1990 Population and housing census
[Part 1 of the document not included]
17. Make sure you understand your area and its boundaries before you start work. If you are not sure about the boundaries or are uncertain whether a particular place is inside your area or outside it, ask your Supervisor and have your question answered before you start work. Even though you may be sure about the boundaries yourself, you must, before you set out, speak to your Supervisor and to the enumerators who will be working in neighboring areas and make sure that you all agree on them.
19. Census Night is the night of Friday, 30th November, 1990.
20. You are responsible for enumerating everyone who spends census night in your area. Your interviews will take several days. It does not matter when you reach a household, you must always ask about and enumerate those who spent census night with the household. Do not include persons who joined the household after census night.
21. A household is a group of persons who normally live and eat together.
22. Very often the household will be a family living in the same house or compound and eating together. A household will normally consist of a man, his wife and children and sometimes relatives and visitors.
23. If two or more groups of persons, each of which has its own separate eating and housekeeping arrangements, live in the same dwelling, treat them as separate households.
24. If a man has two or more wives and they and their children live and eat together they form one household. If the wives and their children live and eat separately, they will form more than one household.
25. A household may consist of one person who lives and eats on his or her own.
26. A household may consist of several persons who are not related to each other. What matters is that they live together in the same household or compound and eat together.
27. People who are working on census night should be counted with their households. Examples are night watchmen, police on night duty, night shift workers, fishermen who were out all night and similar people.
28. Sometimes groups of people live together but cannot be said to belong to a household. Persons in hospitals, colleges, barracks and prisons are examples. Supervisors will make arrangements for enumerating such people and you may be instructed to help with these special cases.
29. Persons in institutions should be treated as if they belonged to a single household and listed on the questionnaires by dormitory or ward or as convenient. The name of the institution should be written at the top of the questionnaires so as to make it clear that it is not a private household.
30. Those working in institutions but who live in their own households should be enumerated with their own households and not in the institution. Thus a nurse on night duty should be counted with her household and not in the hospital. A nurse living in a hostel should be enumerated as a member of the hostel.
31. Hotels catering for international and business people will be supplied with a stock of questionnaires and envelopes. On the evening of census night, managers will be asked to give each guest a questionnaire and an envelope. All persons staying in an hotel on census night will be required to complete a questionnaire, seal it in the envelope and hand it to Reception next morning. Envelopes will be collected from the Manager.
32. Persons staying in small local hotels of the kind that cater for long distance lorry drivers will be enumerated in the same way as the floating population.
33. Enumeration of persons in hotels will be the responsibility of District Census Officers and Supervisors but you may be instructed to issue and collect the forms.
34. There are those who will not spend census night in households, institutions or hotels. They include persons who are traveling on census night, those in transit at airports or on ships or in railway stations. They include also beggars, vagrants and other homeless people who spend the night at bus parks, on the streets or similar places. They should be listed one after another on the questionnaire in the same way as people in an institution.
35. District Census Officers and Supervisors are responsible for seeing that such persons are enumerated during census night or early the following morning.. You may be instructed to assist them.
36. You must interview as many persons as may be necessary to enable you to obtain particulars of all persons who were in the household on census night. See as many persons as you can.
37. Enumerate all persons who were in the household on census night.
38. Sometimes there are persons who would normally have slept with the household but who were absent on census night and did not sleep in any other house. Examples are night fishermen, police officers and nurses on night duty, persons working a night shift in an hotel. Such persons are to be enumerated with the household.
39. Enumerators, supervisors and other people working on the census, including you, should be enumerated with the household where they spend census night or would have spent census night if they had not been working.
What happens if there is no one at home?
40. It may happen that when you visit a house that is inhabited you are unable to obtain any information, either because nobody is at home or because the adult occupants are away at the time.
41. You must enquire from those at home when would be the best time to call back. If there is no one at home, ask the neighbors when members of the household are likely to be at home and arrange your next visit for that time.
42. Try and send word ahead of you to say when you will be visiting households.
43. If after three visits you have not succeeded in finding anyone at home, make a note of the place and tell your supervisor.
44. All the information required at the census is to be recorded on the questionnaires which will be issued to you in bound books. No page should be taken out or destroyed. You will have to account for all of them.
45. Detailed instructions for completing the questionnaire are given in Part 3 of these Instructions.
46. Before you leave the household, look at the questionnaire you have completed and make sure that you have done so accurately and fully. It is better to check your work on the spot than to have to go back or be sent back. It will save you time and trouble.
47. In particular you should check that,
others can read what you have written,
all lines have been filled in where they should be,
the answers are correct.
48. You will be given a supply of chalk. It is to be used to mark those houses you have visited and whose occupants you have enumerated.
49. The purpose is to help ensure that no household is enumerated twice and that none is missed. It will also make checking easier.
50. When you have enumerated the household, write the household number in some place acceptable to the household where it will be easily visible, sheltered from rain and out of reach of small children. The best place will generally be the front door. Ask the people to leave the number in place for two weeks so that they may be spared the inconvenience of unnecessary revisits. Explain that the numbers are used for the purposes of the census only.
51. The number on the house must correspond with the household number on the questionnaire.
52. If there is more than one enumerator working in your area, write your initials in front of the household number. (For example, DM/1) In this way, households bearing the same number can readily be distinguished from one another.
53. Complete the questionnaire yourself.
Keep the questionnaire clean.
Write legibly, in capitals.
54. You will be issued with questionnaire books containing either short forms (Schedule A) or long forms (Schedule B).
55. The short form contains questions which are to be answered for all persons in Uganda. The long form contains the same questions together with additional questions to be asked in certain areas.
56. The long form is in three parts. The first is for persons in the household. The second is for information about the household. The third concerns its housing.
57. The form for persons in the household is in three sections:
The first is for all persons. You will ask questions 1-13 of all persons and make written entries using one column for each person.
The second section is for all persons aged 10 or over. You are required to ask questions 14 and 15 on the short form, and questions 14-18 on the long form of everyone aged ten years or over.
The third section appears on the long form only. It applies to all women aged 12 or over. Questions 19-22 are to be answered for all women aged twelve years or over, whether or not they have ever borne a child.
58. Complete this part of the questionnaire before entering particulars of the household and its housing.
59. Complete a separate questionnaire for each household. If there are more than ten persons in the household, continue on the next page. Write "continued" at the foot of the first page and at the top of the second. Change the person number on the second and following pages. Thus the first person on the second page will usually be number "11", the second person "12" and so on.
60. If information is given you by someone other than the person concerned and some details are unknown, you may write "not known" or "NK" in the appropriate box. Make every effort to obtain full and correct answers and to avoid the use of "NK".
61. If you make a mistake, cross it out neatly with a single line and correct it. If there is no room to make the correction, draw a line through the whole of the column for the person, write along it "mistake" and complete a new column for the person.
62. If you make a mistake involving a whole household, draw a diagonal line across the questionnaire, write along it "spoilt" and complete a fresh questionnaire for the household. Never tear a spoilt questionnaire out of the book.
63. Ask, "Who is the head of this household?"
64. The head of the household is the person who is regarded by the members of the household as its head, and may be a man or a woman. If the head of the household is not present, ask for the next senior person.
65. Explain that you must record particulars of everyone who was present in the household on census night.
66. First, enter the name of the RC1 at the top right hand corner of the form.
67. Next enter the household number. You will allocate this number yourself. The first household you enumerate will be 1, the second 2 and so on upwards.
68. Then complete the main body of the questionnaire. And finally, if you are using the long form, complete the household and housing sections.
69. The instructions which follow deal with what is required and will help explain the notes printed on the questionnaire. Study them together.
70. The instructions also deal with the way in which you are to ask the questions. It is your job to learn them and to ask them as they are set out in these instructions and on the questionnaire. It is important that each enumerator should ask census questions in exactly the same way, otherwise there will be misunderstandings and mistakes. Your supervisors will instruct you during your training as to appropriate translations into the language or languages you will be using during interviews.
71. Your first job is to make a list of all persons who were in the household on census night. Starting with the head of the household, if he or she was present, or with the person in charge of the household at that time.
72. Ask, "Who stayed here on census night?"
73. It is important that you list the names in a set order so that you have a clear picture of the household from the very beginning.
74. List members of the household by family.
Start with the head and his wife and unmarried children, beginning with the eldest and working down to the youngest. If a man has more than one wife and if all live and eat together, list each wife and her unmarried children in turn. (If they live and eat separately, treat each wife as having a separate household and include the husband according to where he stayed on census night.)
Then enter married children and their spouses and children who spent census night with the household.
Then list other relatives and their wives and children who were in the household on census night.
Finally list those who are not related to the head or anyone else who spent census night with the household.
75. Very young children are sometimes forgotten, so pay particular attention to getting all babies counted. If the infant has no name, write "Baby of - " and enter the mother's person number.
76. Remember to enquire about and to include night workers, bed ridden persons and those temporarily away from the household for such purposes as getting water or firewood or visiting a trading centre, school or hospital.
77. When you have written the names of all who were in the household on census night read
"Is that correct?"
If not, correct the list. Then ask,
"Was there anyone else here on census night?"
If there was, include them.
Then look about you. If you see infants or children whose mothers are included, or very old or infirm people, ask further questions to discover if they were with the household on census night. You must be sure that everyone who was present on that night is included.
78. We do not require the person's full name. It will be enough for the purposes of the census to record the name by which the person is known so that he or she may be identified by supervisors and others checking your work.
79. At the same time as you write names on line 1, enter the relationship on line 2.
80. Write "head" under the name of the head of the household. Then write the relationship of each person to the head or to his/her parents if they were present, or show relationship husband/wife.
81. Relate children to their parents, if present; and husbands and wives, if present. In other cases relate persons to the head of the household.
82. Since every person will be entered under the number at the top of the column his/her relationship may easily be written as "Wife of 1", "Son of 1 and 2", "Daughter of 4" and so on.
83. When a man and woman live together, although not married, you should treat them as man and wife if they regard themselves as such.
84. The following relationships will cover all the cases with which the census is concerned:
Son (S) Daughter (D)
For other relatives write "Relative". If the person is a visitor write "Visitor". If the person is in none of these categories write "Other". For persons in institutions it will be sufficient to write "Patient", "Prisoner" or as the case may be.
85. Where several persons who are not related are living in a household, name one as head and describe the rest as "Other".
86. "Is this person male or female?"
Write M for males, F for females.
87. Usually the person's sex will be clear to you from the name and relationship but if you don't know, ask. Be particularly careful to get the correct sex of infants. Check that the sex you record is compatible with relationship - don't write M for persons shown as wives or daughters, nor F for persons shown as husbands or sons.
88. "How old is this person?"
89. Write the age in completed years. If the person is an infant under one year of age, write "0".
90. This question is one of the most important in the census and it may be the most difficult to answer. You will find many people who do not know their age. In these cases you will have to estimate it. You must enter an age for every person and should not use "not known" answers for this question.
91. The best source of information will be birth, immunization or baptismal certificates. Ask to see any documents which are available.
92. Some people may not know their age but may know when they were born. Ask, "When was this person born?". If the date of birth is known, calculate the age. The conversion table at the back of these Instructions may help you. There is also a list of some historical events which may help establish dates of birth and ages.
93. One reliable age in the household may help you to work out the birth dates of other members of the household if it is known whether they are older or younger and by how many years.
94. If all else fails, make the best estimate you can, judging by such things as the person's appearance and position in the household and by using your common sense knowledge that parents are seldom younger than fifteen years of age when their first child is born, that women do not usually bear children below the age of twelve or over fifty years, that people who were in the same class at school are generally similar in age and so on.
95. "What is this person's religion?"
96. Write the religion and the denomination or sect of the person - for example, Catholic, Church of Uganda, Seventh Day Adventist, Moslem, Traditional. If the person has no religion, write "None".
97. Once you have established the religion of the head of the household you may ask, "Are all members of the household of the same religion?"
98. If they are, you may write the initials rather than writing religion and denomination in full for all members of the household. Thus, if the head and everyone else in the household are of the Church of Uganda you should write "Ch of Uganda" for the head and you may write "C.O.U" for the rest. Similarly, if the head and everyone in the household are Catholic you should write "Catholic" for the head and you may write "RC" for the rest - or "Seventh Day Adventist" for the head and "SDA" for the rest - or as the case may be.
99. "Is this person Ugandan?"
If so, write the tribe.
If they are not Ugandan, ask and record the country of citizenship.
100. Record the tribe or group to which a person considers he or she belongs. Accept the answers as they are given you. The census is not concerned with the legal status of a person.
103. "In which district was this person born?"
104. If the person was born in Uganda, write the name of the district.
105. If the person was born outside Uganda write the name of the country - for example, Kenya, Rwanda, Zaire, Sudan, England or as the case may be.
106. "For how many years has this person lived in this district?"
107. Write the number of years the person has lived in the district where you enumerate him/her. If the person was born in the district and has lived here ever since, write "Born". If the person has lived in the district for less than one year, write "0". If the person does not live in the district but is a visitor or is in the district temporarily, write "Visitor".
108. By "living" we mean either that the person is permanently resident in the district, or that the person is resident in the district for most of the time.
109. "In which district was this person living before?"
110. If the person was living in Uganda, write the district where he or she was living before coming to live in this district. If the person was living outside Uganda, write the country.
111. If the person was born in this district and has never lived anywhere else, write "Born".
112. If the person is a visitor, write the district where he or she lives.
113. "Has this person attended school in 1990?"
114. A person has either
left school before 1990. - write "Left"
or has never been to school - write "Never"
In this sense "school" means any educational establishment in which primary or secondary education is given on a full time basis.
115. "What is the highest level of education this person has completed?"
116. State the highest level or grade the person has completed. If the person has never been to school write "None".
117. This question applies to everyone - to those who have left school as well as to those who are attending school.
118. You may use abbreviations as follows:
for Junior Secondary write "J1" "J2" or "J3".
for Senior Secondary write "S1" "S3" "S6" or as appropriate.
for First Year University write "U1" and so on up to Fifth Year University "U5".
119. This completes the questions which are to be asked of all persons. Make sure there is an entry in each box and that the entry is correct.
121. "Is this person married?"
122. For persons who have never been married, including children, write "NM".
123. People living together as man and wife should be shown as married whether or not they have been through any civil or religious ceremonies. Accept the answer as it is given you.
124. Widowed is for a person, male or female, who has been married but whose spouse has died and who has not remarried at the time of the census.
125. Separated or divorced is for a person who has been married but has divorced or separated and is living as such at the time of the census. Accept the answer as it is given you.
126. You may use the following abbreviations:
M for married
WID for widowed
SEP for separated
DIV for divorced.
127. "Can this person read and write?"
128. Write "yes" or "no".
129. This question is about both reading with understanding and writing with meaning. If a person can read but not write, enter "no".
130. This completes the questions to be asked on the short form, Schedule A. The remainder of the questions are to be answered in all areas where the long form (Schedule B) is used.
131. "Has this person professional or vocational qualifications?"
132. This refers to qualifications obtained after leaving school. Write the highest qualification with the subject of specialization - for example "BSc Eng" "BA Econ" "Diploma teaching". If the person has no such qualifications, write "None".
133. A person may have more than one qualification. In such cases write the one the person considers the most important.
134. Questions 17 and 18 are concerned with how people provide for themselves, how they make their living. The questions apply to women as well as to men.
135. In the week before census night, almost everyone in Uganda will have done something to provide for him or herself. It is your job to discover and record what each person did. It does not matter whether they had a job or were paid for what they did. A person who farmed or fished or replaced thatch on a roof or cultivated a vegetable garden worked. So did people who were in paid employment.
136. Ask the questions as they are set out here and on the questionnaire and talk about each member of the household until you understand what he or she did in the way of making a living last week. Make entries on the questionnaire only when you have the picture clear in your mind.
137. "What was the person's main activity during the past week?"
138. A person either did something to provide for him or herself last week or did nothing.
139. Those who were active in providing for themselves or their families, may have been active in different ways. We are concerned with the main activity - the one the person spends most time at - that which the person considers most important.
140. If the person combines paid employment with unpaid work you should record the paid job rather than the unpaid job - for example, if the person is a bus driver and worked as well in his garden to grow food it is the fact of his being a bus driver in which we are interested. And if the person is a housewife who went to market to sell fruit, it is the fact of selling to make money in which we are interested.
141. If the person is engaged temporarily on the census we are concerned with his or her usual activity. Thus if the person is a secondary school teacher and is working as a census enumerator or supervisor, it is the fact of being a teacher in which we are interested.
142. Persons who did something to provide for themselves or their families were active in one of the following ways:
Employed - such people are employed by others and are paid regularly in cash or in kind. If the person did some work last week for a wage or salary or was paid in kind, write "employed". You should also write "employed" if the person was temporarily absent from work because he or she was on leave or sick or for some other reason. A teacher on holiday, for example, may not have been teaching last week because schools are closed, but he or she should be recorded as "employed".
Self-employed - such people work for themselves and receive cash when they sell some thing or some service, or receive goods in exchange. They do not receive a wage or salary.
This category includes a person who runs his or her own shop or business, who sells in the market, which makes handicrafts or pottery or other things to sell, who grows vegetable or root crops or catches fish to sell. It includes casual workers and everyone who is paid on a contract, task or piece work basis. For these people write "self-employed".
Unpaid Family Worker - such people work to provide for themselves and their families but do not receive regular wages. Very often they work in the family business or farm and are members of the family who are provided with food and lodging and share in the profits which arise from the joint family work but do not receive cash on a regular basis. For such people write "unpaid".
143. A person may have done nothing last week to provide for him or herself. There are many reasons why this might happen. Those which are most important to the census are:
Household Work - this applies to men or women who were occupied with purely domestic duties round the house. For such people write "household work".
Many household workers combine domestic duties with working outside the house - in the garden, in paid employment, making articles for sale. In such cases they were active in providing for themselves and should be classified as "employed", "self employed" or "unpaid" as appropriate.
Student - if the person is a full time student, write "student".
Looking for work - this applies to people who were capable of working and who would have worked if there had been a job available. It includes those who wanted to work and actively looked for work as well as those who did nothing about finding a job because they knew there were none available.
The question is, "Did this person do anything to provide for him or herself last week?" If the person did nothing and was dependent on others for food and shelter but could have worked and wanted to work, write "unemployed".
There are other reasons why a person may have done nothing to provide for him or herself last week. Ask for and record the reason - "too old", "disabled", "pensioner", "mad" or as the case may be.
144. "What kind of work did the person do?"
145. If the person was "employed", "self-employed" or "unpaid" we require an exact description of what the person did. For others write "N/A".
146. Remember that we are interested in the main or most important activity. It is sometimes difficult to get an exact answer but you should aim always to provide a two or three word description of what the person did - for example, "sales manager", "typist clerk", "motor mechanic", "foreman carpenter", "primary teacher", "forklift operator". Avoid general terms such as "operator", "clerk", "manager" "selling", "business" or "civil servant". We need to know just what it was the person operated, what kind of a clerk or mechanic, whether a teacher taught in primary or secondary school or at university, whether the person was selling vegetables on the roadside or operating a retail shop or selling motor spares, whether the civil servant was an office messenger, a filing clerk, an executive officer, a government medical doctor or a permanent secretary.
147. Speak to the person concerned whenever possible. Members of the household are often vague as to the occupations of others.
148. If the person is in employment you may find you get a better idea of his/her job by asking for the job title and recording that.
149. Many people may be described as "farmers" or "peasants". It is important that we know what kind of farmers they are.
150. A person living in his/her village, who worked in village or subsistence agriculture last week and who did no other work may be entered as "peasant farmer" which you may shorten to "p farmer". Such a person may do a variety of tasks in growing or gathering produce to feed and clothe his/her family and may sell some produce but is not a commercial farmer.
151. If the person grows crops such as coffee or cotton or raises chickens or other livestock mainly for sale enter them as "coffee grower", "cotton farmer", "market gardener" or as the case may be.
152. Many of these farmers engage in more than one activity but in describing their work you should pick the main activity - the one to which most time is given - the one which the person regards as most important - the one which is commercial.
153. A person may not have worked last week because he or she was temporarily absent from work. In such cases ask about the person's normal occupation. A teacher on holiday, for example, may not have been teaching last week because the schools are closed, but the occupation should be entered as "primary teacher" or "secondary teacher" as the case may be.
154. The next set of questions, 19 to 22, applies to all women aged 12 or over.
155. An answer is required of all women in this category whether or not they are married, whether or not they are still attending school, and whether or not you think they may have borne children.
156. If the person is male or is a girl aged 0-11 years, write "N/A" on line 19 and leave the rest of the column blank.
157. If possible, speak to the woman herself. She will know about the children she has borne and will be able to answer the question more accurately than anyone else.
158. We are concerned with the number of children a woman has borne alive. A child born alive is one who cries after being born. Do not include still births - that is children who did not cry.
159. Ask, "Has this woman borne any children?"
160. If the woman has never borne any children alive, write "0" on lines 19 and 20 and leave lines 21 and 22 blank.
161. If the woman has borne a child or children, ask
"How many children has she borne?"
162. Write the number on line 19. The census is concerned with all the children a woman has borne. Include children who have grown up and left home, children borne by the women to other men as well as her present husband, her children who are living away from home and children who have died even if they died shortly after birth. Be careful to include young babies.
163. Do not include adopted children or step children or children who live with the household but were not borne by the woman herself.
164. "How many of the children she has borne are still alive?"
165. Write the number of children still alive.
166. "When was the last child born?"
167. Record the month and year for children born between 1985 and 1990. For children born before 1985 it will be enough to record the year of birth.
168. "Is the child still alive?"
169. Write "yes" or "no" as appropriate.
170. You have completed particulars of persons in the household. Now check,
that no line has been left blank if it should have been completed,
that others can read what you have written,
that the information you have recorded agrees item with item.
171. If you find that things have gone wrong or there are mistakes or omissions put them right. The record must be complete and accurate before you leave the household.
172. When you are satisfied that the particulars of all persons are correctly recorded, turn over the page and complete the remaining sections of the questionnaire.
173. Record the particulars of disabled persons, the household information and housing conditions on the back of the first page relating to the household. If you have used two or more pages for particulars of persons because there were more than ten in the household on census night, draw a diagonal line across the household particulars on second and subsequent pages.
174. If you are enumerating persons in institutions or in the floating population, leave these sections blank.
175. "Is anyone who was in the household on census night disabled?"
Nature of Disability
176. By "disabled" we mean any condition which prevents a person from living a normal social and working life.
177. There are many disabilities and conditions which may prevent a person from living a normal life. And they may be difficult to describe accurately. But most people have a good idea of what amounts to disability and for census purposes we have to rely on your judgment and that of the household and persons concerned.
178. There are clear cases of disability such as having lost a leg, or being so crippled by polio that once cannot walk normally, or being mad. There are many cases where it is not so easy. In such cases, common sense must be your guide. If the condition is not so serious as to prevent a person from living a full life and being able to provide for him or her, it should not be counted as a disability.
179. If a person has lost an arm, he or she is disabled. A person who has lost the tip of a finger in an accident would not normally be considered disabled. In the same way a person whose sight is impaired but who wears glasses and can live and work normally while doing so is not disabled for purposes of the census. For census purposes old age is not a disability.
180. If there is anyone in the household who is disabled or whom you and others think of as disabled, write the person number and describe the nature of the disability as best you can in a few words. It is important that you write the person number because we need to know the sex, age and other particulars of the person concerned.
Cause of Disability
181. People may be born with a disability. They may be disabled as a result of illness or because of an injury received by accident or because of an injury inflicted on them by others. Describe the cause as best you can.
182. The household and housing sections refer to the household as a whole. We are concerned with the way in which a household lives and is provided for. The questions are self-explanatory. Place a tick in the appropriate box. If you cannot decide on the right box, describe the arrangement or facility on the bottom line.
185. The questions on facilities are self-explanatory. Tick the appropriate boxes.
"Not shared" facilities are used by one household only.
"Shared" facilities are used by more than one household.
"Water borne" toilet facilities are those where water must be used to flush the toilet.
A "kitchen" is a room or an out building used for cooking. If the household cooks on a verandah or in the open or in a room used for other purposes as well, tick "none".
186. As well as the occupations of individual persons in the household which you have described in Question 18 on the first part of the questionnaire, many household are involved in small scale cottage industrial activity. Ask whether the household is engaged in this way and tick the appropriate box. If the household is engaged in more than one kind of activity, tick the main one - the most important to the household - the one which brings in most money - the one on which most time is spent. The following notes may help you:
Metal products - includes black-smithing, forging, and the manufacture of sigiris, tadoobas, pails, buckets, beds, metal cases and trunks etc from scrap metal.
Leather products - includes local treatment and tanning of animal hides and skins and making shoes, suitcases, bags etc, also shoe repairs.
Mechanical repairs - includes garages and workshops for motor and mechanical repairs to such items as coffee hullers, maize mills etc.
Brick/tile/pottery - includes both mechanical methods using modern machines and traditional methods.
Food and cash crop processing - includes such activities as maize-milling, cotton-ginning, and coffee-hulling if done at the household level. Includes also traditional beer brewing (tonto, mulamba, malwa, enguli etc) if done commercially. Includes also the manufacture of animal feeds etc if done at the household level.
Embroidery and other crafts - includes embroidery, knitting, tailoring, bark-cloth making, mat making and basket weaving, jewel manufacturing, carving etc.
None - if the household is not involved in any of the activities described above, tick this box.
Other - if there are other activities, describe them and tick this box.
187. The main source of the household's livelihood may be difficult to decide, for there may be many activities and sources of income. Very often, however, the answer will be clear from the information you have already recorded and from what you have heard in course of the interview. Record the main source. If it is not clear which is the main source, you will have to ask which is the one the members of the household consider most important.
188. The following notes may help you:
Commercial farming - includes all who produce cash crops, engage in forestry or fishing or ranching on a commercial scale. They produce mainly to sell.
Petty trading - includes such activities as operating market stalls, kiosks, selling food, trading in second hand goods, and hawking.
Formal trading enterprise - includes those which operate from shops, warehouses, godowns etc and are involved in retail or wholesale trade or import/export activities. Includes also such businesses as beauty/hair saloons and restaurants.
Cottage industry - includes those households involved in the activities listed in the previous column.
Property income - includes households mainly relying on income from ownership of houses and other assets such as transport, real estate, company shares, government bonds and so on.
Employment income - includes households mainly relying on income earned by members who are employed or who receive pensions.
Family support - includes households relying mainly on remittances in cash or kind from relatives or others living elsewhere.
If the household relies mainly on some other source of livelihood - for example, charity, relief or begging - describe it and tick the box marked "other".
189. A housing unit is intended for habitation by one household.
190. A housing unit may be a detached house, a flat, a hut, servants' quarters, a room in labor lines, or other place intended to be lived in by one household. Ask yourself, "What kind of housing unit does this household occupy?" Tick the appropriate box. If the housing unit is not one of those listed, tick box 7 and describe it - for example "uniport" or as appropriate.
191. A housing unit, although intended to be lived in by one household, may in fact house two or more households. For example, a house or flat may be shared by two or three households. For another example, a house with a garage is one housing unit, but there may be two households occupying the main house and another occupying the garage, in which case there are three households in one housing unit.
192. Ask yourself, "How many households occupy this housing unit?" Tick the appropriate box.
193. The accommodation occupied by one household is the dwelling unit. And we are concerned in this section with the housing arrangements for this household - with the accommodation it occupies - with its living quarters.
194. Ask yourself, "What kind of dwelling unit does this household occupy?" Tick the appropriate box. If none is appropriate, tick box 5 and describe the dwelling unit.
195. If the household occupies the whole of the housing unit, tick "main". If the household occupies the greater part of the housing unit, tick "main". If the household occupies a room or rooms of the housing unit, but not the greater part of it, tick "room or rooms".
196. The household may occupy accommodation which is not intended for habitation - for example, a store, basement, go-down or garage. In such cases, tick the appropriate box. If none is appropriate tick box 6. and describe the dwelling as best you can.
197. A room is enclosed by walls or partitions and is used for living. A kitchen is a room. Do not count corridors, balconies, verandahs, stores, or bathrooms.
198. Ask, "How many rooms does this household have for its exclusive use?" Tick the appropriate box.
199. A household may have some rooms for its exclusive use but share others - for example, a kitchen. Do not count shared rooms.
200. This question is concerned with the arrangements by which a household occupies its dwelling or living quarters.
201. Ask, "Does this household pay rent for its living quarters?" Tick the box which most nearly describes the arrangements under which the household occupies its dwelling. If no box is appropriate, tick box 8. and describe the arrangements as best you can.
202. If the householder owns the dwelling which the household occupies, tick "owner occupier".
203. If the householder pays rent, determine whether the housing is "public" or "private". Public housing is owned by the Government, Municipalities, Town Boards and Parastatals. All other housing is private.
204. Households occupying Government housing may pay nominal rents. For these, tick "subsidized - public". If households occupying private housing pay similar nominal rents, tick "Subsidized - private".
205. If the householder neither owns the dwelling nor pays rent of any kind but occupies the dwelling free of charge, tick "Free - public" or "Free-private" as appropriate.
206. The age of a dwelling unit may be difficult to discover, especially if it is occupied by tenants or squatters and the like. You ought to be able to tell roughly by observation.
207. We are interested in when the main part of the dwelling was completed so as to be habitable. A dwelling aged 0-4 years will have been completed since the present Government came to power. A dwelling aged 5-9 years will have been completed during Obote II. And one aged ten years or more will have been completed before Obote II.
209. Check the entries you have made to be sure they are complete and correct. If you find mistakes or omissions, ask further questions and correct the record. It must be complete and accurate before you leave the household.
210. When you are satisfied that all is in order, complete the summary information for the household on the front cover. Do not write in the boxes marked "For Head Office Use".
The household number is the one you have allocated to the household.
There are three types of population:
population in households - write "HH"
population in institutions - write "Inst"
the floating population - write "Float".
Enter the number of males and females and the total population in the household, institution.
211. Write the household number in chalk in some place where it will be seen easily.
212. When you complete a book of questionnaires, work out and enter the information required in the Breakdown of Population by Type. We need to separate the population in households from the population in institutions and the floating population. Enter the number of households and the population in them. If there are institutions or a floating population in your EA, enter the totals on the appropriate line. Then add and enter the total population enumerated in the book.
213. Finally, write your name and sign the book in the space provided for the enumerator's signature. Your signature is your certificate that the information recorded is complete and correct.
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