baseline survey of beneficiary households in afghanistan · the duration of the project. in...

1

Baseline Survey of Beneficiary Households in Afghanistan GoodWeave International

Complete Findings, April 2016 Revision

Funding for this project was provided by the United States Department of Labor. This material does not

necessarily reflect the views or policies of the United States Department of Labor, nor does the mention

of trade names, commercial products, or organizations imply endorsement by the United States

Government.

Table of Contents Introduction .............................................................................................................................................. 2

Key Questions Addressed ......................................................................................................................... 2

Project Indicators Derived from Baseline Survey ..................................................................................... 3

Survey Methodology and Sampling .......................................................................................................... 3

Household Profile...................................................................................................................................... 4

Child Profile ............................................................................................................................................. 11

Refinement of Project Design and Activities .......................................................................................... 18

Limitations and Issues Encountered During the Survey ......................................................................... 18

Annexes ................................................................................................................................................... 19

Annex A: Data Quality Assurance and Data Storage .................................................................................. 20

Annex B: Baseline Survey Design and Tools ................................................................................................ 21

Annexes C-D: ............................................................................................................................................... 46

Annex E: Baseline Survey Codebook ........................................................................................................... 46

Annex F: Project Definitions ....................................................................................................................... 51

2

Introduction The baseline survey is a household survey of all home-based operations that are currently part of

GoodWeave’s licensed supply chains in Afghanistan. It is a snapshot of households carried out before

the activities of the project begin.

The primary goal of the baseline survey was to collect data for specified indicators in the Performance

Monitoring Plan (PMP) that informs the implementation and evaluation of the project. An endline

survey will be conducted at the end of the project, and it will assess changes on relevant indicators over

the duration of the project. In addition, the baseline survey also provides guidance on implementation

of the project activities to reach beneficiary targets. For example, based on the identified needs of the

population in a given location, the project team will offer services, such as health clinics or non-formal

education.

Fieldwork was conducted between May 20, 2014 and June 11, 2014 by a team of monitors based in the

country and supported by the Washington office. A full description of the methodology, timeline,

questionnaire format, data collection procedures, and the training and guidance to enumerators is given

in a separate document entitled “Baseline Survey Design and Tools – Final 0602014;” this document is

also incorporated into GoodWeave’s Comprehensive Monitoring and Evaluation Plan (CMEP) and

included here as Annex B.

Consent was obtained from an adult household member in order to interview children. If children were

15 years or older, questions were asked directly of the child while the parent was present. If the child

was ages 10-14, the child was questioned together with his or her parent or guardian. For children nine

and younger, the questions were address to the parent or guardian.

This baseline survey was preceded by one phase of research conducted by the consulting firm Samuel

Hall in many of the same households. The purpose of the Samuel Hall study was to map the carpet value

chain in Afghanistan and estimate the incidence of child labor at each stage of the value chain. The

current baseline study focuses solely on the weaving stage, but is complementary in nature to the

Samuel Hall study.

Key Questions Addressed What are the characteristics of beneficiary households, including sources of livelihoods,

attitudes and understanding of child rights?

What are the most pressing needs of households?

What are the characteristics of children in beneficiary households, such as amount and type of

work activity and school attendance?

What are the educational needs of children?

3

Project Indicators Derived from Baseline Survey The following baseline measurements were collected through the baseline survey:

Table 1: Baseline Measurements

PMP Reference Indicator

Baseline Value

PO 1 #/% of beneficiary HH with child laborers 88 / 77%

PO 2 #/% of beneficiary HH with children in hazardous labor (HCL) 53 / 47%

PO 3 #/% of beneficiary HH with children in other Worst Forms of Child Labor (WFCL)

0 / 0%

IO 2A #/% of HH with all children of compulsory school age attending school

60 / 61%1

IO 2B % of children of compulsory school age (14) in beneficiary HH attending school2

82% (80% boys, 83% girls)

IO 4A % of adult respondents who view children under the age of 15 having to work as wrong

33%

IO 4B % of adult respondents who view children under the age of 15 having to work as an economic necessity

96%

IO 4C % of adult respondents who think it is more important for their daughters to weave than to go school

6%

IO 4.3B % of adult respondents who can identify 2 or more child labor/children’s rights issues

60%

Survey Methodology and Sampling The respondent universe is the entire set of 114 households currently in the licensed supply chain (Table

2).3 The list of households is collected quarterly from the licensees and/or their subcontractors and

captured in GoodWeave’s inspections and monitoring database. In each household, the household

decision maker was interviewed. Being a census of all licensed households, rather than a survey sample,

there is no margin of error based on the sampling error. As participants in GoodWeave’s monitoring

program for product certification, respondents did not have the option of refusing to take the survey.

Response rates were at nearly 100% for all questions; however, in rare occasions a question was

1 Households are not counted in denominator if they do not have children of compulsory school age. The

denominator is 98 instead of 114. 2 The ages used for this indicator are six through 14, inclusive of 6 and 14.

3 GoodWeave has additional households in its licensed supply chain, but they are being serviced through another,

unrelated project.

4

inadvertently skipped or not answered. Questions were answered to the best of the respondents’

abilities, but marked as “Don’t Know” if the respondent was not sure of the correct answer.

Table 2: Households and Children Interviewed

Number of Licensed Households 114 Number of Children 454

The households are in two regions of the country: Kabul and Herat (Table 3).

Table 3: Households and Children Interviewed by Region

Households Children

TOTAL 114 454 Herat 84 360 Kabul 30 94

Household Profile

Livelihoods The average monthly income among beneficiary households is AFN 12,803. This equates to monthly

earnings of about US $226 and annual earnings of $2,712, not adjusted for purchasing power. Herat

households, while many of them are described as migrants to the area, nevertheless report higher

incomes than in Kabul (Figure 1). In Herat, the primary source of income is wage/day labor, and carpet

weaving is secondary (Figures 2 and 3). In Kabul, however, the situation is reversed, with carpet

weaving the primary source of income for households. It was reportedly more common in Herat to find

multiple families living as one household, which impacted the average number of children per

household. In Herat the average number of children per household is 4.3, while the average is 3.3 in

Kabul.

13440

10893

0

2000

4000

6000

8000

10000

12000

14000

16000

Herat Kabul

Figure 1: Average HH Income (AFN/Month)

5

90%

37%

1% 0% 7%

47%

1%

17%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 3: Secondary Source of Income

Most households (87 out of 114) have only one loom (Table 4). Only three households have two looms.

About 24 households –all in Herat—have no loom currently or the loom is idle. Finding looms idle is

consistent with the fact that in Herat, carpet weaving is generally not the primary source of income,

while households in Kabul rely primarily on weaving. In total, there are 93 active looms in all 114

licensed households.

Table 4: Number of Looms per Household

Herat Kabul Total

1 loom 59 28 87

2 looms 1 2 3

None or idle 24 0 24

Total 84 30 114

Most Pressing Needs Licensed households’ most pressing needs run the gamut across a range of basic needs (Table 5),

including shelter (12 percent), sanitation (11 percent), food (10 percent) and education (10 percent).

There are some differences between stated and observed needs; in the former case, respondents were

asked about their main day-to-day concerns, while in the latter the enumerator recorded her own

observation of the household’s needs. A lack of food was reported more often than it was observed. It

should be noted that substantial number of households (45 percent) did not report any major

deficiencies, and this was confirmed by the enumerator’s assessment.

Table 5: Most Pressing Needs, Stated and Observed

Stated Observed

8-Shelter 12% 12%

3-Sanitation 11% 12%

1-Food 10% 2%

7-Education 10% 10%

6-Medical attention 6% 8%

4-Job 2% 4%

8%

73%

0% 3%

90%

10% 1%

13%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 2: Primary Source of Income

1-Carpet Weaving

2-Agriculture

3-Wage/day labor

Other SPECIFY***

6

7.5 8.2

2

3

4

5

6

7

8

9

Herat Kabul

Figure 5: Individual Productivity(Avg): Max Hours/Day Weaving

62

33

0

10

20

30

40

50

60

70

Herat Kabul

Figure 4: HH Productivity (Avg): Days Needed for 1 Sq Meter

Stated Observed

9-Child care 1% 2%

10-Other 4% 1%

11-None/Don’t know 45% 49%

Productivity Understanding the impact of project interventions on household productivity allow us to ideally design

interventions that boost incomes. Orders typically come in from the subcontractor to the household for

production in a certain number of days. Therefore, the best measure of productivity for a household is

the number of days needed to complete a certain area of carpet (in this case, we use one square meter

as a benchmark). Productivity of the household may increase or decrease as a result of having children

go to school: it could go up if children are not interfering with the adults’ work and instead are in

school, or it could go down if children are not there to contribute to the family’s work product.

Because household productivity may cut both ways, we also obtained a measure of individual

productivity. Productivity would be predicted to go up as a result of the services this project provides,

like health or vision care. Individual productivity can be measured in two ways: by getting more time to

work or getting more done in a certain period of time. We choose to report on the maximum number of

hours the individual can spend working in a day.

The figures from the survey will provide baseline measurements against which the project interventions

will be evaluated. In terms of household productivity, in Herat, the number of days needed to weave

one square meter is 62 (Figure 4), while in Kabul the number of days needed to weave one square meter

is 33. This result aligns with the fact that in Kabul most families are concentrating primarily on weaving

as their source of income. In terms of individual productivity, the maximum hours per day that can be

spent weaving are around eight in both areas (Figure 5), although the time available for weaving is

slightly higher in Kabul. This may have to do with the larger families in Herat, which require more time to

be spent instead on taking care of the family.

7

Attitudes Respondents are understandably conflicted about the concept of children working. Two-thirds of

respondents consider children less than 15 years of age working to be “wrong” (Figure 6).There is some

variation by region, as residents of Kabul are more opposed to children working than are respondents in

Herat. Whether one feels that children working is right or wrong, nearly all (96 percent) believe that it is

an economic necessity (Figure 7). The group is sympathetic to the financial need to have children

working. When it comes to daughters, about half consider that girls should be in school, another 40

percent believe that they should be in both school and weaving, while very few (6 percent) believe that

daughters should only weave (Figure 8).

Understanding of Child Rights We evaluated the understanding among the adults on children’s rights. As described in the results

framework for this project, promoting an understanding of children’s rights is essential for progress on

reducing child labor. Some of these rights are appropriately enshrined in law. In Afghanistan, a child may

work as an apprentice at age 14, and begin “light work” at the age of 15 for up to 35 hours per week.

33%

66%

1%

Figure 6: Children under 15 working is...

1-Right 2-Wrong 3-No Response

40%

13%

58%

87%

1% 0% 0%

20%

40%

60%

80%

100%

Guzara Kabul

1-Right

2-Wrong

3-No Response

50%

6%

41%

3%

Figure 8: More important for daughters to...

1-Go to school

2-Weave

3-Both areimportant

4-No Response

95.6%

0.9% 3.5%

Figure 7: Children working as econ necessity...

1-Yes

2-No

3-No response

8

29% 23%

71% 77%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 9: Knowledge of Minimum Work Age

Correct

Incorrect/Don'tKnow

The government has only recently defined what “light work” means by defining hazardous labor for

children as part of its ratification of ILO Convention 182. In February 2014, the Afghan Ministry of

Labour, Social Affairs, Martyrs and the Disabled (MoLSAMD) released the hazards list, which placed

restrictions children’s involvement in carpet weaving to four hours per day.4 At the same time, there is

currently some ambiguity regarding the mandatory schooling age: currently, children are required to

attend six years of primary school and three years of secondary school, but there is no minimum age up

to which children must be in school.

Minimum work age: Few respondents had knowledge of the minimum work age, which

according to the Labor Code is 15. Less than three in 10 respondents knew this (Figure 9).

Maximum number of hours weaving: When asked how many hours is the daily limit for the

children weaving, most in Kabul did not know the answer, while nearly four in 10 in Herat were

able to give the correct answer of four hours (Figure 10).

Compulsory school age: This question took the compulsory school age to be 15, even though as

described above, there is no compulsory age specified in the law. As with the previous question,

Herat respondents generally answered this question correctly while in Kabul responses were

often not given or the correct answer was not known (Figure 11). Going forward, the project

will consider 14 or 15 to be an acceptable response to this question.

Applicability of laws to both boys and girls: Finally, three-fourths of respondents correctly view

that the laws apply equally to both boys and girls (Figure 12).

For the purposes of the project indicators, what will be tracked is the ability of respondents to answer at

least two out of four answers correctly (60 percent at the baseline).

4 A complicating factor is that home-based workers in Afghanistan are technically exempt from Afghanistan’s

National Labor Code.

43%

10%

57%

90%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 10: Knowledge that Weaving >4 Hours is Hazard

Correct

Incorrect/Don'tKnow

9

75%

3%

25%

97%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 11: Knowledge of Compulsory School Age (15)

Correct

Incorrect/Don'tKnow

75% 73%

25% 27%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 12: Knowledge of Laws Applying Equally to Boys and Girls

Yes

No/No Response

Barriers to Education of Children Important challenges exist to sending children to school, although as will be seen in the next section of

the report, many of the children go to school anyway (Figure 25), and thus many of these challenges are

surmounted. The biggest challenge to sending girls to school is seen as financial cost, while the second

barrier is the cultural views and traditional norms (Table 6). Views are quite different for boys: instead of

cost, it is opportunity cost; the boys are needed to bring in income for the family. This is by far the main

challenge to educating boys, and a secondary challenge is often not listed. Despite these challenges,

education is nevertheless a priority. Nearly all parents have an interest in sending their children to

extracurricular classes in computers and English (Figure 13).

Table 6: Challenges to Sending Children to School, Herat

Girls Boys

First Challenge

Second Challenge

First Challenge

Second Challenge

Cost 44% 8% 2% 6%

Need for children to support family’s income by working

14% 11% 64% 13%

Cultural/traditional views 13% 26% 0% 0%

Distance from home 8% 6% 1% 0%

Registration process 8% 5% 2% 1%

Children do not learn enough 4% 1% 1% 1%

Safety and security in traveling to school 2% 4% 0% 0%

Difficulty in acquiring books and materials

1% 11% 5% 4%

Future employment opportunities 0% 0% 11% 10%

10

limited

None 1% 23% 0% 50%

Don’t know 1% 4% 2% 4%

No girls/boys in HH 2% 2% 11% 12%

To verify whether these are truly barriers to school attendance, we can filter the above table by those

households failing to send their school-age children to school. Among the 16 households in Herat with

girls of compulsory school age not attending school and the 18 households with boys of compulsory

school age not attending school, the main reasons for children not attending school are very much like

the overall picture described previously: cost for girls and opportunity cost for boys. Often, however,

these households are sending other children to school. Each child’s situation will be explored in more

depth in future monitoring visits to these households.

Table 7: Stated Barriers to Sending Children to School, Herat

HH with Compulsory School-age Girls Not Attending

HH with Compulsory School-age Boys Not Attending

Cost 6 1

Need for children to support family's income by working

1 13

Registration process 2 0

Cultural/traditional views 5 0

Children do not learn enough 2 1

Future employment opportunities limited 0 1

Don't know 0 2

Total HH 16 18

11

Child Profile

Demographics There are a total of 454 children (defined as under the age of 18) in the beneficiary households. (As the

population of a children at-risk of falling into work as weavers is broader and intended to include

children that are vulnerable to child labor, the universe for potential project beneficiary children will be

larger than 454.) There are 258 girls and 196 boys in licensed households (Figure 14), although the

reasons for the greater number of girls are not entirely clear. Teenage boys may leave the family to work

outside the home, and this is reflected in the fact that the gender gap is larger among children 14 and

higher (Figure 16).

96%

4%

Figure 13: Stated Interest in Computers or English Classes

1-Yes

2-No

196

161

35

258

199

59

0

50

100

150

200

250

300

All Herat Kabul

Figure 14: Number of Children, by Gender

1-Male

2-Female

12

Age and Age Verification The age distribution of the child population is given in Figures 15 and 16, showing roughly 352 children

between the ages of infant to age 13, and 102 children ages 14 through 17. GoodWeave chose to break

down age groupings for these Figures starting with the grouping of children “under the age of six”

because six is typically the age at which children enter school, although Afghanistan’s education law only

requires a certain number of years of school without specifying compulsory ages.

Verifying ages comes with some difficulty. Enumerators first asked to verify age by asking for the

Tazkeera, or identity card. The Tazkeera was available for less than four in 10 children in Herat (Figure

17), which presents an opportunity for the project team to assist in the acquisition of this important

document sometimes necessary for children to attend school. In Herat, the enumerator usually asked

the family for the age of the child, but it was sometimes the case that the family did not know the exact

age and the enumerators relied on appearance. Relying on appearance was the preferred method for

Kabul interviewers. This does suggest a possibility, however, that GoodWeave’s internal procedures for

age verification can be made more consistent across enumerator teams.

120

232

57 45

0

50

100

150

200

250

<6 6-13 14-15 16-17

Figure 15: Number of Children, By Age Group

59

105

16 16

61

127

41 29

0

20

40

60

80

100

120

140

<6 6-13 14-15 16-17

Figure 16: Number of Children, by Age and Gender

1-Male 2-Female

39%

23%

59%

18%

2%

46%

0%

13%

0%

20%

40%

60%

Herat Kabul

Figure 17: Method of Age Verification, by Region

1-Tazkera

2-Ask Family

3-Appearance

Other

13

Prevalence of Children Working This survey measured whether children are weaving, working in another sector or not working at all.

About half of the children are working (Figure 18). Nearly all of these are working in weaving; only two

children are working in another industry. The percentage of children working, of course, varies by

location, gender and age. Children in Kabul (68 percent) are substantially more likely to be working than

they are in Herat (47 percent) (Figure 19). More girls (60 percent) are working than boys, 39 percent of

whom working (Figure 20). Working activity hits a peak at the age of 14-15 at 93 percent of children

working (Figure 21), but this differs by gender, as all girls are working by the age of 14, while three in

four boys at that age are working (Figure 22).

50.7%

0.4%

48.9%

Figure 18: Percentage of Children Working

Weaving Working in Other Sector Not Working

47%

68%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 19: Percentage Working, by District

39%

60%

0%

20%

40%

60%

80%

100%

1-Male 2-Female

Figure 20: Percentage Working, by Gender

14

The hours that a child worker works vary by age. As is to be expected, as children get older, they spend

more time weaving during the day, from about five hours in the six to 13 age group to about seven

hours for those older than 16. As household income in Kabul depends primarily on weaving, child

weavers in Kabul are weaving an average of seven hours a day, while those in Herat are only weaving

five. In Kabul, child weavers start working earlier in the morning (typically around 6am) to fit more hours

of weaving in, while in Herat, the child weaver typically start around 8am. Work sometimes happens in

two shifts: one morning shift and one evening shift.

Proportion in worst forms of child labor The project’s main objective is reducing the number of children engaged in the worst forms of child

labor. In practice, worst forms of child labor encompass all hazardous work done by children below the

age of 18 as well as other worst forms of labor such as forced and trafficked labor. Afghanistan’s

national legal framework stipulates that working for more than four hours on carpet production is a

hazardous working condition for all children under the age of 18. Please see Annex F for complete

project definitions of child labor, hazardous labor and worst forms of child labor, which align with

national and international legal frameworks.

Out of the 454 children, 26 percent (120 children) are considered to be in worst forms of child labor

(Figure 23). Most of these 120 children are weaving more than four hours a day, which is considered to

be hazardous based on the national legal framework. As the worst forms designation also includes

children working in hazardous conditions, the monitors checked for common hazards in weaving,

including lifting heavy loads, handling chemicals (dyes, whitener, acid), working with sharp or dangerous

tools, working with dangerous equipment (cropping tool, electric brush, dying crane, spin dyer), working

in a very tight space, or working at nighttime. Only in two recorded cases did they find children in such

circumstances. No children were considered to be in forced or trafficked labor, which would also be

considered to be a worst form of child labor as per ILO convention 182.

3%

59%

93% 87%

0%

20%

40%

60%

80%

100%

<6 6-13 14-15 16-17

Figure 21: Percentage Working, by Age

5%

47%

75% 75%

0%

69%

100% 93%

0%

20%

40%

60%

80%

100%

<6 6-13 14-15 16-17

Figure 22: Percentage Working, by Age and Gender

1-Male 2-Female

15

The situation in Kabul is markedly worse than in Herat: in Kabul, 59 percent of children are considered to

be in WFCL while only 18 percent are in Herat. In Kabul, children work longer hours, as the household’s

primary source of income is weaving, and are therefore more likely to be considered in hazardous

working conditions. The incidence of worst forms increases as children get older because they tend to

work longer hours (Figure 24).

School Attendance School attendance is quite high considering the prevalence of children working. The project’s definition

of “school attendance” is based on a minimum number of hours per day as well as a minimum number

of days per month. Specifically, a student must be attending school at least 3 hours a day for Grades 1-4,

and four hours a day for Grades 5-12 for a minimum of 80% of school days. According to this definition,

77 percent of children ages six to 17 are attending school (Figure 25). This includes 83 percent of

children ages six to 13, and 68 percent of children ages 14-15 and 53 percent of children ages 16-17.

Attendance rates are focused on children ages six to 17 here since formal schooling is not offered below

the age of six. Boys in Kabul generally have high school attendance rates for the compulsory years of

schooling (Figure 26), close to 80 percent, while girls in Kabul hover closer to 60 percent. In Herat,

meanwhile, both boys and girls experience even higher rates of attendance before the age of 14, but

boys’ attendance falls off first followed by girls’ attendance a few years later. School attendance for girls

in Herat decreases at least in part because they begin to work a greater number of hours, increasing

from an average of four hours when they are younger than 14 to almost seven hours once they reach 16

years of age. The analysis of child labor represented in this report accounts for the children of

compulsory school age (between six and 15) who weave but do not attend school. We cannot judge

from the baseline data whether work directly prevents school attendance, but rather are counting the

cases when those who should be in school are not attending and instead are weaving during the day.

74%

26%

Figure 23: Proportion in WFCL

No WFCL

0%

20%

40%

60%

80%

100%

<6 6-13 14-15 16-17

Age

Figure 24: Incidence of WFCL within Key Subgroups

Herat boys Herat girls

Kabul boys Kabul girls

16

Among those attending school, they typically attend four hours a day (Figure 27). The school hours are

typically staggered by grade level: 6am-9am for grades one to four, 9am-1pm for grades five to eight,

and 1pm-5pm for grades nine through 12. There are some differences in the hours of schooling for

public and NGO-run schools; some NGO-run schools have a longer school day. Meanwhile, the school

attendance requirement of 80 percent of school days in a month translates to missing five or fewer days

out of an estimated 26 school days. (The Afghan school week is six days.) School attendance is

somewhat spottier in Kabul, but for nearly all children who said to be are attending school, parents do

not report than their children miss more than five days a month in either region.

The results in this section suggest that school attendance has minimal impact on engaging in worst

forms of child labor. To illustrate, among school-age children attending school, 27% are considered to be

in worst forms. Among school-age children not attending school, a similar percentage (26%) are

considered to be in worst forms. The reason may be the short school day, allowing time for children to

go to school and still work long hours. Children attending school weave two fewer hours on average

77%

23%

Figure 25: Overall School Attendance (Age 6-17)

Attending Not Attending

0%

20%

40%

60%

80%

100%

6-13 14-15 16-17

Age

Figure 26: School Attendance (Ages 6-17) among Key Subgroups

Herat boys Herat girls

Kabul boys Kabul girls

7%

85%

2% 3% 0% 2% 0%

20%

40%

60%

80%

100%

3 4 4.5 5 6 8

Figure 27: Number of Hours of School Attendance Per Day

17

(five hours instead of seven), but this improvement is not enough to remove a child from the worst

forms of child labor.

Provision of Schooling Herat students typically go to government schools, while students in Kabul are divided roughly more

equally between government and non-government schools (Figure 28). It is reported that the quality of

public schools in Kabul is generally not very good, and at the same time, NGO penetration might be

higher, and this may result in a relatively higher preference for NGO schools in Kabul. Some of these

NGOs might serve as potential partners for GoodWeave during the project, and they are listed in Table

8. (A few may be government schools listed in error.)

Table 8: NGO-run Schools and Number of Children Attending

Herat Kabul

Kashan 0 4

Tarhiat 0 4

Shauhrak Safer 0 3

Asia Beni School 0 1

BRAC School 10 0

Mahqiq Kabuli 0 1

Nor Afshan 0 1

Rarac 3 0

Shah rak abdullah ahsar 0 1

Shahrak Mahdia Skhaw 0 1

Shhira Mohammada 0 1

93%

49%

7%

50%

0%

20%

40%

60%

80%

100%

Herat Kabul

Figure 28: Government or NGO Schooling

1-Government 2-Non-Government (blank)

18

Refinement of Project Design and Activities The biggest “surprise” from the baseline data was the relatively high percentage (77%, Figure 25) of

school-aged children in GoodWeave’s supply chain who are enrolled in and attending school. The

experience from GoodWeave’s pilot activity in Kabul (where the baseline survey now shows that

weaving is more likely to be the primary source of household income) was quite different and had

focused heavily on enabling girls to access basic education.

Based on baseline survey results (and because the Afghan school day is so abbreviated), GoodWeave is

planning to largely shift its focus from getting children into school to the provision of extracurricular

classes to expand the amount of time and opportunity they have to learn. Extracurricular classes also

serve to reduce the number of hours they are idle when they are more likely to get pulled into work.

Whenever children are identified who are not in school, GoodWeave will still work with their families to

find appropriate schooling opportunities for them, whether a government school or community-based

schooling.

Limitations and Issues Encountered During the Survey In several cases, relationships between variables could not be clearly drawn from the survey responses.

For example, girls in Herat appear to drop off in school attendance as they age more than boys. The

reasons for girls leaving schools are not clear from the survey results; however, these girls do tend to

work more hours as they get older. At the same time, it may also be normal practice to stop attending

after the age of 15 for non-work reasons such as marriage.

In addition, the surveys were conducted in May-June 2014 just prior to the presidential run-off vote,

which was held June 14. The results of the run-off have yet to be announced (as of August 27). This

entire period has been marked by rising levels of uncertainty and insecurity as the population continues

to await the announcement of the winner and the formation of a new government. As mentioned above

under the Household Profile, during the course of their survey, the GoodWeave team noted that many

looms were idle, in part because of the season, but GoodWeave staff also suspect that exporters and

subcontractors are holding back work or keeping their work concentrated in Kabul should civil conflict

erupt again making it impossible to travel to provinces or collect back their rugs and/or looms.

GoodWeave made the decision to proceed with conducting the baseline in homes even where looms are

idle and will continue to monitor the number of active looms in its supply chains as part of the project

monitoring.

In addition, as noted in the codebook, several questions were thrown out of the Kabul surveys because

the enumerators recorded too many answers, which rendered the results meaningless. This issue arose

specifically with regard to questions about challenges sending boys and girls to school and the

household’s most pressing needs.

19

Annexes A. Description of data quality assurance and data storage

B. Baseline survey design (includes final questionnaires used and survey timeline used)

C. Household level data set and data tables

D. Child level data set and data tables

E. Codebook for both data sets

F. Project definitions

20

Annex A: Data Quality Assurance and Data Storage

The baseline survey was administered by GoodWeave’s Afghanistan monitoring teams in both Kabul and

Herat. GoodWeave’s Kabul-based social program manager conducted quality control checks on 10% of

the households by verifying data in person with the head of household. The answers were recorded by

hand onto paper questionnaires. Copies of these questionnaires were forwarded to the Washington

team to be input into a central spreadsheet in Excel. The Washington-based team was responsible for

tabulating and analyzing results. Any questions on data that arose were largely clarified between

GoodWeave’s baseline consultant and the enumerators in person during the second CMEP workshop.

Data is being stored in an Excel file on GoodWeave’s Washington, DC based server, which is backed up

daily to a cloud. Hard copies of all the questionnaires are on file in both Kabul and Washington as a

reference.

FINAL VERSION– June 2, 2014

21

Annex B: Baseline Survey Design and Tools

Goal The baseline survey is a household survey of all home-based operations that are currently part of

GoodWeave’s licensed supply chains in Afghanistan. The baseline survey is a snapshot of households

carried out before the activities of the project begin. As described in the Performance Monitoring Plan

(PMP), the baseline survey will collect data for specified indicators that will inform the implementation

and evaluation of the project. Other sources of data will be used for the PMP indicators separate from

the baseline survey. Data for some indicators will be collected regularly through the course of the

project, as outlined in the PMP. The endline survey, to be conducted at the end of the project, will be

comparable in scope to the baseline survey.

Methodology The respondent universe is the entire set of households in the licensed supply chain. This list of

households is collected quarterly from the licensees and/or their subcontractors and captured in

GoodWeave’s inspections and monitoring database. In each household, the household decision maker

will be interviewed.

The households are in two regions of the country: Kabul and Herat. The number of households listed in

the table below is an estimate and is subject to change in advance of conducting the fieldwork.

As part of a GoodWeave-licensed supply chain, each household has already been inspected for the

presence of child labor; however, past inspections have been done using GoodWeave’s Guidelines for

Home-Based Work as a guide. These guidelines were created by GoodWeave’s Standards Committee in

2012 in the absence (at that time) of clear, applicable guidance from national or international law on

home-based work. Home-based workers in Afghanistan are technically exempt from Afghanistan’s

National Labor Code, and the government has only recently defined hazardous labor for children as part

of its ratification of ILO Convention 182. In February 2014, the Afghan Ministry of Labour, Social Affairs,

Martyrs and the Disabled (MoLSAMD) did release their hazards list, which restricts children’s

involvement in carpet production to four hours per day.

These new national guidelines are being used for the purposes of this project. Using the baseline

instruments, the project is able to collect data that allows for the analysis of children engaged and at risk

of child labor according to both national and international standards, as well as project definitions. At

Province Estimated Universe

Herat 80

Kabul 30

TOTAL 110


22

the same time, GoodWeave is currently working with its Standards Committee to bring its own

Guidelines for Home-Based Work in alignment.

There are several characteristics of the project that may impact the results of this monitoring exercise.

First, some households will be moving in and out of a supply chain during the course of the project. This

presents a problem only if the characteristics of the households who leave the supply chain are

consistently different in some relevant way from the households that remain in the supply chain. Close

monitoring of this possible skew in the respondent pool will be done.

Second, new supply chains will be joining the pool of licensees during the course of the project. To

address this, we will not conduct an additional baseline, but rather we will explain in the regular reports

why indicators may have shifted in unexpected ways due to the inclusion of new households.

Third, some project beneficiary children – those receiving education and other support services – may

not come from licensed households. If a community-based service is provided, some beneficiaries who

meet the criteria for being at-risk for child labor in the weaving sector may come from non-licensed

households. In this case, there will not be alignment between the set of beneficiaries and the set of

households captured in the baseline survey. We see the households in licensed supply chains as the

primary focus of this project and thus the survey measurements will continue to focus on these

households. Only households in licensed supply chains for which we have obtained complete

information will be eligible to receive livelihood services as direct beneficiaries. Likewise, beneficiary

children will only be eligible to receive educational services once we have received complete

information on the child.

Timeline The following is a notional schedule for carrying out the baseline survey. We expect to begin fieldwork in

May and complete fieldwork by mid-June, with full results ready by July.

Questionnaire The questionnaire is written as an addendum to the GoodWeave on-site inspection report and child

labor investigation form. If an inspection has been completed for the household within the last 30 days,

the on-site inspection report and child labor investigation forms will not be re-administered but

attached from the prior inspection. Any households that have not been monitored in the last 30 days

17-Mar 24-Mar 31-Mar 7-Apr 14-Apr 21-Apr 28-Apr 5-May 12-May 19-May 26-May 2-Jun 9-Jun 16-Jun 23-Jun 30-Jun

Run-off election June 7

Finalize Questionnaire

Submit to DOL with accompanying tools

Receive Comments from DOL

Translate

Training, Piloting and Modifications

Fieldwork on first 90 interviews

Processing of first 90

Reporting on first 90

Fieldwork of remainder

Second CMEP workshop

Processing of remainder

Reporting on remainder

Elections - April 5


23

will be re-inspected and a complete set of forms will be completed at the time the baseline survey is

administered.

The current GoodWeave inspection report and investigation forms will not be changed. The questions in

this document come with instructions that specify when during the inspection visit they should be

asked, so as to minimally disturb the normal process of an inspection visit. Each question is linked to an

indicator on the PMP, and that indicator is identified in the survey.

Data Collection The survey will be administered by GoodWeave’s Afghanistan monitoring team. Senior staff will conduct

quality control checks on 10% of the households by verifying data in person with the head of household.

The answers will be recorded by hand onto paper questionnaires. Copies of these questionnaires will be

forwarded to the Washington team to be input into a central database in Excel, which will be set up in

advance with the proper fields. The Washington-based team will also be responsible for tabulating and

analyzing results.

Training & Piloting Four female staff members will be conducting the baseline interviews in 125 households. The four

enumerators are GoodWeave labor inspectors and social workers whose full-time job is to monitor for

and address child labor at the household level, so they have received extensive training from

GoodWeave about how to engage households and document their observations. Staff is required to

follow GoodWeave’s child protection and child labor remediation policies when dealing with children in

the households. They have visited the households in the survey on past occasions and already know the

families and children and have a rapport with them. Each time they visit, they complete the On-Site

Inspection Form and Child Labor Investigation Form, and this information is fed into an existing

database.

The training for the baseline survey will occur in the following way. Field staff will receive specific

training in how to administer the baseline survey. First, Washington staff will review drafts of the

baseline and intake forms and associated scripts in detail by conference call with the Project Director

and Social Program Manager in Kabul to ensure that the team’s input is reflected in how the questions

are framed in order to generate the intended response. Then, Herat team members will travel to Kabul

for an all-staff, in-person training led by the Project Director and Social Program Manager before piloting

the surveys. Training will take place for one full day, achieving a common understanding of the intended

purpose of each question and the appropriate manner in which the question is to be asked of

respondents.

Piloting for the baseline survey will occur in the following way. Our interviewing team will be selecting

six households that are not part of the households designated to be part of the actual baseline survey

universe. All responses will be recorded by the enumerators on paper forms, and these forms will be

scanned and sent to the Washington office to confirm that the responses are recorded appropriately

and that the questions are generating the appropriate data. The Washington staff will also seek direct

feedback on any problems encountered in administering the survey. After piloting the surveys and after


24

the survey instruments are further refined and finalized, the team will re-group to debrief and have

additional training on the finalized survey instruments, script and guidance notes. A senior team

member, either the Project Director and/or Social Program Manager, will check in with the survey teams

on a daily basis to get an update on progress and answer any questions that may have arisen in the

course of the day.

Figure 1: Diagram of Project Tools Relevant to CMEP Process

(Tools constituting “baseline survey” within shaded box)

when child labor

is found

Inspection Report

(High-level audit of production process and all

workers)

Child Labor Investigation

Report

(Assesses nature of child labor/

corrective action needed)

If project benefits are to

be provided Baseline Addendum

(Assesses all children whether working or at risk, as well as HoH's

attitudes/knowledge)

Beneficiary Intake Form

(Standalone form designates project benefits to household or child)

Beneficiary Monitoring Form

(Standalone form that tracks benefits to

household or child)


25

Baseline Data Collection Table When we use the term “baseline survey”, it does not only include the data collected in the “baseline

addendum”, but rather all pertinent information collected through the on-site inspection form, child

labor investigation report and baseline addendum at the point of baseline data collection. Then, as

described above, baseline survey results will be combined with data from other sources to produce

baseline indicators according to the PMP. (Just as the PMP is grouped by indicator, the DCT is grouped

by data collection instrument.)

DCI Technical Description

Related Indicators Filled By Level Verification Details

Frequency of Instrument Completion

Baseline Survey, including: On-site Inspection Form (OSIF) Child Labor Investigation Report (CLIR) Baseline Addendum (BA)

The baseline survey comprised of the three tools is used to collect data at the household level.

PO – BA Box 1 IO 1.1 – # non-compliances: OSIF Box 14a IO 1.1 – Violations Addressed: OSIF Box 14c (ii) IO 2 – Compulsory school age: BA Box 1 IO 4 – Attitudes: BA Q15-17 IO.4.3 – Child rights: BA Q18-21

Monitoring Officers 2 days training for monitors

HH Manager verifies a 10% sample of reported values at baseline and at endline

Beginning and End of Project

Guidance to Enumerator Review of Goal: The goal of the baseline survey is to gather a “snapshot” of the households in

GoodWeave licensed supply chains at the start of our project before we begin to provide services to

families. All of the questions in the baseline connect back to the indicators that would best measure

whether we were achieving the project’s intended changes. Some of the questions are also designed to

help us determine whether there is a high demand or need for particular services.

Survey Components: The baseline survey combines information from a normal GoodWeave household

inspection while also adding on several pages of additional questions. If someone from GoodWeave has

already inspected a particular household within the past 30 days (one month), the inspection forms do

not need to be completed for a second time and can simply be attached from the previous visit.


26

Data Collection Process: Please make sure that the household code is noted on each page of the form in

case pages get separated later when scanning or sending to office.

When you enter the household, please advise the family that you have additional questions to

administer that day in addition to the routine inspection forms.

Be very careful not to promise that we will be delivering specific services to their household or

community as a result of the answers they give.

All instructions to enumerator throughout the addendum are written in CAPITAL LETTERS.

All questions in the Baseline Addendum are to be directed to the head of household. If the head of

household is not available, please speak to the member of the family who has the best idea about the

household’s involvement in weaving to substitute the head of household.

Further Explanation of the Baseline Survey Addendum Form:

Child Identification Table: The purpose this table is to document the total number of children in the

household, their age and provide information on work-related activities and school attendance. This

information will help us identify the total pool of school-age children in our licensee households and

gives us a quick picture of who is working and who is in school.

The household code at the top corner of each page should be generated using the licensee and

production site codes from GoodWeave’s Filemaker database combined with the program abbreviation

(LAB for the USDOL/ILAB project). This household code should then be used as the base for the

beneficiary code assigned to an individual in the beneficiary intake form.

As the Child Labor Investigation Report is only triggered for children below 14 years of age, information

required to make a determination on work status must be collected by the enumerator in the

identification table. The final determination of the work status will be made by the social program

manager after the form is returned to the GoodWeave office. The relevant information to be collected

for all children is what work-related activities a child is participating in (whether by sight or by

questioning), the age of the child and the number of hours working. Note that “engaged in work” is not

a determination of full work status on its own. Age verification should take place according to the

established procedures. For example, if a Tazkeera is available, then this is the best way to verify age, so

the enumerator can write “Tazkeera” in the blank. If a Tazkeera is not available, then the enumerator

should move to the next form of identification. This process will allow the program managers to

understand who has a Tazkeera or whether GoodWeave can assist in obtaining this form of

identification.

Education: These questions are asked in order to determine what challenges families face in getting

their children to school on a regular basis. School attendance means that a student is attending school at

least 3 hours a day for Grades 1-4, and 4 hours a day for Grades 5-12 for a minimum of 80% of school

days. This requires that information on number of hours a day attending and number of days attending


27

are collected. Even if the children attend school, these questions are useful to help understand why they

may not be attending on a regular basis. When asking these questions, please do not read the answer

choices or prompt the responses as we are most interested to hear what the families say are their

barriers without any coaching from our side that might bias their response.

Livelihood: These questions will help us determine how productive households are now, and how

dependent they are on carpet weaving for their household income. Understanding this dynamic will

allow us to ideally design interventions that boost productivity, and also allow us to measure any

changes in income or productivity from the start to the finish of the project.

Orders typically come in from the subcontractor to the household for finishing in a certain number of

days. Therefore, the best measure of productivity for a household is the number of days needed to

finish a certain area of carpet (in this case, we are using one square meter). Productivity of the

household may or may not go down as a result of having children go to school: it could go up if children

are not interfering with the adults’ work and instead are in school, or it could go down if children are not

there to contribute to the family’s work product.

Because household productivity may cut both ways, we are also getting a measure of the individual’s

productivity. Productivity would be predicted to go up as a result of the services this project provides,

like health or vision care. Individual productivity can be measured in two ways: by getting more time to

work or getting more done in a certain period of time. Therefore, we first ask a question of the

maximum number of hours the individual can spend working in a day. We then ask a hypothetical

question about how many days an individual would need to complete a certain task alone.

Attitudes and Understanding of Child Rights: The sections are designed to note the differences in these

areas from the start to finish of the project in the households. As you know, part of your work

throughout the four years of the project will be to educate families on these issues, so we will be

measuring responses here to see if there is a marked change from the beginning to the end of the

project. Again, please make sure that you don’t prompt or coach people in their responses, as it is most

critical for us to collect unbiased responses.

Household Profile: This section allows us to better understand the needs of the households where we

may deliver services. Question #22 asks the household to describe what their greatest needs are. Then,

for question #23, we are asking you as the enumerator to indicate what you observe as the household’s

greatest needs. You may select more than one option, and these selections may be different than what

the household identified.

Other Observations: If there is any information that you feel it is important to convey about this

household that is not captured anywhere else in the form, please note it down in the “Any other

observations as noted by the enumerator” section located at the end of the form.

فورم سروی اولیه موسسه گود ویفGOODWEAVE BASELINE SURVEY ADDENDUM

نه کود نمبر خا

وار

Household Code

28

INTRODUCTION:

Hello, my name is _____. I am here on behalf of GoodWeave International.

Today, as part of a new project we are starting, we would like to ask you a few additional questions that are not part of our usual inspection

process. These additional questions will not take much extra time.

You have the right to refuse answering any questions, and all information provided will remain strictly confidential within GoodWeave. It will not

be shared with your subcontractor or exporter. We are gathering information about your household that we can use to determine how

GoodWeave might best support weaving families.

معرفی:

که قرار است آغاز کنیم، میخواهم از شما سالم، نام من _______________ است و من به نماینده گی از گود ویف بین المللی اینجا آمده ام. امروز منحیث جزی از پروژه ای جدید ما

سواالت اضافی آنقدر وقت شما را نمیگیرد. شما حق دارید هر سوالی را که نخواهید جواب برایش ندهید. البته تمام چند سوال اضافی بپرسم که با سواالت همیشگی کمی فرق دارند. البته

ا جمع آوری مینماییم تی را که در باره خانواده شممعلوماتی را که شما تهیه مینمایید نزد ما کامآل محرم میباشد. معلومات شما با قرار دادی و یا صادر کننده شریک ساخته نمیشود. معلوما

بخاطر آنست که بدانیم چطور گود ویف میتواند به بهترین شیوه به فامیل های قالین باف کمک کند.



وار

Household Code

29

ENUMERATOR SCRIPT FOR CHILDREN IDENTIFICATION TABLE ON PAGE 4: رهنممود برای سروی کننده در مورد جدول جمع آوری معلومات اطفال

الف( لطفآ هر فرد را باساس پروسیجر معینه کود گزاری

نمایید. A) CODE INDIVIDUAL ACCORDING TO ESTABLISHED PROCEDURES

سال عمر دارند و 18ب( اسمهای افرادی که کمتر از

دراین خانه زنده گی میکنند بنویسید. B) What are the names of the individuals under the age of 18 living in this house?

پ( اسم های مادر و پدر هر طفلی را که دراین خانه

زنده گی میکنند بنویسید. C) What is the name of the mother and father of each child in this household?

?D) What is [name]’s gender ت( جنسیت )نام فرد( چیست؟ ث( سن )نام فرد( چند است؟

پروسیجر برویت باید اطفال سن تثبیت پایین، جدول در

: گیرد صورتبه ترتیب ذیل شده تعیین های گردد مطالبه طفل تذکره( 1) شود پرسیده طفل سن فامیل اعضای از تن چند از( 2) )خواهر و برادر مادر، پدر،(گردد تشخیص طفل ظاهر از( 3)

E) What is [name]’s age? AGE VERIFICATION SHOULD TAKE PLACE ACCORDING TO ESTABLISHED PROCEDURES, FOLLOWING THIS PRIORITIZATION: (1) ASK FOR ID (TAZKERA); (2) ASK A FEW MEMBERS OF FAMILY ABOUT THE AGE OF CHILD (FATHER, MOTHER, BROTHER AND SISTER) or (3) ASSESS APPEARANCE

?In what year was [name] born (F )نام طفل( در کدام سال تولد شده است؟ج(

ه تثبت سنچ( کود گزاری توسط سروی کننده: شیو G) ENUMERATOR CODING: METHOD OF AGE VERIFICATION

ح( مالحظات سروی کننده: آیا در موقع مصاحبه کدام

طفلی مشغول کارکردن بود که توسط سروی کننده دیده

شده باشد؟ اگر دیده نشده باشد سوال آتی پرسیده شود؟

)نام فرد( در چه نوع کار یا فعالیت اشتراک مینماید؟

( بافت قالین 1)

( کشت و کار )فعالیت زراعتی(2)

( سایر موارد مشخص سازید_____________3)

H) RECORD ENUMERATOR OBSERVATION: CHILD OBSERVED WORKING AT THE TIME OF INTERVIEW, OR IF NOT OBSERVED ASK: What type of work activity does [name] participate in? (1) Weaving

(2) Agriculture

(3) Other [SPECIFY on Children Identification Table]



وار

Household Code

30

( هیچکدام 4)

(4) None

?I) IF WORKING: What is the number of hours per day spent working خ( اگر کارمیکند: روزانه چند ساعت کار میکند؟د( اگر کارمیکند: معموآل کار ساعت چند آغاز میشود و

ساعت چند ختم میشود؟ J) IF WORKING: What is the typical time of the day that work begins and the typical time that work ends?

ذ( ( اگر کارمیکند: آیا )نام فرد( در یکی از کار های ذیل

مینماید؟ تمام گزینه ها را که قابل تطبیق است اشتراک

حلقه نمایید.

( حمالی )جوالی گری( حمالی کدام اشیآ یا وسایل و 1)

کیلو 14الی وزن

( سرو کار داشتن با مواد کیمیاوی )مواد کیمیاوی 2)

، تیزاب، چونه، تیل قالین( مانند: رنگ، مایع سفید کننده

و غیره.پطرول، گاز مایع،

با وسایل تیز و خطرناک کار میکند )کاردک، تیغ، (3)

شیشه، حلبی، آهن چادر و غیره(

( کار با وسایل خطرناک )وسایل بافت قالین، کاردک، 4)

قیچی( و یا اره برقی، رنده، قیچی قطع فلزات، جک

موتر، چرخ و غیره.

( در محل یا جای خیلی تنگ کار میکند) در جای که 5)

میتواند خود را تکان دهد(یکنفر به مشکل

شب الی 8( در اوقات شب کار میکند ) بین ساعت 6)

صبح کارمیکند( 5ساعت

( سایر موارد، لطفآ در جدول تشخیص اطفال مشخص 7)

نمایید. __________

( هیچکدام از موارد باال8)

K) IF WORKING: Is [name] involved in any of the following tasks? MARK ALL THAT APPLY OR MARK CHOICE 8 IF NONE APPLY (1) Lifting heavy loads ALL CONTEXTS: 14 KG (2) Handling chemicals WEAVING CONTEXT: Dyes, whitener, acid OTHER CONTEXT: Lime, fuel, gasoline, liquid gas, insecticide, pesticide etc. (3) Working with sharp or dangerous tools ALL CONTEXTS: Knife, blade, broken glass, tin, electric saw or wood chopper (4) Working with dangerous equipment WEAVING CONTEXT: Cropping tool, electric brush, dying crane, spin dyer OTHER CONTEXT: Fire blower, electric saw, electric grinder, jag, forklift (5) Working in a very tight space ALL CONTEXTS: LESS THAN ONE’S OWN BODY WIDTH FROM A CO-WORKER OR IMMOVABLE OBJECT (6) Working at nighttime ALL CONTEXTS: BETWEEN 20:00PM AND 5:00AM (7) Other SPECIFY [SPECIFY on Children Identification Table]

(8) None of these



وار

Household Code

31

( نمیداند یا جواب نمیدهد. 9)

(9) Don’t know/No Response ر( آیا )نام طفل( به مکتب میرود؟ درصورتیکه به مکتب

میرود سواالت آتی پرسیده شود:

آیا مکتب دولتی است یا غیر دولتی؟ -

به مکتب میرود، چند ساعت وقتیکه )نام طفل( روزانه -

را در مکتب سپری میکند؟

روز گذشته که دروس مکتب ادامه داشت، )نام 30در -

طفل( چند روز غیر حاضر بود؟

نحوه ثبت معلومات: )بلی یا نخیر/ دولتی/غیردولتی/

ساعت درسی در روز/روزهای غیر حاضری( مثآل:)

ساعت درسی یعنی تعداد 3(که دولتی/10/ 3بلی/دولتی/

تعداد روز های غیر حاضری در یکماه 10در روز و

میباشد.

L) Does [name] attend school? IF ATTENDING: Is the school run by the government or is it not run by the government? IF ATTENDING: When going to school, how many hours a day does [name] attend school? IF ATTENDING: Over the last 30 days that school was in session, how many days did [name] not attend school? ANSWER FORMAT: (Y/N - G/NG - HOURS - DAYS MISSED) [For example Y-G-3-10]

ز( مشاهدات سروی کننده: مالحظات اضافی در مورد

نیاز های خاص یا وضعیت زنده گی باالخصوص اگر

یکی از والدین در خانه حضور نداشته باشد، )آیا پدر یا

مادر حضور دارند(، و یا مشاهده نمودن الف( انواع

استثمار اطفال و یا اشکال مشابه به آن ماننده قاچاق و

ار در بدل قرضه فامیل، برده گی، فروش اطفال، استثم

کار اجباری بشمول استخدام اجباری اطفال در جنگ ها

ب( استفاده، فروش و یا بکار گیری اطفال به هدف

جنسی، تولید فلم های سکس، ج( استفاده، و یا بکار

گیری اطفال در هرنوع فعالیت های نامشروع بخصوص

میثاق های به هدف تولید و یا قاچاق مواد مخدر که در

بین المللی تشریح گردیده است.

M) ENUMERATOR OBSERVATION: ADDITIONAL REMARKS ON: SPECIAL NEEDS OR LIVING SITUATION, INCLUDING NOTING IF A PARENT IS NOT PRESENT IN HOUSE (AND WHETHER MOTHER OR FATHER IS NOT PRESENT), AS WELL AS NOTING A) ALL FORMS OF SLAVERY OR PRACTICES SIMILAR TO SLAVERY SUCH AS THE SALE AND TRAFFICKING OF CHILDREN, DEBT BONDAGE AND SERFDOM AND FORCED OR COMPULSORY LABOR, INCLUDING FORCED OR COMPULSORY RECRUITMENT OF CHILDREN FOR USE IN ARMED CONFLICT; B) THE USE, PROCURING OR OFFERING OF A CHILD FOR PROSTITUTION, THE PRODUCTION OF PORNOGRAPHY OR FOR PORNOGRAPHIC PERFORMANCES; C) THE USE, PROCURING OR OFFERING OF A CHILD FOR ILLICIT ACTIVITIES , IN PARTICULAR FOR THE PRODUCTION AND TRAFFICKING OF DRUGS AS DEFINED IN THE RELEVANT INTERNATIONAL TREATIES



وار

Household Code

32

A) Sn

شماره

مسلسل

B) Name of the Child

طفل اسم

C) Name of Parent & Occupation

شان وظیفه یا شغل و والدین نام

D) Gender جنسیت

E) Age

سن

F) Date

of Birth

G) Age

Verification

Method

H) Work-activity

فعالیت های

کاری

I) Number of Hours Per Day Working

ساعات تعداد

روز در کاری

J) Timing of Work (Hour of Start – Hour of

End) ساعات کاری

)شروع کار

و ختم کار(

K) Hazardou

s Tasks

فعالیت های

اضرار آمیز

)پرخطر(

L) Attending school (Y/N)

میرود مکتب به طفل آیا

)بلی/نخیر(How many hrs/

day?

تعداد ساعات در روز

Frequency?

(# days missed in

last 30 days)

تعداد روز های غیر

30حاضر در مکتب در

روز گذشته

Answer Format:

Y/N – G/NG

Hours/Days

نحوه ثبث جوابات:

بلی/ساعات

کاری/روزهای کاری

M) Remarks on Special needs

(Orphan, Migrant,

Other- please specify)

باره در مالحظات

های نیازمندی

مهاجر، یتیم،) خاص

موارد، سایر

(نمایید مشخص

i) Father

پدر اسم

ii) Mother

مادر سما

1

2

3

4

جدول شناسایی اطفال

جدول باید به هدف شناسایی اطفال مستفید شونده بکار برده شود

تمام اطفال خانه وار تحت سروی باید درج جدول گردند

1.Children Identification Table (TO BE USE FOR THE PURPOSES OF IDENTIFYING POTENTIAL CHILD BENEFICIARIES) ALL CHILDREN IN HOUSEHOLD SHOULD BE LISTED IF PRESENT



وار

Household Code

33

5

6

7

8

9

10

11

12

13



وار

Household Code

Baseline Survey Report GoodWeave International

تربیه -بخش تعلیم Education

. در صورتیکه درجدول شناساایی اطفال درج شده باشد که طفل 2

به مکتب میرود، آیا به مکتبی که )نام طفل( میرود دولتی است یا

خصوصی؟

( مکتب دولتی است 1

دولتی نیست( مکتب 2

( نمیداند/جواب داده نشد3

2. IF MARKED AS ATTENDING SCHOOL IN COLUMN 1(J): Is the school that [name] attends run by the government or is it not run by the government?

1) Run by the government

2) Not run by the government

3) Don’t know/No response

در سوال باال( 2درصورتیکه مکتب دولتی نباشد)گزینه نمبر . 3

نام موسسه و یا مرجع که مکتب را فعال ساخته است چیست؟ لطفآ

مشخص نمایید:

_________________________ اسم طفل:

_________________________ اسم موسسه:

3. IF SCHOOL NOT RUN BY GOVERNMENT (CHOICE 2) IN PREVIOUS QUESTION: What is the name of the organization that runs the school attended by (name of child)? SPECIFY: Name of child: ____________________________ Name of organisation:______________________

نمود )در صورتیکه در خانه تحت سروی دختری موجود باشد( ره

سوال آتی پرسیده شود:

بزرگترین مانع برای رفتن یک طفل )دختر( هر روز به مکتب .4

چیست؟

جوابات گزینه یی را قرائت ننمایید.

به جواب مصاحبه شونده حلقه نمایید. لطفآ نزدیکترین شماره را

را در صورتیکه مانعی در رفتن دختر به مکتب وجود 16شماره

نداشته باشد حلقه نمایید. و یا در صورتیکه در خانه وار دختری

را حلقه نمایید. 17وجود نداشته باشد شماره

INSTRUCTIONS (ALL CAPITAL LETTERS): IF HOUSEHOLD (HH) INCLUDES GIRLS ASK: 4. What is the biggest challenge to sending the girl children in this household to school every day? DO NOT READ ANSWER CHOICES. CIRCLE NUMBER BELOW THAT IS CLOSEST TO THE RESPONDENT’S ANSWER. MARK CHOICE 16 IF NO BARRIERS EXIST. MARK CHOICE 17 IF NO GIRLS IN HOUSEHOLD.

( کیفیت پایین مکاتب 1

( پرداخت مصارف مربوطه )از قبیل، یونیفورم، بوت 2

و غیره(

( نداشتن توان اقتصادی در پرداخت فیس مکاتب 3

خصوصی

( نیازمندی فامیل به سهمگیری طفل در تقویت درآمد 4

فامیل بوسیله کار کردن

( نبود فرصت های کاِریابی در آینده 5

( تسهیالت نا چیز در مکاتب6

1) Quality of school

2) Cost associated with sending child to school (uniforms, shoes, etc)

3) Cannot afford fees for private school

4) Need for children to support family’s income by working

5) Future employment opportunities limited



وار

Household Code


( ازدحام )شلوغ( در صنف های درسی7

( نبود معلمان با تجربه و مسلکی 8

( عدم یاد گیری اطفال به اندازه کافی 9

( فاصله زیاد میان خانه و مکتب 10

( طی مراحل جنجال برانگیز شمولیت در مکتب 11

( مشکالت دسترسی به کتب و سایر لوازم مکتب 12

( عدم موجودیت امنیت ومصونیت در مسیر مکتب13

( وجود دیدگاه های فرهنگی و سنتی 14

( سایر موارد )مشخص گردد(15

( هیچکدام 16

( در خانه دختر وجود ندارد 17

( عدم آگاهی 18

6) Poor school facilities

7) Overcrowded classrooms

8) Teachers

9) Children do not learn enough

10) Distance from home

11) Registration process

12) Difficulty in acquiring books and materials

13) Safety and security in traveling to school

14) Cultural/traditional views

15) Other SPECIFY

16) None

17) No girls in household

18) Don’t know

رهنمود )در صورتیکه در خانه تحت سروی دختری موجود باشد(

سوال آتی پرسیده شود:

بزرگترین مانع بعدی برای رفتن یک طفل )دختر( هرروز به . 5

مکتب چیست؟



را حلقه 17نه وار دختر موجود نباشد شماره در صورتیکه در خا

نمایید.

INSTRUCTIONS (ALL CAPITAL LETTERS): IF HOUSEHOLD (HH) INCLUDES GIRLS, ASK: 5. What is the next biggest challenge to sending the girl children in this household to school every day? DO NOT READ ANSWER CHOICES. CIRCLE NUMBER BELOW THAT IS CLOSEST TO THE RESPONDENT’S ANSWER. MARK CHOICE 16 IF NO BARRIERS EXIST. MARK CHOICE 17 IF NO GIRLS IN HOUSEHOLD.



و غیره(

نداشتن توان اقتصادی در پرداخت فیس مکاتب ( 3

خصوصی












وار

Household Code



( نبود معلمان با تجربه و مسلکی8

یاد گیری اطفال به اندازه کافی ( عدم9






گردد( ( سایر موارد )مشخص15

( هیچکدام 16

( در خانه دختر وجود ندارد 17

( عدم آگاهی18



8) Teachers







15) Other SPECIFY

16) None

17) No girls in household

18) Don’t know

در صورتیکه در خانه تحت سروی پسر موجود باشد، سوال آتی

پرسیده شود:

بزرگترین مانع رفتن طفل )پسر( هر روز به مکتب چیست؟. 6



را حلقه 17در صورتیکه در خانه وار پسر موجود نباشد شماره

نمایید.

IF HH INCLUDES BOYS, ASK: 6.What is the biggest challenge to sending the boy children in this household to school every day? DO NOT READ ANSWER CHOICES. CIRCLE NUMBER BELOW THAT IS CLOSEST TO THE RESPONDENT’S ANSWER. MARK CHOICE 16 IF NO BARRIERS EXIST. MARK CHOICE 17 IF NO BOYS IN HOUSEHOLD.



و غیره(

توان اقتصادی در پرداخت فیس مکاتب ( نداشتن 3

خصوصی














وار

Household Code



( عدم یاد گیری اطفال به اندازه کافی 9

( فاصله زیاد میان خانه ومکتب 10





)مشخص گردد( ( سایر موارد15

( هیچکدام 16

( در خانه پسر وجود ندارد 17



8) Teachers







15) Other SPECIFY

16) None

17) No boys in household

18) Don’t know

در صورتیکه در خانه تحت سروی پسر موجود باشد، سوال آتی

پرسیده شود:

بزرگترین مانع بعدی رفتن طفل )پسر( به مکتب چیست؟ . 7



را حلقه 17در صورتیکه در خانه وار پسر موجود نباشد شماره

نمایید.

IF HH INCLUDES BOYS, ASK: 7.What is the next biggest challenge to sending the boy children in this household to school every day? DO NOT READ ANSWER CHOICES. CIRCLE NUMBER BELOW THAT IS CLOSEST TO THE RESPONDENT’S ANSWER. MARK CHOICE 16 IF NO BARRIERS EXIST. MARK CHOICE 17 IF NO BOYS IN HOUSEHOLD.

1( کیفیت پایین مکاتب


و غیره(

( نداشتن توان اقتصادی در پرداخت فیس مکاتب 3

خصوصی




چیز در مکاتب( تسهیالت نا 6












وار

Household Code


( عدم یاد گیری اطفال به اندازه کافی9




ت امنیت ومصونیت در مسیر مکتب( عدم موجودی13


( سایر موارد )مشخص گردد(15

( هیچکدام 16

( در خانه پسر وجود ندارد 17


8) Teachers







15) Other SPECIFY

16) None

17) No boys in household

18) Don’t know

اگر صنوف اضافی مانند صنف آموزش کمپیوتر یا لسان . 8

انگلیسی در نزدیکی خانه شما دایر گردد، آیا اطفال موجود در این

خانه اشتراک مینمایند؟

( بلی 1

( نخیر 2

8.If extracurricular classes like computers or English were offered near your home, would the children in this household be likely to attend? 1) Yes 2) No

Livelihood وضع معیشت )امرار حیات(

صرف جهت کسب معلومات، عاید ماهوار شما چه مقدار . 9

است؟ )سوال انجام باز/ارقامی(

درصورتیکه مصاحبه شونده از دادن جواب امتناع نماید، جای

جواب را خالی بگذارید.

9.For informational purposes only, what is your monthly household income? OPEN END NUMERIC. IF RESPONDENT REFUSES, LEAVE BLANK.

افغانی درفی ماه AFN /month

صرف جهت کسب معلومات، منبع اولیه درآمد فامیل شما چی . 10

است؟


به جواب مصاحبه شونده حلقه نمایید.لطفآ نزدیکترین شماره را

10.For informational purposes only, what is the primary source of income for your household? DO NOT READ ANSWER CHOICES. CIRCLE NUMBER BELOW THAT IS CLOSEST TO THE RESPONDENT’S ANSWER.



وار

Household Code


( قالین بافی1

( زراعت و کشاورزی2

در ساختمان ها، حمالی و سایر کارها –( مزدور کاری 3

( سایر موارد )مشخص نمایید(: 4

1) Carpet Weaving 2) Agriculture 3) Wage/day laborer – construction, offloading, miscellaneous tasks 4) Other (SPECIFY): __________________

صرف جهت کسب معلومات، منبع دومی )ثانوی( درآمد . 11

فامیل شما چی است؟


به جواب مصاحبه شونده حلقه نمایید.لطفآ نزدیکترین شماره را

( قالین بافی 1

( زراعت و کشاورزی 2

در ساختمان ها، حمالی و سایر کارها –( مزدور کاری 3

( سایر موارد )مشخص نمایید(:_________________4

11.For informational purposes only, what is the secondary source of income for your household? DO NOT READ ANSWER CHOICES. CIRCLE NUMBER BELOW THAT IS CLOSEST TO THE RESPONDENT’S ANSWER. 1) Carpet Weaving 2) Agriculture 3) Wage/day laborer – construction, offloading, miscellaneous tasks

4) Other (SPECIFY): __________________

Productivity - Household خانه وار تولید کننده

بافنده کالن سال در این خانه یک متر مربع قالین را در چند . 12

روز میبافد؟

جواب انجام باز/ارقامی

______ روز

12.How many days does it take the adult weavers in your household to weave one square meter? OPEN ENDED NUMERIC __________ days

Productivity - Individual بافنده تولید کننده

در یک روز در حد اعظمی چند ساعت کاری را شما میتوانید . 13

بافت قالین سپری کنید؟

ارقامی/باز انجام جواب

13.What is the maximum number of hours a day

you are able to spend on weaving?

OPEN ENDED NUMERIC



وار

Household Code


روز______

__________ hours

Productivity - Individual بافنده تولید کننده

چند در را قالین مربع متر اگر شما به تنهایی کارکنید، یک. 14

میبافید؟ روز

ارقامی/باز انجام جواب

روز______

14.If you worked alone, how many days would it

take you to weave one square meter?

OPEN ENDED NUMERIC

__________ days

)طرز دید( نگرش Attitudes

سال که کار میکنند 15نظر شما در مورد اطفال کمتر از . 15

آیا به نظر شما درست است یا نا درست؟ -چیست

( درست است 1

( نا درست است 2

( جواب ارایه نگردید.3

15.What is your view on children under the age of 15 having to work – do you believe it is right or wrong? 1) Right 2) Wrong 3) No response

سال یک نیاز )ضرورت( 15آیا به نظر شما کار اطفال زیر . 16

اقتصادی است؟

( بلی، نیاز اقتصادی است1

( نخیر، نیاز اقتصادی نیست2

( جواب ارایه نگردید3

16.Do you view children under the age of 15 working as an economic necessity? 1) Yes, economic necessity

2) No, not an economic necessity 3) No response

آیا به نظر شما برای دختران بیشتر اهمیت دارد تا قالین ببافند . 17

و یا به مکتب بروند؟

( به مکتب بروند 1

( قالین ببافند 2

( هر دو مهم است3

( جواب داده نشد4

17.Do you think it is more important for daughters to go to school or weave? 1) Go to school

2) Weave

3) Both are important 4) No response



وار

Household Code


Understanding of Child Rights معلومات در باره حقوق اطفال

کمترین سن که اطفال میتوانند بشکل قانونی در افغانستان کار . 18

نمایند چند است؟


"(18" و یا "15( جواب درست است )درصورتیکه "1

( جواب نادرست است )درصورتیکه هر ارقام دیگر ارایه گردد 2

عی نشان دهند(و یا بی اطال

( نمیدانم 3

18.What is the minimum age at which a child can legally work in Afghanistan? DO NOT READ ANSWER CHOICES. 1) Correct (IF ANSWERED “15” OR “18”) 2) Incorrect (SPECIFY)_____________ 3) Don’t Know

تعداد ساعات کاری که بافت قالین توسط اطفال بیشتر از آن . 19

ساعات توسط وزارت کار و امور اجتماعی منع قرارداده شده چند

ساعت است؟

ت ننمایید.ئجوابات گزینه یی را قرا

" ارایه گردد(4جواب درست است )درصورتیکه "( 1

_____________ (مشخص سازیدجواب نادرست است )( 2

نمیدانم( 3

19.What is the number of hours of weaving per day beyond which MOLSAMD has said it is considered hazardous for a child? DO NOT READ ANSWER CHOICES. 1) Correct (IF ANSWERED “FOUR”) 2) Incorrect (SPECIFY)_____________

3) Don’t Know

سن که اطفال باید بگونه ای اجباری به مکتب بروند چند . 20

است؟


" ارایه گردد(15( جواب درست است )درصورتیکه "1

_____________ (مشخص سازیدجواب نادرست است )( 2

( نمیدانم3

20.What is the compulsory age up to which children must attend school? DO NOT READ ANSWER CHOICES. 1) Correct (IF ANSWERED “15”) 2) Incorrect (SPECIFY)_____________ 3) Don’t Know

آیا قانون تعلیمات اجباری به شکل یکسان باالی پسران و . 21

دختران قابل تطبیق است؟

بلی، قانون باالی پسران و دختران یکسان قابل تطبیق است (1

( نخیر، قانون باالی پسران و دختران یکسان قابل تطبیق نیست2

( آگاهی ندارم3

21.Do compulsory school education laws apply equally to both boys and girls? 1) Yes, they apply equally to boys and girls 2) No, they do not apply equally to boys and girls 3) Don’t know



وار

Household Code


به جواب دهنده یاد آوری کنید که سواالت بعدی به وضعیت

خانواده و فامیل شما ارتباط دارد.

معلومات در مورد خانواده

PROMPT TO RESPONDENT: The following questions relate to your household and family circumstances. Household Profile

جدی ترین نیاز های خانواده شما چیست؟ تمام جواباتی . 22

را که ارایه میگردد حلقه نمایید.

( غذا 1

( آب2

( موضوع حفظ الصحه3

( وظیفه4

( مشوره و رهنمایی بخاطر جلوگیری از مواد مخدر5

صحی/طبی( خدمات 6

تربیه -( تعلیم7

( سر پناه8

( مواظبت از اطفال )کودکستان(9

( سایر موارد )مشخص سازید(10

( هیچکدام/نمیدانم 11

22.What are the household’s most pressing needs? CIRCLE ALL ANSWERS PROVIDED BY RESPONDENT; DO NOT READ ANSWER CHOICES 1) Food 2) Water 3) Sanitation 4) Job 5) Drug counseling 6) Medical attention (SPECIFY): _________ 7) Education 8) Shelter 9) Child care 10) Other( SPECIFY):_________________ 11) None/Don’t know

مشاهده سروی کننده: جدی ترین نیاز خانواده: . 23

( غذا 1

( آب2

( موضوع حفظ الصحه3

( وظیفه4

( مشوره و رهنمایی بخاطر جلوگیری از مواد مخدر5

( خدمات صحی/طبی6

23.ENUMERATOR OBSERVATION: HH’s most pressing needs: MULTIPLE ANSWERS ACCEPTED 1) Food 2) Water 3) Sanitation 4) Job 5) Drug counseling 6) Medical attention (SPECIFY): _________



وار

Household Code


تربیه -( تعلیم7

( سر پناه8

( مواظبت از اطفال )کودکستان(9

سایر موارد )مشخص سازید( ______________( 10

( هیچکدام/نمیدانم11

7) Education 8) Shelter 9) Child care 10) Other( SPECIFY):_________________ 11) None/Don’t know

کدام کار های دیگر در اجتماع شما موجود است؟ . 24

فعلی در اجتماع )آیا کدام کاری دیگری جز شغل

موجود است؟(

جوابات گزینه ای را قرائت ننمایید.

( زراعت/کشاورزی1

( کار ساختمانی 2

( دست فروشی 3

( مزدور کاری 4

( سایر کارهای )مشخص سازید( ___________5

(هیچکاری دیگر6

( نمیدانم/جواب داده نشد7

24.What employment options are available in your community other than weaving? DO NOT READ ANSWER CHOICES 1) Agriculture 2) Construction

3) Retail

4) Wage / day laborer

5) Other (SPECIFY):_________________

6) None

7) Don’t know/No response

در خانه ایکه قعآل زنده گی میکنید ملکیت کیست؟ آیا . 25

..... جوابات زیر را بخوانید و هر جوابیکه مطابقت دارد

حلقه نمایید.

( خانه شخصی شما است1

( زمین از شماست2

( خانه کرایی است3

( زمین کرایی است 4

میکنید ( از خانه مواظبت5

( سایر موارد )مشخص نمایید( _______________ 6

25.What is your family’s living status in your current home? Do you…? READ ANSWER CHOICES; CIRCLE ALL THAT APPLY 1) Own house

2) Own lot 3) Rent house

4) Rent lot

5) “Guard” house 6) Other (SPECIFY): _____________________

در همین اجتماع )منطقه( از چه مدت زمان زنده گی میکیند؟. 26

26.How long have you lived in your current community?



وار

Household Code


سال ماه _____ Years______Months

آیا این خانه محل دایمی بود وباش شماست یا موقتی؟ . 27

محل بود وباش دایمی ) 1

( محل بود وباش موقتی 2

27.Is this your permanent residence or temporary residence? 1) Permanent residence 2) Temporary residence

درصورتیکه محل بود وباش موقتی باشد، برای چه مدتی . 28

پالن دارید که دراین خانه بمانید؟

سال ماه

28.IF TEMPORARY: How long are you planning to stay in this house? _____ Years______Months

مشاهده سروی کننده: ساختار خانه )خانه از چی ساخته شده . 29

است؟(

( کانکریت1

( چوب 2

( مخلوط چوب و کانکریت3

( کلبه است ) از مواد سبک ساخته شده(4

( سایر مواد 5

( مشخص نمایید __________________________6

29.ENUMERATOR OBSERVATION: TYPE OF DWELLING

1) Concrete 2) Wood

3) Mix wood & concrete 4) Shanty hut (made of light materials)

5) Other 6) (SPECIFY):_________________

توصیه میشود مشاهده سروی کننده: نوع خدمات معیشتی که . 30

به خانواده عرضه گردد )تمام جواباتی را که مطابقت دارد حلقه

نمایید. (

( خدمات صحی1

( تعین نمره چشم 2

( ایجاد کودکستان 3

( سایر خدمات )مشخص نمایید( _________________4

هیچکدام) 5

30. ENUMERATOR OBSERVATION: TYPE OF LIVELIHOOD SERVICE RECOMMENDED (CIRCLE ALL THAT APPLY) 1) Health 2) Vision 3) Daycare 4) Other (SPECIFY):______________________ 5) None



وار

Household Code


مشاهده سروی کننده: اسم و تخلص شخص/اشخاصی را که . 31

باید برایشان خدمات عرضه گردد بنویسد.

31.ENUMERATOR OBSERVATION: NAME (FIRST NAME, FAMILY NAME) OF PERSON(S) TO RECEIVE SERVICES:

سایر مشاهده یا مالحظات توسط سروی کننده در زیر تحریر گردد. . 32

32. Any other observations as noted by the enumerator: _______________________________________


Annexes C-D: Please see corresponding Excel spreadsheets

Annex E: Baseline Survey Codebook

Household Database

Column Variable Name Variable Description

(see questionnaire for answer choices) Data Notes

A order Original Order of Rows

B code_hh Household Code

C filem_code_hh

Filemaker Code HH code that correlates to GoodWeave’s existing Filemaker inspections database.

D code_lic Licensee Code

E date Date

F time Time

G name_lic

Licensee Name Deleted because PII (personally identifiable information)

H name_sub_owner Name of Subcontractor/Loom Owner Deleted because PII

I ident_sub_owner

Whether name listed in previous column is subcontractor or loom owner

J num_looms Total Number of Looms

K loom_1_capacity Loom 1 Maximum Production Capacity (sq. mt./month)

L loom_1_actual

Loom 1 Actual Production (sq. mt./month) In many cases, actual production is incorrectly listed as greater than production capacity.

M capacity_util Actual/Max

N loom_2_capacity Loom 2 Maximum Production Capacity (sq. mt./month)

O loom_2_actual Loom 2 Actual Production Capacity (sq. mt./month)

P q4_chall_1_girls

Biggest Challenge for Sending Girls to School In Kabul, too many responses were recorded; answers discarded for these respondents

Q q5_chall_2_girls

Second Challenge for Sending Girls to School In Kabul, too many responses were recorded; answers discarded for these respondents

R q6_chall_1_boys

Biggest Challenge for Sending Boys to School In Kabul, too many responses were recorded; answers discarded for these respondents

S q7_chall_2_boys Second Challenge for Sending Boys to School In Kabul, too many responses were recorded;


answers discarded for these respondents

T q8_int_comp_eng Interest in Computers & English

U q9_hh_inc HH Income (Monthly)

V q10_source_1_inc Primary Source of Income

W q11_source_2_inc Secondary Source of Income

X q12_prod_days_hh Prod: Days Needed for 1 Sq Meter Alone Blank means no adult weaver in household.

Y q13_prod_hours_ind Prod: Max Hours per Day Weaving

Z q14_prod_days_ind Prod: Days Needed for 1 Sq Meter Alone

AA q15_attitude_cl Attitude: CL Right or Wrong

AB q16_attitude_cl_econ Attitude: CL as Econ Necessity

AC q17_attitude_daughters Attitude: Daughters Weave or School

AD q18_rights_work_age Rights: Work Age

AE q19_rights_hours Rights: # of Hours

AF q20_rights_school_age Rights: School Age

AG q21_rights_boys_girls Rights: Laws Apply to Both Boys and Girls

AH q22_resp_need1

RESPONDENT: HH Most Pressing Needs In Kabul, too many responses were recorded; answers discarded for these respondents

AI q22_resp_need2

RESPONDENT: HH Most Pressing Needs (2) In Kabul, too many responses were recorded; answers discarded for these respondents

AJ q23_enum_need1

ENUMERATOR: HH Most Pressing Need In Kabul, too many responses were recorded; answers discarded for these respondents

AK q23_enum_need2

ENUMERATOR: HH Most Pressing Need (2) In Kabul, too many responses were recorded; answers discarded for these respondents

AL q24_emp_options Other Employment Options

AM q25_living_status Family's Living Status

AN q26_months_community Length of Time in Current Community (Months)

AO q27_residence_type Permanent or Temporary Residence

AP q28_temp_months

IF RESIDENCE IS TEMPORARY: Projected Time in House (Months)

AQ q29_dwelling_type Type of Dwelling

AR q30_l1_recc L1 Service Recommended

AS district District

AT num_children Number of Children in HH

AU num_boys Number of Boys in HH

AV num_girls Number of Girls in HH

AW num_children_cl Number of Children in CL in HH


AX num_children_hcl Number of Children in HCL in HH

AY ident_two_issues Can Identify 2 or more issues correctly (q18-21)

AZ ident_correct

Number of Correct Answers to Work Age, Hours/Day, School Age Questions (q18-20)

BA ident_yes_no

Can Identify Laws Apply Equally to Boys and Girls (q21) 1 = Yes

BB q4.15_specify Specified Answer

BC q5.15_specify Specified Answer

BD q6.15_specify Specified Answer

BE q7.15_specify Specified Answer

BF q10.4_specify Specified Answer

BG q11.4_specify Specified Answer

BH q18.2_specify Specified Answer

BI q19.2_specify Specified Answer

BJ q20.2_specify Specified Answer

BK q22.6_specify Specified Answer

BL q22.10_specify Specified Answer

BM q23.6_specify Specified Answer

BN q23.10_specify Specified Answer

BO q24.5_specify Specified Answer

BP q25.6_specify Specified Answer

BQ q29.6_specify Specified Answer

BR q30.4_specify Specified Answer

BS q31_oe Specified Answer

BT q32_oe Specified Answer

BU girl_comp_age_not_attending Whether HH has school-age girl not attending school (indicated by “Not”)

BV boy_comp_age_not_attending Whether HH has school-age boy not attending school (indicated by “Not”)


Child Database



A order Original Order

B code_hh Household Code

C a_serial_num Sn (Individual)

D b_name_child Name of the Child Deleted because PII

E c_name_father Father Name Deleted because PII

F c_name_mother Mother Name Deleted because PII

G d_gender Gender

H e_age Age (Years)

I f_birthdate_afghan Birth Year (Afghan Year)

J

f_birthdate_western

Birth Year (Western Year) Year recorded by enumerators in Herat as Afghan year converted to Western (Gregorian) year; recorded as Western (Gregorian) in Kabul.

K g_verification_method Age Verification Method

L h_work_activity Work-activity

M i_hours_weaving Number of Hours Per Day Working

N j_work_hour_start_am

Hour of Start (AM) In some cases, the timings of work do not match the total stated hours of work.

O j_work_hour_end_am Hour of End (AM)

P j_work_hour_start_pm Hour of Start (PM)

Q j_work_hour_end_pm Hour of End (PM)

R k_tasks_hazardous Hazardous Tasks

S l_school_attendance_stated Whether child is said to be attending school

T l_school_type Government/Non-Government

U l_school_hours Number of hours of school attending each day

V l_school_freq Number of days of school missed in the last 30 days

W remarks

Remarks on special needs (Orphan, Migrant, Other- please specify)

Children in Herat are all listed as migrants

X q3_name_ngo

Q3 Name of NGO Running School Name of NGO not always written down for each child said to be attending NGO school.

Y district District




Z age_category Age Category

AA work_hours_category Work Hours Category

AB work_status Work Status (see definition in PMP)

AC educ_status Education Status (see definition in PMP)

AD grade_based_on_age Grade level of the child (based on age of the child)

AE schoolhours_min_grade

Min hours/day required to be considered attending (based on grade level)

AF child_labor_status CL status (see definition in PMP)

AG haz_child_labor_status HCL Status (see definition in PMP)

AH age_compulsoryschool Whether a child is of compulsory school age (6-14)

AI school_compulsory Whether a child of compulsory school age is attending

AJ q1.H3 Specified Answer (Child ID Table, Column H Answer Choice 3)

AK q1.K7 Specified Answer (Child ID Table: Column K, Answer Choice 7)

AL q15_attitude_cl Head of household’s answer to Q15 on child labor

AM q17_attitude_daughters Head of household’s answer to Q17 on educating daughters

AN q4_chall_1_girls

Head of household’s answer to Q4 on top challenge to educating girls

No data for Kabul children; see above

AO q6_chall_1_boys

Head of household’s answer to Q6 on top challenge to educating boys

No data for Kabul children; see above


Annex F: Project Definitions

Child Individual with less than 18 years of age

Young Worker Individual with 14 to 17 years of age

Child Labor

Includes children working in the worst forms of child labor as outlined in ILO Convention 182 and children engaged in work that interferes with their ability to attend school, which is compulsory up to the age of 145, in line with ILO Convention 138 covering minimum age for admission to employment.

Worst Forms of Child Labor (WFCL)

As defined in Article 3 of ILO Convention 182, this includes a) all forms of slavery or practices similar to slavery; b) the use, procuring or offering of a child for prostitution, the production of pornography or for pornographic performances; c) the use, procuring or offering of a child for illicit activities, and d) work which, by its nature or the circumstances in which it is carried out, is likely to harm the health, safety or morals of children.

Hazardous labor

Hazardous labor is determined both by national laws or regulations as well as relevant international standards as captured in Article 3(d) of ILO Convention 182. In practice, this includes working more than four hours per day in carpet weaving as per guidelines issued by the Afghan Ministry of Labour, Social Affairs, Martyrs and Disabled (MoLSAMD) or, based on parameters set forth in Article 3 of ILO Convention No. 182 and guidance in ILO Recommendation No. 190, any of the following: lifting heavy loads, handling chemicals such as dyes, working with sharp or dangerous tools (sharp hook or razor), working with dangerous equipment, working in a very tight space or working at nighttime (8pm – 5am).

Beneficiary Household

Households in licensed supply chains during the last six months, which are benefitting from visits by GoodWeave staff under its supply chain inspection system. These households may also receive additional livelihood services as part of the project.

Beneficiary Children Children 17 years of age or younger who either working or at-risk of working that are receiving services. Children may or may not be members of beneficiary households.

At-risk

A child or young worker is considered “at-risk” for the worst forms of child labor if one or more of the following criteria apply: 1. there is presently a loom in his/her home or there previously was a loom in his/her home 2. one or more of his/her siblings has been identified as a child laborer 3. s/he is a young worker who is working four or fewer hours per day or otherwise not involved in activity deemed hazardous 4. s/he lives in a “weaving community” (as defined below) 5. s/he was previously documented by GoodWeave as weaving 6. s/he is living separate from his/her parents, or living in a place that is not his/her parents’ home

Weaving Community

A weaving community is identified as any location where: a) five or more households within roughly one kilometer radius are weaving families, meaning a loom is present in their home. b) where a single loom is employing weavers that are not family members

5 Age not currently defined by law, but we will continue to keep abreast of legal developments.

baseline survey of beneficiary households in afghanistan · the duration of the project. in...

Documents