2002 Population and housing census
[Part 1 of the document not included]
ii. An Apron
iii. Books of questionnaires
iv. An Enumerator's Instructions Manual (issued at the beginning of training)
v. Ball point pens
vii. A polythene bag/Satchel. viii. An EA Map
The Enumeration Area (EA)
21. Make sure you understand your EA, and its boundaries before you start work. It may be equivalent to an LC 1 or part of an LC 1 or two or more LC 1s combined together. If you are not sure about the boundaries or uncertain whether a particular place is within your area or outside it, ask your Supervisor and your guide(s). The EA maps provided will assist in boundary recognition.
22. Even when you are sure about the boundaries, 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.
23. Plan your journey so that you visit each place and each Household in turn. Work in an orderly way and you will save yourself much walking and a great deal of fatigue.
The Census Night
24. The Census Night is the night of 12/13 September 2002. The information you will collect for the Census will refer to this date.
25. You are responsible for enumerating everyone who will have slept the census night in Households in your area. Your interviews will take a maximum of seven days. It does not matter when you reach a household, you must always ask about and enumerate those who spent the Census Night in the Household. Do not include persons who on the census night were outside the Household but are found in the Household at the time of enumeration.
26. A Household is defined as a group of persons who normally eat and live together.
27. 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, maids and visitors.
28. 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.
29. 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. The husband is enumerated as the Household head in each of these Households. However, he will be recorded as present only where he spent the Census Night.
30. A Household may consist of one person who lives and eats on his or her own.
31. 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.
32. Sometimes groups of people live together but do not belong to a Household. Examples of such people include persons in hospitals, schools and colleges, hostels, barracks and prisons and others. Supervisors will make special arrangements for enumerating such people and you may be instructed to participate.
33. Persons in institutions should be treated as if they belonged to a single Household and listed continuously on the questionnaires. 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.
34. Those working in institutions but who live in Households (but physically located inside the institution perimeter) should be enumerated as Households and not as part of institution. Thus a nurse living in a Household but within the hospital perimeter should be enumerated as a member of the Household where she lives. However, a nurse living in a hostel should be enumerated as a member of the institution (the hostel).
35. Enumeration of persons in hotels will be the responsibility of District Census Officers and the Supervisors but you may be instructed to issue and collect the forms.
36. Hotels catering for international and business people will be supplied with a stock of questionnaires and envelopes. On the evening of the Census Night, managers will be asked to give each guest a questionnaire in an envelope.
37. All persons staying in a hotel on census night will be required to complete a questionnaire, seal it in the envelope and hand it to the reception next morning. The Parish Supervisor will collect envelopes from the Hotel Manager.
38. Persons staying in guest houses/lodges of the kind that cater for persons like long distance lorry drivers will be enumerated in the same way as the floating population.
39. During the census night or early in the morning of September 13, 2000, the Enumerator will work with the management of Guest Houses/Lodges to enumerate the guests of these institutions.
40. These are people who do not have any form of formal shelter over their heads e.g. those sleeping on verandahs, condemned, abandoned or partially demolished structures. They also include beggars, vagrants, street children and people who spend the night at bus parks, on the streets or similar places.
41. The Homeless and Floating persons should be listed one after another on the questionnaire in the same way as people in an institution.
The Floating Population
42. These are persons who will not spend the census night in any Household, institutions or hotels. They include persons who were traveling on the census night, those in transit at airports or on ships in landing sites or in railway stations.
43. Parish Supervisors are responsible for ensuring that such persons are enumerated during the census night or early the following morning. You will assist them in enumerating such people.
Whom should you enumerate?
44. Enumerate all persons who were in the Households / institutions as well as floating population in your EA on the census night.
45. Sometimes there are persons who would normally have slept with the Household but who were absent on the census night and did not sleep in any other house. Examples are night fishermen, hospital attendants, police officers, nurses on night duty, persons working a night shift in a hotel or any other person on night duty. Such persons are to be enumerated with their usual Household as long as you are sure that they were not enumerated where they spent the Census Night.
46. Persons who spend the census night at a funeral should be treated like persons on night duty and must be enumerated in the households where they would have spent the night.
Whom should you interview?
47. Your aim is to obtain information about all members of the Household. However, you do not have to interview each of them. You should interview the Household head, or in his/her absence any adult person who is most knowledgeable about the affairs of the Household.
48. You should work out a program of how you will cover your households. Using your guide, send a word ahead of you to say when you will be visiting particular Households.
What happens if there is no one at home?
49. When you visit a house that is inhabited, you may not be able to obtain any information, either because nobody is at home or because the competent respondent is away at the time. Inquire from those at home the best time for you to call back. If there is no one at home, ask the neighbors when the members of the Household are likely to be at home and arrange your next visit for that time, even if it requires meeting them at night.
50. If after three visits you have not succeeded in finding anyone at home, make a note of the place and inform your supervisor.
51. You will wear your apron whenever you are carrying out census related work. These aprons will be collected at the end of the exercise and you should not use the Census Apron anytime after the census enumeration.
52. All the information required for the census will be recorded on the questionnaires, which will be issued to you in bound books. You MUST return all questionnaires (used, unused and spoilt) to your supervisors.
53. Detailed instructions for completing the questionnaire are given in Parts 3 - 10 of these Instructions.
54. When you have enumerated the Household, use the chalk provided to 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. The number on the house must correspond with the Household number on the listed questionnaire. The number must be a 3 - digit number (see paragraph 70).
55. Request the people to leave the number in place for at least two months so that they may be spared the inconvenience of unnecessary revisits. Explain that the numbers are used for the purposes of the census only.
56. You will be given enough chalk to be used to mark those houses you have visited and whose occupants you have enumerated. The purpose is to help ensure that no Household is enumerated twice and that none is missed.
57. If there is more than one Enumerator working in your EA, write your initials in front of the Household number. (For example, if your name is William Opolot and you have visited Household number one, write WO/101. In this way Households covered by one Enumerator can easily be distinguished from those covered by the second Enumerator.
Checking your work
58. Before you leave the Household, check the questionnaire you have completed and make sure that you have done it 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, embarrassment and inconvenience.
ii. Keep the questionnaire clean.
iii. Write legibly.
iv. Write in capitals
60. There are three types of questionnaires namely the Household Questionnaire, the Enterprise Questionnaire and the Community Questionnaire. The Household questionnaire has six distinct components. The questionnaire should be filled in the order specified below:
ii. Population Questions (Questions P1 - P30);
iii. Housing Questions (Questions H1 - H11);
iv. Household Questions (Questions H12 - H23);
v. Agricultural Questions (Questions A1 - A6);
vi. Death Questions (Questions D1 - D4).
61. The questionnaire has been designed in such a way that certain parts are relevant for persons in a specific age/sex group as it is indicated in the subsequent paragraphs. Always adhere to the age instructions as given on the questionnaire and Instruction manuals.
62. If you make a mistake, cross it out neatly with a single line and write the correct answer besides or above. 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.
63. 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 used, spoilt or clean questionnaire out of the book. You have to account for any missing pages.
64. The enterprise questionnaire will be filled immediately after filling the Household questionnaire.
65. When you visit a Household, request to speak to the Head of Household. 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 and/or most knowledgeable person.
66. Explain that you want to record particulars of the Household Head and everyone else who was present in the Household on the census night.
67. It is important that each Enumerator should ask census questions in exactly the same way, otherwise there will be misunderstandings and mistakes. You will be provided with cards giving the appropriate translations of the questions into the language or languages you will be using during interviews.
68. The instructions which follow deal with what is required and will help explain the questionnaires. We shall study the manual and questionnaire together.
Identification Particulars (Cover Page)
69. Each Household/institution will be given a code number, which uniquely identifies it. The identification is very important so accuracy should be observed here. The identification consists of the District name, County name, Sub-county name, Parish name, Enumeration Area name and LC 1 name. All these are to be filled on the cover of the questionnaire booklet in the box labeled 'Identification Particulars'.
Identification Particulars (Top Right of the Questionnaire)
Household /Institution Number
70. First, enter the Household/Institution number in the top-right hand corner of the questionnaire. You will allocate this number yourself, using a 3 - digit format. The first Household you enumerate will be 101, the second 102 and so on upwards. The Institutions, just like Households will be given a number.
72. Write the appropriate code for the type of population using the codes given on the code list. If this is a Household, write code '10'.
73. In case of Institutional Population, select the code from the code list that best describes the main activity of the Institution e.g. a Secondary School in a religious institution should be considered as religious.
74. There are some persons who will neither be found in Households nor institutions. For such persons, use the code '21' for Homeless or '22' for floating population, whatever the case may be.
Part 4: Particulars of household members
Ask, "Who is the Head of this Household?"
75. Record the name of this person whether or not this person spent the census night in the Household.
76. Ask, "Who stayed here on the Census Night?"
77. It is important that you list the names in a set order so that you have a clear picture of the composition of the Household from the very beginning.
78. List members of the Household by family. You are required to record two names per person i.e. the surname/maiden name in the top portion of the row, and first/other name in the lower portion. In case of married women and other females, their maiden name should be recorded. For persons with more than two names, record only two names as specified above. Do not write nicknames.
79. At the same time as you write names on line 'P1', enter the relationship on line 'P2'. This information is likely to be provided concurrently.
80. Start with the head whether he/she stayed in the Household on the Census Night or not. If he/she stayed in the Household on the census night, his/her code for relationship will be '11". If he was absent, then his relationship code will be '10'. Then list other Household members who spent the Census Night in the Household in this order:
2. Then enter married children and their spouses and children who spent census night in the Household.
3. Then list other relatives and their wives and children who were in the Household on census night.
4. Finally list those who are not related to the head or anyone else who spent census night with the Household e.g. some Household members are not necessarily related to the Household head but are living with him, use code '18' for persons who are not related.
81. Infants and young children are sometimes forgotten. Pay particular attention to getting all babies counted. In the event that the infant has only one name, write the name in the appropriate row and put a '-' in the second row. If the child has no name at all, write no names in the row for surname and put a '-' in the second row.
82. Remember to inquire about and to include persons on night duty, 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. Do not include members of the Household who were admitted to hospital on the census night, but include their caretakers who were away on the Census Night. 83. When you have written the names of all who were in the Household on census night and their relationship with the head, read the list to the Household members to find out whether everyone has been included. You must be sure that everyone who was present in the Household on the Census Night is included.
84. When a man and woman live together, although not legally married, you should treat them as husband and wife if they regard themselves as such.
85. Where several persons who are not related are living in a Household, name one (who slept in the Household on the Census Night) as the Household Head and give him/her code '11' using the code list and describe the rest as non-relatives and give them code '18'.
86. The children born after the Census Night will not be included. However, persons who were in the Household on the Census Night but died before the interview should be included. Only ask questions on Name, Relationship, Sex and Age (Questions P1, P2, P3 and P5).
87. For institutional, homeless or floating population, allocate them code '18' for non-relative.
Is (name) male or female?
88. Write 1 for "male" and 2 for "female".
89. Usually the person's sex will be clear to you from the looks, name and relationship but if you are not sure, ask. When you are not sure, do not infer the sex of a person from the names, as some names are for both sexes e.g. Grace. Further, some females may use names of their fathers, grandfathers or husbands. Also be particularly careful to get the sex of infants right.
Questions P4 and P5: Age and Date of Birth
90. Record the person's exact date of birth as follows:
ii. Month using a 2 - digit code; and
iii. Year using a 2 - digit code, recording only the last two digits of the year of birth.
91. For example, if somebody was born on Thursday, 17th February 2001, record the Date of Birth as 17/02/01.
92. Write the current age (of the person) in completed years. If the person is an infant under one year of age, write "00", e.g. if you find a baby in the Household aged 2 months, write "00". If the person is aged 71/2 years, write 07.
93. Though the questions on age and date of birth are some of the most important in the census, they may be the most difficult to answer. You will find many people who do not know neither their date of birth nor their age. In such cases you will have to probe to estimate the date of birth and hence the age.
94. The best source of information would be birth, immunization or baptism certificates. Ask to see any of such documents if they are available, and use them.
95. Some people may not know their age but may know when they were born. Ask, "When was this person born?" If the age is not known but the year of birth is given, then you will compute the age of the person. If the person has already had her/his birth day subtract the year of birth from the current year (2002), otherwise subtract the year of birth from last year (2001).
96. In case the day of the month of birth is not known but the year of birth is known then you subtract year of birth from current year. If the date of birth is known, calculate the age.
97. One reliable date of birth of one of the Household members may help you to work out the birth dates of other members if it is known whether they are older or younger and by how many years.
98. 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.
What is (name's) religion?
99. Write the code of the religious affiliation, the denomination or sect of the person using the code list. For example, if the person is a protestant (Church of Uganda), write code "11". If the person has no religion, record "20" for 'None'.
Ask, Is (name) a Ugandan?
100. If this person is a Ugandan, write the code for his/her ethnic group/tribe. For Ugandan citizens whose ethnic group is not included on the code list, use code '69' for Other Ugandans. Record the code for the tribe or ethnic group to which a person considers he or she belongs. In case of children of inter-tribal marriages, record the answer as given by the respondent. Accept the answers as they are given to you. The census is not concerned with the legal status of a person.
101. If the person is not a Ugandan, ask and record the code for the country of citizenship.
Is (name's) biological mother still alive?
103. Write code 1 if the mother is alive and code 2 if the mother of the person being enumerated died. In case nobody knows the survival status of the person's mother, write code 3 for "Don't Know".
Is (name's) biological father still alive?
104. Write code '1' if the father is alive and code 2 if the father of the person being enumerated died. In case nobody knows the survival status of the person's father, write code 3 for "Don't Know".
Ask, "Where was (name) born?"
105. By Place of Birth, we mean the mother's district of usual residence at the time of birth. It is NOT the institution or district where the delivery actually took place.
106. If the person was born in Uganda, write the code for name of the respective district, where the mother was residing at the time of birth. The district name required is the current district not what the district name was at the time of birth.
107. If the person was born outside Uganda write the code for the country, for example if a person was born in Ghana, using the code list, write code '77' for "Other Africa"
108. For children aged below 10 years and were born in Uganda, write the name of the Sub-county of Birth in the lower part of the row. Try to obtain the name as of today, not the name as at the time of birth.
109. 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 e.g. for at least six months in the last 1 year, or intends to live in the area for at least 6 months in the next 12 months.
Ask, "In which district was (name) living before moving to this district?"
110. If the person was living in Uganda, write the code of the district (current name) where he or she was living before coming to live in this district. If the person was living outside Uganda, write the appropriate code for the country.
111. If the person was born in this district and has never lived anywhere else outside the district for at least six months continuously, write code 98 for 'Since Birth'. Even when such a person could have lived in different parts of the district, but if he/she has never lived outside the district, write code 98.
112. If the person is a non-usual member or visitor (to the Household / institution), write the code 97 for 'Visitor'.
Ask, "How many years has (name) lived in this district continuously?"
113. Write the number of years (using a 2 digit code) the person has lived continuously in the district where you enumerate him/her. If the person has lived in the district for less than one year, write "00". If the person has lived in the district for between 1 and 94 years, write the number of completed years lived. If the person has lived in the district for 95 years or more, write 95.
114. If the person does not live in the district but is a visitor or is in the district temporarily, write code 97 for "Visitor". If the person was born in the district and has lived here ever since, write code 98 for "Born".
115. A person with a disability is defined as one who is limited in the kind of or amount of activities that he or she can do, because of ongoing difficulty (-ies) due to a long-term physical condition or health problem that has lasted six months or more. This includes all those difficulties that are expected to last more than six months.
116. Note that a person can have a fractured arm or leg due to a road accident and is expected to heal within three months. For purposes of the census, you should not record this person to have a difficulty since the difficulty is expected to last for a shorter period.
117. There are some clear cases of disability such as having lost a leg, or being crippled by polio that one cannot walk normally, or being mad. However, there are also many cases where it is not so clear. In such cases, common sense must be your guide. If the respondent indicates that the condition is not so serious as to prevent a person from living a full life, it should not be counted as a disability.
118. 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 should not be considered as disabled. In the same way a person whose sight is impaired but can live and work normally by wearing glasses while doing so is not disabled for purposes of the census.
Question P13: Disability
Ask, "Does (name) have any difficulty in moving, seeing, hearing, speaking difficulty, mental or learning difficulty, which has lasted or is expected to last 6 months or more?"
119. If the respondent declares anyone in the Household as disabled, use the codes in the questionnaire and describe the nature of the disability as best as you can. Some persons with disabilities have more than one type of disability. In this case you are required to take the two major forms of disability and assign the appropriate codes in the space provided. Note that the column for each person takes care of two types of disabilities.
120. It is quite common for persons in the Household to hide information about disabilities of their kin, especially the children. Ensure that you attempt to see and probe to obtain the truth.
121. Examples of such categories of persons include, those who have
Ask, "What caused this difficulty?"
122. Causes of disability are important because they provide the health and medical explanation of the disability. This information is useful in providing preventive measures against the disability. For example a person may have difficulty in walking because he/she suffered from leprosy or polio. Similarly, a person with strange behavior or mental retardation may have suffered from a long illness, which affected the brain.
123. Sometimes people may be born with a disability. They may be disabled as a result of an illness or because of an injury caused by an accident or because of an injury inflicted on them by others. Record the code of the cause for each corresponding type of disability recorded in P13.
Ask, "What measures are being taken by (name) to minimize the impact of the difficulty?"
124. Rehabilitation is a process with a target within a time frame aimed at enabling a Person With a Disability to reach a certain mental, physical and/ or social functional level, thus providing the skills/tools to change his/her own life.
125. Record the rehabilitation undertaken for each measure corresponding to each nature of disability. Below are a few guide lines: -
126. Special Education: giving the person special types of education for the mentally retarded.
127. Medical Rehabilitation: This is the use of surgery, or doing special exercises like physiotherapy and medication etc.
128. Assistive Devices: such as clutches, walking sticks, wheel chairs, calipers, artificial limbs, hearing aids etc.
129. Vocational Rehabilitation: provides equipment and services to people with disabilities to improve their ability to work or to live not as dependants. For example, provision of training on how to earn a living. Such training includes, shoe making, weaving, etc
130. The questions on education apply to All Persons Aged 5 (Five) Years and Above. Look back at the age you have entered for each person. For those aged 0 to 4 years write "N/A" (Not Applicable) for Question P16 and leave the rest of the column blank.
131. For purposes of the census, education does not include any form of pre-primary education such as Nursery Education, even if the person is of eligible age.
Ask, "Did (name) attend school in 2002, leave school during or before 2002 or has never been to school?
132. Write the appropriate code using the code list. If the person has never been to school write code '4' for "Never been to school" and skip to Question P18.
Ask, "What highest grade did (name) complete?"
133. This question applies to everyone who has ever been to school i.e. to those who have left school as well as to those who are still attending school
134. Write the appropriate code of the highest level or grade the person has completed using the code list.
135. For persons who have ever been to school, but did not complete Primary 1, use code '10'. Do not use this code for persons who have never been to school.
136. Is defined as work, which involves the production of goods and services for sale or exchange and production of certain products for own consumption. Non paid Household chores such as preparing food, house cleaning, care of children or collecting fire wood for own consumption are considered as non economic activities. Also community and volunteer services and prostitution are classified as non-economic activities.
137. According to the above definition, economic activity covers production of goods and services intended for market, all government activities, production and processing of primary products (crop farming, animal rearing, fishing, forestry and logging activities; and mining and quarrying) for own consumption, processing of primary products and production of other commodities where part of it is sold on the market. In addition, they include own account construction, fixed asset production.
138. Personal activity status is defined in relation to the person's position at his/her place of work and his/her mode of remuneration i.e. self employed, Paid employee, Unpaid family worker, Student, pensioner, etc.
139. Main activity Refers to the most important economic activity the respondent was engaged in terms of time spent during the last seven (7) days preceding the Census night. 140. Self-Employed: It comprises of employers and own account workers.
2. Own account worker: is a person who operates his/her own economic enterprise without employing other people as helpers. For example, a person who makes bricks and does not employ any helper is considered an own account worker, not an employer.
141. Unpaid Family workers: Refers to those members of the Household who work in an enterprise operated by the Household without pay or profit.
142. Paid Employee: This is a person who performs work for a public or private employer and receives remuneration in wage or salary, commission and piece rates in cash or in kind.
143. Some examples of paid employees are a primary teacher who works in a school for a wage/salary is a paid employee; a person who makes bricks from materials owned by others, and who is paid a salary or wage for work is a paid employee; a person who works in a shop belonging to a Household for a salary is a paid employee.
144. All persons who will be temporary absent from work because they are on holiday, sick leave, maternity leave, annual leave and for some other reasons but continue to receive wage or salary, will be recorded as paid employees code '10'. For example: A teacher on holiday, he/she may not have taught during the last 7 days before the census night but continued to receive his/her salary. Such person is considered as a paid employee.
145. Also all persons who were engaged in temporary activity while on holiday, leave or some other reason but have a permanent job to return to, his/her usual activity will be recorded not the temporary activity. For example, a secondary school teacher who is on holiday and is currently employed as a census enumerator or Supervisor, his /her usual activity status (Paid employee) and occupation (Secondary teacher) is the one to be recorded.
146. Looking for Work: These include persons without work i.e. were not in paid employment or self employed and had taken specific steps in a specified recent period to seek paid employment or self-employment. The specific steps include registration at a public or private employment exchange, application to employers, checking at work sites, farms, factory gates, market or other assembly places, placing or answering newspaper advertisements, seeking assistance from friends or relatives, looking for land, building, machinery or equipment to establish own enterprise, arranging for financial resources, applying for permits and licenses, etc.
147. Full time Student: A person who attends a regular formal educational institution, public or private, and does so on a full time basis is called a full time student. Part-time students in formal institutions but also working elsewhere should be regarded as Working.
148. Household Worker: A person of either sex involved in housework and is not paid for the chores he/she performs is called a Household worker.
149. Refers to the type of economic activity carried out by the enterprise where a person is working. For example, a school nurse is considered to be in the education sector, while an accountant in a soap factory is in the manufacturing sector. Subsistence farmers are considered to be in the agricultural sector.
150. Manufacturing is defined here as the physical or chemical transformation of materials or components into new products, whether the work is performed by power-driven machines or by hand, whether it is done in a factory or in the worker's home, and whether the products is sold at wholesale or retail.
151. Some common manufacturing activities include making pancakes, making chapatti, grinding groundnuts, slaughtering animals, coffee processing, maize milling, making curry powder, brewing local beer, distilling local waragi, making furniture, etc.
152. Occupation refers to the actual work that an individual does at the place of work. This is irrespective of what the organization actually produces. The information on occupation will be coded in the office. You are thus required to give brief but precise descriptions of the actual occupations, in order for the head office to be able to assign appropriate codes.
153. A description such as "farmer" or "Crop Farmer" is not sufficient. To get the appropriate code we need a description such "Subsistence crop farmer". Additional examples
ii. Do not report "farmer" but the type of farmer, such as "Subsistence Crop Farmer ", "Subsistence Animal Farmer", "Commercial Crop Farmer", "Commercial Animal Farmer", "Commercial Fish Monger"
iii. Do not report Trader but the type of trader, such as "Retail Trader Of Food Items", "Wholesalers, Importers".
iv. One of the common occupations is a retailer who sells a wide variety of products such as foodstuffs, pharmaceuticals, stationery items, soap, cigarettes, and other products. Report the occupation description for these as "Retail trader in General Merchandise"
How to fill in Questions 18 - 20
154. Questions P18, P19 and P20 are meant for all persons aged 5 years or above. Look back at the age you have entered for each person. For those aged 0 to 4 years write "N/A" for question P18, leave the rest of the columns blank and continue to the next person.
155. Ask the questions as they are set out on the questionnaire and talk to each member of the Household and code after understanding what he/she did during the last 7 days prior to the Census Night.
Ask, "What was (name's) main activity during the last 7 days"
156. This question should be asked to all Household members aged 5 years and above. Write the appropriate code using the code list. Make sure that you understand the activity status of the Household member as explained above before coding.
157. We are interested in someone having worked for a minimum of 1 hour per day on average.
158. For those members of the Household with more than one economic activity, seek the main economic activity in terms of time spent.
159. Many of these peasant farmers engage in more than one activity but in describing their work you should pick the main activity i.e. where he/she spent most of the time during the last 7 days.
160. 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 who earns a salary, and worked as well in his garden to grow food, we are interested in the paid job. If the person is a Household worker but performed some economic activity (say sold fruit), such a person should be classified in category of selling fruits, codes 10 - 12.
161. 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 usual occupation. A primary teacher on holiday, but continues to receive a wage or salary, you should record his /her occupation, but if he/she does not continue to receive wage/or salary his /her occupation or she/ he intends not to go back, you should not record the occupation. Probe further to find out what he/ she is doing.
162. Note: Questions P19 and P20 are applicable to Household members with codes 10-12 only in Question P18, i.e. paid employees, self-employed and unpaid family workers. For other codes in Question P18 (codes 13-19), write 'N/A' in Question P18 and skip to Question P21.
Question P19: Industry. Ask, "What is the main economic activity in the place where (name) works?"
Ask, "What is the main economic activity in the place where (name) works?"
163. Industry classification is a way to identify and classify economic activities. Seek the respondent's Industry (Kind of activity carried out by the person's place of work) and code using the code list.
"What kind of work did (name) do in the last 7 days?"
164. Please describe the occupation in as much detail as possible (in not less than two words). Record the respondent's answer, keeping in mind what is required for proper coding. If the answer is not sufficiently detailed, probe further.
Ask, "Can this person read and write a simple sentence in any language"?
166. Write 1 for "Yes" or 2 for "No".
167. This question is about both reading with understanding and writing meaningfully in any language. If a person can read but cannot write, write 2 for "No". Question P22: Marital Status
Ask, "What is (name's) marital status?"
Ask, "What is (name's) marital status?"
168. For persons who have never been married, including children, write code 1 for "Never Married".
169. 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 to you.
170. Questions P23 to P30, apply to All Women Aged 12 - 54 Years.
171. An answer is required of all women in this age category irrespective of whether or not they are married, whether or not they are still attending school, and whether or not they may have produced children.
172. If the person is male or is a girl aged 0-11 years, or a woman aged 55 years or more write "N/A" for Question P23 and leave the rest of the column blank.
173. We are concerned with the number of children a woman has borne alive. A child born alive is one who cries after being born, breathes or shows any evidence of life such as beating of the heart, pulsation of the umbilical cord or definite movement of voluntary muscles. Do not include stillbirths - that is children who are delivered when they were already dead.
174. Remember to use a two-digit code for all the questions in this section except P28 and P29 which require a one-digit code.
175. It is important that you speak to the woman herself. Some women may not be willing to give information about the exact numbers of children they have produced, if they know that some of them do not belong to their current husband and they are living somewhere else. The female herself will know about the children she has borne and will be able to answer the question more accurately than anyone else.
176. Ask questions P23 - P26 separately for male and female children.
Ask, "How many children has (name) borne alive?"
177. Record the number of children in question 23. For example if she has given birth to 4 children (a boy and 3 girls), write 01 in the male's part and 03 in the female's part of column. If the woman has never borne any children alive, write "00" in both parts of the column but continue to ask the other questions in this section.
178. Remember to include children who have grown up and left home, children born by the woman 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 but exclude stillbirths. Do not include adopted children or step children or children who live with the Household but were not borne by the woman herself.
179. Do not record the answer "none" before probing to be sure that she has never given birth at all.
Ask, "How many are living in this Household?"
180. Write the number of children living with her in the Household for this question. Use the same format as used in Question P23.
Ask, "How many are alive but living elsewhere?"
181. Write the number of children living elsewhere. Use the same format as used in Question P23.
Ask, "How many are dead?"
182. Write the number of dead children. In case none of her children has died, write code "00"
183. Remember to include those children who died immediately after being born. Always try to be very careful when collecting such information. Use the same format as used in Question P23.
184. Be sympathetic to her but remind her that the information is useful
185. Check questions P23 to P26 for consistency. P23 = P24 + P25 + P26. This is true for either sex. If this equation does not balance, probe to ensure that it balances before you proceed to the next question.
Ask, "When did (name) bear her last child?
186. Ask the respondent for the date of birth for the last borne child. Remember to use a two-digit code for the month and for the year. For example, if the child was born on 21st February 1972 record '02' for month and '72' for the year.
187. Remember to ask this question to only those women who reported having children. If the woman has never given birth to a child, write "N/A" for Question P27 and leave the rest of the column blank.
Ask, "What was the sex of the last child?
188. Record 1 for male and 2 for female for the sex of last borne Child
Ask, ""Is the last child still alive?"
189. Write 1 for "Yes" or 2 for "No", as appropriate.
If dead ask, "What was the age at death?
190. If the last-born child of the woman is not alive, ask for the age at death in months of the child. Record the age in months using a two-digit code. For Instance if the child passed away when he or she was aged 4 months, record 04.
191. If the age at death is more than 59 months, record 60.
ii. that no row has been left blank if it should have been completed,
iii. that the information you have recorded agrees item by item.
193. 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 starting with Section 2.
194. If you have used two or more pages for particulars of persons because there were more than ten persons in the Household on census night, write 'Continued' in the top-right corner of the questionnaire. Then draw a diagonal line across the Household particulars on all the pages except the last. Record the Housing information and Agricultural Module on the last page used for that Household.
195. If you are enumerating persons in institutions or in the floating population, leave these sections blank.
Part 5 Household Characteristics
196. 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. You are expected to circle the most appropriate code as given by the respondent. Remember that for all questions, you are expected to circle only one response for each question.
197. A housing unit is intended for habitation by one Household. A housing unit may be a detached house, a flat, a hut, a room in labor lines, or other place intended to be lived in by one Household. A housing unit, although intended to be inhabited 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. Another example, where two Households occupying the main house and another occupying the garage, in which case there are three Households in one housing unit.
198. A dwelling unit is the unit actually occupied by the Household.
199. Most of the questions on housing conditions can be answered by observation. However, in case of doubt, please ask the respondent. The response should refer to the characteristics of the biggest part of the dwelling unit.
Ask, "Does this Household own these living quarters?"
200. This question is concerned with the arrangements by which a Household occupies its dwelling or living quarters.
201. Circle the code which most appropriately describes the arrangements under which the Household occupies its dwelling. If the Household owns the dwelling, circle code 1 for "Owner occupied".
202. If the Household members neither own the dwelling nor pay rent of any kind but occupy the dwelling free of charge because it belongs to government, circle "2" for Free - public. Please probe to be sure that the Household does not pay rent whether directly or indirectly (deducted by the employer). Public housing is owned by the Central Government, Local Governments or Parastatal Organizations. All other housing is private
203. If the employer is not public e.g. a private company or private school and pays fully for the house, then circle "3" for Free-private.
204. Households occupying public housing may pay nominal rents. For these, circle 4 for "subsidized - public".
205. If Households occupying private housing pay similar nominal rents, circle 5 for "Subsidized - private".
206. If the Household members pay full rent, write circle 6 for "Rented - Public".
207. Where a Corporation, private company fully rents the dwelling circle 7 for "Rented - Private".
208. If no code is appropriate, circle code '8' and describe the arrangements as best you can.
Ask, "What kind of dwelling unit does this Household occupy?" Circle the most appropriate code.
209. If the Household occupies the whole or a greater part of the housing unit, circle 1 for "main". If the Household occupies a room or rooms of the housing unit, but not the greater part of it, circle 2 for "Room or Rooms of the main house".
210. The Household may occupy accommodation, which is not intended for habitation - for example, a store, basement or go-down. In such cases, circle 3 for store, basement or go-down.
211. Circle 4 if the Household is living in a garage.
212. Circle 5 if the Household is living in a servants quarter.
213. If none is appropriate, circle code 6 and describe the dwelling unit.
Ask, "How many rooms used for sleeping does this Household have (for its exclusive use)?"
214. A room is enclosed by walls or partitions and is used for living. A sitting room or kitchen if also used for sleeping is also considered as a room. However, do not include corridors, balconies, verandas, stores, or bathrooms.
215. A Household may have some rooms for its exclusive use but share others - for example, a kitchen. Do not count shared rooms.
216. Circle the appropriate code in the box provided. If a Household has six or more rooms, circle code '6'.
217. These refer to the major material used for the construction of the dwelling. If more than one material was used, circle the main one.
218. These materials are usually self-explanatory. However, some explanations are given below:
ii. Cement Blocks: These are blocks made out of a mixture of cement and sand.
219. Observe the type of housing unit this Household occupies, and Circle the appropriate code
220. If the housing unit is not one of those listed, circle code '5' and describe it as appropriate - for example "uniport".
Ask, "What is the Land Tenure of this plot?"
221. For purposes of the census, Land Tenure is the arrangement under which a plot of land on which a dwelling unit stands.
222. This question should be asked to only those Households living in owner occupied buildings. For persons in other types of residence tenure, leave this question blank.
223. The following are brief descriptions of the different land tenure systems operated in Uganda:
ii. Taking and using the land and any produce from it;
iii. Entering into transaction in connection with the land;
iv. Disposing of the land to any person by will.
v. For avoidance of doubt, a freehold title may be procured by the owners of land here.
Ask, What is the distance between this Household and the nearest Health facility?
224. A health facility refers to any health facility offering regular outpatient services. It includes those owned by government as well as private non-profit organizations such as religious organizations.
225. Circle the code for the answer given.
Ask, What is the distance between this Household and the nearest school?
226. By School, we mean any school of any grade whether it is private, religious or government and offering primary education. It excludes Nursery Schools and Kindergartens.
227. Circle the code for answer given.
Ask, What is the distance between this Household and the nearest water source?
228. A water source should be a permanent source of water.
229. Circle the code for the answer given.
Ask, "What type of fuel does this Household mainly use for Cooking?"
230. Circle the code for the MAJOR form used by the Household for cooking.
231. Electricity includes hydro, thermo, solar electricity as well as that from a generator.
Ask, "What type of fuel does this Household mainly use for Lighting? "
232. Circle the code for the major form used by the Household for lighting.
233. In case of Pressure Lamps, record it under paraffin.
Ask, "What is the Household's main source of water for drinking?"
234. Circle the code Household's main source of drinking water; the one on which the Household mainly relies. You should note that (for purposes of the census), tap water applies to water administered by the National Water and Sewerage Corporation as well as that managed by urban councils.
235. For the purposes of this census, any water that is not got from the above source though could be piped through a tap (such as Gravity Flow Scheme water) is NOT regarded as tap water and hence the interviewer will need to probe and find out the real main source of this water.
236. Gravity Flow Scheme water is where spring water at the top of a hill is piped and supplied to homes in the valley.
237. The Open water sources include wells, rivers, lakes, etc.
Ask, "What type of toilet facilities does this Household mainly use?"
238. Flush Toilet facilities are those where water must be used to flush the waste.
239. Uncovered Pit Latrines are those without shelter i.e. lacking either a wall or roof or both.
240. "Not shared" facilities are used by one Household only while "Shared" facilities are used by more than one Household. In case of pit latrine, even if you have different stances, provided its one pit, it is regarded as shared.
241. Circle the appropriate code for each question.
Ask, "What is the most common method of solid waste disposal?"
242. Solid waste includes all waste material generated as a result of the daily domestic activities. It excludes water and human excreta.
243. A "Skip Bin" refers to a container for garbage disposal placed centrally and used publicly usually managed by the urban authority.
244. Even if the Skip Bin was removed but the garbage is still thrown where it was, treat it as a Skip Bin.
245. Circle the appropriate code for each question.
Ask, "What type of bathroom does this Household use?"
246. A bathroom is a room constructed predominantly for bathing.
247. A "makeshift" bathroom is a temporary structure, usually constructed with temporary materials for walls, no door and at times with no roof.
248. Circle the appropriate code.
What type of Kitchen does this Household use?
249. A kitchen is a room inside the house or an out building used predominantly for cooking and related activities. If the Household cooks on a verandah or in the open or in a room used for other purposes as well, circle "none".
250. Circle the appropriate code.
Ask," Does this Household own any of the following means of transport or communication?"
251. Here we are interested in whether any member of the Household owns the specified means of transport and communication. If the Household has access to the means, but no member actually owns it, record '2' for No.
Ask, "What is the Household's main source of information?"
252. Here we are interested in the main source of information to the Household, not ownership of the medium. If the Household mainly uses a particular source of information, even if no member actually owns it, regard it as the main.
253. Record only the main source to the Household.
Ask, "What is the main source of livelihood for the Household?"
254. The main source of the Household's livelihood may be difficult to decide, for there may be many Household members, engaged in different activities and hence different 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 the course of the interview.
255. Circle the code of the main source of the Households livelihood. If it is not clear what the main source is, you will have to probe in order to decide on the one the members of the Household consider most important. 256. The following notes may help you:
2. Employment income - includes Households mainly relying on income earned by members who are employed or who receive pensions.
3. Business Enterprise - includes such activities as operating market stalls, kiosks, selling food items, trading in second hand goods, and hawking etc.
4. Cottage industry - includes those Households involved in small scale industries. These are usually Household based, backyard in nature and mainly informal.
5. Property income - this is income in the form of rent from any property e.g land, houses, etc.
6. Family support - includes Households relying mainly on remittances in cash or kind from relatives or others living elsewhere.
7. Others - If the Household relies mainly on some other source of livelihood - for example, charity, relief or begging - describe it and circle the code marked "other".
The questions refer to usual members of the Household only.
(a) Ask, "Does every member of the Household use soap to bathe?"
257. Soap includes both washing soap and toilet soap. Write the appropriate code.
(b) Ask, "Did every member of the Household take sugar (at least once a day) during the last week?"
258. This includes sugar that is added to a liquid but excludes natural sugar contained in fruits. Exclude persons who do not take sugar for health reasons. Write the appropriate code.
(c) Ask, "Does every Child in the Household (all those under 18 years) have a blanket?"
259. This excludes blankets, which are shared irrespective of the reasons.
260. If every child has a blanket, write '1' for Yes, otherwise write 2 for 'No'. (d) Ask, "Does every member in the Household have at least one pair of Shoes?"
261. Shoes include covered and open shoes. However, Tire sandals (Lugabire), slippers and other sandals meant for use inside the house are not classified as shoes.
262. Write the appropriate code. (e) Ask, "Does every member of the Household have at least two sets of clothing?"
263. By clothing we mean clothing covering for the body decently, whether it is in one piece or not. Write the appropriate code.
Part 6: The Agricultural Module
264. The Census 2002 includes a Module on Agriculture. The main purpose of the Agricultural Module is to provide appropriate sampling frames for a detailed Census of Agriculture in 2003, and a Census of Livestock in 2004. Below are definitions of some of the terms/concepts that will be used to answer some of the questions in the module.
265. The term agriculture is used in a very broad sense to cover all the agricultural activities for example: crops, livestock, poultry, and fish farming.
266. In Uganda, the term holding is often used interchangeably with farm. Similarly, the term holder is used to mean farmer. This Agricultural Module will maintain this usage of the terms mentioned.
267. Due to the type of agriculture practiced in this country with many pieces of land, which may be operated by a Household for agricultural purposes, the concept of a holding/farm is fairly complicated. An agricultural holding is defined below.
268. An agricultural holding is an economic unit of agricultural management comprising of all livestock kept and all land used wholly or partly for agricultural production purposes, without regard to title, legal form or size. A holding may consist of one or more parcels located in one or more separate areas provided the parcels share the same production means utilized by the holding such as labor, farm buildings, farm implements and machinery or drought animals. The requirements of sharing the same production means should be fulfilled to a great degree to justify the consideration of various parcels as components of one economic unit.
269. In trying to provide a definition for the term holding, another term namely parcel comes up and it is also defined below.
270. A parcel is a piece of land entirely surrounded by other land, water, road, forest etc not forming part of this holding. This definition implies that a parcel is part of a holding, which is physically separate from the main holding.
271. A crop plot is defined as a piece of land within the holding on which a specific crop or crop mixture is cultivated. A parcel may be made up of one or more plots.
Question A1: Holding/Farm:
Ask, "Does any member of this Household engage in any of the following: crop growing, livestock rearing, poultry keeping, fish farming?"
272. This question seeks information about all the land operated by this Household for agricultural purposes. Remember that no minimum size of land is provided. However, any agricultural activity (for example keeping of two indigenous chicken) requires some amount of land regardless of size.
273. Write '1' for Yes or '2' for No appropriately for each of the four enterprises. For each of the agricultural enterprises (i.e. crop growing, livestock rearing, poultry keeping and fish farming), be sure that none of the Household members is engaged in it before entering code 2. 274. If code 2 is entered for each of the four enterprises, the Household is regarded as not operating a holding and therefore the Enumerator should skip to Question D1.
275. On the other hand if code 1 is entered for any of the enterprises, the Enumerator should go to question A2.
Question A2: Size of the holding:
Ask ' What is the size of the holding?'
276. It is assumed that a substantial proportion of the respondents in Uganda have a fairly rough idea about the sizes of their holdings. However, what is not common is the unit of measurement. In some cases the respondents will be familiar with Acres, others with Hectares while others will be familiar with a local unit like Stick (Mwiigo). Aware of this reality on the ground, the Census office has given provision for three units and below are their codes:
Acre / 1
Hectare / 2
Stick (Mwiigo) / 3
277. The Enumerator will enter the appropriate code depending on the unit stated by the respondent. This will be followed by recording the actual size of the holding (i.e. Number of acres or Number of Hectares or the product of the length and width of the holding in Sticks (Mwiigo).
- If the holding size is stated in acres or hectares, the enumerator will write the Unit Code and holding size in the respective boxes. For small holdings which are less than an acre, regard them as one acre and write '1' in both the boxes Unit Code and Size.
- If the holding size is stated using the Stick (Mwiigo), the enumerator should record the product of the length and width of the holding. However, if the holding is constituted by more than one parcel, the enumerator should get the product of the width and length of each parcel, add them together and record the sum in the box for Size.
278. It should be noted that the sizes of holdings/farms will be extremely important in enabling better planning for future agricultural/ livestock censuses.
279. There may be cases whereby respondents may have no idea at all about the size of their holdings or an acre. In such cases it may be absolutely necessary to assist them by giving them an idea of an acre as a starting point.
Units of Area Measurement
280. An acre is a measure of the surface area of land. On the ground it is approximately half a standard football field.
281. A hectare is approximately 2.5 acres (or one and a half standard football fields).
282. In estimating the size of holding/farm, a respondent is expected to do the following:
If and only if the holding is composed of one parcel:
283. Using eye-estimation, the respondent should try and estimate the number of standard football fields (knowing that each standard football field is composed of approximately two acres), which can be got from the parcel (in this case holding). If on the other hand the holding is composed of more than one parcel:
284. For each of the parcels, the respondent should try as much as possible to make a comparison between the parcel on which the interview will be taking place and the other parcel or each of the parcels.
285. From the comparison, the respondent should be in position to estimate roughly. It may be possible that the other parcel is a fraction e.g. a third, a half or a quarter etc. of the size of the parcel on which the interview will be taking place. Alternatively, the other parcel may be several times e.g. two, five, fifteen times etc. the size of the parcel on which the interview will be taking place. If this is done for each of the parcels, the respondent (possibly with the assistance of the Enumerator in case it is absolutely necessary) will obtain a sum of standard football fields, which constitute the holding.
286. The doubling of the sum of standard football fields, which constitute the holding, will provide its estimated size (in acres). As mentioned earlier, the interviewer will record the actual size in the units stated by the respondent without any attempt to convert from one unit to another. An exception to the rule is given below.
If the respondent knows the size of the holding but in units other than Acres/Hectares/Mwiigo:
287. There may be cases whereby the respondent may state the holding/farm size in square miles for example. It is the duty of the Enumerator to convert the square miles into acres. The conversion of square miles into acres is done by multiplying the number of square miles by 640 (because there are 640 acres in a one square mile).
288. Great care should be taken to ensure that the area of the holding/farm is not restricted to mean area under crops. The holding area includes the area under: crops, pasture for livestock, planted forests, and area under fallow as well as area covered by fishponds.
Question A3: Crops:
Ask, "Did any member of this Household grow any crops last season?"
289. Find out if any member of this Household grew any crop(s) during the last season. Enter either 1 for "Yes" or 2 for "No" in the box. If the response is "No", proceed to Question A4. If on the other hand the response is "Yes", find out which crops were grown. And for each of the crops grown during the last season, enter the appropriate code as well as the number of plots either in pure or in mixed stand.
Column (1): Crop Code:
290. For purposes of this Agricultural Module, only seventeen (17) main crops have been identified and are indicated in the code list. Having received a response from the respondent about the crops grown during the last season (January - June 2002), the Enumerator will check in the code list for the appropriate crop codes and enter them under column (1).
Column (2): Number of Plots under Pure Crop Stand:
291. A crop is said to have been grown in pure stand if it was grown alone in a plot. For each of the crops grown by the members of the Household, find out the number of plots on which a given crop was grown in pure stand and record appropriately.
292. If the crop was not grown in pure stand but was grown in mixed stand, then fill a dash (-) in the space under this column.
Column (3): Number of Crop Plots in Mixed Stand
293. A crop is said to have been grown in mixed stand if there were more than one crop grown in a plot. For each of the crops grown, after obtaining the number of plots in pure stand, find out from the respondent if the crop was grown in mixed stand and if so, record the number of plots appropriately. Only plots of the dominant crop and not of the less dominant crop will be recorded.
294. A crop plot to be considered and recorded as of mixed crop stand, it should either be predominant in terms of its plant density or be the one considered as most important by the respondent. If there was no plot grown in mixed stand, record a dash (-).
Question A4: Livestock:
295. This question seeks information on different types of livestock regardless of Age. From question A1, the Enumerator will have established whether the Household rears livestock or not. If the response was affirmative, then the Enumerator will proceed with getting responses from the respondent.
296. Some few definitions particularly on cattle are deemed necessary and are provided below for purposes of achieving further clarity.
297. Exotic cattle: this refers to the cattle breeds introduced in the country from abroad e.g. Holstein Friesians, Jersey and Guernsey. 298. Cross breed cattle: these are cattle, which are crosses of exotic and indigenous breeds. 299. Indigenous cattle: these are cattle of the local types like the Ankole long horned cattle and African Zebu e.g. Karamoja short horned cattle.
Column (5): Livestock Code:
300. The Enumerator will establish the livestock types reared. For each type, and enter appropriate codes. Livestock codes are provided in the Code List.
Column (6): Number of Livestock by Type
301. For each type of livestock reared on the holding, a number will be obtained from the respondent and recorded in the appropriate space. The livestock numbers will be as of the day of enumeration, regardless of ownership. Livestock temporarily absent for a day grazing away from the holding should be included.
Question A5: Poultry:
302. This question seeks information on different types of poultry. From question A1, the Enumerator will have established whether the Household keeps poultry or not. If the response was affirmative, then responses will be obtained from the respondent.
303. The term poultry refers to rearing of domestic birds commonly kept by farmers for agricultural purposes.
304. For purposes of the Agricultural Module, the domestic birds to be covered will include: exotic chicken, local chicken, ducks, turkeys, guinea fowls and geese. A few definitions, which are deemed necessary, are given below:
2. Cross breed chicken: this refers to chicken, which are crosses between exotic chicken and local chicken.
3. Local chicken: this refers to chicken breeds of the local type.
305. Due to the complexity of differentiating exotic chicken from cross breed chicken, both types will be described as 'exotic/cross' chicken.
Column (7): Poultry Code:
306. Codes for each type of poultry are provided in the Code List. Having established the types of poultry kept by the Household, the Enumerator will enter the appropriate codes.
Column (8): Number of Poultry by type
307. For each type of poultry, the respondent should state the average number of birds reared per month in the last three months. An average is resorted to and not the number of enumeration day, because poultry can be very vulnerable to some diseases or sold enmass when mature. If not taken care of, this vulnerability potential may give a wrong impression that there were no poultry in a given locality. The Enumerator will enter the average in the space.
Question A6: Fish Farming:
308. From question A1, it will have been known whether the Household is engaged in fish farming or not.
309. Fish farming is an economic activity in which farmers construct fishponds usually on their holdings and introduce young fish (fish fry). Fish fry is commonly obtained from fish breeders like, the Fisheries Research Institute (FIRI) of the National Agricultural Research Organization (NARO). This agricultural enterprise is an extremely important economic activity especially in areas without fresh water bodies like lakes and rivers.
310. There are two types of fishponds namely those, which are stocked (i.e. with fish), and the ones which are not stocked (i.e. without fish).
311. The status of a fishpond being stocked or un-stocked will be as of the day of enumeration.
Column (9): Number of Fishponds stocked with only Tilapia:
312. The Interviewer should obtain from the respondent, number of fishponds which are stocked with only Tilapia and record appropriately.
Column (10): Number of Fishponds stocked with only Mirror Cap:
313. The Interviewer should obtain from the respondent, number of fishponds which are stocked with only Mirror Cap and record appropriately.
Column (12): Number of Fishponds stocked with mixed species:
315. After establishing that there are fishponds which are stocked with more than one type of species e.g Tilapia and Clarias, the number of such fishponds shall be recorded.
Column (13): Number of un-stocked Fishponds:
316. The Enumerator should obtain the number of stocked or/and un-stocked fishponds from the respondent, and record it.
General remarks on livestock / poultry
317. Numbers for both livestock and poultry (regardless of age) should be provided by the respondents
318. The Enumerator should note that quite a number of respondents are suspicious about revealing the exact numbers of each type. More often than not, the tendency is to understate the number. The reason behind this is that respondents usually tend to think that numbers of livestock will be used as a basis for assessing them for tax payment.
319. In view of this, you are therefore requested to explain briefly and clearly to the respondents that data will be used as a basis of making development plans aimed at emancipating the local communities from poverty. The Enumerator should hasten to add that data will be kept strictly confidential and that only totals for administrative areas will be computed.
Part 7: Deaths in the Household
320. Questions D1 to D4 are asking about deaths of a usual member of this Household, which took place in the 12 months prior to the Census Night i.e. those that occurred after 12th September 2001. This is irrespective of whether the person died in that Household, in another Household or in a health institution. Include children who died when they were very young but exclude stillbirths.
321. Record '1' if the answer is Yes, or '2' if the answer is No.
322. It is important that you know that the question you are asking the person is very sensitive. You should know how to handle the person who has lost someone by sympathizing with him or her and at the same time informing him that the information you are collecting is necessary for the census.
323. You should note that normally babies who die just after being born are usually forgotten, or not talked about at all.
Question D2: Name of Deceased
324. Ask and Record the names of the deceased persons in the space provided.
325. Where a death has occurred, record the name of the deceased person. In cases where babies die before they are given a name, record as baby boy or baby girl. You should bear in mind about the reference period that it is the last 12 months prior to the census date.
Question D3: Sex of Deceased
326. Ask and Record the code for the sex of the deceased person.
327. Record '1' for Male and '2' for Female
Question D4: Age at Death
328. Ask the respondent for the age of the deceased person before he/she died. Use a 2 digit code for recording age of the deceased person e.g. suppose a baby died before it was age 1, record age 00, and one who died at 91/2 years, record 09 years.
329. 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.
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