (young/old, male/female)

 

 

 

 

Observation Living conditions In each case, 1 rich and 2 poor households in 5 communities
Measurement Body stature Children in first year of school
 

Semi-structured interviews

Semi-structured interviews should be conducted in the selected communities.  In contrast to structured interviews with pre-formulated questions or unstructured conversations, in a semi-structured interview the topic for discussion should be selected without defining the exact type of questions to be asked. This has the advantage of allowing the given topics to serve as a "guide" for obtaining the desired information, while permitting the necessary flexibility by adapting questions to the given situation. In order to carry out semi-structured interviews, a checklist should be prepared for the theme to be discussed.  Questions should be phrased in such a manner that they are

a)         Individual interview

Individual interviews are carried out with key informants (community heads, religious leaders, teachers, health workers, agricultural advisors, etc., -  select at least 2 key sources of information for each topic of interest.). These key sources are recommended because of broad knowledge about the community, awareness of nutritionally relevant science, ability to influence opinions, and communication skills. From these people it is possible to accumulate considerable information in a short time. Nevertheless, care must be taken in evaluating the information. These key sources of information usually come from the wealthier and better educated sections of the community which have their own interests, and are often prejudiced in their opinions. Therefore, the opinions of the key informants must always be compared with the opinions of the target population. Although it may seem that there is not enough time to listen to community members, a chat during a lunch break or in the evening before going to bed often offers a splendid occasion for collecting information.

The information obtained during individual interviews is then transferred to the Survey Forms (SF-1, SF-3, SF-4, SF-5) provided in the annex. 

b)         Group discussion

In RAN, only a few individual interviews can be held with each target population because of time constraints. Community members should be interviewed in a group discussion. Differing views, experiences, and practices can be established from group discussions. With the use of sensitively applied guidance, discussion can yield information on the determining factors for RAN, (e.g. position of women, work loads, and the situation, knowledge, and practices of nutrition).

In a discussion participants should represent all members in the community as much as possible. Despite this, sector representatives with specific knowledge should not take part in a group discussion with community members. Occasionally it is necessary to divide the discussion into defined groups (old, young, men, women), because the presence of community members who are dependent on one other or who are separated by tensions can hinder the exchange of information. Both mothers and fathers should be encouraged to discuss their working environment, earning opportunities, agricultural production.

If there are sufficient survey team members available and the members of the discussion group agree, it is helpful for a team member other than the moderator to take down the answers. This allows the spokesperson time to concentrate on the dialogue, and the discussion is not interrupted by pauses needed to write down answers. It is also possible that the target group will allow the use of small tape recorders.

Visualization using Mapping methodology helps a group or individual explore a topic more deeply and discuss it over a certain time frame. Different calendars can be built (agricultural, health/nutrition, gender specific work loads) by different discussion groups of the same community, each with the help of a facilitator from the survey team. Question guides, developed beforehand by the survey team, help to obtain the needed information, which later can be compared with information from the other surveyed communities. Furthermore a 'Venn Diagram' helps to draw a picture about the organizations (GO/NGO) working within the community and their perceived importance by the target groups (institutional ranking).

The information obtained during the group discussions and the mappings will be transferred to the prepared Survey Forms, provided in the appendix (e.g. SF-6, SF-7, SF-8, SF-9, SF-10, SF-12), which facilitates the comparison between the different communities and helps to draw further conclusions.

Direct observation in households and measurements

The scientists' observations during the visit to the selected communities can assist in gaining a more objective view of a situation. For example, mothers often do not perceive the nutritional situation of their children as serious, because they have had no opportunity for comparison. All children in the region are of similar small size, or have frequent diarrhea or respiratory illnesses, so their child is considered "normal."

The Survey Forms (SF-1, SF-2, SF-3, SF-10) can be useful for documenting observations made by the professional specialists themselves.

In particular the measurement of the body stature is suitable for obtaining an initial impression of the current nutritional situation. Stunting (short stature) in children suggests chronic undernourishment and can be taken as a poverty indicator because it reflects environmental, health and nutrition conditions in which these children have lived in the past. For practical reasons, therefore it is recommended that body stature of children in the first school class (age 6-9) be measured in the local school and these data then related to the date of birth of each child (height/age). Body stature is easily measured with a tape (Microtoise measuring tape (Holtaine)), and requires only a little training. Exact instructions for measuring the body stature are presented in Appendix 5.4

After the measurement of body stature for each child, the following data need to be filled into the survey form SF-10:

 

5.  Data input into survey forms (SF)

Information obtained in the communities should be documented using standard survey forms as much as possible.  This helps to structure and standardize the information collection and makes the work of collecting and analyzing information considerably easier.

When making observations of households, the Survey Form (SF-2), in which the living conditions of a wealthier household and two poor households are recorded, should be used. The information summarized on this form should be used as indirect socioeconomic indicators.

In the survey forms the assessment results of all 4 communities (community A - D) are presented, and the similarities and differences between communities can be ascertained directly from the survey forms.

The Survey Forms (SF-1 to SF-12) are shown in Appendix 2. However, theses forms should be adapted and filled in according to the assessment needs of the particular project. Topics which are irrelevant should be neglected, important issues which are not considered should be included.

 

6.  Scheduling of activities for RAN in communities

Because of the many tasks which need to be carried out by the interdisciplinary survey team during the visit in a community, the schedule of activities should  be  followed closely in order to avoid the risk of time passing too quickly and plans being cast aside unintentionally.

For optimal efficiency, the activity schedules are divided among the surveyors. They should coordinate previously who will interview whom or guide the group discussion. The following activity schedule presents an example of tasks for one team member.  Another surveyor could carry out at the same time interviews with the teachers and the measurements of the school children, and in the afternoon he/she can lead a group discussion, meanwhile a third person could be in charge of agricultural topics, interviews with the representative of the agricultural services and group discussion and mapping with farmers.  At the end of the day sufficient time should be allocated to thank the community members for their participation.

Travel time to and from the community and the documentation of the gathered information at the end of the day should be taken into consideration. In summary much time can be gained if the tasks are well planned and organized. However, a well organized schedule should not be counterproductive to a relaxed procedure during the visit in the community.

 

Fig 5.   Activity Schedule for RAN in Communities (Example for one of the team members)

Activities

Time

 
8 9 10 11 12 13 14 15 16  
All team members participate
Introduction of the surveyors to the community leader                    
Tasks for one of the team members
Interview with the community leader                    
Observation of the household of the community leader and 2 poor households                    
Interview with the health service personnel                    
Lunch break                    
Group discussion with women
(e.g.nutrition/health related topic)
                   
All team members participate
Information of community members                    
Travel to the next community                    
Documentation of the information