INEGI

Contents

[Table of contents has been omitted]

[p. 1]

Presentation

CPV2020

The National Institute of Statistics and Geography (INEGI), based on the provisions of Section 26 (B) of the Political Constitution of the United States of Mexico, and in the exercise of the powers conferred by the Law of the National System of Statistical and Geographic Information, conducted the 2020 Population and Housing Census.

As part of the work following this event, the Sub-Directorate of Training and Development of Census Materials presents the 2020 Population and Housing Census Interviewer's Manual, with the purpose of offering the operational and conceptual instructions that interviewers must follow to correctly collect information about the people and places where they live.

This document is intended to cover two main needs: first, to maintain the quality of the 2020 Census training; second, to provide input for analysis to improve the didactic strategies, both digital and printed, of statistical projects that INEGI may carry out in the future.

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Introduction

CPV2020

The National Institute of Statistics and Geography (INEGI) conducts population and housing censuses every 10 years in order to update the total number of people residing in the country, as well as information on their main demographic and socioeconomic characteristics, including housing tenure, income from their work, access to education and entitlement to medical services.

The results obtained serve as support in the development of public policies that generate well-being for the Mexican population and in the decision-making process of the various sectors of society within areas of their competence.

In addition to achieving these objectives, for the 2020 Population and Housing Census an additional challenge was added: to collect the information on mobile devices, taking advantage of technological benefits. This decision resulted in the operational figures training being carried out exclusively by the provision of e-learning courses. In this way, the first instruction of its kind in the census history of Latin America was given.

The main teaching-learning axis of the training was the use of a mobile device where an application called CAAP was installed, which included operational and conceptual instructions that the operational figures followed to carry out their activities.

In each group there was an instructor who answered any query that arose; rather than being a conventional trainer, they acted as a guide.

This manual contains 17 chapters, which are described below: Chapter 1 describes the purpose and structure of the National Institute of Statistics and Geography (INEGI), and what the 2020 Census of Population and Housing is.

The activities that interviewers carry out before, during, and after the collection of information are shown in chapter 2. The use of the census manager, an application that collects data on individuals and their homes, is also mentioned.

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Before going out to the field, interviewers receive the materials to carry out their activities, as well as their workload. This topic is covered in chapter 3.

It is the duty of the Institute to insist on measures to preserve the safety of the personnel, which are mentioned in chapter 4.

It is important that the operating figures comply with certain legal requirements; therefore, in chapter 5, the codes of ethics and conduct are mentioned, while in chapter 6 they are urged to make a declaration of assets within the first days of employment hiring.

In chapter 7, the geostatistical framework is studied, that is, the levels of geographic disaggregation and the cartographic products used to locate the blocks where the information is collected.

Before the interviewer begins to collect the information, they make a recognition itinerary in order to make sure that they are located in the correct block and to visualize the different types of real properties. This procedure is detailed in chapter 8.

In the field, disagreements may arise that hinder the work; for this reason, possible contingencies and their solutions are listed in chapter 9. Chapter 10 also clarifies how to deal with unforeseen situations.

The interview technique is discussed in chapter 11. This topic is of great relevance for improving discourse strategies, gaining the confidence of respondents, and, therefore, obtaining their data.

Subsequently, in chapter 12 we study the general instructions for filling out the survey instruments, which are the list of real properties and the expanded questionnaire, in their digital and printed versions.

The list of real properties is examined in chapter 13, from the characteristics, sections, and basic concepts to the specific way to fill in the boxes and how to classify them. Each real property must have a label indicating its type and if it is inhabited by people, a label indicating whether the questionnaire has already been completed. This is described in chapter 14.

Chapter 15 focuses on explaining the expanded questionnaire, its sections, the questions that comprise it, and the requirements for obtaining unbiased responses. With this instrument, sociodemographic information is obtained for each housing unit, such as housing construction material, bathroom, electricity, technological goods, water access, gender, age, indigenous language, education, health services, disability, migration, marital status, income, fertility, and food. Due to its length and importance, it is the largest topic in the Manual.

[p. 4]

The survey itinerary, especially for real properties in special situations, is dealt with in chapter 16.

Finally, chapter 17 reviews the operational procedures that the interviewer performs during and after the data collection; among these are self-enumeration, correction of real properties in the survey, transfer of information, recovery of pending data, progress reports, and return of materials.

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Chapter 1. What is INEGI?
The following video is about INEGI's activities and the importance of the data it collects and spreads. Consider all the points it mentions, to know the impact of your participation during the 2020 Population and Housing Census.

Keep this information in mind because you will surely use it when you introduce yourself to the respondents. Record in your notes what you consider convenient.

Click on the image below to watch the video about INEGI.

1.2 2020 Population and housing census

The following videos contain data on the history of population and housing censuses. Start watching the video made in 1895 and finish watching the one to be held this year.

History of population and housing censuses

[Figure omitted: image to a video]

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Censuses timeline

[Figure omitted: Click on the image below to watch the censuses timeline video]

2020 Population and Housing Census

[Figure omitted: Click on the image below to watch the 2020 Population and Housing Census video]

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Chapter 2. Activities of the interviewer

Objective. Be aware of the general activities you perform, your location within the operational structure, and the relationship you establish with other positions so that you appreciate the importance of your tasks.

[Image omitted]

As an interviewer, you play a vital role in the 2020 Population and Housing Census, your main activity is to register the information of each of the real properties and housing units in your work area in the census manager.

[Figure is omitted: image with text]

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Operating structure
This diagram shows the location of your position within the operational structure of the 2020 Population and Housing Census.

As an interviewer, you are at the first level and your chief is the interviewer's supervisor.

[Figure is omitted: image with text]

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Relationship with other positions
The following is a general description of the relationship you have with the different members of the operating structure:

[Figure omitted]

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[Figure is omitted]

[Pages 12-41 of the original document are not presented here. This includes Chapter 3. Receipt of materials and workload, Chapter 4. Security, Chapter 5. Code of ethics and conduct, and Chapter 6. Financial statement.]

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Chapter 7. Geostatistical framework

7.1 Geostatistical framework

[Figure omitted: Click on the following image to watch the video about the geostatistical framework]

The geostatistical framework is a unique and national system designed by INEGI, which presents the division of the national territory in different levels of disaggregation to geographically refer to the statistical information of the censuses and institutional surveys and of the state units. It is integrated into the National System of Statistical and Geographic Information (SNIEG).

The geostatistical framework is made up of geostatistical areas divided into three levels of disaggregation:

Depending on the characteristics, the basic geostatistical area are divided into:

Within these levels of disaggregation, the minimum units of observation of the census event are the following:

[p. 43]

State geostatistical area (SGA)
It is the representation of the territorial extension of the federal entities, defined by geostatistical limits that are close, where possible, to the political-administrative limits.

It refers to the geographic area of each of the country's 32 states, making a total of 32 state geostatistical areas.

It is codified according to the alphabetical order of their official names, with two digits, from 01 onwards, depending on the number of states provided by the laws in force. At this moment, there are 32 states (Aguascalientes 01, Baja California 02... and Zacatecas 32).

In the cartography, state geostatistical areas boundaries are represented by a succession of plus signs (+ + +), in a thick red line.

Municipal Geostatistical Area (AGEM)
It is the representation of the territorial extension integrated by each one of the country's municipalities and the territorial districts of Mexico City, which are defined by geostatistical limits that are close, where possible, to the political-administrative ones.

The total number of municipal geostatistical areas per state will be equal to the total number of its municipalities. Currently, there are 2,465 municipalities nationwide.

Within these areas, all the urban and rural localities that belong to each of the municipalities can be found.

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The geostatistical code of the municipal geostatistical areas is made up of three numbers that are assigned in ascending order starting with 001, in accordance with the alphabetical order of the names of the municipalities. Those areas created later are assigned the consecutive geostatistical code as the municipalities are created.

Example:

In the cartographic products, the representation of the municipal geostatistical area is delimited with alternating green lines and dots (- [dot] - [dot] - [dot] -).

Basic geostatistical area (BGA)
Territorial division of the municipal geostatistical areas, for purposes of coverage and control of information, which are classified as urban and rural.

[Figure omitted]

Each basic geostatistical area has been assigned a code composed of three numbers, a hyphen, and a number from 0 to 9, or the letter A; it is represented on the cartography within an ellipse. These codes are unique within each municipality, so there will never be a repeated code in a municipality, regardless of whether the basic geostatistical area is urban or rural.

[p. 45]

Example:
These areas can be easily recognized in the cartography since they are delimited with an orange dashed line.

[Figure omitted]

Basic urban geostatistical area
It is the territorial unit for census operational purposes, which subdivides the urban geostatistical locality into groups of 1 to 50 blocks.

Basic rural geostatistical area
It is the territorial unit for census operational purposes that subdivides the rural part of the municipal geostatistical areas. It corresponds to the area not considered part of the urban geostatistical localities.

It contains rural localities and natural extensions such as swamps, lakes, deserts, and others, generally delimited by natural features (rivers, streams, ravines, etc.) and cultural features (railroad tracks, power lines, roads, trails, sidewalks pipelines, property boundaries, etc.).

[Figure omitted]

[p. 46]

Minimum observation units

Geostatistical locality
Geographic space recognized by the population, consisting of one or more real properties for housing or business purposes. It is generally identified by a name given by law or custom and is classified as urban or rural.

Each locality has a four-digit code from 0001 to N, depending on the number of localities in the municipality. The code 0001 is assigned to the municipal capital and, after that, it is sorted alphabetically. In the case of an update, this order is lost.

Example:

Rural geostatistical locality
It refers to each of the geostatistical localities that, in accordance with the last Population and Housing Counting or Census, have a population of fewer than 2,500 inhabitants and are not municipal capitals.

[p. 47]

Cartographically, in order to identify the conformation and distribution of rural localities, they are classified into five types:

Specific locality
These are those localities made up of one or up to five real properties; cartographically, they are represented by a point on the most important real property.

Grouped specific locality
These are those localities made up of more than five real properties, whose distribution is within a radius of more or less than 100 meters. Cartographically, it is represented by a point on the real property and delimited in a polygon called a Grouped locality polygon (GLP). it is formed by the compact group of the real properties that comprise them.

[p. 48]

Locality of scattered hamlets
These are localities made up of scattered real properties or groups of real properties.

Cartographically, it is represented by the coordinates of a point of the locality on the most significant real property, as well as triangles that indicate one or a group of these and are delimited within a polygon called locality with Scattered hamlets polygon (SHP).

[Figure omitted]

Rural locality divided into blocks
These are localities made up of a group of well-defined blocks. Cartographically, it is represented by the coordinate point of the locality and the blocks that comprise it. It is delimited within the polygon called locality polygon (LP).

[Figure omitted]

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Rural locality divided into blocks with scattered hamlets
The above-described rural localities, which also have scattered real properties whose inhabitants state that they belong to the locality and cannot be divided, will be delimited within the locality polygon (LP) in a polygon called External Polygon (EP).

[Figure omitted]

Geostatistical block
A territorial extension consisting of one or more properties; generally, it can be surrounded and delimited by roads and, on some occasions, is complemented on one of its sides by a defined feature.

It is considered the minimum unit of the geostatistical framework for the operational work of censuses and surveys.

The geostatistical blocks can be classified as urban or rural, according to the locality to which they belong.

Each of the geostatistical blocks is codified by a three-digit code which is assigned in ascending order from 001 to cover the total of the basic geostatistical area in urban localities and, if applicable, the total of the rural geostatistical locality divided into blocks.

Example: 

[p. 50]

It is important to mention that in printed geostatistical cartographic products, leading zeros are not represented

[Figure omitted]

Geostatistical block front
A linear segment with regard to the sides of the block, which are configured by the name and type of road or feature that delimits it.

Each block front is identified tubularly with a code of up to three digits per block side in both urban and rural areas.

There must be a block front for each side/face that configures the block.

Example:

In addition to the block front number, these must have, as part of their attributes in the corresponding tabulations, the type and name of the road.

[Figure omitted]

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Coding to represent the boundaries in the geostatistical framework
Geostatistical boundaries are conventional dividing lines, exclusive of the geostatistical framework, which delimit the national territory in determined areas, which are close, where possible, to the political-administrative boundaries.

The coding used to represent the boundaries of the geostatistical framework in the census cartography is the following:

[Figure omitted]

Geostatistical codes
The Geostatistical Framework identification is unique and is expressed with alphanumeric codes that allow the geostatistical reference, state, municipal, basic geostatistical area, locality, and block to be identified.

This reference is made up of an ordered series of geostatistical codes, following a structure according to the level of disaggregation of the area in question, and is not repeated throughout the country; the order followed by these codes is as follows:

[Figure omitted]

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Geostatistical mapping

Definition
It is the set of charts, plans, and sketches in which the geostatistical framework is represented and is useful to promote the activities of planning, execution, obtaining, and census and survey results presentation that INEGI carries out.

Use of cartography in census stages
Within the stages that make up a census process, cartography is used in the following activities:

[Figure omitted: images with text]

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Cartographic products
Features identification and representation in cartographic products

Before describing each of the cartographic products that make up the cartographic package of the 2020 Population and Housing Census, and in order to support you in the correct interpretation of the cartographic material, the elements that make it up are described.

Marginal strip
All cartographic material contains a marginal strip that provides precise information about the elements that are represented, so it is. It is essential to know and correctly interpret each of these elements, which vary according to the type of cartographic product.

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[P. 57-100 of the original document which include Section 7.2, Chapter 8. Recognition itinerary plan, Chapter 9. Operational contingencies, Chapter 10. Detection and care of operational incidents, and Chapter 11.Techniques of the interview are not presented here.]

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Chapter 12. Instructions for filling out 

For the 2020 Population and Housing Census, the collection of information from housing units and individuals is through a mobile device; however, on certain occasions, it will be recorded on a printed instrument.

The following is a review of the general instructions for filling out the real properties list and the extended questionnaire.

12.1 General instructions for filling out printed instruments
On some occasions, it is necessary to collect information with printed instruments. This happens when the area you are visiting is an insecure area or there is a risk of theft, the battery ran out, your mobile device was stolen or you lost it.

Keep in mind that you have few printed instruments, so the priority is the collection of information through the census manager on the mobile device.

[Figure omitted]

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Instructions for filling out the real properties list

[Figure omitted]

To record figures, write the amounts loaded to the right, so that the left-hand side is left with blanks.

[Figure omitted]

As an exception, when recording the codes of the geostatistical framework (entity, municipality, block codes), leading zeros are noted, as well as the dates on the cover page (day and month).

[p. 103]

[Figure omitted]

When it is necessary to make an observation or clarification regarding a question, write an asterisk (*) to the left of the consecutive number and describe the situation in the Remarks section. Start by noting the consecutive number of the real property to which it refers and then the clarification.

[Figure omitted]

Instructions for filling out the questionnaire
Apply the following instructions for the printed questionnaire.

For questions with pre-codified codes: always circle an answer code, do not invade other spaces, nor circle it over the number.

To correct filling errors: draw two horizontal lines over the erroneous code or text and then circle the correct code or write the appropriate information, without encroaching on other codes or questions.

[Figure omitted]

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Age and gender cutoffs

For the Census the age cutoffs are:

[Figure omitted: image with text]

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Passing question
Respect the passing question, as they indicate the sequence in the interview, according to the answer provided by the respondent.

Example: If they mention that they do not attend school, the next question that applies is 22. Schooling.

[Figure omitted: image with text]

12.2 General instructions for filling out digital instruments

For quality data collection in the Census Manager, the following general filling instructions are presented.

To record information in all collections of information instruments:

[Figure omitted: Image with text]

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Navigation options
At the bottom of the real properties list and the extended questionnaire, there are three navigation options:

In the digital version of the extended questionnaire, the system automatically performs the passing questions or age cutoffs.

[Figure omitted: Image with text]

However, it presents validations or alerts when it is necessary to confirm the information you have collected, in order for you to corroborate whether it is correct or not. If it is not correct, the cancel option allows you to go back and correct it.

[Figure omitted: Images with text]

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Instructions for filling out the digital questionnaire

[Figure omitted: Image with text]

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List of people and general data
- The List of People and General Data section begins once you have completed the Housing Units Characteristics section.
- Read to the respondent the text presented on the initial screen.
- This question is very important because it gives us the population counts in the country.

[Figure omitted: Image with text]

[Figure omitted: Image with text]

[p. 110]

When the list is made up, it is as follows.

[Image with text]

For the gender and relationship questions, a list of response options is displayed. Select the appropriate one.

[Figure omitted: Image with text]

If at first, the respondent included a person who is not a resident, delete his/her record as follows:

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Chapter 13. List of real properties
Welcome to the real properties list! The purpose of this topic is that at the end you will be able to fill out the survey instrument according to the established guidelines.

13.1 General information about the real properties list
Register all the real properties in a block, locality, or segment, classify them according to their type and condition of habitation, and keep the operational control of the housing units which are the object of the 2020 Population and Housing Census.

Structure of the real properties list
The real properties list is made up of eight sections and a space for remarks. 
It also includes the legal framework of confidentiality and obligation for respondents:

Structure of the real properties list
1. Geographic identification. It is the geographic code of the geographic area, according to the Geostatistical framework, of the geographic area being surveyed.

2.Block status. In this section, three dates are recorded that correspond to the level of progress in the collection of information of the area to which the List corresponds and to the start date of the collection of information, the date on which the interviewer concludes the registration of the real properties and the date on which the supervisor carries out his/her activities and closes the block.

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3. List control. This section allows you to keep track of the lists used to record all the real properties in the area; in the case of the printed forms, each one has a capacity for 10 records, so it is possible that more than one may be required.

4. Name of responsible parties. 
In this section, the name and codes of the area manager, supervisor, and interviewer, who are responsible for collecting the information in the area to which the List corresponds, are recorded.

5. Reason for collecting information on paper. 
This section records the reason why it was necessary to use paper instruments to record the area's information.

6. Type of survey. This section is exclusive to the paper list and is used to identify the type of operation to which the area corresponds. The details will be explained later in this document.

7. Package control. It is also an exclusive section for paper instruments; it is used to make up list packages that will be sent to the collection of information area for storage.

See each of these sections in the images below.
[Figure omitted: image with text]

8. Real properties list. This section records each of the real properties located in the area, classified according to their construction characteristics; it also records the housing condition of each one of them; the type of housing unit to which they correspond all inhabited real properties and the result of the visit to each real property. The latter data allows us to identify which housing units have already been censused and which have not yet been interviewed or do not have residents.

[Figure omitted: image with text]

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In the remarks section, as its name indicates, the observations that are considered necessary regarding the situations presented during the collection of the information of the housing units in the area to which the list corresponds are noted.

13.2 Specific instructions for filling out the real properties list
The real properties list has the capacity to register up to 10 real properties; in case you need to register a greater number of real properties, take another List. From the second one, on the cover page, you only fill in section 1. Geographic identification and 3. List control.

[Figure omitted: image with text]

Through the list, you register the real properties and classify them based on direct observation or through inquiry with a respondent, who may be a regular resident of the housing unit, a neighbor, the administrator or person in charge of a building, the person in charge of a business, a security guard, among others, depending on the type of property.

A real properties list is prepared for each property:

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Questions
The questions are read verbatim to the respondent, in a loud and slow voice so that he/she can hear and understand them.

Take into account the following concepts:

Appropriate respondent

Ordinary resident
A person who normally lives in the housing unit because he/she generally sleeps there, prepares his/her food, eats, and protects him/herself from the environment.

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13.3 Filling out the cover sheet
Registration of data of the printed version of the real properties list cover sheet

It consists of seven sections plus confidentiality and mandatory legends.

[Figure omitted: image with text]

The procedure for filling it out is described below.

1. Geographical identification
This section refers to the geographic reference of the area where you are going to collect the information. The first thing to do is to identify the area in which you are located; to do this, the List cover sheet has a geographic identification section.

In the office, record the data of the state, municipality, or city and the locality. 

[Figure omitted: image with text]

The basic geostatistical area, block, and segment codes should be recorded once you are sure you are in the correct block or segment, or if it is a rural location with no residential development, before knocking on the door of the first real property.

[p. 116]

2. Block status
The purpose of this section is to know the operational condition of the area (assigned block or segment), according to the progress of your activities and those of the supervisor.

Instructions
In this section, note down the date in Initiated and closed. The status released is exclusively for your supervisor, so leave it blank.

The dates of the initiated and closed statuses may be the same; however, the Initiated status must not be later than the closed status.

These dates are recorded only in the first List you use in the block or segment; in the following Lists, in case you use more than one in the same block or segment, leave these spaces in the blank.

3. List control
The purpose of this section is to quickly identify the lists you used in the same block or segment

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The data you register are as follows:

4. Name of responsible people
The purpose of this section is to identify the name of the people assigned to be responsible for the geographic area to which the list refers.

Enter your full name and password.

5. Reason for collecting information on a paper
The purpose of this section is to find out how often problems occur that prevent information from being collected on the mobile device

[p. 118]

In this section, please give the reason why you are recording the information in the field using a printed List and not the mobile device.

The description of the different options is as follows:

Keep in mind that you should always do your best to carry out the survey with electronic equipment since doing it on paper requires its later capture.

6. Type of survey
The purpose of this section is to identify the type of questionnaire that was applied in the block or segment, or if the List corresponds to a later stage, called post-enumeration.

Circle the option that corresponds, according to the type of questionnaire you use to collect information in the housing units, so you can only mark

[p. 119]

Leave the post-enumeration option blank, as it does not correspond to the stage you are working in.

7. Package control
This data is recorded by the area manager, so you leave it blank.

Legal framework
The real properties list has two sections that refer to the legal basis that supports the activities related to the collection of information in the field and that indicate the confidentiality and obligatory nature of the collection of census information.

Knowledge of these two articles will help you to raise the respondent's awareness, hence the importance of mastering this information

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13.4 Section 8. Real properties list
Real property identification
In this section, you register the real properties that you identify in the blocks, segments, or localities that correspond to your workload.

[Figure omitted: image with text]

Section 8. Real properties list
The first instruction for filling out this section is to identify the existence of a real property on the front; based on this, apply the corresponding procedure as appropriate.

In this regard, it is necessary to handle different concepts such as front, real property, and type of property, among others, in order to be able to identify them.

The definitions of the concepts required for the handling of this section are presented below.

Real property
A building, land, or premises which are mainly characterized by the impossibility of moving or transferring it without destruction or damage.

Examples: houses, buildings, vacant lots, and business establishments, among others.

Block front
Linear segment according to the sides of the block, which have a type of road and a name of the same, or feature that delimits the front.

[p. 121]

Built building
An enclosure delimited by walls and ceilings of any dimension that was built for habitation or for carrying out an economic activity.

It includes open or semi-open enclosures with facilities designed or adapted for recreational, sporting, cultural, and social activities; also, semi-open enclosures where economic activities of manufacturing, transportation, sale, repair, storage, and care of vehicles, vessels, machinery, or equipment are carried out.

Front with no real properties
Side of the block where it is not possible to register a real property because it is a fence, secondary entrance, or feature.

Buildings are classified according to the purpose of their construction, to be inhabited, to carry out an economic activity, or a combination of both.

[Figure omitted: image with text]

Classification of buildings
In turn, the buildings are divided according to their construction as shown in the image:

[p. 122]

[Figure omitted: image with text]

Identify the real properties of a block as you go around it.

Video tutorial
Click on the following image to consult the video tutorial on the real properties list.

[P. 123-158 of the original document which include Sections 13.5-13.9 are not presented here.]

[p. 159]

13.10 Resident identification
The purpose of this column is to identify if there are habitual residents in each real property you visit, because if so, it will be necessary to determine if it is a private or collective housing unit.

In the case of a private housing unit, you must collect information through a questionnaire.

In order to be able to meet the purpose of the column, it is necessary to define the concepts of private and collective housing units, and the usual resident for both types of housing units.

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Housing unit
A space generally delimited by walls and ceilings from any material, with an independent entrance, that was built for people's habitation or at the time of the interview is used for living, that is, for sleeping, preparing food, eating, and protection from the environment.

[Figure omitted: image with text]

The independent entrance allows its occupants to enter and exit from the street, the field, or a common space with other housing units, such as a corridor, patio, or staircase, without passing through the rooms of another housing unit.

Private housing unit
Housing unit designed and built for the accommodation of people. It includes those that were adapted and are inhabited at the time of the interview.

Private inhabited housing unit
Private housing unit that at the time of the interview has usual residents. It includes any inhabited area, business establishment, shelter, mobile or improvised installation.

Inhabited housing unit
Housing unit used for people's habitation at the time of the interview.

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Uninhabited housing unit
A private housing unit that is fully constructed and available for habitation, and at the time of the interview it has no usual residents, it is not of temporary use, and it is not used as a business establishment performing an economic activity.

Temporary housing unit
A private housing unit that is fully constructed and available for habitation and at the time of the interview is only used for vacation, rest, or living for a few days, weeks, or months, it is not inhabited by people and it is not occupied as a business establishment performing economic activity.

Room status
Classification of private housing units according to whether they are inhabited, uninhabited, or of temporary use at the time of the interview.

Collective housing unit
A business establishment or establishment that provides lodging for people who share or are subject to rules of coexistence and behavior due to health, education, discipline, rehabilitation, religion, work, and social assistance reasons, among others, and that at the time of the census, survey has regular residents.

Examples: hotels, boarding houses, hospitals, homes, shelters, boarding schools, convents, prisons, barracks, brothels, etc.

Usual resident from private housing unit
A person who normally lives in the housing unit, because they generally sleep there, prepare their food, eat and protect themselves from the environment.

Usual resident from collective housing unit
A person who normally lives in a collective housing unit and is subject to their rules of coexistence and behavior due to health, education, discipline, rehabilitation, religion, work, and social assistance reasons, among others; they generally sleep there, consume food and protect themselves from the environment.

[p. 162]

Considerations for collective housing unit
The criterion that determines whether a collective housing unit is counted or not is the fact that it has at least one usual resident at the time of the survey.

Remember to ask the Resident ID question on each and every real property.

The question "Does anyone normally lives or sleeps in this place?" identifies whether the real property registered in column 5, Real property Identification, is inhabited or not. Substitute the word "place" according to what you have previously defined, as follows:

[p. 163]

[Figure omitted: image with text]

For any of the cases, circle the code that corresponds to the obtained answer.

Any property not built for habitation, in which at least one person lives, is considered a housing unit and, therefore, you register its information and that of its residents in a questionnaire.

However, if you classify the real property as a collective housing unit, it will be another operational structure that will collect the information.

[Figure omitted: image with text]

13.11 Housing units identification
Register option 1. Private housing units based on their definition, also consider uninhabited private housing units and those of temporary use.

Although most of the housing units you will find in the block or locality correspond to private housing units, there is a possibility that you will find collective housing units along the road.

[p. 164]

In the case of collective housing units, register them in column 7, code 2. Collective housing unit.

Register option 3. It is not a housing unit in the following cases:

Register option 3. It is not considered a housing unit either:
[Figure omitted: image with text]

[Figure omitted: image with text]

Examples: house or apartment used as an office, doctor's office, for parties, among others.

[Figure omitted: image with text]

For all cases other than a housing unit, once you register code 3, go to column 9. Result of the visit

[p. 165]

When both functions (economic activity and habitation) are performed in real property, regardless of the real property type that has been assigned, priority is given to habitation, so it is considered a private or collective housing unit.

During the survey, the real properties are classified according to the purpose for which they were built and according to their usage at the time of the survey.

Therefore, if you observe a building that was built as a business establishment, you assign it that type of real property, but if upon inquiry you are informed that there is a regular resident, then that business establishment acquires the category of a housing unit. Or it could be that what you observe is a building that was built as a house, in the real property type, you register it as such, but when asked you are informed that it is used to develop economic activity and there are no habitual residents, then in the result of the visit you indicate that it is not a housing unit.

The following table summarizes whether the real property corresponds to a housing unit or not, depending on its residential condition.

Table of results

[Figure omitted: image with text]

[p. 166]

There are cases where the usage given to the real property is different from the original purpose for which it was built, which you can only discover once you have contact with the respondent.

These images show a place that was built to carry out an economic activity; however, it also serves as a housing unit, since people who have no other place to live and sleep go there. You are aware of this situation only when you have contact with the respondent and ask if someone lives there.

[Figure omitted: image with text]

The real estate continues to have the following data: Column 2: Type of real property: 6. Business establishment(s).

Column 6: They do live.
Column 7: Private housing unit.
Column 8: the Dwelling Type is 7. Sites not built for habitation. This image shows a house, a real property built for living, but it is used as a Notary's Office, so you register it as Not a housing unit in the housing units Identification, even though the type of real property is still House

Another case is when you observe a house or apartment that was evidently built for habitation, and in your inquiry, you find out that it is not used as a housing unit, but rather as an office, study, consulting room, or other types of business establishment with activity.

[p. 167]

13.12 Type of housing unit
The purpose of this column is to identify the type of private and collective housing units to classify them, as well as cases where they are not considered a housing unit.

Type of private housing unit
The purpose of this column is to classify the housing unit based on their independence or grouping with respect to other housing units, the purpose of its construction, its current use, and whether its permanence is fixed, mobile, or improvised.

[Figure omitted: image with text]

Instruction - Register the code for the type of private housing unit according to your observation; if in doubt, ask the respondent:

Whether it is a fixed construction or a mobile or an improvised installation.

The code you assign is obtained from the box corresponding to the type of private housing unit at the bottom of the List.

To classify it correctly, use the following criteria.

1. Unique house on the lot
A housing unit that has access from a road, driveway, or field and does not share the premises or lot with other houses.

The housing unit may be built on one or more levels, have a place for economic activity, and be contiguous to another housing unit.

[p. 168]

Housing units that are part of a horizontal condominium are included in this class.

2. House sharing lot with other(s)
A housing unit that is located on the same premises or lot, whether or not it is a single-family housing unit, together with other house(s).

It can be located at the front, back, top, bottom, or side of the field(s) and generally shares the same access from the road or field.

3. Duplex house
Housing unit that is part of a building that integrates a set of two houses. One of their characteristics is that they always share a wall, ceiling, or floor with other housing units.

This classification also includes triple and quadruple houses.

These homes share the same exterior design, which can be recognized by their symmetrical facade, and were built with resistant materials (such as partition walls, brick, block, and cement) by a construction company.

[p. 169]

The entrance for each housing unit can come directly from the street or by means of an exterior staircase. They usually share a number and are distinguished from the group of housing units by a letter, e.g., 456-A.

Some of these housing units have been modified or enlarged over the years; therefore, in order to classify them correctly, it is important that you take into account the neighboring housing units on the same street or block, or ask the residents or neighbors.

4. Apartment in building
A housing unit that is located inside a building and therefore shares a wall, roof, or floor with other apartments. It has access from a common space, such as a hallway, stairway, or elevator.

The buildings where the apartments are located were built with resistant materials (such as partition walls, brick, block, and cement) by a company dedicated to this task.

They are recognizable from the street because they have at least three floors or levels and a main door or access. In most cases, they are identified by an external number or letter.

5. Housing unit in a neighborhood or tenement
It is part of a group of housing units located on the same premises; some of them share a wall, roof, or floor. They have access from a courtyard or hallway; rent is generally paid to occupy them.

The housing units complex is distributed around a central courtyard or corridor and those who live there recognize it as a "neighborhood" or "tenement".

[p. 170]

Housing units that are part of a horizontal condominium are included in this class.

6. Housing unit in the rooftop room of a building
A housing unit that is located on the roof of an apartment building and that at the time of the survey is inhabited by people who are independent of those residing in the apartment to which the room belongs. Access is through the building's interior staircase.

7. Business establishment that was not built for habitation
A building that was built to carry out some economic activity, but where someone lives at the time of the survey.

Some examples are: store, warehouse, factory, office, workshop, barn, among others.

8. Mobile housing unit
Vehicle or facility that can be transported from one place to another and is used for living. Mobile housing units are: trailers, motor homes, boats, or yachts.

[p. 171]

9. Shelter
Cave or improvised installation that at the time of the survey is used for living. Some examples are: palapa, roof, drainage pipe, and tent, among others.

Semi-built or semi-destroyed buildings are also included in this category.

The following is the relationship between the Type of real property indicated in column 2 and the Type of housing unit (private) in column 8.

[Figure omitted: image with text]

[P. 172-209 of the original document which include Sections 13.13-13.17 are not presented here]

[p. 210]

14. Label pasting
The purpose of this topic is to know the census label and its elements, as well as the process for assigning it to the real properties in the real properties list and the guidelines to be considered when pasting it.

14.1 Label elements
The census label is an instrument used to identify each real property registered in the blocks or localities that make up your workload since it contains a unique QR code and folio that allows for establishing control of the operational situation in which the real property is located. Take special care to assign each label to only one real property in the list and paste it on the one you have assigned to it.

[Figure omitted: image with text]

[p. 211]

14.2 Use of the census label
During the registration of each real property on the list, assign a label and immediately affix it to that real property, scan the QR code with the device or register the folio, according to the case.

[p. 212]

The only time you do not assign or attach a label is for vacant lots and a front without real properties.

The label serves as a visual control in the field, it also facilitates the indirect supervision of the interviewer supervisor, so that they can confirm the correct recording of the results of the visit; it is also a support for operations such as verification and post-enumeration

14.3 Census label assignment procedure

[Figure omitted: image with text]

[p. 213]
[p. 214]

Incorrect detachment
Avoid detaching the label by the sides, bottom or upper part (it destroys the label)

[Figure omitted: image with text]

[p. 215]

15. Extended questionnaire
This section of the questionnaire contains the questions you must apply in the households you have registered as: Single house on the land, house sharing land with other(s); duplex house; apartment in a building; housing unit in neighborhood or tenement and housing unit in the rooftop room of a building. That is, with classes 1 to 6 of private housing unit class.

15.1 Section I. Characteristics of the housing unit
The questions cover the following topics:

I. Construction features
1. Walls
The question identifies the predominant basic material with which the walls of the housing unit are constructed.

Take into account that the waste material includes pieces of cardboard, rubber, tires, etc.

The option partition wall, brick, block, stone, quarry, cement or concrete "includes the walls from prefabricated materials; for example, panels that are based on cement or concrete.

[p. 216]

[Figure omitted: image with text]

If the walls are made from two or more different materials, ask for the predominant one; if they are in the same proportions, choose the first one that appears in the answer options.

The following image shows some examples of wall material; from left to right we can see: two images of waste material, cardboard sheeting, metal sheeting, palm, and bajareque.

[p. 217]

[Images omitted]

The walls question is presented in the Census Manager as follows:

[Figure omitted: image with text]

[p. 218]

2. Roofs
The question identifies the predominant basic material with which the roofs of the housing unit are constructed.

[Figure omitted: image with text]

The following image shows several examples of roofing materials; from left to right there are: asbestos sheeting, metal sheeting, and cardboard sheeting.

[Images omitted]

[p. 219]

In the following image, you can see other examples of roofing materials; from left to right there are: thatch, wood, tile, concrete slab, and roof with beams.

[Images omitted]

Sheet metal includes galvanized, fiberglass, or plastic sheets.

The fiber cement sheet is a sheet made from cement, sand, and mineral or synthetic fibers.

If the answer is that the roof is tile, verify that it is the basic material and not the covering or decorative material.

Take into account that the waste material includes pieces of cardboard, rubber, tires, etc.

If they answer that the roof is constructed from two or more different materials, ask which covers the greater part. If they are in the same proportions, choose the first one that appears in the answer options.

The question ROOFS is presented in the census manager as follows:

[p. 220]

[Figure omitted: images with text]

3. Floors
The question allows us to know the predominant floor covering material in the housing unit.

Soil is recorded when most of the housing unit has no floor covering it.

The floor is recorded as cement or firm when most of the housing unit floor s covered with a mixture of gravel, sand, and cement. It is also known as concrete.

[Figure omitted: image with text]

[p. 221]

The option of wood, mosaic, or other coating includes marble, ceramic, laminate, hardwood, and parquet floor.

[Images omitted]

Consider carpet in this option as long as it is installed over a concrete base or overlay, and covers most of the surface; if it is just on top, as a decorative element, register the material underneath.

If they answer that some rooms in the housing unit have floors from two or more different materials, ask for the one covering the largest part; if they are in the same proportions, register the one that appears first in the answer options.

[Images omitted]

The question floors is presented in the census manager as follows:

[Figure omitted: image with text]

Click on the image below to watch the video on construction characteristics.

II. Use of space

4. Kitchen
This question seeks to know if the housing unit has a room or space for food preparation.

A housing unit has a room or space for cooking when there is a stove or fireplace in one of them to prepare or heat food, even if it is also used as a bedroom, living room, or dining room, among others.

[Figure omitted: image with text]

[p. 223]

It is considered that the housing unit does not have a room for cooking when it does not have a heater, stove, portable oven, or grill or when it is located in a corridor or corridor outside the housing unit, under a roof, or in the open air.

[Image omitted]

The kitchen question is presented in the census manager as follows:

[Figure omitted: image with text]

5. Bedrooms
This question shows the number of rooms used for sleeping.

Read the question, listen to the answer, and register the number.

[p. 224]

Consider that all housing units have at least one room. Knowing the difference between a room and a bedroom will help you make a correct record, so it is important that you know their definitions:

[Figure omitted: image with text]

If the respondent comments that there are rooms that are only used occasionally for sleeping, include them as bedrooms.

[Figure omitted: image with text - in the image you can see three bedrooms out of the five rooms in the house]

[p. 225]

6. Rooms
With this question, we know the total amount of rooms that make up the housing unit.

Read the question, listen to the answer, and register the number. If the respondent expresses doubts or you perceive that the answer does not correspond to what you observe, comment to them that they should count all the rooms (bedrooms, living room, kitchen) that are separated by fixed and completed walls.

Also, read the phrase "Do not count hallways or bathrooms" when you think the respondent might be counting them.

Consider that there are respondents who have a different idea of what a room is. For example, some may determine the number of rooms according to the functions performed there (cooking and eating), even if they are not divided by fixed and completed walls; therefore, it is advisable that you spend a little more time to ensure a correct grasp of this question and that you support whoever informs you when necessary.

In the image, there are five rooms that are divided by fixed and completed walls. Do not count the corridor and bathroom.

[p. 226]

[Figure omitted: image with text]

In the following example, there are three rooms: two bedrooms, and the kitchen and dining room sharing the same space.

[Figure omitted: image with text]

Take into consideration the following:

[p. 227]

[Figure omitted: image with text]

Remember to check that the total amount of rooms in the housing unit is always greater than or equal to the number of rooms used for sleeping.

Look at the following examples and analyze how many rooms are presented in each image.

[p. 228]

[Figure omitted: images with text]

The rooms question is presented to the census manager as follows:

Click on the image below to watch the video about the kitchen, bedrooms, and rooms.

[p. 229]

III. Cooking conditions
7. Place where they cook
This question identifies the space used to prepare or heat food.

Read the question mentioning each option until the respondent answers affirmatively and select the code that corresponds.

The inside-the-housing unit option is chosen when the stove or cooking stove used to prepare or heat food is located in a space or room within the housing unit, whether it is an exclusive room, a hallway or corridor on the interior, a round room or a room with different uses, etc.

[Figure omitted: image with text]

The room separate from the housing unit option is when the residents cook or prepare their food in a room delimited by a roof and fixed walls that is separate from the main construction of the housing unit - from the sleeping rooms or living room - but is located on the same premises or lot as the housing unit.

[p. 230]

[Image omitted]

A corridor or corridor outside the housing unit refers to a space that is part of the structure of the housing unit, but that is outside; it is not completely enclosed by walls, so it is not a room and, therefore, allows air circulation in said space.

Generally, the roof of the housing unit covers the corridor or hallway and is supported by columns or pillars.

[Image omitted]

The option in a tejabán or techito applies when cooking is done in a space outside the house that is roofed. The roof can be of any size and material such as: metal or cardboard sheet, palm, canvas, or cloth, among others.

[Figure omitted]

[p. 231]

Outdoors. Situation in which the residents of the housing unit cook outdoors, without any kind of roof.

This option includes people who cook under the branches or foliage of a tree.

Select option 6 when the residents of the housing units don't have a specific place to cook

The question place where they cook is presented in the census manager as follows:

[Figure omitted: image with text]

8. Fuel
This question identifies the fuel most frequently used for cooking or heating food in the household.

Read the question mentioning each option and when you get an affirmative answer, select the corresponding code.

Firewood or charcoal also includes the combustion of sticks, shavings, and various woods.

[p. 232]

The second option refers to natural gas distributed in cylinders, discharged into stationary tanks, or natural gas that is piped to homes.

If the residents of the housing unit cook primarily on grills, electric stoves, electric ovens, or microwaves, register the option for electricity.

In case they answer that they cook with another fuel, mark code 4. This can be: oil, solid alcohol, manure, and even garbage.

The following image shows the aforementioned fuels:

[Figure omitted: image with text]

If the household cooks with two or more fuels, ask for the one they use the most. 
The respondent should determine this.

If the answer is They do not cook because they buy, receive food as a gift or always eat outside the housing unit, select option 5.

If the answer is option 1, firewood or charcoal, continue with question 9. Fireplace with chimney. For another answer, go to the question

[p. 233]

The question fuel is presented in the census manager as follows:

[Figure omitted: image with text]

9. Fireplace with chimney
In housing units where cooking is done with wood or charcoal, it is important to know if the heater, stove, portable oven, griddle, etc., have a chimney or a pipe or duct to remove the smoke.

Read the question mentioning the options and choose the code that corresponds to the affirmative answer.

Fireplaces (portable ovens, stoves, frying pans, etc.) with a chimney or a pipe are installations that allow the smoke generated by combustion to escape from the cooking space.

The chimney can be just a pipe and can be made of different materials, such as sheet metal, asbestos, and cement, among others.

In some places, chimney stoves may be called Estufa Patsari, Lorena, Onil, Ecológica, or efficient wood stoves, as they have been named in different social programs.

[Figure omitted: image with text]

[p. 234]

If the stove or fireplace has a chimney or flue but does not perform the function of venting smoke to an open space, consider that it does not have a chimney or flue.

[Images omitted]

The question fireplace with chimney is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 235]

IV. Electricity
10. Electricity
This question distinguishes households based on whether or not they have electricity.

Read the question, listen to the answer, and select the appropriate code.

A housing unit is considered to have electricity if there is at least one light bulb that shines regularly, even if:

Nor does it matter the source of the light, whether it comes from a private plant, a solar panel, the Federal Electricity Commission (FEC), or any other source or medium.

[Figure omitted: image with text]

If the answer is no, go to question 12. Piped water; otherwise, question 11 applies. Lamps.

[Figure omitted]

The electricity question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 236]

11. Lamps
With these two questions, we know the number of light bulbs used to light the house, as well as the amount of these that are energy-saving.

Read the first question and give the respondent time for their response, as accounting for lamps sometimes involves remembering where they are located.
Register the number mentioned.

This includes light bulbs inside and outside the housing unit, on ceilings, walls, or lamps, regardless of type: incandescent, energy-saving, halogen, etc.

Then ask the second question, in which only energy-saving bulbs are counted.

[Figure omitted: image with text]

[p. 237]

Verify that the number of energy-saving light bulbs is equal to or less than the total amount of light bulbs in the housing unit.

If the housing unit does not have energy-saving light bulbs, register 0.

The lamps question is presented in the census manager as follows:

[Figure omitted: image with text]

V. Access to water
12. Piped water
The question identifies whether the housing unit has faucets or hoses where the residents obtain water, either indoors or only in the yard or lot, regardless of where the liquid comes from.

Read the question mentioning all the options and select the code that corresponds to the respondent's answer.

Consider that piped water can be identified in facilities such as toilets, sinks, and showers or simply if there is a faucet or hose from which the residents obtain water.

[Figure omitted: image with text] 

[p. 238]

The first option, inside the housing unit, means that the faucets or hoses are located inside the housing unit, in the kitchen or the bathroom, either in a sink, washbasin, shower, or in the water tank of some toilet bowls.

[Image omitted]

When faucets or hoses are only in the yard or lot, they are seen in an open space and are located alone or in a sink or basin.

[Figure omitted]

If the residents take water from another housing unit with a hose, as shown in the image, they are considered to have piped water, either inside or outside, depending on how far the hoses reach, which is normally where people use the water.

[p. 239]

[Figure omitted]

Also, if there is a well from which the liquid is extracted and sent through pipes or hoses to other installations in the house, as illustrated in the image, register that the house has faucets or hoses inside.

[Figure omitted]

The option which does not have piped water should be registered when there are no pipes or hoses in the housing unit, or in its yard or land, from which water can be obtained and, consequently, the residents have to carry it or obtain it in some other way.

If the answer corresponds to the latter situation, question 14. Unpiped water applies, but if you register the option inside the housing unit or only in the yard or lot, skip to question 13. Water supply.

[p. 240]

[Figure omitted: images with text]

The question piped water is displayed in the census manager as follows:
Piped water

[Figure omitted: image with text] 

[p. 241]

13. Water supply
This question reveals the origin of the piped water used in the housing unit, which can be: from the public water service, a community well, a private well, a pipe, from another home, from the rain, or from another place.

Read the question mentioning each of the options until you get a response from the respondent and select the corresponding code.

Consider the following definitions:

The public water service is administered, managed, and coordinated by the municipal or local authority, or by the water operators, through a network of pipes or hoses, which generally are underground, although sometimes the hoses can be found on the streets.

[Figure omitted: image with text]

The community well is a source of water that is generally managed by the local inhabitants and that gives off pipes or hoses used to carry the water to housing units in the same locality.

The private well is one that is located on private land that has attached pipes or hoses that supply water to the housing unit, either inside or only on its land.

A pipe means that water is transported to the home in a truck and deposited in cisterns or tanks that have pipes to carry it to the bathroom, kitchen, laundry, or other facilities where it is used.

[Images omitted]

[p. 242]

When the source of piped water is from another housing unit, it means that the residents get water from a neighbor who has piped water, either through hoses or pipes, and take it to their yard or land, kitchen, or bathroom.

When they state that it is rainwater, they mean that the water is collected by means of gutters on the roofs of the housing unit to be conveyed to a tank from which it is distributed, through pipes or hoses, to the facilities where it is used. You may find systems where the liquid passes through a filter before reaching the reservoir.

[Figure omitted: image with text]

When you are told that piped water comes from a location other than the options listed, select another location. Regardless of the answer, go to question 15. Equipment.

The water supply question is presented to the census manager as follows:

[Figure omitted: image with text]

[p. 243]

14. Unpiped water
The question allows for identifying where people who do not have piped water in their homes obtain it and, consequently, have to carry it or have it delivered in another way. So this question applies to homes where there are no pipes, faucets, or hoses from where water can be obtained.

Read the question and each of the options until you get an answer and mark the corresponding code.

Consider the following definitions and criteria:

[Figure omitted: image with text]

A well is an excavation from where water is obtained. It can be located in or away from the housing unit; it can be their own, from a neighbor, or communal. The important thing is that the residents remove the water from there to transport it to their homes using buckets or other containers.

A community faucet is a water tap located in a public space, where people carry the liquid to their homes with buckets or other containers.

[Images omitted]

Another housing unit means that the residents get their water from a neighbor who has piped water, carrying it.

They carry it from a river, stream, or lake when people remove the liquid from these places and take it in containers to their homes.

[p. 244]

[Images omitted]

It is brought by a water pipe, when a water truck carries it to or near the housing unit, depositing it in basins or drums; residents then take it with buckets, pails, or other containers.

[Image omitted]

Rainwater harvesting is the situation in which the residents of the housing unit accumulate this water in drums, basins, or other containers and then carry it away to use in their daily activities.

Remember that if the water obtained from wells, another home, a pipe, or rainwater is stored in cisterns, reservoirs, pools, or water tanks that have pipes or hoses to supply water to other facilities in the home and, therefore, do not have to carry it, then it is piped water.

If necessary, clarify this situation with the respondent, since it is very important to know if they have to carry water or not, regardless of the source of the liquid, which will be registered with the question water supply or unpiped water.

[p. 245]

The question unpiped water is presented in the census manager as follows:
[Figure omitted: image with text]

VI. Equipment
15. Equipment
These questions identify whether the housing unit has equipment or facilities that allow for greater functionality and comfort in the daily activities of the residents.

Read the question mentioning each equipment, listen to the answers, and select the code that corresponds in each case.

Use the following definitions to explain to respondents in case of doubt:

The tinaco is a large capacity container to store water that can be made of plastic or asbestos. It is usually located on the roofs of houses, although it can also be found at ground level. Sometimes, the population calls it Rotoplas, as it is the most publicized brand of water tanks.

[Figure omitted: image with text]

[p. 246]

The cistern or reservoir is a large water tank that is built subway or at ground level; sometimes, it can be a buried water tank. The important thing is that the population can store water in considerable quantities.

[Figure omitted: image with text]

Note that the cistern or reservoir and the water tank may store water for more than one housing unit and may use the same water pump, for example, in an apartment building or in duplex houses; in these cases, consider that each of the housing units does have such equipment if the respondent declares it.

In some places, the respondent may respond that they have a basin where they collect water. If the pool you are referring to is a large stone or concrete construction used to store water, consider that it does have a cistern or water cistern. Plastic drums are not considered.

[Images omitted]

The water pump is a motor-driven device used to drive the circulation of water. It is mainly used to raise water from one level to another, for example, to an elevated water tank, or to suck water from a well.

[p. 247]

The sprinkler is a device that once installed to a water supply, falls in the form of rain and allows it to wash the body in an agile and comfortable way.

The boiler or water heater is a device that has the function of raising the water temperature. It can run on gas, electricity, or wood; regardless of the fuel you use, consider it in this option.

[Images omitted]

The solar water heater, like the boiler, raises the temperature of the water, but it does so by means of solar cells that capture the sun energy.

An air conditioner is an appliance used to cool closed environments, for example, rooms in the housing unit. They are frequent in very hot places.

The solar panel for electricity is a device that captures the sun's radiation to generate electricity. A solar panel can be installed in the house regardless of whether it is supplied with electricity from the CFE or another source. It is also known as a photovoltaic module.

[Images omitted]

The equipment is shown in the following images:

[p. 248]

[Images omitted]

The equipment question is presented to the census manager as follows:
[Figured omitted: When selecting all the answers for each equipment, press next.]

[p. 249]

VII. Sanitary facilities and sanitatiton
16. Sanitary
The question identifies whether the residents of the housing unit have a sanitary facility to dispose of excrement and urine, or "toileting". In addition, it distinguishes whether it is a toilet, usually connected to the drain and with a device (lever, button, or chain) to evacuate waste by flushing water; or whether it is a latrine.

Read the question and each of the options until you get an affirmative answer and select the appropriate code.

[Figure omitted: image with text]

The latrine is a facility consisting of a seat made of wood or other material to sit on while "toileting" and an excavation (pit or hole) where excrement and urine fall. This type of installation is generally not connected to the sewage system and is commonly located in the yard or in the housing unit ground to keep bad odors away.

This option also includes the "wells" or "black holes" that are used to defecate, even if they do not have a seat.

Dry toilets or ecological toilets that have a toilet bowl and a reservoir (airtight box) to receive the waste, which instead of water is poured ash, sawdust, or lime, are considered in the first option even if they are not connected to the drain, as long as they have a toilet bowl.

[p. 250]

[Image omitted]

Mark the third option They have no toilet or latrine when the residents defecate anywhere, be it in the patio, mountain, cornfield, corral, or orchard.

If people do not have a toilet bowl or latrine, go to question 19. Drain; otherwise, continue with 17. Water intake.

The sanitary question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 251]

17. Water intake
The question asks whether the toilet or latrine used by the residents of the housing unit accepts water to evacuate human waste (excrement and urine). It also specifies whether the water is flushed by means of a lever, chain, button, or pedal (direct flush), installed in the toilet bowls, or whether it is manually emptied with a bucket or pail for its users.

Read the question and its options, and mark the code that corresponds to the respondent's answer.

[Figure omitted: image with text]

The no-water option refers to facilities that do not use water for waste disposal. They can be latrines, holes or pits, or the so-called dry ecological toilets.

[Image omitted]

The water admission question is displayed in the census manager as follows:

[p. 252]

[Figure omitted: image with text]

18. Toilet use
This question identifies whether the toilet or latrine used by the residents of the housing unit is for their exclusive use or if they share it with people from other housing unit(s). Read the question, listen to the answer, and select the appropriate code.

Register the option yes when the toilet or latrine is regularly used by people who do not reside in the housing unit.

Register no when the sanitary facility is normally used by the residents of the housing unit only.

The sanitary use question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 253]

19. Drainage
The question asks whether the housing unit has pipes that drain the water used in sinks, washbasins, toilets, showers, or other installations. It also distinguishes whether the pipes are connected to the public sewage system, to a septic pit or tank (biodigester), and whether they flow into a ravine or crevice or into a river, lake, or sea.

Consider that the following are synonyms for drainage: piping, drain, pipe, or sewer, among other terms, in case the respondents know it by those names; if you know it, mention the name that is customary in the locality where the interview was conducted.

Read the question along with each of the options until you get an affirmative answer and select the corresponding code.

Take into account the following definitions to resolve any doubts:

Drainage connected to the public network is the one that conducts the used water to the public service infrastructure that passes through the street.

[Figure omitted: image with text]

[p. 254]

[Figure omitted]

The drainage connected to a septic tank corresponds to the discharge of used water into a closed and buried container that was specially constructed to receive, separate and treat liquid and solid waste. It is usually located in an excavation in the ground of the house.

[Figure omitted]

The septic tank is a prefabricated container installed in an excavation to receive, separate and treat wastewater, so it has the same function as the septic tank but is considered more modern. If they tell you that they have a biodigester and it is in operation, check this option.

In addition, there are housing units whose drainage pipes dislodge the water used in a ravine, crack, river, lake, or sea. If they clarify this situation, select code 3 or 4, as appropriate.

[Image omitted]

[p. 255]

Register the last option, no drainage, when the pipes do not drain the used water somewhere outside the housing unit and it is only irrigated in the yard or field.

[Figure omitted]

The question drainage is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 256]

VII. Garbage
20. Separation and reuse
These questions allow us to know if the population separates their daily waste in their homes into organic and inorganic; if they separate some food scraps or waste to give to animals; if they separate waste to fertilize plants or gardens; if they separate PET (plastic), aluminum (cans) or paper (cardboard) to sell it, donate it, give it away or recycle it. In other words, they make it possible to identify waste separation and reuse practices in households.

[Figure omitted: image with text]

Read the question mentioning each type of separation and register the answers of the respondent.

The separation and reuse question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 257]

21. Garbage disposal
This question identifies the way in which people dispose of the garbage generated in their housing units.

[Figure omitted: image with text]

Read the question mentioning each option until you get an affirmative answer and select the corresponding code.

The first option refers to the household collection service, either by means of a special truck for this activity or by means of carts adapted by cleaning personnel or private individuals who are in charge of collecting the garbage produced by the population in their housing units.

[p. 258]

[Image omitted]

The second option identifies whether there are containers or deposits around the housing unit, or if there is a collective container or deposit in the building or group of housing units where garbage is deposited and where a truck or cleaning personnel picks it up.

[Image omitted]

Burning or burying garbage is a common practice among the population when there is no household garbage collection service or, for some reason, they do not use it. In some places, these are common practices and can be carried out around the housing unit or far from it, as well as individually or collectively.

[Images omitted]

[p. 259]

A public landfill is a property or land destined to receive and accumulate large quantities of garbage; it is generally located on the outskirts of population centers and is identified by a large amount of waste it receives. Circle this option when the residents of the housing unit throw garbage directly to these places.

The last option, dumped elsewhere, identifies when residents leave their garbage on the streets, vacant lots, ravines, crevices, rivers, and lakes, or dump it in the sea.

If the respondents state two or more ways of disposing of garbage, ask for the most recurrent or the one to where they throw the largest amount. The respondents should determine this, but if they are unable to do so, select the one that appears first in the response options.

The garbage disposal question is presented in the census manager as follows:
[Figure omitted: image with text]

[p. 260]

IX. Goods and ICT
22. Goods and information and communication technologies (ICT)
The questions distinguish whether or not the residents of the housing unit have household appliances, automobiles, bicycles, information, and communication technology services. Inquire for each good or service, listen to the response, and register the code that corresponds to the respondent's statement for each good and service.

The bicycle response option considers those that are used as a means of transport to work, school, or shopping, among others. Those used for recreational purposes are not taken into account.

Motorcycle or moped includes tricycles and ATVs, regardless of type or size, as long as they are used as a means of transport.

[Figure omitted: image with text]

Radio listening device refers to any device that makes it possible to listen to any frequency (AM and FM) of massive radio broadcasting, and therefore includes radio, radio-recorder, radio alarm clock, and modular radio equipment, as well as devices that have this function, such as cell phones and music players, when their use is indicated by the respondent.

They have a television if the housing unit has any device that reproduces audiovisual television signals, in any form, model, or type of signal.

The laptop or tablet computer option includes desktop, laptop, and notebook computers. The housing unit has a cell phone if any of its residents have one. It includes smartphones.

They have internet if they have access to this means of communication, regardless of the device they use (fixed computer, laptop, cell phone, etc.).

This includes cases in which they have internet even if it is an open WiFi connection outside the housing unit, a situation that may occur because the signal is passed on, stolen, or because it is an open network in a public place that is very close to the housing unit, etcetera.

[p. 261]

Some of the goods and ICTs asked about are shown in the following images:

[Figure omitted: image with text]

In pay TV service, consider any type of provider and technology, whether cable, antenna, etc.; you can even mention names such as VeTv, Dish, Cablemas, Megacable, Sky, TV cable, or those in your work area.

The service of paid movies, music, or videos over the internet refers to the availability in the home to access entertainment, such as watching movies or videos, or listening to music, may be: Netflix, Claro video, Blim, Spotify, Apple music, among others, as long as the service is paid for.

Consider that yes they have appliances when they are in working condition or if the respondent indicates that they are out of order, but they will have them repaired.

If you are informed that any appliance or vehicle belongs to the company or institution where any of the residents of the housing unit work, consider that they do not have it.

Other goods and ICTs that are being asked about are shown in the following images:

[p. 262]

The assets and ICT question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 263]

Click on the image below to watch the video on goods and ICT.

X. Tenure and acquisition of the housing unit

23. Tenure
The question distinguishes whether the owner or proprietor lives in the housing unit, whether the occupants pay rent if it belongs to a relative or it is loaned.

Read the question and each option until an affirmative answer is obtained and record the corresponding code.

The person who owns the property lives there. It means that the owner is a habitual resident of the housing unit, even if they do not have documents proving their ownership. It does not matter if you have a debt or mortgage.

The rent is paid. When any of the occupants pay rent or rent for occupying the housing unit.

[Figure omitted: image with text]

It belongs to a relative or they loan them the housing unit. If the respondent states that it belongs to their spouse, child, parent, sibling, or other relative or friend who resides in another housing unit; including housing units that are loaned by a company or an institution where one of the occupants works or when the owner has asked them to take care of the housing unit.

They reside in it in another situation. It encompasses cases of housing units in litigation, intestate, occupied without the owner's permission, invaded, or any other different situation.

If they respond that the owner is deceased, ask the respondent to state whether any of the people living there are currently considered the owner or are in another situation, by reading the rest of the options.

If they state that the housing unit is owned by the owner who lives there, but the land is not, record the first option The owner lives here.

[p. 264]

If the answer is rent is paid, It belongs to a relative or the housing unit is loaned, or They reside in it in another situation, go to Section II. List of people and general data; otherwise, continue with question 24. deed or title.

The tenure question is presented in the census manager as follows:

[Figure omitted: image with text]

24. Deed or title
This question allows us to know if the person who owns the housing unit has deeds or ownership titles in their name, or if they are in the name of another person who does not live in the housing unit.

In general terms, the ownership titles of a property are a public document signed by a notary where one or more people are accredited as legal owners of the property.

Read the question and each option until an affirmative answer is obtained and record the corresponding code.

Mark the first option when the deeds are in the name of the owner who resides in the housing unit; also, if they only have the deeds to the land and not to the housing unit because they built it or had it built.

[Figure omitted: image with text]

[p. 265]

If there are two people who are the owners and the deeds of the housing unit are only in the name of one of them, mark option 1, which means that the deeds are in the name of the owner or proprietor.

Please note that it is not necessary to show or request any documents.

Mark the second option when they answer that the deeds or ownership titles are in the name of a person who does not reside in the housing unit or when commenting: "They are in my father's name, but he is dead", "They are in my ex-husband's name" or "They are in my daughter's name, but she doesn't live here anymore".

Record no deeds if the respondent indicates so or mentions that they are in process, that they only have a receipt or sales contract.

The option Don't know is not read and is only recorded in cases where the respondent does not know the answer.

The deed or title question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 266]

25. Acquisition
The purpose of the question is to find out how the owner or proprietor obtained the housing unit.

Read the question and each option until an affirmative answer is obtained and record the corresponding code.

Consider the following criteria:

[p. 267][p. 268]

The acquisition question is displayed in the census manager as follows:

[Figure omitted: image with text]

26. Financing
The purpose of this question is to find out how the person who owns the housing unit obtained the money or resources to build or pay for it.

Read the question along with all its options.

Select the corresponding code(s) indicated by the respondent.

If the person obtained financing through several sources or combined credits, record up to three options from the list.

Please, take into account the following considerations:

[p. 269]

If the answer is that they only used their own resources, go to section II. List of people and general data; instead, if you recorded codes 1 through 7 or a combination of codes 1 through 7 and 8, continue with question 27. Debt.

[p. 270]

The financing question is presented in the census manager as follows:

[Figure omitted: image with text]

27. Debt
This question identifies whether the housing unit owner currently has any debts due to having applied for a loan, credit, or financing to buy or build the housing unit.

Read the question mentioning the answer options and record the corresponding code.

It is considered to be fully paid if the housing unit owner applied for credit, financing, or a loan, but has already paid it off.

It is being paid for, if the owner obtained credit, financing, or a loan to buy or build the housing unit and is currently paying to a public or private institution periodically (for instance: INFONAVIT, FOVISSSTE, PEMEX, bank) to a relative, friend or lender.

It was defaulted on if the owner obtained credit, financing, or a loan to purchase or build the housing unit and is not currently paying periodic payments.

[Figure omitted: image with text]

[p. 271]

If they tell you that they have been temporarily (between one and three months) unable to make payments, mark the answer It is being paid for.

The debt question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 272]

15.2 Section II. List of people and general data
The section is made up of questions that allow us to know the number of people who are habitual residents of the housing unit, and in addition, to record the gender, age, and relationship of each person with respect to the head of the housing unit.

Remember that it is very important to record all the residents of the housing unit since the 2020 Population and Housing Census must count all the people living in the country.

[Figure omitted: image with text]

Habitual resident
The information to be collected with the questionnaire is from each of the habitual residents of the housing unit, who are defined as the people who normally live in the housing unit, where they sleep, prepare their food, eat and protect themselves from the environment.

Only if the respondent doubts whom to consider as a resident, support them with the following criteria:

[p. 273][p. 274][p. 275]

A person is not a habitual resident when:

If the respondent is still doubting as to who are the habitual housing unit residents of the dwelling, ask: "where does the person sleep most days a week?"; if most of the time they sleep in the housing unit where the interview is conducted, then they are a habitual resident.

1. Number of person and 2. List of people

These questions make it possible to identify all people who are habitual residents of the housing unit and to distinguish the respondent.

Read the complete instruction: "Please, tell me the names of all the people who normally live in this housing unit, including small children and elderly people. Also to the domestic staff who sleep here. Start with the head".

Avoid reading parts only or reducing the text, listen to the answer and write in each of the lines of question 2. List of people the names, without using abbreviations, of all people normally living in the housing unit, including young children and the elderly.

In the first line, write down the name of the head of the housing unit; this is the person that the habitual residents recognize as such. There can only be one male or female head in each housing unit, regardless of whether they are female or male. When the respondent does not identify anyone as head of the housing unit, because the people living there are a group of friends, students, or other situations, record in the first line the first person they mention.

If there are people with the same name in the housing unit, write their name and in parentheses the relationship to the head of the housing unit, so that they can be distinguished during the interview. In case there are people with the same name and relationship in the housing unit, ask the person who informs you to mention them according to the way they identify each one.

[Figure omitted: image with text]

[p. 276]

When in the housing unit there are more than six people, use another questionnaire and, in the first column 1. Number of people, cancel the printed numbers and rewrite the numbering from 7 onwards until the total number of people in the housing unit is reached. Perform the same procedure if you use more than two questionnaires in the housing unit. After the list is complete, circle the person number corresponding to the respondent in column 1. Person number. In case they have not given you any previous information about who they are, ask them which of the names corresponds to them.

[Figure omitted: images with text]

If you start the interview with a respondent and then another person from the housing unit arrives to provide information, continue with the one who has answered the most questions.

When the respondent is on a second or third questionnaire, make sure that before continuing the numbering, you have corrected the numbering from 7 onwards.

3. Gender
When you can identify by the person's name whether they are a woman or a man, or you are asking for the respondent's data, just mention the person's name, confirm the corresponding gender, and ask question 4. age.

Example: Ana is female, how old is she?
When the name is uncommon such as: Andárani, Yuritzi, Erubey, Éder, or if it is used for both men and women: Guadalupe, Rosario, Inés, Asunción, Refugio, Concepción, Soledad, then you do ask the gender question.

Example: Is Refugio a man or a woman?

[Figure omitted: image with text]

[p. 277]

In case the respondent alludes to a gender identity or sexual preference, clarify that the question identifies the biological condition, reapply it and record the answer provided. In this situation, do not express astonishment, maintain respect and continue the interview.

4. Age
This question helps to find out how old the residents of the housing unit are at the time of the interview. In addition, it allows to apply the age cutoffs of the questionnaire. Read the question for each person, listen to the answer, and record the age in the space provided.

If the respondent does not remember or does not know the age of a person, support them by mentioning an event, such as a marriage, the birth of a child, school year, among others, or ask them to consult the birth certificate, voter's credential, CURP, driver's license or other documents where the date of birth appears; help them to calculate the age.

When the respondent says phrases such as "33 in the age of 34", "2 and a half" or "almost 5", rectify with them the age in years completed at that moment (the correct answer in these cases is: 33, 2 and 4, respectively). Enter three zeros (000) if the person is younger than one year old, whether it is hours, days, weeks, or younger than 12 months old.

[Figure omitted: image with text]

5. Kinship
This question identifies the kinship relationship that the people living in the housing unit have with the head of the housing unit; for example: spouse, daughter, granddaughter, and grandson, among others.

Always inquire about the kinship to the head of the housing unit and not to the respondent, unless they are the head of the housing unit. Remember that there can only be one per housing unit, regardless of whether it is a woman or a man. Once the head of the housing unit has been identified, record code 1 for this person and ask the kinship to this person.

[Figure omitted: image with text]

[p. 278]

When the respondent does not identify anyone as the head of the housing unit, record code 1 for the first person listed.

Since the head is the first person on the List, you must confirm it as follows: So, is Brenda the head of the housing unit? and record option 1. For the rest of the people, ask the question verbatim, listen to the answer, and record the corresponding code in the space provided.

For example: How is Miguel related to the head of the housing unit?

If the respondent answers: grandmother, aunt, niece, nephew, or other types of kinship not listed in options 2 through 7, mark option 8 and note the relationship on the line.

When they state that the relationship is a partner of the head, ask if they are referring to a couple of relationships; if so, mark option 2, but if they are a work, study, or roommate, record option 8 and write down what is stated in the space for the option other kinship.

If the head of a housing unit has several spouses or partners, mark option 2 for each. Remember not to show admiration or surprise, as these cases may occur.

Verification
6. Verification of children. 7. Verification of elderly people and 8. General verification

These questions seek to ensure that the number of people listed is effectively the total number of habitual residents in the housing unit, with the purpose of avoiding the respondent forgetting to mention any of them, especially children, babies, and elderly people.

It is important that you apply the three questions correctly, as counting all people is one of the central objectives of the Census.

[p. 279]

Verification of children
Read question 6. Verification of children: "Did you include all girls, boys, and infants on the list?" If Yes, circle code 1 and continue with question 7. Verification of elderly. If they acknowledge No, circle code 3, return to 2. List of people, add the missing children and infants, and ask for their general information. But if they confirm that no children or infants live in the housing unit, record code 5 and continue.

[Figure omitted: image with text]

Verification of elderly people
If applying question 7. Verification of elderly people: "Did you include all elderly people on the list?", the respondent answers Yes, circle code 1; in case the answer is No, select code 3, return to 2. List of people to record the missing person(s), and ask for their general information. But if they confirm that there are no elderly people in the housing unit, circle code 5 and continue.

The purpose of this question is to avoid forgetting to record the population aged 60 years or older, especially the elderly population.

[Figure omitted: image with text]

General verification
With question 8. General verification, it is confirmed that the residents recorded in the list of people are all those who live in the housing unit.

Count the people recorded in the list of people; to do so, apply the textual question: ''So, are (indicates the total number of people listed) the people who live here?'' If the answer is Yes, record the number and select code 1; if the answer is No, go back to the list of people and correct; In case of adding people, request their general data and continue.

[Figure omitted: image with text]

[p. 280]

If you used more than one questionnaire, record the data from these questions in the first one.

Once the verification and correction of the list of people is done, continue with question 9. Name and number of the owner or proprietor.

9. Name and number of the owner or proprietor
This question identifies the person residing in the housing unit who is the owner or proprietor.

Read the question, record the name provided, and copy from Section II. List of people and general information on the corresponding number.

[Figure omitted: image with text]

In its digital version, the questions in the list of people and general data section are presented as shown in the following images:

[Pages 281-290 are not presented here, which include images of the digital version of the questionnaire]

[p. 291]

15.3 Section III. People characteristics

In this section, information is obtained for each of the people living in the housing unit.

Before requesting data for each resident, copy the details from Section II. List people and general data, their names, gender, and age, and write them down in the spaces provided. Do not forget to correct the person number when using more than one questionnaire.

[Figure omitted: image with text]

For the respondent to know who to provide the information about, start with the sentence: "Now I'm going to ask you about...", and mention the name of the person you previously wrote down.

Apply questions 1 through 11 for all the people who are habitual residents, including children, as well as elderly people.

[p. 292]

1. Mother's identification and 2. Father's identification
These questions identify whether the mother and father of each of the residents live in the housing unit, in another housing unit, or if they are deceased.

Read each question along with all its options until you get an affirmative answer. When the answer is that they Live in this housing unit, ask: Who are they?; then identify the name stated in II. List of people and record the corresponding number in the designated space.

If the answer is that they live in another housing unit, passed away, or don't know, circle the codes 96, 97, or 98, as appropriate.

[Figure omitted: images with text]

When the respondent has anticipated information about the relationship among the habitual residents of the housing unit, you can corroborate it in the following way:

Is Angel's mother Mrs. Miranda?

You told me that Alonso is the father of all his children; so, is Alonso Sofia's father?

The mother's identification and father's identification questions are presented in the census manager as follows:

[Figure omitted: images with text]

[p. 293]

3. State or country of birth
The purpose of the question is to identify the state of the Mexican Republic or the country where the person was born.

[p. 294]

This question applies to all habitual residents. Read the question, listen to the answer, and record.

Circle code 1 when the person was born in the same state where you are conducting the interview. If the person was born in the United States of America, circle code 3.

If the person was born in a state other than that of the interview (code 2) or in a country (code 4) other than the United States of America, circle the appropriate code and write the name of the state or country on the line.

[Figure omitted: image with text]

If the answer is the name of a municipality or city hall, neighborhood, or locality, find out to which state of the Mexican Republic or to which country it belongs and write it down on the corresponding line. Do not use abbreviations.

If even after making the pertinent questions you obtained unclear information, record verbatim what the respondent says on the designated line for this purpose.

When they answer that they were born in Mexico, ask them to clarify whether they were born in Mexico City or the State of Mexico and record their answer.

The question state or country of birth is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 295]
[p. 296]

4. Mexican nationality
The purpose of this question is to find out whether or not people born in another country have Mexican nationality.

Read the question and when you get an answer, circle the appropriate code.

A person has Mexican nationality when they are recognized by the Mexican State as a member of this nation.

Mexican nationals are people born abroad who:

Consider that naturalization is the legal process by which Mexican nationality is granted to people born in another country.

[Figure omitted: image with text] 

[p. 297]

If the answer you get is: "They were born in another country, but have lived in Mexico since they were born", "They have lived in Mexico for a long time" or other answers, ask whether or not they have a document that certifies them as Mexican and record the corresponding code.

The question of Mexican nationality is presented in the census manager as follows:

[Figure omitted: image with text]

5. Use of health services
The purpose of this question is to find out where people go for care when they have health problems.

[p. 298]

Read the question, listen to the answer, and circle the corresponding code.

If the respondent answers that the person attends more than one health institution, ask which one the attends most frequently and circle the option they state.

Consider that the response options are only read when the respondent expresses with words, gestures, or doubts about what to answer.

[Figure omitted: image with text]

Moreover, it also takes into account the following:

If the person attends a medical center or medical office that belongs to a pharmacy where medical care is provided, usually in exchange for payment, option 8 is circled. Pharmacy office.

When they go to the health services of charitable institutions, such as the Red Cross, Green Cross, Amber Cross, medical dispensary, midwife, health promoter, or are treated with homeopathy or acupuncture, code 9 is circled. Other Location.

Circle option 10. Not treated when the person:

[p. 299]

The question use of health services is presented in the census manager as follows:

[Figure omitted: image with text]

6. Afro-descendants
This question applies to all people in the housing unit. Its goal is to identify if any of them, according to their ancestors, customs, and traditions, are considered Afro-Mexican or Afro-descendant.

Read the question completely and slowly, without omitting words, listen to the answer, and circle the corresponding option. Always ask the question, even if you consider that there are no Afro-Mexicans or Afro-descendants in your work area.

In case the respondent states that no one in the housing unit is Afro-Mexican, black, or Afro-descendant; in any case, it is important that you apply the question or use the confirmation technique for each of the people living in the housing unit. When the answer is yes, circle code 1. Yes; otherwise, 3. No.

[Figure omitted: image with text] 

[p. 300]

Black Afro-Mexicans or Afro-descendants are descendants of people from the African continent who arrived in Mexico during the colonial period, both as forced or free laborers, to work in haciendas, sugar mills, mines, manufacturing, workshops, and in household services such as cooks, wet nurses or midwives, among other activities. It also includes people of African origin who arrived in Mexico in later times and today.

The term ''negro(a)'' is used in the question, since in many regions of the country, Afro-Mexican or Afro-descendant people are recognized in this way. In some places they are also identified as negros mascogos, negros costeños or negros jarochos. However, being Afro-Mexican or Afro-descendant does not imply skin color or hair texture. For this reason, the question establishes ancestors, customs, and traditions as elements of identification and not skin color. It is important to respect the answer given by the respondent.

Pay special attention to the respondent's response, as sometimes they understand "Mexican" instead of "Afro-Mexican". Therefore, in case of answers such as "we are Mexican", "we were born here" or any other similar answer, comment that you are referring to the term Afro-Mexican and explain it.

If the person who informs you expresses discomfort when you apply the question Afro-descendants, and gives you a general answer for all the people in the housing unit, make it clear that you have to ask the question for each of the inhabitants of the housing unit, in order to identify 
Afro-descendant people, without omitting any of them.

The question Afro-descendants is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 301]

7. Birth registration
With this question, it is possible to know if the person has a birth certificate or is registered in the civil registry of the Mexican Republic or another country.

Read the question along with each option until you get an affirmative answer and circle only one code.

Some people may have a double birth registration, that is, in the Mexican Republic and another country; if this is the case, only register code 1.

If the respondent says that they do not have a birth certificate because they have lost it, have not picked it up from the civil registry, or are stored in some institution (school, hospital, or other), ask if the person is registered in the civil registry, and if the answer is affirmative, ask if the registry corresponds to the Mexican Republic or another country, and circle the corresponding code.

In case the birth has not been registered in the civil registry of the Mexican Republic or another country, circle code 3.

[Figure omitted]

It may happen that the respondent does not know if the person being asked about has a birth certificate or not, or if their birth has been registered in the civil registry. If this situation arises, ask if you have any official identity documents, since generally, a birth certificate is required to obtain them. Some of these documents are: a voting card (voter's credential), driver's license, military service card, passport or professional card, and in the case of minors under 18 years of age, the SEP school certificate.

It is important to point out that in other Spanish-speaking countries, the birth certificate is also known as a birth record.

[p. 302]

The birth registration question is presented in the census manager as follows:

[Figure omitted: image with text]

8. Affiliation to health services
The purpose of this question is to identify if the person is affiliated or has the right to medical services in any social security, public, or private health institution; likewise, to identify the population that does not have a medical affiliation or right to medical services.

Read the question along with all its options, listen to the answer, and circle up to two codes when more than one institution is mentioned. Therefore, once you record the first option continue reading the other options; people may be affiliated with a second institution.
[Figure omitted: image with text]

A person is considered to be affiliated or entitled to medical services when:

[p. 303]

At the time of the interview, they are in the process of receiving medical attention from a public or private insurance institution.

When the educational institution provides a student with the right to medical service, circle the code of the institution that provides this service.

For each option to answer this question, consider the following criteria:

[p. 304][p. 305][p. 306]

It is important that, before answering with the name of a clinic, a hospital, or a medical unit, you ask to identify which institution the person is entitled to medical services; in case of not identifying it, circle code 8. Other institution.

So, you are not affiliated with medical services? In this option, include people who:

The question of healthcare affiliation is presented in the census manager as follows:

[Figure omitted: image with text]

9. Religion
This question identifies the religion of each person living in the housing unit.
They consider that a person's religion is their spiritual belief or preference, regardless of whether or not it is represented by an organized group.

[p. 307]

Write the name of the religion as stated by the respondent, verbatim and without using abbreviations.
Some examples are listed below:

[Figure omitted: image with text]

When the answer is general, vague, or unclear, ask the respondent if they can be more precise or concrete. For example:

In these cases, insist on knowing the name of the religion, taking care not to bother or disturb the respondent.
In some cases they will refer to religious beliefs in different ways, which may not be familiar to you; for example:

In these cases, remember to write down verbatim what the respondent states.
Consider also that the respondent may not have, profess or follow any religion or religious belief and he may state: "I have no religion", "none", "atheist", or "no religion", among others. In these cases, remember again to record verbatim what the respondent tells you.

[p. 308]

Remember that as an INEGI employee, you must respect the Institute's code of ethics, whose standards of conduct include respect and equality, which refers to recognizing and considering the rights and freedoms of individuals and not discriminating against any person on the basis of ethnic origin, nationality, disability, economic status, religion or any other cause.

Keep in mind that the premise, in accordance with the neutrality of a census, is to record religion in a secular manner, without establishing preferences, without qualifying or discriminating against any belief, so that all statements made by the respondent are recorded verbatim.
The religion question is presented in the census manager as follows:

[Figure omitted: image with text]

10. Disability
This question identifies the degree of difficulty people have in performing some activities in their daily lives, such as seeing, hearing, walking, remembering or concentrating, providing self-care, speaking, or communicating. Also, if they have any mental problems or conditions.

The question consists of two parts. The first part asks about the degree of difficulty in six activities of daily living. The second part identifies people who have a mental problem or condition.

[p. 309]

[Figure omitted: image with text]

To ask these questions, consider the following:

[p. 310]

Activity limitations
Keep in mind that activity limitations are difficulties a person may have in performing certain tasks of daily living due to a health problem such as:

[p. 311][p. 312]

Degree of difficulty
Answer categories that consider the magnitude or intensity of the person's difficulties or limitations in performing activities of daily living and are expressed in numerical codes ranging from 1 to 4.

[Figure omitted: image with text]

[p. 313]

To apply the second part of question 10. Disability, read verbatim: "Do you have any mental problems or conditions?"; if in doubt, mention the examples in parentheses and circle the corresponding code according to the answers 5. Yes or 6. No.

It considers that mental problems or conditions are situations where, due to some altered state of mental health (from birth, as a result of an illness or mental and behavioral disorder, injury, or aging process), the person has difficulty participating in activities of community social life and interacting with other people in an appropriate manner to the context and social environment (e.g., family, school, work, neighbors, etc.).

Altered mental health status includes conditions such as autism, Down syndrome, schizophrenia, mental retardation (mild or severe), and so on.

11. Cause of disability
The question is asked after question 10. disability and only applies if the code of some degree of difficulty was circled as two. They can do it with little difficulty, 3. It can do it with great difficulty, 4. They cannot do it in some kind of activity limitation; or when in the last question of Do you have any mental problem or condition? code 5 was recorded. Yes.

The purpose of this question is to know the main reason or motive that originates the difficulty or limitation to performing some or several activities in the daily life of the people of the housing unit and are expressed in numerical codes ranging from 1 to 5.

Read question 11 verbatim. Cause of disability along with your five response options for each limitation stated in question 10 and record the code in the space to the right of each type of limitation; including the last option, you will ask about the cause of the mental problem or condition.

[p. 314]

Note that when a person has more than one activity limitation, they must have a cause code for each of them.

To note the cause code, consider the following:

Example 1:[p. 315][p. 316]

[Figure omitted: image with text]

Example 2:

[p. 317]

[Figure omitted: image with text]

[p. 318]

The questions disability and cause of disability are presented in the census manager as shown below:

[Figure omitted: image with text]

[p. 319]
[p. 320]
[p. 321]
[p. 322]

First age cutoff
Questions 12 through 23 are only asked to people who are 3 years of age or older. This is indicated in the questionnaire in a shaded box:

[Figure omitted: image with text]

[p. 323]

Indigenous language

12. Indigenous language, 13. Name of the indigenous language and 14. Spanish speaker
This set of questions allows us to identify people who speak a dialect or indigenous language, the name of the language they speak, and whether they also speak Spanish.

It is important that you emphasize the phrase in the first question. Now I would like to ask you, which introduces the respondent to a different topic.

Always ask question 12. Indigenous language, even if you consider that no such language is spoken in your work area.

It considers that indigenous languages are those that historically come from the existing indigenous peoples in the national territory.

Do not consider foreign languages, such as English, French, German, Italian, or Japanese, as indigenous languages.

When the answer is Yes, continue with question 13. Name of the indigenous language. If the answer is No, skip to 15. Understanding of indigenous language.

If the respondent answers: "I speak a little", "I speak it badly, but I can understand it well", or "I speak it, but I can't write it", he/she considers that he does speak an indigenous language.

He/she also records that he/she speaks an indigenous language even if he/she does not use it on a daily basis.

For question 13. Name of indigenous language, record the name of the indigenous language as it is heard, without using abbreviations.

[Figure omitted: image with text]

[p. 324]

Make particular clarifications for the following languages: if it is Chontal, ask if it is from Oaxaca or Tabasco; if it is Amuzgo, ask if it is from Oaxaca or Guerrero; and if it is Tepehuano, ask if it is from Chihuahua or Durango.

In case the answer is: "the one spoken in the region", "the one of my parents", or answers that do not specify the name of the language, inquire and record it. In case it is not possible to identify the indigenous language, write the answer verbatim provided above.

When the respondent does not know the name of the language, write "Doesn't know."

[Figure omitted: image with text]

For question 14. Spanish speaker, if the answer is "a little", "almost nothing", or "a few words", among others, consider that he/she does not speak Spanish.

Consider that he/she does speak Spanish, even if he does not do so on a daily basis.
When you finish, circle the answer for question 14. Spanish speaker, skip to question 16. Indigenous self-identification.

The questions about indigenous language, name of indigenous language, and Spanish speaker are presented in the census manager as follows:

[p. 325]

[Figure omitted: image with text]

[p. 326]

15. Understanding of indigenous language
This question identifies people who do not speak an indigenous language but do understand it.
When the respondent answers: "a little", "a little bit", "too little", or "some", among others, investigate further and inquire, for example: "Does María understand a conversation between two people who speak the indigenous language?", if his/her answer is still "little", circle code 7. No.

[Figure omitted: image with text]

The question understanding of indigenous language is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 327]

16. Indigenous self-identification
The question is applied to people who are of 3 years of age or older and aims to recognize how many of them consider themselves indigenous according to their culture.

Always ask the question, even if you consider that there are no indigenous in your work area.
If the answer is yes, circle code 1. Yes; otherwise, select 3. No.
When the respondent expresses doubt or does not understand the question, mention that a person is or recognizes him/herself as an indigenous when:

[Figure omitted: image with text]

Remember that indigenous identity is not always related to speaking an indigenous language; it is possible to speak an indigenous language and not consider oneself as such; otherwise, a person can consider him/herself as an indigenous without speaking an indigenous language.

Therefore, if the person mentions that he/she does not know how to speak a language, ask if he/she considers him/herself to be indigenous.

The question of indigenous self-identification is presented to the census manager as follows:

[Figure omitted: image with text]

[p. 328]

Education

17. School attendance
This question identifies people who are of 3 years of age or older who are enrolled and attending an educational institution of the National Education System (NES) or its equivalent.
It includes those who attend classes as students or pupils and those who study online or remotely.
Consider that the person Does attend when is enrolled in:

[Figure omitted: image with text]

If the person attends an elementary, junior high school, or high school that is targeted to the indigenous population, with disabilities or outstanding abilities, consider that he/she attends.
Record that the person does not attend school when:

[p. 329]

18. School attendance municipality and 19. State or country of school attendance
These questions allow us to identify the municipality and the state of the Mexican Republic or country where are located the schools attended by the population who are of 3 years or older.

[Figure omitted: Image with text]

If in question 18. School attendance municipality the answer is here, in this municipality (township), circle code 1 and skip to question 20. Commuting time to school.

If the answer is in another municipality (township) of this country, ask where it is, write it on the line, and circle code 2. If the answer is in other country, circle code 3.

[p. 330]

For question 19. School attendance state or country, circle code 1 if the person attends school in the same state. If the answer is in another state, ask which state, write it on the line, and circle code 2.

When the answer is In the United States of America, select code 3. If the answer is In another country, ask for the name of the country, write it on the line, and circle code 4.

If the respondent's answer corresponds to the name of a city, neighborhood, or locality, inquire to which municipality or township, state, or country it belongs and write it on the corresponding line.

For example, if they answer Chapultepec, find out if it is the municipality in the State of Mexico. If they mention Atizapán, ask for the full name of the municipality.

In case you do not obtain accurate information, circle the corresponding code and record the respondent's answer on the line, verbatim, and without using abbreviations. If you do not know in which municipality, state, or country he/she attends school, just write "Doesn't know".

Ask for the state or country even when the respondent mentions that he/she does not know the name of the municipality.

If he/she says that he/she attends school in Mexico, find out if it is Mexico City or the State of Mexico and record it.

The school attendance municipality question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 331]

[p. 332]

Meanwhile, the question of school attendance state or country is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 333]

20. Commuting time to school
This question asks about the time that a person regularly spends going from his/her housing unit to school.

Pay attention to the answer and circle the option that corresponds to the stated time. For example, if they declare 10 minutes, circle option 1. Up to 15 minutes; if he/she says "one and a half hours", select option 4. More than 1 hour and up to 2 hours.

[Figure omitted: image with text]

It may be that the answer is stated in terms that are not numerical, so consider the following:

[p. 334]

Circle option 6. Does not commute when the person studies remotely or online and, therefore, does not need to attend an educational institution; skip to question 22. Schooling.

It considers that the commuting time comprises from the time the person leaves the housing unit until he/she arrives at the school where he/she studies, regardless of the way in which the person travels. It includes the time spent going to take the transport, the time spent waiting or transferring, and the time spent in the means of transport (public or private; motorized, animal or manual traction), even if he/she cycles or walks.

Do not consider the time that the person spends on other "activities along the way", whether they are activities carried out by the person him/herself or the person transporting or accompanying him/her, such as practicing a sport, going for a drink, or eating something. Therefore, find out how long it would take the person to go directly to his/her school.

If the person does not commute directly from the housing unit to school, but from work or another location, ask how long it would take to commute from the housing unit.

The commuting time to school question is presented in the census manager as follows:
[Figure omitted: image with text]

[p. 335]

21. Means of transportation to school
This question asks about the means by which people travel from home to school.

Commuting is understood as the journey that a person makes from a place of origin to a place of destination; in this case, going from home to school by one or more means of transportation.

Read the question and circle the answer(s) stated by the respondent. Take into account that you can record up to three means of transportation when they are on the same route, so it is very important that when you ask this question, ask if they are all the ones used in the same section and record the corresponding option or options.

[Figure omitted: image with text]

For example, there are people who take a truck,
then the subway, and finally, walk to their school. In this case, you must circle option 6. Truck, bus, van; 3. Metro, light rail, commuter rail, and 1. Walking.

When the respondent indicates that there are days when he/she uses one means of transportation and changes it some other days, ask him/her to identify the one he/she uses most frequently.

To record the answer correctly, consider the following:

Walking. This option includes regular transportation made by the person on foot, which can be complete or in sections; for example, the routes from the place of origin to the place where he/she takes the first transport, and those from where the last transport leaves to the place of destination of the trip.

[p. 336]

Bicycle. This means of transportation is recorded when it is used to travel the full distance from the housing unit to the educational institution or during a partial trip.

Subway, light rail, commuter rail. It includes electric transportation that runs on tracks or rails between one station and another; it is articulated by several wagons and travels through metropolitan areas such as the CDMX (Metro Collective Transportation System, Light Rail, and Commuter Train), Guadalajara (Electric Train System or Light Rail), Monterrey (Metrorrey).

[p. 337]

Trolleybus. Electric public transport that travels by means of a two-wire system connected to electric power. It exists in Mexico City, Guadalajara (SITREN), and the State of Mexico.

Metrobus (bus in a confined lane). Means of transport that travels in an exclusive or confined lane, generally on the central or left side of the road. No other vehicles may use this lane. It may or may not be articulated, i.e., it may have more than one wagon. It has established stations and arrival or transfer terminals. For example: Metrobus in CDMX; Macrobus in Jalisco; RUTA, in Puebla; QroBus, in Querétaro; Acabús (Acapulco); Tuzobús (Pachuca); Optibús (León); Ecovía (Monterrey); Vivebús (Chihuahua).

Truck. Public passenger transportation with an average capacity of 30 seats, may or may not have fixed stops for boarding and getting off, these generally do not have booths or signage. It is traditionally known as an urban or suburban truck.

Bus. Specifically for the purposes of the Census, this concept includes all those urban or suburban buses that are part of the Public Transportation Network of the metropolitan area of the Valley of Mexico or the Integrated Transportation Systems in the states. For example, buses such as Atenea, Ecobús, and Servicio Expreso in the CDMX; in the metropolitan area of Guadalajara they are known as Nuevo Modelo de Trasporte Público, such as routes 13, 163, 368, 368 CUT and 371; Tuesa in Monterrey; and SITT, in Tijuana, B.C.

[p. 338]

Van. A motor vehicle known as a van, microbus, vagoneta or pesero that follows a specific route and passengers board or get off along it. They may or may not have pre-established stops. It also includes collective cabs, which pick people up and drop them off during the course of a route.

School transport. Special transportation service that regularly transports students from their house to school or vice versa.

Cab (place, street, other). A motor vehicle that transports people from one place to another, usually with a taximeter that indicates the amount of the trip.

[p. 339]

Cab (internet app). Motor vehicle for rent used as public transportation, which is requested by the user through a computer application(App), who determines the place where he/she boards (or is picked up) and where they are dropped. This service is offered by companies such as Uber, DiDi, Cabify, Easy Taxi, TaxiBeat, Yaxi, and Ubarxi. It is characterized by using a GPS (Global Positioning System) location system. It allows you to verify the vehicle and driver's data and pay by credit card, debit card, or cash.

If the person declares that they use cabs, ask how they request the service; if they do so at a site, on the street, or in some other way (hotel or subdivision site), circle option 8; include in this option cabs requested by WhatsApp. But if he/she does it by means of a computer application (internet app), record option 9.

Also, if the respondent only answers that he/she only uses public transportation, ask which one he/she is referring to and circle options 3, 4, 5, and 6 as appropriate.

Motorcycle or moped. A private vehicle with two, three, or even four wheels used to transport people. Includes tricycles and ATV.

[p. 340]

Car or van. Private motor vehicle used for the transportation of people.

Car or pick-up truck. Private motor vehicle used for the transportation of people.

In case they mention any means that do not appear in options 1 to 11, circle option 12. Other. When the answer is bicycle cabs or motorcycle cabs, record them in this option.

The question means of transport to school is presented in the census manager as shown in the following images:

[Figure omitted: images with text]

[p. 341]

22. Schooling
This question identifies the last grade (year) of the highest level of education attained by people who are of 3 years of age or older, in the National Education System (NES) or its equivalent; it considers studies from preschool to doctorate.

[p. 342]

Read the question mentioning the name of the person, record the grades or years passed in the box, and circle the code of the corresponding level.

[Figure omitted: image with text]

When the person is in any school year or grade at the time of the interview, write down the previous year or grade that he/she passed.

If the answer is in semesters, quarters, trimesters, or two-month periods, convert them to years. Please refer to the following table:

[Figure omitted: image with text]

[p. 343]

If the answer is given in academic credits, modules, subjects, or others, ask the person who informs you to provide it in grades or years.

If the person is on vacation due to the end of the school year, write down the grade and level he/she has just passed.

In order to correctly record the highest level passed, also consider that:

[p. 344]

[Figure omitted: image with text]

[p. 345]

[Figure omitted: image with text]

If he/she is taking or has taken the technical career at the same time as elementary or junior high school, do not record him/her here, but in 2. Elementary o 3. Junior high school, respectively.

[Figure omitted: images with text]

[p. 346]

For example:

Technical or commercial studies with completed high school. Here are recorded the people who study or have studied a technical career and for which they were asked to have completed high school as a requirement; they can be: Higher University Technician (HUT), Associate Professional, and Professional License.

Please note that these careers are generally taught in technological or polytechnic universities. TSU and Associate Professional studies last from 2 to 3 years, while the Professional License can last one more year after completing the HUT degree. None is equivalent to a bachelor's degree. Remember that if he/she is taking or has taken the technical career simultaneously with high school, do not record him/her here, but in 5. Technological high school.

Normal with completed elementary or junior high school and Normal Bachelor's degree. Record the people who study or studied at the normal school here, ask them what studies they were required to enter, and record them at the correct level. If elementary or junior high school was a requirement, circle code 9; but if he/she states that it is a bachelor's degree, circle code 10. Normal undergraduate.

[Figure omitted: images with text]

If the answer is "normal superior", ask for the level of education completed at the normal superior, which may be a bachelor's, master's, or doctoral degree, and circle the appropriate code.

[p. 347]

Bachelor's degree. Select this option when people are studying or have studied a bachelor's degree, for example: Bachelor's Degree in Audiovisual Communication, Bachelor's Degree in Human Geography, Industrial Biochemical Engineering, Bioelectronic Engineering, General Medicine, Stomatology, Nursing, Architecture, and so on.

If he/she passed a bachelor's degree in a single exam, ask how many years he/she would have taken it in the education system, and record the answer.

[Figure omitted: images with text]

Specialty. These are studies that broaden knowledge on a specific subject, which are taken after the bachelor's degree.

In this option, medical specialties and subspecialties are not recorded, since they will be perceived as master's and doctoral studies.

When the answer is "bachelor's degree with specialization", inquire whether the studies were done at the end of the bachelor's degree or while studying it; if it was at the same time, record the person in code 11. Bachelor's degree; if it was after completion, it is recorded as 12. Specialty. Diplomas or language courses are not considered as an educational level and are not included in this option.

[p. 348]

Master's degree. These studies require the completion of a bachelor's degree or its equivalent. Record the people who declare so in this level. Also, record medical specialties here such as Internal Medicine, Pediatrics, Otolaryngology, etcetera.

[Figure omitted: image with text]

Doctorate. These are studies subsequent to the bachelor's or master's degree. Record those people who state so and those who mention that they have a postdoctorate or a medical subspecialty in this level; the latter one can be identified by having names composed of two specialties: Cardiovascular surgery, gynecologic oncology, etcetera.

[Figure omitted: image with text]

If the person answers the name of a career, for example, Nursing or Social Work, ask what educational requirement the person was asked to enter and place them in the correct level, or if they mention the name of the school, for example: UNITEC, CCH SUR, Normal, ask to which level it corresponds.

If the person studied in another country, find out what educational level his/her studies are equivalent to, as well as the years passed, and record them in the corresponding level; if he or she studied in the United States of America, use the equivalences shown in this table.

[p. 349]

[Figure omitted: image with text]

If the person's level of education is none, preschool or elementary school, continue with question 24. literacy; if it is junior high or high school or general high school and the person is of 5 years of age or older, continue with question 25. State or country of residence in 2015.

The information for the question schooling is recorded as shown in the following images:

[Figure omitted: images with text]

[p. 350]
[p. 351]

Click on the image below to watch the video on the level of education.

23. Career name
This question allows us to know the name of the career of the people who studied in a technological high school, technical or commercial studies, normal school, bachelor's degree, specialty, master or doctorate, even if not completed.

Read question 23 and match it with the level stated in question 22. schooling

Example:

[p. 352]

It is important that you write the full name of the career that the person is studying or has studied.

Examples:

Make sure that the name of the career is congruent with the level of education; when it is not, inquire for a clear answer.

Example:

[Figure omitted: image with text]

Only for medical specialties and subspecialties, the name of the career may be different from the recorded level of education.

[p. 353]

[Figure omitted: image with text]

Example:

[Figure omitted: image with text]

If the person attended two or more careers of his or her highest educational level, write the name of all of them.

Examples:

If he/she has or has had military or priestly studies, record the name of the career and not the rank or position attained:

[Figure omitted: image with text]

[p. 354]

The Career name question is presented in the census manager as follows:

[Figure omitted: image with text]

24. Literacy
This question identifies people who are of 5 years and older who can read and write a message.

Read the question mentioning the name of the person and circle the answer.

Consider that the person does know how to do it when:

A person is not literate if he/she can only write his/her name, a few words, and numbers and read advertisements.

For answers such as "not much", "more or less" or "my handwriting is bad", ask if the person can read and write a complete message, to verify if he/she really knows how to read and write.

[p. 355]

[Figure omitted: image with text]

The literacy question is presented in the census manager as follows:

[Figure omitted: image with text]

Second age cutoff
Questions 24 through 27 are only applied to people who are of 5 years or older. This is indicated in the Questionnaire in a shaded box starting with the question literacy.

[p. 356]

Internal migration
25. State or country of residence in 2015 and 26. Municipality of residence in 2015

These questions allow us to identify the state and municipality of the Mexican Republic where the person resided 5 years ago, that is to say, in March 2015.

In addition, it distinguishes those who resided in the United States of America or in another country at that time. It is applied to people who are of 5 years of age or older.

If the person mentions that he/she does not remember, help him/her by providing information about related events such as births or ages of children, end of school years, village festivals, family or social celebrations, or any other useful event.

If in question 25. State or country of residence in 2015 the answer is: Here, in this state, circle code 1. If the answer is in another state, ask which state, write it on the line, and circle code 2; continue with question 26. Municipality in residence in 2015.

[Figure omitted: image with text]

When the answer is In the United States of America, circle code 3.
If the answer is in another country, ask for the name of the country, circle code 4, and write it on the line.

If you are answered with codes 3 or 4, skip to question 27. Cause of migration.

For question 26. Municipality of residence in 2015, circle code 1 if in March 2015 the person resided in the same municipality or township where you conduct the interview and continue with question 28. Marital status.

When the answer is that he/she resided in another municipality or township different from the place of the interview, write it on the line and circle code 2.

[p. 357]

If the answer corresponds to the name of a city, neighborhood, or locality, find out to which municipality or township, state, or country it belongs and write it down in the corresponding line.

For example, if they answer Chapultepec, find out if it is the municipality in the State of Mexico. If they mention Atizapán, ask for the full name of the municipality.

In case you do not obtain accurate information, circle the corresponding code and record the respondent's answer on the line, verbatim, and without using abbreviations. If he/she does not know in which municipality, state, or country the person lived in, just write "Doesn't know".

If he/she says you lived in Mexico, find out if it is Mexico City or the State of Mexico and record it.

The question state or country of residence in 2015 is presented in the census manager as follows:

[Figure omitted: images with text]

[p. 358]

[p. 359]

On the other hand, the question municipality of residence in 2015 is presented in the census manager as shown in the image:

[Figure omitted: images with text]

27. Cause of migration
The question aims to identify the main reason that caused people aged 5 years and older to change their place of residence with regard to March 2015.

Read the question verbatim, listen to the answer, circle a code and, if necessary, write it down in the line.

If the respondent mentions more than one cause, ask which was the most important and circle the corresponding code.

With regard to the answer options you obtain, consider the following:

[p. 360]

[Figure omitted: image with text]

You must record this option when the authorities of the country where the person resided returned him/her to Mexico. Also, mark this option when you get "He/she was captured by the migration officers" or "He/she was sent to Mexico." as an answer.

If there is a reason other than those listed, circle 9. Other cause and specify it in the line.

Remember that this question is applied to each person who is of 5 years of age or older who migrated with regard to March 2015. Therefore, it is likely that you will notice more than one migrant in a housing unit, and each of them may not necessarily share the same cause of migration.

Example:

[p. 361]

The cause of migration question is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 362]

Third age cutoff
Questions 28 through 43 are applied to people who are of 12 years of age or older. This is indicated in the questionnaire in a shaded box:

[Figure omitted: image with text]

Marital status
28. Marital status
This question identifies the population who is of 12 years of age and older who are currently living in a domestic partnership, married, single, widowed, separated, or divorced.

Read the question along with all the options until you get an affirmative answer and circle the appropriate code.

Do not take a person's marital status for granted for any reason. Apply the question, even if the person seems very young to you, to avoid omissions of unmarried or married teenagers.

If the respondent mentions that the person was ever married or in a domestic partnership, record her/him as separated, divorced, or widowed, as appropriate, but never as a single person.

[p. 363]

[Figure omitted: image with text]

If the person was living in a domestic partnership and is now separated, record option 2. He/she is separated.

In case the respondent's answer is that the person is in a cohabitation, consider that he/she is living in a domestic partnership and record option 1. He/she lives with her partner in a domestic partnership.

When the person lives with his or her partner in a domestic partnership or is married only civilly, only religiously, or both, continue with question 29.

Partner identification; for separated, divorced, widowed, or single people, skip to question 30. Activity condition.

The question of marital status is presented in the census manager as shown in the following image:

[Figure omitted: image with text]

29. Partner identification
The question identifies whether or not the partner or spouse of the people who are of 12 years of age or older who stated to be in a domestic partnership or married resides in the housing unit.

Read the question. If the answer is Yes, ask Who is it?, identify the name stated in the LIST OF PEOPLE and record the corresponding number in the designated space.

If the answer is No, record code 96.

[p. 364]

If the dynamics of the interview allow us to previously know who is the partner or spouse of any person on the LIST because the respondent has provided this information, confirm the question as follows:

When they mention the name of the partner or spouse, and he /she is of the same sex, do not show astonishment, identify the name stated in the list of people and record the corresponding number in the space provided.

The partner identification question is presented to the census manager as follows:

[Figure omitted: images with text]

[p. 365]

[Figure omitted: image with text]

30. Activity condition and 31. Activity condition verification
These questions aim to identify the population aged 12 and older who worked the week prior to the interview (Monday through Sunday).

Slowly, read the sentence: Now I am going to ask about employment status, with the intention of letting the respondent know that he/she will be asked about a different topic.
Question 30. Activity status.

You have the purpose of knowing the population of 12 years of age or older that in the week prior to the survey worked; had a job, but did not work; looked for work; is pensioner or retired; is a student; was engaged in household chores; is permanently unable to work; or carried out a different activity.

[p. 366]

Read the question using the person's name, for example: "Last week, did (NAME) work, did he/she have a job, but didn't work," and so on, until you get an affirmative answer. Between each option, allow time for the respondent to provide you with the answer.

[Figure omitted: image with text]

Consider that a person worked and circle code 1, when he/she:

Circle code 2. He/she had work but didn't work when he/she:

Remember that, if the respondent mentions that last week he/she had a job, but did not work for some reason, in the following questions you should inquire about the characteristics of the work he/she normally performs.

When the person already got a job, but the week before the interview had not yet started working, consider the person as he/she searched for a job and circle Code 3. He/she searched for a job.

[p. 367]

The activities listed in codes 4 to 8 are not economic: Are you a pensioner or retiree?
Are you a student? Do you do housework? Do you have any permanent physical or mental limitation that prevents you from working? and He/she was in another situation different from the previous ones. These options are only circled when the respondent so states.

When the respondent indicates that the person, in addition to working, studied or did household chores, he/she considers that he/she worked, even if he/she spent more hours studying or doing household chores.

If you circled code 1. He/she worked or 2. He/she had a job but he/she did not work, continue to question 32. Occupation name. If the answer was 3. He/she searched for a job?, 4. Is he/she a pensioner or retired?, 5. Is he/she a student?, 6. Is he/she dedicated to household chores? or 8. If he/she was in a different situation other than the above mentioned, apply question 31. Verification of activity condition.

In case the respondent mentions that the person did not work because he/she has a permanent physical or mental limitation, circle code 7 and continue with question 44. Children born alive.

Please note that the options in question 31. Activity status verification refers to work or activities that people generally do not consider as work.

When applying the question, read slowly each of the activities contained in options 1 to 6 and select the code that corresponds to what the respondent indicates.

If you circled any option between 1 and 6 in question 31. verification of activity condition, continue with question 32. Occupation name.

In case you get a negative answer to all of the above options, circle code 7. Did not assist or work and skip to question 44. Children born alive.

Only if the respondent states that any of the residents had two or more jobs the week before the interview, he/she is asked to indicate which one he/she considers the main one; and with respect to this one, all the related questions are applied. If in doubt, ask which one he/she spent the most hours on.

[p. 368]

Example:

[Figure omitted: image with text]

The following images show different activities that people do not commonly consider as work. The question Activity verification is applied to recover these activities as economic.

[Figure omitted: image with text]

[p. 369]

The questions activity condition and verification of activity condition are presented in the census manager as follows:

[Figure omitted: images with text]

[p. 370]

32. Occupation name and 33. Tasks
These questions allow us to know the occupation of the people who worked the week before the interview.

Question 32. occupation name seeks to know the common name of the person's occupation or trade and question 33. tasks inquires about the specific activities they performed in their job. These questions allow us to know the occupation of the people who worked the week before the interview.

Read each question textually, slowly, and wait for the answer. If the respondent is in doubt, read the question again. Once you receive the answer, write it down verbatim, without translations or interpretations. However, when the answer is broad in either question, ask for more information.

If in question 32. Occupation name, the answer is "teacher", it is necessary to ask about what they teach; since it can be: a construction teacher, elementary school teacher, university teacher, etc.

Likewise, in answers such as "engineer", ask: "what type of engineer?", because there is: civil engineer, electrical engineer, industrial engineer, or if it is "director", it can be: orchestra director, elementary school director, hospital director.

Other examples of answers are:

[Figure omitted: images with text]

[p. 371]

Once you have recorded the answer to the previous question, ask question 33. Tasks. Read the entire question and record verbatim the response provided by the respondent.

If he/she mentions that he/she made or manufactured something at their job last week, inquire about what they make and what material they use. For example: if he/she says they make boxes, ask "what are the boxes made of?", plastic, wood, etc.

When you have already been informed about the occupation in question 32, and the tasks performed are obvious, just confirm with the respondent for corroboration or correction.

Example:

[Figure omitted: images with text]

Also, when the answer to the occupation name and tasks are not congruent, find out for a clear and simple answer.

Example:

[Figure omitted: image with text]

If the person performed more than one job, ask which was his/her main job, which is the one recognized as such by the respondent or by the person working. If he/she has any questions, please ask: "For you, which of these jobs is the most important?"; if in doubt, ask which one he/she spent the most time on during the last week.

[p. 372]

The occupation name question is presented in the census manager as follows:

[Figure omitted: images with text]

[p. 373]

34. Job position
The purpose of this question is to find out what position the employed people held in the business, company, or place where they worked the week prior to the interview.

Read the question and each of the options until an affirmative answer is obtained and circle the corresponding code.

[Figure omitted: image with text]

To record the information, take into account the following considerations:

The images show a day laborer and a bricklayer; the latter may be self-employed, a paid assistant, or a government employee.

[p. 374]

Consider that company managers or administrators are not always the owners of the business or company, but rather employees.

When the answer is administrator or manager, ask if they are also the owner of the business or company; if the answer is no, record it in option 2. Employee. Otherwise, inquire and record option 4. Boss or employer or 5. Self-employed worker, as appropriate.

Example:

As you can see, three passes are indicated in the question:

For those people with an answer in any of the options: 1. employee or worker, 2. laborer or day laborer, or 3. paid assistant, continue with question 35. labor benefits.

For people whose answer is the option: 4. boss or employer or 5. self-employed worker, continue with question 36. labor incomes.

And for the people whose answer is 6. unpaid worker, continue with question 37. worked hours.

The job position question is presented in the census manager as follows:

[p. 375]
 
[Figure omitted: images with text]

35. Labor benefits
This question identifies the employment benefits of people who worked for a company, business, or employers in the week prior to the interview.

Read the question along with each option, wait for the answer, and select a code for each one.

[p. 376]

This question considers that the person has the employment benefit, even if he/she has never made use of it.

[Figure omitted: image with text]

When the respondent answers: "I don't know", "I don't remember" or
If in doubt, explain what each benefit refers to, using the following concepts:

The question of labor benefits is presented to the census manager as follows:

[p. 377]

[Figure omitted: images with text]

36. Earned incomes
This question identifies the amount of income that people earn from their work, as well as how often they receive it (period).

Read the question, wait for the answer and record the amount charged to the right and then circle the period. In case the respondent does not mention the period, ask "How often?"

Take into account that people who work receive different forms of payment, such as:

For those who work in farming, agriculture, or animal husbandry, ask them to consider as profit or payment the money obtained from the sale they make, even if it is seasonal.

[p. 378]

[Figure omitted: image with text]

If the respondent mentions that he/she does not remember or know the exact amount, or that the income is variable, ask for an approximate or average figure. Also, if he/she mentions that you earn the minimum wage, find out how much it corresponds to.

In case he/she states the income in a period different from those considered in the question, adjust the amount to some of the pre-coded periods, confirm it with the respondent, and record it.

Example:

When the answer is that the person receives a million pesos or more, write down 888,888 and circle the corresponding period.

 He/she does not receive cash income.

The question of labor incomes is presented to the census manager as follows:

[Figure omitted: image with text]

[p. 379]

37. Worked hours
This question asks the number of hours the person spent at work in the week prior to the interview.

Read the question, wait for the answer, and record the number of hours indicated by the respondent.

Do not consider commuting time from their home to the workplace; this information is recorded in question 42. Commuting time to work.

The worked hours question is presented to the census manager as follows:

[Figure omitted: images with text]

[p. 380]

38. Business, company, or workplace and 39. Activity of the business, company, or workplace

These questions identify both the business, company or workplace where people worked the week prior to the interview, as well as the activities that are performed there.

[Figure omitted: image with text]

Question 38. Business, company, or workplace identifies the place where the person worked.

Read the question only when the answer is exactly the same as one of the options from codes 1. Agricultural field (crop) to 8. In the housing unit of another person, circle the appropriate one; otherwise, select code 9.

Another place and write down the answer on the line textually. Do not write abbreviations, or make translations, assumptions, or reinterpretations.

Some people do not have a fixed place to work; in these cases, consider the following:

Once the name of the business, company, or workplace has been identified, ask question 39. Activity of the business, company, or workplace, which allows knowing what activities are performed in the business, company, establishment, or workplace of the person; that is, to know what is done, what is sold, what is transported, what is grown, what is extracted, what is produced or manufactured, what service is offered or what is built. Record the stated answer verbatim.

Do not translate or reinterpret.

[p. 381]

If the answer is broad because what is stated does not allow us to know and identify the specific activity carried out in the company, business, or workplace, ask for more details.

Example:

[Figure omitted: image with text]

When you have already obtained the name of the workplace and the performed activity is obvious, just confirm it with the respondent.

For example:

[Figure omitted: image with text]

In cases where the person was self-employed and in question 38. Business, company, or place of work you registered option 6. On the street or public road, for answers such as "in the street", "from door to door", and "in other people's houses", record what the person did in question 39.

For example:

[Figure omitted: image with text]

[p. 382]

The question business, company, or place of work is presented in the census manager as follows:

[Figure omitted: images with text]

The question business activity, company, or place of work is shown in the census manager as follows:

[Figure omitted: image with text] 

[p. 383]

40. Municipality of work and 41 entity or country of work
These questions allow us to identify the municipality and the state of the Mexican Republic or country where the business, company, or place where the 12-year-old person or older worked the week prior to the interview.

If in question 40 municipality of work, the answer is here, in this municipality (township), circle code 1 and go to question 42. commuting time to work.

[Figure omitted: image with text]

[p. 384]

If the answer is in another municipality (township) of this country, ask what it is, write them down on the line, and circle code 2. If the answer is In another country, select code 3.

For question 41 entity or country of work, circle code 1 if the person worked in the same state. If the answer is in another state, ask which state it is, write it on the line, and circle code 2.

When the answer is In the United States of America, circle code 3. If the answer is In another country, ask for the name of the country, write it on the line, and circle code 4.

If the respondent's answer is the name of a city, neighborhood, or locality, ask to which municipality or township, state or country it belongs and write it on the corresponding line. For example, if they answer Chapultepec, find out if it is the municipality in the State of Mexico. If they mention Atizapán, ask for the full name of the municipality.

In case you do not obtain accurate information, circle the corresponding code and record the respondent's answer on the line, verbatim, and without using abbreviations. If the person does not know in which municipality, state, or country they work, just write "Don't know".

Ask for the state or country even when the respondent says they do not know the name of the municipality.

The people who worked at home are recorded in option 1. Here in this municipality (township). For example, if they work in a store or workshop at home, if they washed or mended someone else's clothes, or prepared food for sale, among others.

If they say their place of work is in Mexico, find out if it is Mexico City or the State of Mexico and register it.

When the answer is that they do not have a fixed municipality to work in, because they travel to different municipalities, consider the one they go to most frequently and write it down.

The questions Municipality of work and Entity or country of work are presented in the Census Manager as follows:

[p. 385]

[Figure omitted: images with text]

[p. 386]

[p. 387]

42. Commuting time to work
This question asks how long the person regularly takes to get from the housing unit to work.

Pay attention to the answer and circle the option that corresponds to the stated time.

For example, if they declare 10 minutes, circle option 1. Up to 15 minutes; if they say "one and a half hours", select option 4. More than 1 hour and up to 2 hours.

It may be that the answer is stated in terms that are not numerical, so consider the following:

Circle option 7. No commuting when the person works from home, and go to question 44. Children born alive.

It considers that the commuting time is from the time the person leaves the housing unit until they arrive at the place of work, regardless of the way they do it. It includes the time spent going to take the transport, the time spent waiting or transferring, and the time spent in the means of transport (public or private motorized, animal or manual traction), even if they are cycling or walking.

[p. 388]

Do not count the time that the person uses for other kinds of activities, either their own or those of the person accompanying them, such as going to practice a sport, or stopping to have a drink or some food. For this reason, find out how long it would take the person if they went directly to work.

If the person does not commute directly from the housing unit to work, but from school or another location, ask how long it would take to commute from the housing unit.

The commuting time to work question is displayed in the census manager as follows:

[Figure omitted: image with text]

43. Means of transportation to work
This question asks about the means by which people transfer from home to work.

The transfer is understood as the journey that a person makes from a place of origin to a destination; in this case, going from home to work by one or more means of transportation.

Read the question and circle the answer(s) stated by the respondent. Take into account that you can register up to three means of transportation when they are on the same route, so it is very important that when you ask this question, you find out if they are all they use in the same section and record the corresponding option(s).

[Figure omitted: image with text] 

[p. 389]

For example, there are people who take a bus, then get on the metro, and finally, walk to work. In this case, you should circle option 6. truck, bus, van, bus shuttle; 3. Metro, light rail, commuter rail, and 1. Walking.

When the respondent indicates that there are days when he/she uses one means of transportation and changes it some other days, ask him/her to identify the one he/she uses most frequently.

To record the answer correctly, consider the following:

Walking. This option includes transfers made regularly by the person on foot, which can be complete or in sections; for example, the routes from the place of origin to the place where they board the first transport, and those from where they leave the last means of transport to the place of destination of the trip.

Bicycle. This means of transportation is recorded when it is used to travel the full distance from their housing unit to where they work or during a partial trip.

Subway, light rail, commuter rail. It includes electric transportation that runs on tracks or rails between one station and another; it is articulated by several cars and circulates in metropolitan areas such as the CDMX (Metro Collective Transportation System, Light Rail, and Suburban Train), Guadalajara (Electric Train System or Light Rail), Monterrey (Metrorrey).

[p. 390]

Trolleybus. Electric public transport that travels by means of a two-wire system connected to electric power. It exists in Mexico City, Guadalajara (SITREN), and the State of Mexico.

Metrobus. (bus in confined lane). Means of transportation that circulates in an exclusive or confined lane, generally on the central or left side of the road. No other vehicles may use this lane. It may or may not be articulated, that is, it may have more than one wagon.
It has established stations and arrival or transfer terminals. For example: Metrobus in CDMX; Macrobus in Jalisco; RUTA, in Puebla; QroBus, in Querétaro; Acabús (Acapulco); Tuzobús (Pachuca); Optibús (León); Ecovía (Monterrey); Vivebús (Chihuahua).

Truck. Public passenger transportation with an average capacity of 30 seats, may or may not have fixed stops for boarding and getting off, these generally do not have booths or signage. It is traditionally known as an urban or suburban truck.

[p. 391]

Bus. Specifically for the purposes of the Census, it includes within this concept all those urban or suburban buses that are part of the Public Transportation Network of the metropolitan area of the Valley of Mexico or of the Integral Transportation Systems in the states. For example, buses such as Atenea, Ecobús, and Servicio Expreso in the CDMX; in the metropolitan area of Guadalajara they are known as Nuevo Modelo de Trasporte Público, such as routes 13, 163, 368, 368 CUT and 371; Tuesa in Monterrey; SITT, in Tijuana.

Bus shuttle. A motor vehicle known as a van, microbus, vagoneta or pesero that follows a specific route, and passengers board get off along the way. They may or may not have pre-established stops. It also includes collective cabs, which pick people up and drop them off during the course of a route.

Personnel transportation. Special transportation service that regularly transports workers along an established route that passes near their homes, where they are picked up to take them to work or vice versa.

[p. 392]

Cab (place, street, other). A motor vehicle that transports people from one place to another; it generally has a taximeter that indicates the amount of the trip.

Cab (internet app). A motor vehicle for hire used as public transportation, which is requested by the user through a computer application(App), in which they determine the place where they board (or are picked up) and get off. This service is offered by companies such as Uber, DiDi, Cabify, Easy Taxi, TaxiBeat, Yaxi, and Ubarxi. It is characterized by using a GPS (Global Positioning System) location system. It allows you to verify the vehicle and driver's data and pay by credit card, debit card, or cash.

If the person declares that they use cabs, ask how they request the service; if they do so at a site, on the street, or in some other way (hotel or subdivision site), circle option 8; include in this option cabs requested by WhatsApp. But if they do it by means of a computer application (internet app), option 9 applies.

Also, if the respondent only answers that they use public transportation, ask which one they are referring to and circle options 3, 4, 5, and 6 as appropriate.

Motorcycle or moped. A private vehicle with two, three, or even four wheels used to transport people. Includes tricycles and ATV.

Car or pick-up truck. Private motor vehicle used for the transportation of people.

In case they mention any means that do not appear in options 1 to 11, circle option 12. Other. When the answer is bicycle cabs or motorcycle cabs, record them in this option.

[p. 393]

The question of means of commuting to work is presented to the Census Manager as follows:

[Figure omitted: image with text]

[p. 394]

[Figure omitted: image with text]

Click on the image below to view the video on economic activity.

Fourth age cut-off
Questions 44 through 50 apply only to 12-year-old females and older. This is indicated in the questionnaire in a shaded box:

[Figure omitted: image with text]

[p. 395]

44. Live-born children, 45. Deceased children and 46. Surviving children
These questions ask how many live-born daughters and live-born sons each woman aged 12 and older have had in total, how many of them have died, and how many are currently living, whether or not they live with the mother.

A child born alive is one who at birth had some movement, cry, breath, heartbeat, or any other sign of life, even if he or she later died.

The questions apply to all women aged 12 and older, whether they are married or unmarried, even if they appear very young. Take into account that there are teenage mothers.

Live-born children
The purpose of this question is to count live-born daughters and live-born sons that the woman aged 12 or older has had up to the date of the interview.

Read question 44 verbatim. Children born alive: "In total, how many daughters and sons born alive has (name) had?".

[Figure omitted: image with text]

When the woman has never had live-born daughters or sons, write down "00"; in that case, continue with the next person or go to Section IV. International migration. But if they have had one or more live-born children, question 45 applies. deceased children and 46. surviving children.

Consider that there are people, mainly parents or adults, who when asked the question "In total, how many daughters and sons who were born alive have you had (name)?", show discomfort or astonishment, so you should explain the importance of this information, emphasizing that there are girls and adolescents in the country who have had children and therefore need attention.

[p. 396]

The question of live-born children is presented in its digital version as follows:

[Figure omitted: image with text]

Deceased children
Question 45. deceased children applies only to women who have had live-born children, read verbatim: "Of the daughters and sons who were born alive to (name), how many have died?". Write down the amount indicated by the respondent.

You should consider that the number of deceased children must be equal to or less than the number of children born alive.

[p. 397]

Do not consider miscarriages or stillbirths as deceased children.

The deceased children question is displayed in the census manager as follows:

[Figure omitted: image with text]

Surviving children
Question 46. surviving children allows you to count the number of live-born children surviving to date.

Read the question and record the two-digit answer as appropriate. Enter "00" if no child survives. Regardless of the answer, skip to the next question 47. Date of birth.

[Figure omitted: image with text]

[p. 398]

Make sure that the total number of children born alive equals the sum of surviving children plus deceased children. If there is a difference, discuss it with the person who informs you and correct it.

The surviving children question is presented as follows in its digital version:

[Figure omitted: image with text]

47. Date of birth, 48. Survival, 49. Identification of the last daughter or son, and 50. Age at death.
These questions ask about the last child born alive, such as the date of birth, whether the child is currently living, whether the child resides in the same housing unit as the mother, and, if the child is deceased, the age of the child at the time of death.

Please note that these questions only apply to women who have had one or more live-born children.

Date of birth
Read the question verbatim and note the date stated by the respondent.

[Figure omitted: image with text] 

[p. 399]

Record the month with two digits and the year with four digits. Do not consider the last child if they suffered fetal death, i.e., stillbirth.

If necessary, support the respondent by remembering the date with related events, such as baptisms, age intervals of children, births of children or relatives, breastfeeding periods, and other useful events.

This question is presented to the census manager as follows:

[Figure omitted: images with text]

Survival

Read the question, wait for the answer, and circle the corresponding code.

If the last child born alive is deceased, circle code 3 and continue with question 50. Age at death. But if the last-born daughter or son is alive, circle code 1 and apply question 49. identification of the last daughter or son.

The survival question is presented in the census manager as follows:

[Figure omitted: images with text]

[p. 400]

Identification of the last daughter or son
The purpose of this question is to identify the place of residence of the last child born alive, as well as to ensure their registration in the list of people in case they live in the same housing unit where the interview is being conducted.

[Figure omitted: image with text]

Read the questions, if the answer is in this housing unit, ask "Who are they?"; then identify the line number in section II. List of people and general data, find the number of the person the respondent provides and write it down in the space provided in this question. If the daughter/son is not on the LIST and is a habitual resident, add them, fill in all their data, and record the corresponding number in the space indicated in this question.

If the answer is in another housing unit, circle code 96.

[p. 401]

[Figure omitted: image with text] 

Regardless of the response recorded, move on to the next person, or if last on the list, continue to section IV. International migration.

The question identification of the last daughter or child is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 402]

Age at death

You should only apply this question if in 48. survival you registered code 3. No.

Read question 50. Age at death and record only one response in days or months or years.

[Figure omitted: image with text]

The question age of death is presented in the census manager as follows:

[Figure omitted: image with text]

[p. 403]

Once you finish applying all the questions for a person, the Census Manager confirms the following:

[Figure omitted: images with text]

[p. 404]

[p. 405]

15.4 Section IV. International migration

Once you have finished recording the characteristics of all people, continue with this section.

The purpose is to collect information from people who have gone to live in another country in the last five years, even if they have only been gone for a short time, and who have returned to the country.

This section is made up of the following questions:

In case you have used more than one questionnaire, record the information in this section in the first one, and if there are more than four migrants, use the other questionnaires you have filled out for the housing unit.

1. International migration status, 2. Number of people, 3. Migrants, and 4. List of people

The purpose of question 1 International migration status is to identify if there are people who live or lived with the group of residents of the housing unit and left to reside in another country from March 2015 to date.

[p. 406]

[Figure omitted: image with text]

Read the entire question, avoid reading only parts or reducing it; if the answer is yes, circle code 1 and continue to apply the questions in this section; if the answer is no, record code 3 and go to section V. other income.

Persons entering or leaving Mexico for the following reasons are not considered:

Question 2. Number of people aims to know the number of people who, being part of the housing unit members, went to live in another country in the last five years (from March 2015 to date).

Read the question and write down with a number the answer given by the respondent.

It takes into account people who are currently in another country and those who have already returned to Mexico, as long as they have gone to live in another country within the reference period.

Read verbatim and slowly to the respondent the question in box 3. Migrant people, with this you request the names of each of the people who left to live in another country from March 2015 to the date of the interview.

[Figure omitted: images with text] 

[p. 407]

Wait for the answer and record it in question 4. List of people the names of the international migrants from whom you will take information from questions 5 to 15.

If there are more than four migrants in the housing unit, record their information in a second questionnaire; previously, cancel with two horizontal lines the numbers 1, 2, 3 or 4 and write the consecutive number, 5, 6, and so on.

[Figure omitted: image with text]

The questions that make up the international migration section are presented in the census manager as shown in the following images:

[p. 408]

[Figure omitted: images with text] 

[p. 409]

[p. 410]

5. Residence requirement
This question allows us to verify that the people declared as international migrants in the previous questions were indeed part of the group of residents of the housing unit the last time they went to live in another country.

Note that the data must correspond to the last time the person went to live in another country, regardless of whether they have gone several times in the last five years.

Read the textual question using the name of the migrant, "When Óscar left last time, was he living with you?" If the answer is Yes, circle code 1 and continue with the other questions; if they answer No, circle code 3 and go to the next person or to section V. other income.

[Figure omitted: images with text]

[Figure omitted: image with text]

[p. 411]

6. Gender
If you can identify by the person's name whether it is a woman or a man when you are asking the respondent, just mention the person's name, confirm the person's gender and ask the question Age at migration.

Example: Ana is a woman. How old was Ana when she left the last time?

When the name is uncommon such as: Andarani, Yuritzi, Erubey, Éder or if the name can be used interchangeably for male or female as: Guadalupe, José María, etc., then ask for the gender and circle the code according to the answer of the person who informs you.

Example: Is Refugio male or female?

In case of doubt about gender identity, apply the question and record the answer they give you.

In this situation, do not show astonishment, be respectful and continue with the interview.

[Figure omitted: images with text]

[p. 412]

7. Age at migration
This question helps to find out how old the person was when they last went to live in another country.

Read the question verbatim. Record three zeros (000) if the person was less than one year old, i.e., days, weeks or less than 12 months old the last time they left or were taken away.

If the respondent does not remember or does not know the age of a person, support them by mentioning some event, such as marriage, the birth of a child, school year, among others, or ask them to consult the birth certificate, voter's credential, CURP, driver's license or other documents where the date of birth appears; help them to determine the age.

When the respondent says phrases such as "33 almost 34", "2 and a half" or "almost 5", rectify with them the age in years at that moment (33, 2, and 4, respectively).

[Figure omitted: images with text]

[p. 413]

8. Date of emigration
The purpose of this question is to capture the migrant's most recent departure date, i.e., the month and year in which the person last went to live in another country.

Read the entire question and wait for the answer. Record the month with two digits and the year with four digits.

If the respondent answers "I don't know" or "I don't remember", try to obtain the information and support them by mentioning an important event (wedding, baptism, etc.) that will help them.

Only in cases where you have exhausted all possibilities to recall the date of departure, and it was impossible to get an answer, record with 99 or 9999 in the month or year boxes, respectively.

[Figure omitted: images with text]

[p. 414]

9. Cause of emigration
The question aims to identify the main reason that caused the international migrant to change their place of residence compared to March 2015.

Read the question verbatim, listen to the answer, circle a code and, if necessary, write down the line.

If the respondent mentions more than one cause, ask which was the most important and circle the corresponding code.

With regard to the response options you obtain, consider the following:

[Figure omitted: image with text] 

[p. 415]

This option also applies when they state that the emigration was due to the fact that the migrant or someone in their family, friend or acquaintance was insulted, humiliated, beaten, or threatened, as long as this was the main reason for the change of residence to another country.

If there is a reason other than those listed, circle code 9 Another cause, and specify in the line which one it is.

Remember that this question applies to each international migrant in the LIST, so it is likely that in one housing unit, you will capture more than one migrant, and each of them may not necessarily share the same cause of emigration.

Example 1:

Example 2:

[p. 416]

The cause of migration question is presented in the census manager as follows:

[Figure omitted: image with text]

10. Place of origin
This question identifies the state from which the migrant left the last time they were gone.

Read the question verbatim.  

When the answer is Mexico, clarify with the person informing you whether it is Mexico City or the State of Mexico.

If they answer with the name of the town or municipality, ask in which state of the Mexican Republic the place is located.

[Figure omitted: image with text]

[p. 417]

The question place of origin is presented in the census manager as follows:

[Figure omitted: image with text]

11. Country of destination
This question allows us to know to which country the person (member of the housing unit) went to live the last time they left Mexico, regardless of whether they are still abroad or have already returned to Mexico.

Read the question and wait for the respondent's answer to record the information.

If they answer that they went to the United States, circle code 1. When the answer is Another country, circle code 2 and write down the name of the country.

If the answer is the name of a city or state, for example, Chicago (USA), Quito (Ecuador), or Berlin (Germany), ask for the name of the country and write it down.

[Figure omitted: image with text] 

[p. 418]

12. Country of residence
This question asks about the current country of residence of migrants, in order to find out if they have already returned to live in Mexico.

Read the question mentioning each option until an affirmative answer is obtained and circle code 1, 2, or 3 as appropriate.

For example: Does Enrique currently live in the United States of America?

[Figure omitted: image with text]

If the respondent mentions the name of a state, city, or any place in the United States of America, verify that it is indeed this country and circle code 1; if the answer corresponds to any other country, record code 2.

[p. 419]

When they mention the name of a locality, municipality, city, or state of the Mexican Republic, check that this place belongs to Mexico and circle option 3 as the answer.

If the answer is code 1 or 2, skip to the next migrant or continue with section V. other income. But if the current place of residence is Mexico (code 3), question 13 applies. Return date and 14. Cause of return and 15. Current residence status.

[Figure omitted: image with text]

13. Return date
This question asks about the date (month and year) on which the international migrant returned to live in the Mexican Republic.

[Figure omitted: image with text]

[p. 420]

Read the question verbatim and record the date (month and year). Enter in the boxes the month with two digits and the year with four digits.

If the respondent answers "I don't know" or "I don't remember", try to obtain the information. Only in cases where you have exhausted all possibilities for the respondent to remember the date of departure, enter 99 and 9999 for the month and year, respectively.

If the person has already returned to Mexico, ask for the date they returned, even if they do not currently live in the housing unit where you are interviewing.

[Figure omitted: image with text]

14. Cause of return
This question identifies the main reason why the migrant returned to live in Mexico during the last five years, that is, from March 2015 to date.

Read the question verbatim, listen to the answer, circle a code, and if necessary, note it on the line.

If the respondent mentions more than one cause, ask which was the most important and circle the corresponding code.

[Figure omitted: image with text] 

[p. 421]

Regarding the answer options consider the following:

Also record code 6 when they declare that the person's return was because they or someone in their family, friend, or acquaintance received insults, humiliation, beatings, or threats; as long as this was the main reason for returning to Mexico.

If there is a reason other than those listed, circle code 9. Another cause and specify in the line which one it is.

Remember that this question applies to every international migrant on the List. 
Therefore, it is likely that in one housing unit, you will have more than one migrant, and each of them may not necessarily share the same cause of return.

Example 1:

Example 2:

[p. 422]

[Figure omitted: image with text]

15. Current residence status
This question identifies whether or not at the time of the interview the migrant who returned to Mexico currently resides in the housing unit where the interview is being conducted.

[Figure omitted: image with text]

Read the question verbatim; if the answer is yes, circle code 1 and write in the box the line number that corresponds to the person according to section II. List of people and general information; continue with the next migrant or go to section V. other income.

If they do not appear on the list, clarify the situation with the respondent, and if they really are a current resident of the housing unit, add them to the list and apply the expanded questionnaire.

[p. 423]

When the person did not return to the same housing unit where the interview takes place, record code 3 and continue with the next person or go to section V. other income.

[Figure omitted: image with text]

[Figure omitted: image with text]

[p. 424]

15.5 Section V. Other income
This section is composed of one question, which you apply once you have finished capturing the information from Section IV. International migration.

If you used more than one questionnaire to request information from people, record the data from this section in the last one.

Before asking question 1. Other income, read the introductory text: "Speaking of another topic..."

1. Other income
This question identifies housing units where at least one of its members receives money from a person residing in another housing unit inside or outside the country, from government programs, or from retirement or pension.

Read the question and each of the options that complement it, listen to the answer, and circle a code for each of them.

The money received in these options is different because:

[p. 425]

[Figure omitted: image with text]

It does not include loans, credits, financing, gifts, in-kind support (school supplies, groceries, etc.), or money received by other people in the same housing unit.

Some of the programs that provide cash support are: Becas para el Bienestar Benito Juárez, Jóvenes Escribiendo el Futuro, PROSPERA Programa de Inclusión Social, Programa Jóvenes Construyendo el Futuro, Programa para el Bienestar de las Personas Adultas Mayores, Programa Pensión para el Bienestar de las Personas con Discapacidad, Programa de Apoyo Alimentario, Programa Producción para el Bienestar, PROAGRO, among others.

People who receive retirement benefits are those who have completed the number of years of work or have reached the maximum age to obtain the economic benefit from the IMSS, ISSSTE, or the company for which they worked. The pension is also a financial benefit received by workers who were permanently disabled from working by the IMSS or ISSSTE because they had a work-related accident or illness; it also includes pensions obtained for widowhood, alimony, or orphanhood, as well as those received from other countries.

The question of other income is presented to the census manager as follows:

[p. 426]

[Figure omitted: image with text]

15.6 Section VI. Food

This topic includes three questions: 1. Access to food in the housing unit, 2. Adult diet, 3. Food intake of adults.
If you used more than one questionnaire, record the data in this section in the last one you used.
Before applying them, read the introductory text: "Now I'm going to ask you about the food of the people who live here."

In order for the information to be useful, it is very important that the answer obtained refers to the following:

1. Access to food in the housing unit
This question identifies housing units where residents have run out of food at some point in the last three months and did not have the money or resources to buy more.

[p. 427]

If you are asked what you mean by lack of resources or what resources are, explain that they are non-monetary ways of acquiring food.

[Figure omitted: image with text]

The food section is presented in its digital version as shown in the images.

[Figure omitted: image with text]

[p. 428]

2 Adult diet and 3. Food intake of adults
These questions identify housing units with adult people, that is, people aged 18 years and older, who, due to lack of money or resources, have problems satisfying their food needs.

Read the questions mentioning all the options, listen to the answer, and circle the corresponding code for each one.

[p. 429]

Remember that for the information to be useful, it is very important that the answers obtained refer to the following:

When the respondent has doubts about what is variety in food, take into account that it refers to the availability of varied foods, calories, and nutrients, in order to satisfy the needs of a balanced diet; that is, that they provide the nutrients required for daily energy use (proteins, fats, and carbohydrates); they also allow the maintenance or achievement of the ideal weight and provide vitamins and minerals.

Therefore, eating little variety means that people do not consume foods of various types (vegetables, fruits, cereals, meats, etc.).

If you are asked by the respondent: "What should I eat?", comment that this refers to the ideal they have about what to eat, i.e., what they think they should eat in their housing unit.

In case they are in doubt about what hunger means, consider that it refers to the painful physical and emotional sensation caused by the recurrent and involuntary scarcity of food.

[Figure omitted: image with text]

[Section 16. Data collection and Section 17. Operational procedures in p. 431-514 are omitted from this document]