QUALITY PRESCHOOL FOR GHANA (QP4G) STUDY

BASELINE II SURVEY:
TRAINING MANUAL FOR KINDERGARTEN CHILD ASSESSORS

SEPTEMBER 2015
 TABLE OF CONTENTS
Content Page
CHAPTER ONE: GENERAL INTRODUCTION
1.1 Welcome 1
1.2 Introduction to IPA 1
1.3 Training Objectives 1
1.4 Ground Rules for Training 2
1.5 Assessing Learning and Performance 2
1.6 Administrative Issues 3

CHAPTER TWO: BASICS OF THE QP4G STUDY

2.1 The Context of the QP4G Survey 5
2.2 The QP4G Project 5
2.3 Objectives of the QP4G Study 6
2.4 Main Features of the QP4G Study 6
2.5 Baseline II Work Plan and Survey Schedule 6

CHAPTER THREE: PROTOCOLS FOR CONDUCTING FIELDWORK

3.1 Principles for Assessing Kindergarten Children 7
3.2 Obtaining Informed Consent 8
3.3 Selection of KG child-parent pair 10
3.4 Replacement Strategy 10

CHAPTER FOUR: THE BASELINE II SURVEY INSTRUMENTS

4.1 Overview 11
4.2 Features of the IDELA Tool 11
4.3 Coding System for the Child Assessment 12

CHAPTER FIVE: USING THE SAMSUNG TABLET FOR DATA COLLECTION

5.1 Overview of the SurveyCTO 13
5.2 Getting Started with SurveyCTO on the Tablet 13

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5.3 Routing checks on the tablets 15

CHAPTER SIX: CONDUCTING THE FIELDWORK

6.1 General Rules in the Field 16
6.2 Baseline II Team Size and Composition 16
6.3 Roles and Responsibilities of Survey Team Members 17
6.4 Relationship Between Surveyors/Assessors and FM/FS/TLs 18
6.5 Expectations from Survey Field Teams and Team Members 18
6.6 Daily Procedures for Teams for Fieldwork 19
6.6.1 Before actual fieldwork 19
6.6.2 During fieldwork 19
6.6.3 After fieldwork 20
6.7 Daily Checklist for Team Leaders and Field Supervisors 20
6.7.1 Team leaders 20
6.7.2 Field Supervisor 22
6.8 Date Quality Control Systems 23
6.8.1 Accompaniments and spot checks 23
6.8.2 Editing plan 24
6.3 Logistics for Field Work 25
6.7 Frequently Asked Questions and Suggested Responses 26

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 LIST OF TABLES
Table Page
Table 1. Per Diems and Wages for Field Staff 4
Table 2. Overall Work Plan for the Survey 6
Table 3. Composition and number of sample 11
Table 5. Responsibilities of Survey Team Members 17
Table 6. Field Supplies and Materials 25

LIST OF FIGURES
Figure Page

Figure 1. Organizational Chart for the Survey 17

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 CHAPTER ONE
GENERAL INTRODUCTION
1.1 Welcome
This manual contains information on data collection protocols that IPA use in
training its field personnel to ensure high quality data, especially for the improving
preschool quality study. The manual specifically focuses on the instructions for the school
surveys as part of the Baseline II. By the end of this training, trainees should be positive
about their involvement in the improving preschool quality baseline survey process;
confident that they are well-prepared for the field survey operations (teamwork,
interviewing, etc.); and confident that they are fully supported by the survey management
team. If you have any questions at any point, please ask.
Dedicated and professional surveyors are critical to producing high quality data.
Since you will be in the field collecting this data for IPA, you play a major role in the
success of our project. Your attention to details and adherence to the protocols you are
trained in will help ensure that communities, organizations, governments, and researchers
world-wide have access to good data to help them make decisions that will affect people’s
lives. We hope you will take as much pride in your work as we take in our hard-working
employees. Welcome to the training for the baseline survey of the Quality Preschool for
Ghana (QP4G) Study! Welcome to IPA!

1.2 Introduction to IPA

Innovations for Poverty Action (IPA) is a US-based non-profit research organization
dedicated to creating, evaluating and replicating innovative solutions to poverty and policy
problems worldwide. IPA specializes in using the randomized controlled trail methodology
to evaluate the impact of development programs. IPA works with development partners
and academic researchers to design and rigorously evaluate approaches to solving
development problems, and to refine these solutions and their applications together with
decision-makers to ensure that the evidence created is used to improve opportunities for
the world’s poor. IPA works in a variety of fields, including microfinance, agriculture,
education, and health.

1.3 Training Objectives

By the end of this training, participants will be able to:

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 a. Understand the QP4G Study.
b. State roles, responsibilities and expectations for their involvement in the survey.
c. Understand the IDELA child assessment tool.
d. Explain the field operations, survey process and protocols.
e. Carry out an effective interview, using the tablet to collect data.
f. Carry out the survey in the field, following the correct protocols prescribed during
the training.

1.4 Ground Rules for Training

The following rules are to be adhered to during the training:
a. Attendance: Attend all training sessions punctually. Training sessions start at 9:00am
and ends at 5pm each day. Attendance will be taken at the beginning of each day.
b. Follow the instructions of the trainers – Principal Investigator, Research Manager,
Research Associate, Field Manager and Survey Coordinator.
c. Guard the training materials that are given to you with utmost care.
d. Mobile phones: Switch mobile phones off, to silent or vibration modes during
training sessions.
e. Participation: You are expected to fully participate in all training sessions. Be
attentive and take everything you are learning seriously; your participation is key.
f. Eating: Do not eat when training is in session.
g. Respect one another.
h. Ask questions: Ask questions when you are not clear on something.

1.5 Assessing Learning and Performance

Trainees’ learning and performance will be evaluated regularly during the training.
This is important to gauge the progress of the trainees; provide performance feedback to
both the trainers and the trainees; as well as help in determining the best candidates for the
fieldwork. A number of methods will be used in this training to support and assess learning
and to evaluate performance. These are outlined below.
a. Quiz: The quiz helps to review content. The quiz can take any format such as
true/false quiz or open-ended questions.
b. Performance on interviews: Data from role-plays and field practice(s) per trainee
during classroom sessions and field practice, respectively, will be evaluated.

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 c. Field practice: A field practice visit will be organized during the training on 2nd
September 2015 for all assessors. This gives the opportunity to apply what the
trainee have learnt during the training, and for the trainers to provide specific and
constructive feedback to the trainees. The practice session and the feedback help to
ensure the transfer of learning to the field survey.
d. Observations: The behavior of trainees will also be evaluated during the training.

1.6 Administrative Issues

To ensure full attention of all trainees during this training workshop, some questions
or issues need to be addressed so that everyone can concentrate more easily.
a. Training schedule: The training will be conducted from 25th August to 3rd September
2015 for Child Assessors (for 9 days) at the Jack and Jill School at Ridge. All trainings
start from 9 AM and close at 5 PM each day.
b. Things to know before starting with IPA
a. Hard work: You are expected to work full days; 5 days a week (i.e., during
normal school periods) from 7.30 am to 4 pm. This is not negotiable.
b. Accountability: IPA will hold you accountable. IPA protocols include
observing and checking surveyor’s deliverables to know his/her progress of
work. Please be honest with us, and let us know if something happens that
interferes with your work schedule. Take reasonable steps to communicate
absences due to sickness, family event etc. with Team Leader/Field Manager.
Multiple unexcused absences or failure to communicate absences can result in
dismissal.
c. Employment details: For issues relating to your job at IPA, please note that:
a. Your participation in this training is not a definite job offer but provides the
basis for determining whether you are qualified for this project. An
employment contract will be offered to you only after successfully passing
performance assessments during this training. Details of your employment will
be provided in your contract if hired.
b. You are required to have the following before working with IPA.
 Mobile phones: IPA will provide stipends for credit. All field staff will be
provided with phone credit based on the assignments you are given.

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  Health insurance: You are required to have valid National Health
Insurance card. Present a photocopy of your NHIS card for evidence.
 GCB accounts: If you are hired, IPA will pay you by bank transfer into
your account, preferably a GCB account. If you do not have a GCB
account, you will be required to open one or with other banks. You are
therefore required to provide your bank account details to project
management before your first day of fieldwork.
d. Finance:

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 CHAPTER TWO
BASICS OF THE QUALITY PRESCHOOL FOR GHANA STUDY

2.1 The Context of the QP4G Survey

Recent years has seen a marked increase in both the demand for and the supply of
early childhood education services in Ghana. An exploratory study conducted by IPA in
2013 in the Ashaiman neighborhood revealed two key findings: (a) the quality of classroom
instruction in preschools was generally low and developmentally inappropriate, and (b)
parents’ subjective assessment of preschool quality focused on developmentally
inappropriate instruction and on classroom materials and infrastructure. Low quality of
classroom instructions in preschools in Ghana has mostly been attributed to the fact that
most preschool teachers are untrained or inexperienced, as well as a lack of/inadequate in-
service training for preschool teachers. In fact, the results of the scoping study revealed that
69% of teachers have no training in education or childhood development. Moreover, even
though governmental systems exist to provide feedback to teachers, such systems are rarely
used. Parents’ subjective assessment of preschool is visible in their evaluation of quality in
terms of material infrastructure and perceived “serious lessons” through repetition of letters
and numbers. Collectively, low quality of preschool classroom instruction has led to
inadequate preparation of children to be ready for progression into the primary school
system.

2.2 The QP4G Project

In order to address the above policy concerns, IPA, in partnership with researchers
from New York University in the United States, seek to improve the quality of kindergarten
education through teachers and parents. Specifically, the Project involves
a. An 8-day in-service teacher training delivered by the National Nursery Teacher
Training Center with monitoring and feedback visits;
b. A 3-part video and discussion intervention delivered to parents through school
Parent-Teacher Association meetings focused on early childhood development and
learning;
c. Evaluating the effectiveness of (a) improving the supply of teacher training; (b)
improving the supply and changing the demand of parental intervention.

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2.3 Objectives of the QP4G Study
The primary objectives of the evaluation part of the QP4G Study are to:
a. test the efficacy of a low cost in-service kindergarten teacher training intervention on
the quality of kindergarten teachers’ classroom practices and interactions; children’s
development, school readiness and learning in preschools in Greater Accra Region.
b. test the efficacy of a low cost parental awareness intervention on changing the
parental perceptions and expectations of high quality kindergarten educatoin.
c. test the added value of combining a scalable (low-cost) parental awareness
intervention with teacher in-service training.

2.4 Main Features of the QP4G Study

The QP4G Study has the following main features:
a. It is the only such study to be conducted in Ghana by IPA in partnership with
researchers from NYU.
b. It includes standardized instruments (Proprietor Survey, Head Teacher Survey, KG
Teacher Survey, Classroom Observation, Child Direct Assessment, and Caregiver
Survey) to be administered at different phases.
c. Data will be collected using Samsung tablet based on the SurveyCTO platform.
d. It includes innovative field protocols (tracking, monitoring, etc.) to support a high-
quality data collection.
e. The instrument are designed to be aligned with global Early Childhood
Development indicators.

2.5 Baseline II Work Plan and Survey Schedule

The overall work plan for the survey is shown in Table 2. The Baseline II Survey will
be conducted from Monday to Friday during normal school hours. The survey will have an
added “mop-up” period of 4 days.

Table 2. Overall Work Plan for the Survey

Key Dates
Key Activities Responsibilities From To
Training of Baseline II survey PI/FM/RA/FM 25th August 2015 3rd August 2015
Baseline II Survey Team 09th Sept. 2015 8th October 2015
Mop up Survey Team 9th October 2015 14th October 2015

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 CHAPTER THREE
PROTOCOLS FOR CONDUCTING FIELDWORK

3.1 Principles for Assessing Kindergarten Children

The following protocols should be strictly adhered to by every Child Assessor.
a. Before beginning any assessment, it is important to establish a relaxed and playful
rapport with the child.
a. The assessment team should visit each of the KG classes to build a rapport
with the children. The team should engage the children in singing a song or
playing a short game before starting the assessment.
b. Before assessing a child, ask him/her a few questions about subjects of interest
to them. Introduce your self-etc.
c. Be mindful with your dressing. Avoid fancy dresses that could draw the
child’s attention and prevents the child from concentrating on the assessment.
d. As much as possible, help the child see the assessment as a game rather than a
serious test.
b. During the assessment, pay attention to the child. Plan 1-2 breaks during
administration, if possible (e.g. “Get up, take three deep breaths, shake your arms,
shake your legs, roll your head, take three more deep breaths"; or "do you want
some water?”).
c. Ensure privacy for the child. Do not allow any other child to be present during
assessment.
d. Always obtain the child’s assent before conducting the assessment. Never force or
unduly coerce the child to participate in the assessment.
e. Throughout the assessment, offer neutral encouragement to the child. Say things like,
'You are working very hard - keep it up!' Give encouragement in between questions,
rather than in the middle of questions.
f. Be patient! Do not give hints to questions or make facial expressions while the child
is completing tasks. If you express surprise, approval or disapproval about answers
given by the child, it could potentially affect the child’s responses and participation
in the rest of the assessment.
g. On no account should the Child Assessor help the child to perform any of the
games. You are only required to follow the instructions in the IDELA.

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 h. Observe how the child is doing and offer breaks as needed throughout.
a. There is no “time limit” to complete the assessment although some questions
are timed to help move through the items at a regular pace.
b. Make sure that you understand visual and verbal cues if the child is feeling
discomfort or appears to want to end the assessment.
c. When the child shows any sign of distress, stop the assessment immediately
and send the child to the classroom, drawing the attention of the KG teacher
to the incidence. Notify your team leader to follow up on the child the
following day. The Team Leader should record all case of child distress and
notify the Research Associate.
i. Take care of yourself: Child assessment could be stressful and you need to take care
of yourself. To manage your stress:
a. Take care of your emotional self. Get support by talking with someone –
your colleague or team leader - after a particularly troublesome interview.
b. Take care of your physical self. Get enough rest and exercise, and eat
properly.
c. Take care of your intellectual self. Think about the goals of the survey. Keep
this balanced with your emotional self so one is not overpowering the other.
d. Take care of your spiritual self. Seek spiritual help according to your beliefs.
j. Be honest and professional: Treat all children with kindness and respect. Remember
that they are young and vulnerable group and are doing us a favor.
a. Don’t ever make up answers to assessment items. It will be discovered during
the auditing process. This will always result in immediate dismissal.
b. If you notice something that might be important to data quality, bring it to
our attention. We appreciate feedback, and it shows initiative.
k. Recording responses: When recording the child’s responses,
a. Listen carefully to the child’s response.
b. Record the answer correctly.
c. Strictly follow the specific instructions for each section/question.

3.2 Obtaining Informed Consent

Ethical practices and respect for persons requires that people are given adequate
information to allow them to make an informed and voluntary decision whether or not to

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participate in this survey. Informed consent is intended to inform a potential respondent
about the purpose, risks, potential benefits, confidentiality, compensation, contact
information for questions, and conditions of participation in the study. Because children
cannot provide informed consent, children provide assent to participate in research, to the
extent that they are able, and caregivers give permission for a child to participate in
research.
Parental consent is a prerequisite to the recruitment of KG children to participate in
the study. However, parental consent constitutes only half of the consent process.
Caregivers should give permission for their child(ren) to participate in the study. The Field
Mobiliser will provide each sampled child a note to the caregiver, and that if they do not
wish for their child to participate, they can indicate so on the paper and send it back to the
school the following day. However, if the caregiver does not send the note back, it means
s/he has given consent (passive consent). Notwithstanding, before assessing each child,
obtain the child’s assent [i.e., the agreement of the child to participate in the study]. Below
are the informed consents.
Consent Form Statement – KG Children
Hello, my name is [NAME OF ASSESSORS]. What is your name? How are you doing
today? I am here to learn about how children like you learn things and if they know how
to play some games and do different activities. Is it okay if we do some activities together
for the next 40 minutes or so?
You can stop and take a break if you need to - just let me know. If you decide at any point
that you’d like to stop, or that you don’t want to do a particular activity, that’s okay too.
Don’t worry about the answers you give me – this is not a test! Also, I am not going to tell
your head teacher, teacher or parents about the things we discuss or the activities we do.
We are just going to talk for some time and you can tell me if you want to leave at any
point in time.
Do you have any questions? Are you ready to start?
A18. Permission given by child to begin?
1. Yes
2. No (Skip to A19)

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3.3 Selection of KG child-parent pair
The eligible respondents for the child assessment and caregiver survey are KG
children and their primary caregiver, respectively. KG children and parents will be selected
using the sample sampling approach. The selection will be done in the field. The Child-
Parent Listing Form will be used on the SurveyCTO platform for the listing and
randomization of kindergarten children and parents. Information for the listing of children
and parents will be obtained from the school’s KG roster/admission form and Parents
Teacher Association files. The details of the selected KG children will be given to the Team
Leaders of each group to be assigned to the Child Assessors. Fifteen (15) KG child-parent
pair will be randomly selected; 8 from KG1 and 7 from KG2. Each school will have ten
reserve/replacement child-parent pairs.

3.4 Replacement Strategy

The potential respondents in the Baseline II Study are KG KG children and their
caregivers. Every attempt should be made to interview eligible respondents. On no
accounts should any other person be interviewed. If a particular respondent is not available
for the interview, the assessor should make three attempts before considering the
respondent as missing. For the KG children-parent pairs, there will be ten (10) replacements,
numbered R1, R2, R3, R4 to R10; where R means Reserve. The reserves will solely be used
according to their numbering. That is, the first reserve i.e., R1, will be the first replacement
to be made after exhausting all call back processes. This will be followed by R2, R3, and so
forth. The replacement will be done on case-by-case basis. No assessor should replace an
eligible child unless s/he receives approval from the Research Associate.

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 CHAPTER FOUR
THE BASELINE II SURVEY INSTRUMENTS

4.1 Overview
The Baseline II has four main questionnaires/tools – Direct Child Assessment (IDELA),
KG Teacher Survey, Caregiver Survey, and Classroom videotaping form. These tools will be
administered to eligible respondents of private and public schools in six selected
Municipalities in the Greater Accra Region of Ghana.
Table 3. Composition and Number of Sample
Method of Respondent Respondent’s Total
Survey Tool Administering Type Per School Respondent
KG Teacher Survey In-person interview KG teachers 2 480
Classroom Observation Video survey KG teacher 2 480
and children
Direct Child Assessment In-person assessment KG children 15 3600
Caregiver Survey Telephone survey Caregivers 15 3600

4.2 Features of the IDELA Tool

Child Assessors will assess every selected KG child using the IDELA tool. The IDELA
tool allows the Child Assessor to assess the development and early learning of young
children (ages 3.5 - 6.5 years). The features of the IDELA tool are:
a. Cover page: The cover page of the IDEAL contain information about the child’s ID,
date of interview, district code and name, locality, school ID and name and time
interview started. These information must be filled completely before starting the
actual questions. While some of the fields will be auto populated, the
interviewer/assessor will be required to fill the rest. The child’s age should be taken
from the output of the Child-Parent Listing Form. Do not rely on the age the child
gives you!
b. Child assent: Every Child Assessor MUST obtain a child’s assent [i.e., the agreement
of the child to participate in the study] before assessing the child. If the child refuses
to participate, then the program will automatically skip to the end of the
questionnaire and the Child Assessor’s time with the child is over. You will then

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 proceed to the next child. Remember that some children will refuse initially due to
fear or discomfort with the assessor. Hence, be professional in approaching the child!
c. Item labels: The IDELA tool has 29 items with labels. The labels are a kind of a
heading/section, and are not meant to be asked or spoken aloud during the
assessment. However, introduce the section to the child.
d. Questions/instructions for child: Each item (except Items 1 and 29) instruct the child
to perform a particular task or game. Item 1 asks the child pertinent questions about
his/her personal awareness. Item 29 relates to the Child Assessor’s personal
evaluation of the child BASED on the child’s performance on each item (except Item
29) and persistence/engagement during the whole assessment. Please pay attention
and critically observe the child right from the beginning of the assessment to the end!
e. Question should be read clearly to the respondent. The responses are either text,
requires specific values (such as numbers), or are completed by checking one of the
possible response options.
f. Instructions for Assessor: Assessors must pay careful attention to the instructions and
read all questions to children exactly as they appear. Instruction for assessors are in
two forms of type: bold type and italic type. Bold type in boxes indicates things
you, the assessor, must say to the child out loud. Please read this type aloud to the
child completely and exactly as it appears. This is important to ensure that the data
will be collected in a standardized manner across all children. Italic type indicates
instructions for you. Do not read these instructions aloud to the child.

g. Refer to the child assessment tool for more details on the specific instructions for
each item.

4.3 Coding System for the Child Assessment

Generally, the coding system for the selected children comprises of the district code
and school code in addition to the KG child code. Each selected KG child has a unique ID –
child ID. The child ID comprises the district code, school code and child code. The child
code consists of three digit numbers made up of the child’s level and the child number. For
example, the child code for a KG 1 child is [_1_]_0_]_8_] while for the KG 2 is
[_2_]_0_]_9_]. The last two digits starts from 01 to 15. That is, 01 to 08 for KG 1 and 09 to
15 for KG 2. Where a reserve list is used, the reserve child takes the child code for the
replaced child.

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 CHAPTER FIVE
USING THE SAMSUNG TABLET FOR DATA COLLECTION

5.1 Overview of the SurveyCTO

This survey uses the Samsung tablet based on a computerized program – SurveyCTO.
SurveyCTO is a product that helps to capture, transport, and process data collected during
personal interviews administered through Computer Assisted Personal Interviews (CAPI).
SurveyCTO makes sophisticated, high-quality electronic data collection as simple as
possible. It is based on open data kit, an open-source platform for electronic data collection
used in thousands of surveys around the world. The tablet does not require an internet
connection to input data into it. The questionnaires are stored directly into the tablet.
Following data collection, the teams can send data to the SurveyCTO server once they
have internet connectivity. Each surveyor will be given a Samsung tablet to use during this
survey and you will use it to enter and capture the data collected during the
interviews/assessments that you will carry out. This technology reduces the time it takes to
clean and download data and analyze the survey results. You are therefore required to
know how to use the tablet for the survey! It expected that by the end of the training,
every surveyor would be fully able to use the tablet with confidence to administer the
questionnaires in the field and carry out effective interviews.

5.2 Getting Started with SurveyCTO on the Tablet

You are required to ask and record the responses of the survey directly into the
tablet using SurveyCTO. You are allowed to use a paper backup if for some reason the
tablet is not working. Notwithstanding, the Team Leaders will be given additional tablets as
back up. The paper version of the questionnaire will only be used when the backup tablets
are non-functional. The following procedures provide the steps to using the SurveyCTO.
1. Run SurveyCTO Collect on the Samsung tablet device. From the main menu, click
your device's menu button, then click General Settings. Ensure that the server name
is imppreschool. Also, ensure that the username is "manager" correspond to the
given password. Note that, no surveyor is permitted to modify these settings. Your
only duty is to ensure that the server name and username are as stated above.

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2. Go back to the main Collect menu, then choose Get Blank Form. Press OK when
prompted to confirm the login information, select the checkbox next to Sample –
Basics, and press Get Selected. The forms you will see for our surveys are the Teacher
Survey, IDELA, Parent-Child Listing Form, and Videotaping Form.

3. Go back to the main Collect menu, choose Fill Blank Form. Fill out the sample forms
i.e., the Teacher Survey, IDELA, Parent-Child Listing Form, and Videotaping Form.
To navigate through the forms, swipe the screen to go backward to previous and
forward to next. Provide the record for each information or question following the
interviewer instructions provided in the previous sections. Take note of error
warnings (e.g., required fields, answers must be within a particular range, etc.).
Before saving the finalized form for editing, uncheck Mark form as finalized. After
editing, check Mark form as finalized before saving.

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 4. Back on the main Collect menu, choose Send Finalized Form. Check the listed form
and click Send Selected.

5.3 Routing checks on the tablets

Every team member will be given a Samsung tablet with a case and a charger. In
order to ensure proper functioning of the tablet:
a. Always carry the charger for the tablet with you when in the field.
b. Remember to charge the battery every night. If you do not have access to electricity,
give your tablet to your Team Leader or Field Manager to charge for you.
c. Ensure that the tablet have the correct version of the questionnaire for the survey.
d. The Bluetooth and GPS are turned off.
e. The internet is turned on before sending data to the server.
f. Always ensure the date and time on the phone are correct.
It is the responsibility of each survey team member to ensure that the tablet is
maintained and is in a good condition. You are therefore required to do the following:
a. Keep the phones in a safe place. Avoid keeping them close to liquids.
b. You should be careful where you place them. You will be charged with any damage
caused to the tablet due to your negligence.
c. Report to your Team Leader immediately you find a fault with your tablet.
d. Make sure to switch your tablet off after usage at the end of the day.
e. Do not overcharge the tablet as this can weaken the battery.

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 CHAPTER SIX
CONDUCTING THE FIELDWORK

6.1 General Rules in the Field

Every team member represents the face of our work. The manner in which a team
member conducts his/herself before, during, and after interviewing respondents is
extremely essential to ensuring the credibility of the survey and IPA. As a general rule,
a. Be courteous, attentive, and professional. Never yawn during the interview, refuse
break when asked, use judgemental language, eat in front of the respondent, receive
calls during interviewing (except urgent calls from TL, FS, FM or RA), ask questions
that are not in the survey, be funny or sarcastic or try to hurry the respondent.
a. The respondents are taking time out of their day to talk with you and it is
important that you show them courtesy and respect.
b. Be presentable. Make a good impression by dressing appropriately and neatly.
c. Punctuality: Arrive at stated time and value the respondent’s time.
d. Mannerism: No eating in front of the child while conducting an assessment.

6.2 Baseline II Team Size and Composition

The success of the baseline survey depends on many different people. The Baseline II
Survey has a survey supervisory and monitoring team as well as the survey field team. The
survey supervisory and monitoring team comprising of the Research Associate (RA), Senior
Field Manager, Field Manager (FM), and Survey Coordinator (SC). The survey field team in
turn comprise of fourteen teams. The total number of the child assessment team is 57;
made up of child assessors, field supervisors, and team leaders. Each survey team will
comprise of 3 KG child assessors and a team leader. The field supervisors and team leaders
positions are predetermined. However, the selection of child assessors will be based on
performance during the training.

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 Figure 1. Organizational Chart for the Survey
Research Associate

Field Manager

Field Supervisor (3 Positions)

Team Leaders (14 Positions)

Child Assessors (40 positions)

6.3 Roles and Responsibilities of Survey Team Members

The success of the survey depends on many different of each survey team member.
The roles and responsibilities of the survey team members are presented in Table 4.
Table 4. Responsibilities of Survey Team Members
Position Responsibilities/Tasks Report To
Field Field Supervisors report directly to the Field Manager and are
supervisors responsible for the quality and progress of field activities. They play a
(FS) significant role in ensuring that work is carried out systematically and in
accordance with prescribed IPA data collection protocols. The specific
tasks of the Field Supervisors include: Field
 Plan, coordinate, train, and supervise survey teams performing Manager
all modules of the QP4G Study in selected schools;
 Assist in monitoring and assessing the quality of the work of
survey teams, team leaders and interviewers;
 Monitor the condition of survey equipment assigned to the
interviewers;
 Maintain team motivation and morale and foster team spirit;
 Other tasks as will be assigned by the Research Associate/Field
Manager.
Team Leaders are responsible for overseeing survey fieldwork at the
survey team level and maintaining high quality data collection. This
will involve managing a team of surveyors, supervising daily survey
Team Leader activities, survey monitoring and writing weekly field reports. Team Field
Leaders will also maintain records such as survey tracking and surveyor Supervisor
attendance. In particular, the Team Leader will;
 Supervise all the surveyors, manage their work, and ensure that
they are all following IPA survey protocols;

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 Position Responsibilities/Tasks Report To
 Ensure sufficient surveys, supplies, and forms of all surveyors;
 Solve and communicate all problems with team members to
field supervisors and field manager;
 Edit all administered surveys for the surveyors;
 Prior experience in working with IPA evaluation projects in
education.
 Maintain team motivation and morale and foster team spirit.
 Perform other duties related to the project that may be assigned
to him/her.
Child Assessors are responsible for administering the Direct Child
Assessment (IDELA) according to IPA data collection protocols.
Child Specifically, the Child Assessor administers learning assessments to TL
Assessor selected KG children in selected schools and ensures that learning
assessments are administered in an ethical, honest, and rigorous
manner based on IPA survey protocols.

6.4 Relationship Between Surveyors/Assessors and FM/FS/TLs

Surveyors should always follow the advice given by the FM/TL. The FM and your
Team Leader is the link between the field survey team and IPA. Team members will receive
instructions from the Team Leader and inform him/her of any difficulties or problems
encounter on the field. To ensure smooth team cohesion,
a. The FM/FS/TL provide the surveyor with all the assistance needed during problems
or difficulties in the field.
b. The FM/FS/TL provides feedback. If the surveyor do not understand a procedure or
the meaning of a question in the questionnaire, s/he should ask the TL for an
explanation. The TL in turn consult the FM for clarifications and feedback.
c. The FM/FS/TL takes care of the team. Any issues or disputes should be reported to
the TL who will then inform the FM.
d. If a surveyor has to leave the field due to an emergency or health-related matter,
inform the TL, who will then obtain permission from survey management team.

6.5 Expectations from Survey Field Teams and Team Members

a. The duration of the Baseline II is three (3) weeks i.e., 18 working days.

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 b. Each school survey team will be tasked to complete 1 school/day; 5 schools/week
and 17 schools within the survey period. Therefore, each Child Assessor will
complete 5 child assessments per day, 25 per week and 85 within the survey period;
c. Surveys will be conducted on district basis. The number of teams working in a
district at a particular time depends on the number of schools within the district [left
to be covered]. Once a district is entirely covered, the team will visit the next
district. This will be continued until all selected schools/districts are covered.

6.6 Daily Procedures for Teams for Fieldwork

6.6.1 Before actual fieldwork
a. Team leaders make contacts with school heads to arrange for the assessment.
b. Team leaders obtain data on all sampled children to be assessed in a particular
school and assign the children to the child assessors.
c. Team leader should make sure that all necessary assessment kits and other survey
logistics for the team are ready and in good conditions.

6.6.2 During fieldwork

a. Each team visits the assigned school under the leadership of the Team Leader.
o The Team Leader should ensure that the team members arrive at the school at
least 30 minutes before the official start of the first lesson period to adequate
set up for the assessment.
o Meet with the school head/proprietor and KG teachers to introduce
yourselves and explain the survey and its objectives to them. Also, explain the
modalities of the assessment process to them. Cooperate with them
throughout the process.
i. Never go directly to the KG children or teacher's classroom! Follow
any school protocol, example, sign the visitor’s log book.
b. Child Assessors carry out the direct child assessment as assigned by their team
leaders.
o Arrange the setting for child assessments. Identify the quietest possible place
for the assessment. Take control of the assessment.
o The team leader should give the list of sampled children to the KG teacher so
that the KG teacher calls out the children in turns after each assessment.

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 o The assignment of child assessors should be consistent throughout the survey
period. One assessor for each team should assess children with IDs 01 to 05.
The second assessor should assess only children with IDs 06 to 10 while the
last assessor should assess only children with IDs 11 to 15. The team leader
should keep record of this for tracking purposes.
o Every child assessor should verify the identity of the child before beginning
the assessment.

6.6.3 After fieldwork

a. Team leader reviews/edit the works of the surveyors within the school after each
day’s work and send the data to the SurveyCTO server.
b. Teams meet at the end of each survey day to discuss the day’s work, challenges, and
way forward. The team leader addresses the concerns of the team members and
direct issues beyond his/her scope to the Field Supervisor/Field Manager/Research
Associate/Senior Field Manager.
c. The Team Leader will manage all the forms required. All necessary field
documentations should be submitted to the team leader for onward submission to
the Field Manager. The Field Manager should keep track of all completed surveys
and forms during the course of the survey.

6.7 Daily Checklist for Team Leaders and Field Supervisors

6.7.1 Team leaders
The Team Leader is required to:
a. Know which school their team is assigned to survey a day in advance. Review the
data collection plan as a team and with each interviewer.
b. Liaise with the Field Supervisor to get appropriate information regarding the
assigned school a day before actual fieldwork.
c. Explain the survey and its objectives to the proprietor and/or head teacher and
cooperate with them throughout the process.
d. Organize the equipment at the beginning and end of each day (e.g., ensure that the
interviewers charge their tablets, and the team has the necessary field supplies and
materials).

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e. Monitor the performance of the interviewers by observing interviews. Observing
interviews are important aspects of data quality.
a. Observing interviews must be aggressively pursued during the first two days
of fieldwork to ensure that interviewers understand the mechanics of high-
quality interviewing.
b. Each team leader must observe at least one full child assessment for each child
assessor and a KG teacher survey per day;
c. Provide constructive feedback to interviewers based on observations.
f. Confirm and ensure that the interviewers attempt to conduct the required number
of surveys/assessment/video recording in each school. Use the Respondent Tracking
Sheet to recording the team’s progress each day. If a particular respondent was not
assessed or interviewed, arrange for a second attempt to get the respondent
interviewed. Confirm with the interviewer that he/she entered the necessary
information on the outcome of the questionnaire.
g. Ensure that each interviewer follow the communication protocol agreed upon
during training. The channel of communication in the field should follow the
organogram for the study. On no account, should there be a break in the prescribed
chain of communication.
h. Follow data management procedures. Use the form Data Quality Issues for each
school to note data quality issues and the possible resolution of those issues.
a. Ensure that you review the records from each interviewer and edit the record
if an error has been found. For each questionnaire viewed and edited, ensure
that the correct information on the school and unique survey IDs are
accurately entered and not repeated.
b. If there are no errors observed by the team leader, write “no data issues” on
the form and return it to the field supervisor. Team leaders who report “no
data issues” on the form but such issues has been discovered later will be
considered as not having done their work well. Appropriate sanctions will be
used.
c. Ensure that data from every member is sent to the server every day.
d. Upload the recorded videos on the laptop and ensure that the correct
labeling system has been applied to the naming of the video for each school.

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 i. Maintain daily contact with your assigned field supervisor to provide an update
about the work completed, challenges encountered, data quality issues, security, etc.
Compile and submit the required documentation every day: Respondent Tracking
Sheet; Data Quality Issues Form; Signed informed consent forms; and a daily log of
fieldwork. The team leader is also required to produce weekly field reports.

6.7.2 Field Supervisor

The Field Supervisor is required to:
a. Enquire from the team leader about the outcome of each day’s work. Ask if any
problems or challenges were encountered during the day’s fieldwork. Provide
guidance for the resolution of any problems encountered. Emphasize proper field
procedures.
b. Emphasize to the team leader that s/he too must monitor the quality of the work of
the interviewers. Ask to see the necessary forms that were prepared for the surveyed
school. Review each form and reinforce the procedures involved in doing the
fieldwork.
c. Verify that the required number of surveys has been completed for each school. If
there are discrepancies, ensure that alternative arrangements have been made to
complete the remaining surveys. Ask if there were any refusals to participate in the
survey. Do a follow up to confirm the reasons for the refusals. These information
should be captured in the tracking form.
d. Observe at least one full interview per day and provide feedback to interviewers
and teams.
a. Enquire about the team leader’s monitoring of the interviewers’ performance.
i. Check the monitoring forms that the team leader used for the
monitoring.
e. Review with the team leader the Respondent’s Tracking Form that was completed
for the school surveyed.
a. Check the number of children assessed, teachers surveyed and videos taped.
This should be equal to the required number of surveys/assessments per
school.
b. Verify that ONLY randomly sampled KG children and eligible KG teachers
were assessed.

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 c. Check to see if the correct survey IDs and other relevant personal information
have been accurately captured in the completed surveys. Check that NO
duplicate entries of survey IDs have been made.
d. If an error was identified, ask if the team leader edited the data and entered
the correct records before the data were sent to the server. Check all entries
on the Respondent’s Tracking Form and Data Quality Issues to confirm the
information provided for this school.
f. Confirm that all completed surveys for that school have been sent to the server.
g. Confirm that the team leader knows the assigned school for the next day. Inform the
team leader about any advance communications that have taken place with school
proprietor or head.
h. Find out whether the team leader requires any additional field materials or supplies
and provide, if needed.
i. Ensure that data entry errors have been reported to the Research Associate so that
they will be taken into account when the data are being cleaned and edited.
j. Retain the field materials that have been submitted from each team.

6.8 Date Quality Control Systems

Data quality for the Baseline II depends greatly on strict adherence to the correct
field protocols or procedures. Field supervisors and team leaders will be responsible for
ensuring that the survey procedures prescribed during training are followed and for
monitoring the performance of the team’s interviewers. The interviewers/assessors in turn
are expected to pay careful attention to correct data entry. This is essential for ensuring
quality data. A number of procedures and tools have been developed to help assure data
quality. Data quality control systems involves the roles of the survey management and
supervisory team as well as that of the team leaders and field supervisors in minimizing
errors in the fieldwork. The survey management team will monitor the entire fieldwork
based on the IPA Monitoring protocols. Such procedures are observation, accompaniments
and spot checks; back checking, and editing.

6.8.1 Accompaniments and spot checks

The survey management team will randomly accompany surveyors on the field.
First, the RA/FM/FS/TL accompany(s) a surveyor to monitor his/her performance during

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data collection. Second, the RA/FM/FS/TL pay(s) unannounced visits to the surveyors on
the field. This serves to provide information on where a surveyor should be and whether
or not s/he is following established procedures.

6.8.2 Editing plan

Multiple editing techniques will be adopted to ensure that the surveys are edited for
completeness, legibility, and consistency to guarantee data quality. Editing start with the
surveyor in the field and ends in the office. The procedure for editing the surveys are:
a. Record editing: This editing involves checking the actual administered
forms/questionnaires for logical inconsistencies, contradictions, or wrong entries.
Editing starts with the surveyor while on the field. Every surveyor is expected to edit
the records before leaving the respondent. The team leaders are responsible for
ensuring that the administered surveys are well edited each administered survey
before data are sent to the SurveyCTO server.
o Before leaving the school, the surveyor should thoroughly check every
questionnaire to make sure that the right responses have been entered and
responses to open-ended questions are entered correctly in full sentences and
not in abbreviations. This is necessary because even a small error can create
much bigger problems after the data has been sent to the server and
tabulations have been run.
o The surveyor then submit the completed tablets/forms to the Team Leader
after each day’s work. The team leader edits the surveys so that any errors in
administration can be noted and procedures corrected before other
interviews are completed incorrectly.
b. High Frequency Checks (HFCs): High Frequency Checks will be run every other day
using STATA commands. The RA and Intern shall be responsible for the HFCs.
c. Response to errors: When errors are found, there will be two types of responses:
o Corrections for the quality of the survey. Often, small errors can be corrected
just by asking the surveyor. In other cases, the surveyor will be notified to
make the necessary corrections by revisiting the field.
o Relevant instructions and/or actions taken in relation to the surveyor at fault
depending on the severity of the error detected.

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6.3 Logistics for Field Work
Transport allowance is provided for as part of the per diem for your field activities.
Where there is a strong evidence that the transport allowance of GH¢ 15 will be exceeded
in an attempt to track a school, inform your Team Leader, who will also inform the FM
before making such expenses. No allowance for accommodation will be provided for field
staff. The security of the field survey teams should be ensured and not taken for granted.
Your security is paramount to the success of this survey. Be safe! Adequate protection
should be made to protect yourself and the data collection tools/equipment against the
weather. Before leaving for the field, every survey team should be resourced with survey
supplies and materials (Table 6). You are responsible for all items that IPA provides you for
the fieldwork. You should treat such supplies/equipment as if they are your own! When
you receive/return your supplies/equipment, you will sign an equipment/material sign-out
sheet. Between the sing-in and sign-out times, you are fully responsible for any loss,
damage, or theft that occurs to the items. This means you must pay for a replacement or
provide a replacement if IPA determines that loss/damage has occurred.
Table 5. Field Supplies and Materials
Item Number Required
Team Members
Tablet, charger and case 1 per team member
Letter to school authorities 1 per school
Identification card 1 per team member
Informed consent script 2 per respondent (1 each signed script for the respondent
and surveyor)
Field manual 1 per team member
Respondent’s gifts (flip chart) 1 per school
Bag for field supplies/materials One per team member
Paper version of questionnaires 3 per survey team
(in case of tablet malfunction)
First Aid box I per survey team
Child assessment kit I per child assessor
Team Leaders Only
Survey movement plan/schedule 1 per survey team
List of districts/schools 1 per survey team
Field activity report template 1 per survey team

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6.7 Frequently Asked Questions and Suggested Responses
The following presents frequently occurring questions and responses.
Question 1: What if it is raining? IPA works every work day, regardless of weather.
Rainy days can be great for surveying because people are less busy. Find a sheltered
spot during storms, and when the rain is lighter, continue. We advise you to carry a
rain coat, and wear clothing that can get a little wet, when in the field.
Question 2: What is IPA? Innovations for Poverty Action (IPA) is a non-profit
organization that specializes in evaluating economic and social development
programs. IPA has been working in Ghana for over 5 years and is registered as an
NGO in the country.
Question 3: What are you using these data for? We are collecting these data as
background for possible future research. It will also help us and the government to
understand issues surrounding preschool [kindergartern] classroom instructoin
quality and how to support kindergarten teachers with effective training and support
so they can best teach young children to learn.
Question 4: Will we get anything from you? Our organization is a research
organization, and we are just collecting data. This study will not directly benefit you.
However, the information you share with us will help us answer very important
questions about teachers’ and children’s experiences in school and is expected to
contribute to the improvement of education in Ghana.
Question 5: Can I interview any teacher or child if the primary respondent is not
around? No. The respondent should ideally be a person who is knowledgeable
about the information being collected in the survey. Only the primary respondent
can complete the survey.

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