instructions booklet 2016 - pal network€¦ · start at the headteacher's office or meet the...

INSTRUCTIONS BOOKLET2 0 1 6

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Scale Ghana 2016 Instructions Booklet

CONTENTS

CHAPTER 1: ABOUT SCALE GHANA 4

CHAPTER 2: THE SURVEY PROCESS 5

CHAPTER 3: SCHOOL SURVEY 8

CHAPTER 4: THE HOUSEHOLD VISIT 10

CHAPTER 5: IDENTIFYING THE CHILDREN 13

CHAPTER 6: LITERACY AND NUMERACY ASSESSMENT EXPLAINED 15

CHAPTER 7: DIFFICULT SITUATIONS 20

CHAPTER 8: INSTANT FEEDBACK 21

CHAPTER 9: ETHICAL ISSUES AND STANDARDS 23

CHAPTER 10: FILLING RETURNS AFTER THE ASSESSMENT 25

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1.1. Introduction

SCALE Ghana is an initiative of Choice Ghana with financial and technical support from IBIS in Ghana. In 2016, a ‘mini run’ of SCALE Ghana will be conducted in 3 districts in the Northern Region of Ghana, in partnership with CALID and Savana Signatures.

SCALE Ghana is an educational learning assessment that seeks to establish children’s competencies in literacy and numeracy. The name SCALE is an acronym for Strengthening Citizen Action for Learning and Empowerment. SCALE Ghana believes that building the foundational skills of children in literacy and numeracy is a pre-requisite for their development in life.

A ‘scale’ in its normal definition is a concept, device, or procedure used in arranging, measuring, or quantifying events, objects, or phenomenon in any sequence. SCALE Ghana, borrowed from this definition of ‘a scale’ will be used to measure the effectiveness of Ghana’s education system in building the foundational skills of children in numeracy and literacy.

1.1.1 About scale Ghana

Ü An educational learning assessment

Ü An assessment of basic literacy and numeracy skills of children

Ü It gathers information from the school and households

Ü Led and implemented by local citizens-volunteers

Ü Seeks to inspire citizens to take action to improve the learning abilities and outcomes of their children

Ü It is a social accountability mechanism

1.1.2 Key features of SCALE Ghana

Ü It is household-based

Ü It uses simple tools

Ü It is citizen driven

Ü It offers instant feedback

1.1.3. Objectives of scale ghana

1. To establish evidence on children’s competencies in literacy and numeracy

2. To stimulate public debate and discussion for multi-stakeholder action for improved learning outcomes

3. To empower citizens to jointly demand quality education for their children based on evidence

4. To promote joint action of state and citizens using social accountability mechanisms

5. To promote Government and citizen action to improve children’s learning

6. To influence education policy and practice from the bottom up

CHAPTER 1: ABOUT SCALE GHANA

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2.1 Objectives of this chapter

1. To know WHERE to collect the required information

2. To understand THE ORDER in which the required information must be collected

3. To understand how to plan and prepare for the assessment

2.2 Where we collect our data

Whilst the SCALE Ghana Survey is primarily a household based survey, we collect data from three places. These are:

1. The Enumeration Area (EA)

2. The School

3. The household

CHAPTER 2: THE SURVEY PROCESS

In line with the three data collection points, your survey booklet is also sectioned into three parts.

2.3 Order of Visits

EA LEVEL Visit the community Chief on the first day of the Assessment

Introduce yourself and present the introduction letters

Confirm that the visited EA/community is the same as had been assigned

Ask for permission and time to conduct the interview

Complete the EA Information sheet

SCHOOL LEVEL Visit the school before you visit the households

Visit the headteacher’s office before you visit the classrooms

Introduce yourself and present the letters of Introduction

Complete the school data sheet with the headteacher's assistance

HOUSEHOLD LEVEL Household visits can only start once the EA Information sheet and the School Information sheets have completed

Request to first talk to the head of the household or any other adult in the house if the head is not present.

Introduce yourself and ask for permission

Complete household data sheet and test the children

Give instant feedback as appropriate

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2.4 How do you plan and prepare for assessment?

It is important that you plan and prepare well before starting the assessment process. You must understand all the tools and their use. You should share out roles between your partner and yourself so as to gain confidence and be able to collect data in a professional way.

Planning and preparation involves the following:

1. Carefully going through and understanding all the assessment tools - survey forms, test booklet, the household listing booklet and the instructions booklet.

2. Assigning roles and responsibilities between you and your fellow volunteer – who will do the introductions, interview, data recording, etc. - in advance.

3. Trying out the interview processes so as to gain confidence and be able to carry out the function in a professional way

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Note:

Carefully note the following points regarding the visits and interviews at the various levels during the survey process:

Link between data collected and children’s learning

You must be able to explain that all the data being collected will be linked to children’s learning. This will help avoid confusion and manage expectations of respondents and will help you to remain on top of the interviews and the whole assessment process.

Following the proper sequence in the questioning

You must always start interviews right from the first question/section and move systematically through the questions. You should not skip any question or assume that you have answers to any of the questions unless it requires your observation.

2.5 Filling the EA information sheet

1. Understand the key activities/steps of data collection in the EA

2. Familiarize yourself with how to complete the EA Information Sheet

3. Interview the Chief/Assembly member/opinion leader and complete the EA information sheet.

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The school visit shall follow the visit to the enumeration area but shall precede the household visits.

3.1. General Instructions

1. The school you are to visit shall be assigned to you

2. It shall be the school that serves most children from the selected EA and shall either be a public or private school.

3. You should not replace the school given to you

4. Dress appropriately for the school. Remember that you are the image of SCALE Ghana in the school.

5. Arrive in the school before 9am. Make sure you have all the relevant materials with you.

6. While in the school, ask for the headteacher or any other teacher left in charge.

7. Meet the headteacher and hand over the letter of introduction to him or her. Clearly explain the mission and nature of the survey.

8. Assure the headteacher that the information he or she is giving will be handled confidentially and the name of the school will not be shared with anybody.

9. Be patient and explain any questions you may be asked.

10. Do not survey the school until you get permission from the headteacher or the teacher left in charge. Exercise patience and do not interfere with the school programme

11. You should only use the survey booklet to fill in the school information

CHAPTER 3: SCHOOL SURVEY

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Introduce SCALE Ghana as follows;

“SCALE Ghana is a citizen-led assessment that seeks to collect data on basic literacy and numeracy competencies of children. Choice Ghana in partnership with CALID and with support from IBIS in Ghana is currently coordinating a min-run of the process in some selected districts in the Northern Region. This school has been chosen because it falls within the sampled EAs. Twenty households in this EA will also be visited and in those households, children aged 6-15 will be assessed in literacy and numeracy using class 2 level tasks.

We all agree that many of our children are enrolled in schools today. We are gathering data that will help us answer the question “Are Our Children Learning?””

3.2 School data collection process

A.

Start at the headteacher's office or meet the teacher left in charge, interview him/her and fill section S101 to S503 in the school survey sheet.

B.

Go to each of the classrooms i.e. P1-P6. Do a headcount of all pupils in all classrooms and fill

the data in section S600 of the school survey sheet. Indicate whether there are children sitting

on the floor. Thank the class teacher and the pupils before leaving the class.

C.

Observe the school compound and facilities and fill the required data in section S700 in the school

survey sheet

D.

Thank the head teacher and any other persons who helped in the process

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The visits to the households must only be made once the EA information and

School data sheets have been completed. You should introduce yourselves to the household head and then complete the household survey sheet.

4.1 What is a household?

A household is a group of people who are living within a house on a regular basis.

These people must also be cooking and eating out of the same pot in order to be considered as one household.

4.2 Which households will you visit?

1. Your supervisor shall give you a list of 20 households in the selected EA that you will visit. DO NOT REPLACE any of the households on the list

2. Always visit the households as a pair. Do not separate at any point in time

3. Never start collecting information from the household until you get permission from the household head

4. Fill the information on the household in the survey booklet provided

CHAPTER 4: THE HOUSEHOLD VISIT

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4.3 Entry to the Household

You must do the following upon entering each household:

1. Confirm if it is the correct household, as indicated in the Household Listing booklet that you have been supplied with.

2. Introduce yourselves to the head of the household. You may or may not be invited inside.

3. If you are not invited inside, you should look for a comfortable place outside to sit.

4. Introduce SCALE Ghana and explain the reason for your visit.

5. Answer any questions the household members may have.

6. Ask for permission to begin the interview at the household. It is only after permission

has been granted that the survey can begin.

7. Stress that it is important for the parents/guardians to observe the entire assessment process as you will give them feedback.

8. Interview the head of household and take down bio-data of children 3 – 15 years.

9. Assess all children aged 6 – 15 years old only.

10. Give honest instant feedback on the children’s learning levels.

11. Thank the household members when you have finished the survey.

12. Make sure that you go to households when children and their parents are both likely to be at home.

Households to be included in the survey Households not to be included in the survey

The volunteers should immediately report to the supervisor should they encounter the following households

Households with no children between the ages of 3-15 years. (information about head of household should still be collected)

Households that are closed because members have moved away from the area or will not be returning later that day.

Such households should be recorded as “no response”.

Household with a single man or woman eating from his/her own kitchen information about head of household should still be taken)

Households that refuse to participate in the survey. Such households should be marked as “no response”.

Household that is closed or no one is at home but they will be returning later

Houses where there are children but there is no adult to give consent for the children to participate in the survey count as “no response”

DO NOT REPLACE any household on the list. After you have made several attempts to survey the household and are still unable to access the household, you should immediately contact your supervisor.

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4.4 In the household

In the household you will note down information on all children aged 3-15 who live in that household on a regular basis. You will also note down information on household indicators.

4.5 Filling in the househould survey sheet

The following household details should be filled in before testing of the children.

1. Person answering questions, name of household head, their gender, level of education and contact address.

2. HH number: Use serial numbers 01-20 The first household you enter becomes 01, the second 02…and so on

3. Household List number: This will be given to you. Copy the number as indicated in the list into the survey booklet

4. Ask the HH head (or other adult answering the questions) if they have heard about SCALE Ghana and tick appropriately

Ü Household indicators: H101 – H110

Ü This information is being collected in order to link education status of the child with household socio-economic conditions.

Ü All information on household indicators should be recorded based on the responses of the HH head. Where applicable, observe and fill in the details.

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CHAPTER 5: IDENTIfYING THE CHILDREN

Ü Children who are not at home but somewhere nearby:

Children may be busy working at home or in the farms. If the child is not at home, but is near enough to be called, ask family members to call the child so that you can speak to her/him directly. If s/he does not come immediately, mark that household and revisit it once you are done with surveying the other households.

Ü Children out of the village:

If there are children in the family that have gone to live with relatives or are in boarding school, Do NOT list them. Do NOT include them in the total number of members of the household.

Age of children What to do with Children

0-2 years Ü Do not list them or take their bio-data simply include them in the total number of household members

3-5 years Ü List their names

Ü Take their mothers and fathers bio-data

Ü Indicate whether they go to pre-school or not

Ü Do not test even if they are already in primary school

6-15 years Ü List their names

Ü Take their mothers and fathers bio-data

Ü Complete their schooling status details

Ü Give them the test regardless of their schooling status: whether in primary or Junior High School, whether drop out or never been to school.

Ü Give them the test regardless of their social status: e.g. whether married or they are mothers/fathers.

16 years and above

Ü Do not list them or take their bio-data, simply include them in the total number of household members

Key things to note:

1. Children

Ü Ensure that the child is comfortable before and during the test and that sufficient time is given to each child.

Ü Older children: Often older girls and boys (in the age group 11 to 15) may not feel like children. Be sensitive to this issue. Avoid calling them “children”.

Ü Often older children, especially girls, who cannot read are very shy and hesitant about being tested. Be sensitive to this issue. Let the female volunteer attend to such a girl.

Ü Probe about all the people who live in the household to make sure that nobody that is in this age group gets left out.

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Ü Visiting children:

a. Do not assess children who are visiting their relatives or friends in the sampled household. The same is true even for children who belong to another sampled household; assess them in their own household.

b. Many children may come up to you and want to be included out of curiosity. Do not discourage children who want to be tested. You can interact with them. But concentrate on the fact that data must be noted down ONLY for children from households that have been randomly selected.

2. Father’s and mother’s bio-data:

Ü Note down information about the father and mother for each child in the age group 3 to 15

Ü Ensure that the father’s and mother’s data is recorded for every child (each row). One should not just assume that all the children in a household share parents.

Ü Ask ‘fathers’ and ‘mothers’ information directly to them. If the father and mother are not present, then ask another adult in the family.

Ü If either of the parents is dead, write “D” under their age. Do not fill the other details.

3. Pre-school status. Tick if a child is attending pre-school or not. Not attending is however only applicable to children aged 3-5 years.

4. Schooling status. Fill for children between the ages 6-15 years. If a child is in this age bracket and in preschool tick under preschool

5. Out of school children:

Ü For children who have never been to school, clearly indicate this.

Ü For children who were once in school but dropped out, probe carefully to find out the class in which the child was in when he/she left/dropped out of school.

Ü Note the drop out class/form. If a child completed Primary 6 and did not proceed to Junior High School, indicate their class of drop out as P6.

Ü Basic learning levels. Assess all children between 6-15 years

All children from the selected households must be assessed at home. This is a household survey where other data on the household is also collected

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CHAPTER 6: LITERACY AND NUMERACY ASSESSMENT EXPLAINED

The volunteers are not going into the communities to “examine” the children, or to be evaluators. The objective is to find out what children can do COMFORTABLY in terms of reading and numeracy.

1. Have a friendly chat with the child before you test him/her, to help the child feel relaxed

2. Remember that you are not waiting to catch mistakes. You must appreciate the attempt the child is making

3. Be patient, smile and encourage the child

4. Accurately decide and mark the HIGHEST LEVEL the child can comfortably reach

Things to note about assessing a child:

1. Give a different sample of the test to each child within the household.

2. At each level, a child shall be given 2 chances to attempt tasks before you decide whether to move on or terminate the specific assessment.

3. Children will start answering questions at the lowest level progressing till the child reaches the highest level they can either read or do math.

4. The child shall be graded based on the highest level achieved. The grading instructions shall be the same for all children as stated clearly in the test booklet.

5. The child should be given the test booklet to hold while reading.

6. You should not put marks on the children’s work to show them whether they have gotten the correct answer or not. You should be familiar with the answers and avoid marking.

6.1. Assessing literacy

1. At letter/word level the child should be allowed to select and read 5 options. The child should correctly read at least 4 of the options selected to be considered at this level. The child should be given a second chance to attempt the words or letters if she or he fails to correctly read at least 4 options in the first attempt. The second attempt is on the letters/words that the child had read wrongly.

2. At the sentence or paragraph level, the child is allowed only two mistakes at most. If he or she makes more than 2 mistakes, give a second chance to read before deciding if the child can or cannot read at paragraph level.

3. At story level the child is allowed to make not more than four mistakes. If the child makes more than 4 mistakes give a second chance before deciding if he or she can or cannot read a story.

4. Children will be asked to answer the comprehension questions ONLY if they can correctly read the story.

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Counting Mistakes

Level Maximum allowed mistakes

Letter/word 1

Sentence/paragraph 2

Story 4

Note:

1. Mistakes include word omission, skipping of words, or reading a sentence as a string of words.

2. Do not penalize mother tongue influence.

3. If the child cannot read the first sentence, ask the child to read the sentence again.

If the child cannot read it on the second attempt, grade the child as being at the previous level and move on.

4. Only children who read the story successfully should be asked to answer the comprehension questions. The child can refer to the story to answer the questions.

Practice exercise – grading children

Question Answer

When I listen to a child read, there are variations in pronunciation and tone due to the child’s local language /mother tongue. Do I consider these variations a mistake?

No. Do not consider this a mistake.

When listening to the child read, they may read a word wrong or skip a word. Do I consider this a mistake and grade the child in a lower category?

No. Ask the child to read again carefully. Either he/she will read correctly or he/she will continue to make the same mistakes. If they do continue to make the same mistakes, skip words or read a word wrong, then this means that the child is having difficulty. Count the number of mistakes and grade as appropriate.

When reading a paragraph or a story, how many mistakes are allowed?

Paragraph level: If the child makes 3 or more mistakes, they are not competent at this level. They must therefore be graded at the word level.

Story Level: If the child makes 5 or more mistakes, they are not competent at this level. They should therefore be graded at paragraph level.

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Present the child with the literacy test. Ask the child to read any �ve letters from the letter recognition list. Can the child read at least 4 letters / sounds?

Ask the child to read any �ve words from the word list. Can the child read

at least four words?

Present the child with the paragraph to read. Can the child read this

paragraph �uently, and without making more than two mistakes?

Ask the child to read the story. Can the child read the story with ease and �uency without making

more than 4 mistakes?

You may rate this child as a ‘PARAGRAPH’ level child

You may rate this child as a ‘WORD’ level child

If the child cannot identify four letters or sounds, you

may rate this child at ‘NON-READER’ level

You may rate this child as a ‘LETTER’ level child

Mark ‘Can do’ in response to the question

Mark ‘Cannot do’ in response to the question

ASSESSING LITERACY

START

NO

NO

NO

NO

NO

YES

YES

YES

YES

YES

After listening to the child read the story, read out the question to him / her. Does the child answer the question correctly?

You may rate this child as a ‘STORY’ level CHILD

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6.2 Assessing Numeracy

1. Number concept/number recognition: The child should be allowed to select any 5 options. The child must correctly complete a minimum of 4 choices to be considered at this level.

2. Operations: The child should be allowed to select any 4 options. The child must correctly complete at least 3 choices to be considered to be at this level.

3. Ethno mathematics:

Ü All children shall be assessed on two questions on ethno mathematics (everyday

math). The questions shall be administered orally in any language the child is comfortable with.

Ü The child should be allowed to answer in any language.

Ü This is an assessment for all children in the age group 6-15 years whether in school or out of school.

Ü Give to all children age 6-15 years regardless of their reading or numeracy levels.

Ü Do not help the child or give the child any clues.

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Give the child the count and match exercise. Let the child count any FIVE sets of pictures. At least FOUR must be correct. Can they correctly count FOUR sets of pictures?

Give the child the number recognition exercise. Let the child choose and read any FIVE numbers.

At least FOUR must be correct. Can they correctly recognize at least FOUR numbers?

You may rateThis child as a

‘NON-NUMERATE’Level childYou may rate this

Child as a ‘COUNT AND MATCH’ level child

You may rate this child asA ‘NUMBER RECOGNITION’

childCHILD

You may rate this child as an

‘ADDITION’ levelChild

You may rate this child as a

‘SUBTRACTION’Level child

You may rate this child as a

‘MULTIPLICATION’Level child

Give the child the addition sums. Let the child choose and do any FOUR, two from each set. At least three sums

must be correct. Are at least three addition sums completed correctly?

Give the child the subtraction tests. Let the child choose and do any FOUR, two from each set. At least three must be correct.

Are at least three subtraction sums completed correctly?

Give the child the multiplication tests. Let the child choose and do any FOUR. At least three must be correct. Are at least three

multiplication sums completed correctly?

Give the child the division tests. Let the child choose and do any FOUR, two from each set. At least three must be correct.

Are at least three division sums completed correctly?

YOU MAY RATE THIS CHILD AS A ‘DIVISION’ LEVEL CHILD

ASSESSING NUMERACY

START

NO

NO

NO

NO

NO

NO

YES

YES

YES

YES

YES

YES

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CHAPTER 7: DIffICULT SITUATIONS

Parents with High Expectations

1. Always be honest with parents and never promise any help or assistance from SCALE Ghana.

2. Help parents understand why it is important to know the learning levels of their children.

3. Be patient and understanding.

Mistrust from Teachers and Parents

1. Be a good listener and try to understand why the person is being mistrustful. Resolve their doubts and fears with clear information about the SCALE Ghana process.

2. Be friendly and humble so as to gain the person’s trust.

Parents Feeling They Cannot Do Anything To Help Their Children Improve.

1. Be patient and caring – some families live under very difficult circumstances.

2. Help parents understand why it is important to know the learning levels of their children.

Parents Punishing Their Child for Bad Results on the Assessment

1. Always be polite and respectful with the parents.

2. Do not take sides with them or the child – be objective.

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CHAPTER 8: INSTANT fEEDBACK

8.1 What is instant feedback?

One of the key features and strengths of SCALE Ghana is instant feedback of results. Instant feedback is about relaying back to parents/guardians and the assessed children the result of the assessment at the household as soon as it is completed.

However what the household members are told and the manner in which the results are relayed is important.

1. Giving Instant feedback is VERY important and a MUST at household Level.

2. You MUST provide open and honest feedback to parents before you leave the household.

3. Try and simplify the feedback so that the parents can figure out how to help the children

4. Do NOT tell parents what to do.

8.2 How to give instant feedback at household level

There are Three (3) Steps in giving feedback at the household level as follows:

1. Preparation: At introduction, parents should be prepared by being told that their children will be assessed and feedback on the same provided.

2. Assessment: Make parents part of the assessment process by encouraging them to observe.

3. Engagement: After the assessment, talk to the parent.

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Tips/Advice on Instant Feedback

1. The tasks have been pegged on class 2 work.

2. Any child who is above class 2 should be able to complete all the tasks without any difficulty.

3. If a child above class 2 is able to complete the class 2 work, it is wrong to say that the child has performed well; rather, they are performing at the minimum expected level.

4. It is recommended to simply say whether or not the child has basic competencies in literacy and numeracy.

5. If they do not achieve the highest levels, then they do not possess the basic competencies.

6. Volunteers must relay the results of children that are good academically in a simple way and without exaggeration.

7. Volunteers MUST not give false promises of any possible assistance coming from SCALE Ghana.

Remember these Pointers:

1. Pre-empt – It is important to prepare respondents for feedback during the entry process – let them know that their children would be assessed and feedback given on performance.

2. Realistic – Be real in giving feedback and avoid exaggeration and over praising children.

3. Interactive – Feedback should be an interactive and not a prescriptive process.

4. Consistency – Feedback needs to be given consistently in all the households visited.

5. Courtesy – Always be respectful and thank respondents after the feedback process.

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9.1 Objectives of this section

This section enables volunteers to:

1. Understand the core values of SCALE Ghana and the expected conduct of a SCALE Ghana volunteer

2. Understand ethical issues involved in SCALE Ghana assessments

9.2 Ethical standards to consider in the assessment

As a SCALE Ghana volunteer, your behaviour in the community should be a reflection of SCALE Ghana’s mission and values. Some of the core values that should guide the behaviours of all SCALE Ghana’s volunteers are summarised below:

CHAPTER 9: ETHICAL ISSUES AND STANDARDS

SCALE-GHANA VALUES

WHAT IS EXPECTED OF YOU

Transparency Always be truthful: do not overpromise, do not exaggerate, and do not make up an answer if you are having a challenge with a question

Not-for-profit Do not offer or receive any token, including money, in exchange for the assessment tools, data and evidence you collect.

Independent and neutral

Do not favour anyone in the community. Do not give advice to schools and families favouring any particular solution to children’s learning

Respectful of children and families

Treat children and families with respect, patience and kindness, no matter how they treat you

Effective communication

Should there be any serious concern, report it immediately to your supervisor

9.3 Ethical issues to be aware of

1. Obtain permission from the household head to conduct the survey

2. Obtain permission from the parents/guardian before you assess the child

3. Follow all the processes and procedures as explained in the training. Clarify any doubts, questions or concerns PRIOR to the start of the assessment

4. You should never share names or personal information of ANYONE with other people in the community

5. You must NOT promise any help or assistance from SCALE Ghana

6. You should assess all children as long as the children fit the criteria for assessment

7. You should carry introductory letters at all times when undertaking tasks related to the assessment

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8. You MUST report to the community chief/assembly member before carrying out the school and household visits

9. You should not assume that you know details of the household and fill them in if a household is closed

10. You must be truthful to the process and not take shortcuts

11. Do not take any photographs without first obtaining permission

12. You should wear your badges/tags at all times

13. Each child/household assessed has a right to receive the result of the assessment; feedback is a right

Remember

1. Respect- Respect each and every household visited

2. Eating- Watch your eating habits

3. Photo- Ensure you obtain consent before taking pictures

4. Electronics- Have control over your appetite to use electronics, i.e. Whatsapp, phone calls, SMS, Facebook etc.

5. Language- Mind your language

6. Courtesy- Always be respectful and thankful

7. Dressing- Watch your dressing

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CHAPTER 10: fILLING RETURNS AfTER THE ASSESSMENT

10.1 Completing the EA compilation sheet

After completing the assessment and before you return the data to your supervisor, you need to compile all the household data using the Enumeration Area Compilation Sheet. Follow these steps for filing in the enumeration area sheet:

1. Complete the summary for each house hold. This should be entered at the bottom row of the Household sheet.

2. Transfer this household summary onto the enumeration area compilation sheet. Enter each household on a different row.

3. Complete the summary for the enumeration area. The totals for the enumeration area are to be entered onto the last row of the enumeration area sheet.

4. Hand over the survey booklets to your supervisor once completed.

10.2 Submitting the assessment returns

After completing all survey forms, including the EA compilation forms, you, as a SCALE Ghana volunteer, should carefully crosscheck all the information to ensure that you have done everything correctly and filled in all required fields. You will then return the booklets to the supervisor, who will then:

1. Peruse the survey booklet to ascertain its completeness and accuracy

2. Make decisions regarding the survey booklet-accept it or recommend for resurvey.

3. Submit the material to the SCALE Ghana secretariat within 1 week of conducting the survey

5. Give you your certificate

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Notes section

If you need to make any notes please do so here…

SCALE Ghana, C\o Choice Ghana,

Jerry Jackson street-Salaga, East Gonja District, Northern Region, Ghana.

Tel: +233208279998/ +233201235617E-mail: [email protected]

Website: www.choiceghana.org

instructions booklet 2016 - pal network€¦ · start at the headteacher's office or meet the...

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